Year 7 SEAL English Exam Review

1. Year 7 SEAL English Exam Review Part 1) Reading Comprehension Part 2) Persuasive texts, issues – Letter to the Editor Part 3) Essay – Tomorrow, When the War Began Part 4) Language Conventions

2. Reading Comprehension b) Fantasy Texts Characters/characterisation Relationships Traditional Vs Contemporary What has been challenged? Message conveyed to the reader How is the reader positioned? What do these texts enable us to consider? The Raven a) • Similes • Imagery • Alliteration • Repetition • Assonance/Consonance • Onomatopoeia • Rhyme • Personification • Refrain

3. Things to look for…in Fantasy Texts Stereotypes – accepting or resisting/challenging Real world connections – Governments, politics, relationships, conflict, religion Moral or lesson to be learned Literary devices – imagery, symbolism, narrative structure or story structure, characterisation, dialogue and language use Purpose – whose interest does the text serve? Feminist? Sexist? Anti-authoritarian? Anarchist?

4. “The Raven” by Edgar Allan Poe Alliteration: The repetition of the same or similar consonant sounds in words that are close together. Example: “weak and weary” the w sound is repeated OR “silked” and “sad” the s sound is repeated Consonance: The repetition of consonant sounds within and at the ends of words Example: “While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping-rapping at my chamber door-“ OR repetition of the s sound: “uncertain” and “rustling” Assonance: The repetition of vowel sounds, usually within words Example: “purple curtain” Onomatopoeia: words with sounds that suggest their meaning Example: buzz, pop, screech Internal Rhyme: rhyme occurring within a poem’s line Example: “Open here I flung the shutter, when, with many a flirt and flutter” End Rhyme: Rhyming words at the ends of lines. Example: “Tell me not, in mournful numbers, Life is but an empty dream! – For the soul is dead that slumbers, And things are now what they seem.” By Longfellow Refrain: repetition of a word or phrase for effect Example: “He shrieked and cried, “No! Oh, no!” The wind blew stronger still and breathed, “No! Oh, no!” Simile:a figure of speech that makes a direct comparison between two subjects, using either like or as. Example: Her smile was like a sunbeam. She is as sweet as sugar. Metaphor: a figure of speech in which one thing is spoken of as though it were something else. Example: “love is madness.” Personification: a figure of speech in which nonhuman subjects are given human characteristics. Example: The creek ran down the hill. The leaves fought with one another in the wind. A smiling moon

5. Reading Comprehension d) Media Texts What is an issue? What is a contention? What language devices are used to persuade or position? Tone – how is this created? Loaded words or phrases? Emotive words with negative (or positive) connotations Quotes, facts and statistics Rhetorical questions c) Tomorrow, When the War Began • Similes used to emphasise an idea or a message • Literary devices used through the narration and spoken dialogue • What does Ellie realise? • What does Homer realise? • Why the symbol of the Hermit? • Literary devices used to convey hope and faith in war

6. Tomorrow, When the War Began Use of flashbacks and flash forwards. The book moves back and forth between present action and past reflections. It begins in the present with Ellie narrating the story which is told in present tense but has already happened and is in the past. There are also passages written in the past tense, used to fill in details of what their life had been like and what had happened to other characters. Present tense – ‘I don’t know if I will be able to do this. I might as well say so now.’ (Ellie – Pg 1) Past tense – ‘ Homer had been quite short as a little kid…’ (About Homer – Pg 16) Present tense - ‘I just hope we can survive.’ (Ellie – Pg 284)

7. Tomorrow, When the War Began Descriptive passages containing imagery. Marsden uses descriptive words to enable the reader to create visuals of the environments of Hell and Wirrawee and the characters. Many of these passages contain sensory details that enable the reader to feel as well as see. Examples: ‘Their eyes were red and desperate and their snouts were covered with dried froth.’ (pg 55) ‘The moon was well up by the time I left. The rocks stood out quite brightly along the thin ridge of Tailor’s Stitch. A small bird suddenly flew out of a low tree ahead of me, with a yowling cry and a clatter of wings.’ (pg 215) ‘here and there glints of sunlight bounced off the water and the secret coolness of the tunnel was giving way to the more ordinary dry heat…’ (pg 186) ‘she was walking, and the way she stood there in the cooling sunlight, like a model doing a fashion shoot on a beach. I think she knew, and loved it.’ (pg 54 – also a simile)

8. Tomorrow, When the War Began Similes. There are various powerful similes throughout the novel, used to compare aspects of the teenagers experiences to other things, so the reader is able to imagine what Marsden wants them to. Examples: ‘We ended up crawling along like myxo’d rabbits.’ (pg 26) ‘Up until then, everything had been unreal, like a night-stalking game at a school camp.’ (pg 81) ‘It was a great big ugly dark thing, like a powerful wasp, buzzing and staring and hungry to kill.’ (p114) ‘Running over the jeep was like running over a small hill at high speed.’ (pg 145) ‘But nothing could be seen of the tiny humans who crawled like bugs over the landscape, committing their monstrous and beautiful acts.’ (pg 217)

9. Tomorrow, When the War Began Metaphors. Metaphors are used when one thing is used in replacement for another. There are various extended metaphors used throughout this book. Faith and religion is used extensively in the novel, representing the inner conflict within Ellie about the evil within mankind. Ironically enough the metaphor of ‘Hell’ is ambiguous, as it is the teenagers’ salvation as well as their prison as they lose their freedom. The religious metaphor is accentuated throughout the book with many references to Satan, devils, the Bible, good and evil, snakes as well as the number 6 (6 fires and Chapter 6 when the war begins). Water is also used as a metaphor for spiritual journey and cleansing of the soul, such as when Ellie follows the stream with Lee and is taken to the Hermit’s Hut. But it is also used as a metaphor for the river of evil that flows into the town. ‘a dark river of aircraft flowed overhead.’ (pg 179) The next metaphor refers to the torment and guilt that challenges Ellie’s inner values and morality, when she kills to save herself and is forced to reveal a side of her that conflicts with who she believed she was. ‘I was a devil of death, and there were no angels left in the world, no-one to make me better than myself or to save me from the harm I was doing.’ (pg163 - 164)

10. Tomorrow, When the War Began Metaphors The Hermit is also used as a metaphor to illustrate how good people are sometimes forced to do things that are considered evil. He is forced to remove himself from society, as it would constantly judge or remind him of the evil deeds he has done. For the Hermit, his life would be Hell. Ellie is like the Hermit, she has ‘blood on her hands’ (a reference to Lady Macbeth from Shakespeare’s Macbeth). ‘I too had blood on my hands, like the Hermit, and just as I couldn’t tell whether his actions were good or bad, so too I couldn’t tell what mine were.’ (pg 216) One of the most powerful metaphors used in the novel is when Ellie steps out from the darkness into the circle of light near the Showgrounds. This is a turning point, as she moves from inaction to action. This dark to light metaphor symbolises that if people do nothing they are basically doomed and that Humanity’s only chance at survival is to take action against the evil in the world. People must stand up and take a risk and attempt action or we will always be in the darkness, at the mercy of others and fearful – fear being the motivation for subservience and is what gives others power. This ‘stepping out’ is also metaphorical for Ellie changing, transforming from a child who takes orders and follows instructions, to a human being who must rely on her own instincts and abilities. ‘I suddenly made myself leave the darkness…not just a polite obedient kid.’ (pgs 81 – 82)

11. Tomorrow, When the War Began Symbolism. There are many symbols used throughout the book to emphasise the ideas and messages that Marsden is trying to make. Religious symbolism Snake symbolises the serpent in the Garden of Eden. Hell symbolises the Garden of Eden, a sanctuary from man’s evil. The number 6 (Fires and chapter) symbolises evil – the number of the Beast (Satan). Hermit Roses symbolise the beauty within a person and that they can still appreciate nature and feel love in spite of the presence of evil. Hut symbolises how he has done something unacceptable in society and has been self exiled. Hermit symbolises the evil in society and how that evil is sometimes created by society and is not a product if the individual. We never know if he killed for love but his act creates his own isolation and Hell. Guns/Weapons Symbolise power and destruction. The teenagers are reluctant to take firearms at first but then realise they must assume this power if they are to survive against the enemy.

12. Tomorrow, When the War Began Symbolism Water Symbolises cleansing and purification (like Water is used in Christenings). Ellie takes a journey along a stream and this will lead her to self-discovery and the healing that she needs from all she has experienced. It also represents life, for we cannot live without water. Teenagers The teenagers all symbolise various parts of society as well as represent various mythological or historical characters. The name Ellie is derived from various biblical stories and has references to many cultures, such as Greek – meaning ‘defender of man’ and this has a direct reference to Ellie’s role in the novel. Homer symbolises security and a defender – also translated from Greek. Both symbolise leadership and protection. Robyn symbolises Christianity and faith. Corrie means a maiden in Ancient Greek language and maidens were often sacrificed, could her name forewarn us of what will happen to her through her own vulnerability?

13. Tomorrow, When the War Began Personification. Marsden continually assigns human characteristics to animals and inanimate objects, illustrating that the ‘intent’ behind all that occurs can be attributed to the actions of human beings. Examples: ‘There was something sinister about it, something diabolical. It flew with a sense of purpose, deliberate and cold-blooded.’ (pg 119) ‘The cool night breeze kissed my face all over…’ (pg 215) ‘Then I pulled it towards me, a little too hard, because I had half expected it to be locked. It came about thirty centimetres, with the screech of a tortured soul.’ (pg 127) ‘Then it turned again and accelerated into the distance, back to its foul lair.’ (pg 120)

14. Tomorrow, When the War Began Alliteration and assonance. Words that begin with the same letters or contain the same sounds are used to emphasise ideas in the book. Examples: ‘Burning bodies stretched out their hands, begging for mercy.’ (pg 163 – emphasis on the letter B) ‘I backed a car over my cousin and couldn’t rescue my dog when he got caught in a flood.’ (pg 163 – emphasis on the letter C) ‘None of us wants to end up as a pile of dead white bones, unnoticed, unknown, and worst of all, with no one knowing or appreciating the risks we’ve run.’ (pg 2 – emphasis on the sound ‘UN’)

15. Tomorrow, When the War Began Colloquialisms. The story captures the essence of multicultural Australia by combining both colloquialisms from the more stereotypical Australian dialect, as well as other cultural backgrounds (such as: the reserved, quiet spoken Asian Lee or the aggressive passionate Homer). Examples: ‘And you know the kind of blokes he’s always knocked around with at school.’ (pg 213 – Ellie about Homer) ‘while you guys were walking towards Wirrawee last night with your eyes shut, I Was noticing a few things.’ (pg 250 – Homer) ‘Corrie’s my mate and I’m not going to dump her and run.’ (Pg 281 – Kevin)

16. Tomorrow, When the War Began Opposites – Use of contrast. The book uses contrasts to show the oppositional elements in life, such as good and evil. Light and shade are frequently used to emphasise these ideas but they frequently mean the opposite to what the reader expects. Darkness provides safety for the teenagers and light is often the source of destruction and death. The hostages are held in the lit showgrounds and the teenagers are safe in the dark depths of ‘Hell’. Marsden is trying to get the reader to consider what is really evil and whether things are really not that clear in a complicated world. Actions can be attributed to both good and bad. Examples: ‘But that was the whole problem. That as a human being he could have done either and he could have done both.’ (pg 216) ‘People, shadows, good, bad, Heaven, Hell: all of these were names, labels, that was all. Humans had created these opposites: Nature recognised no opposites.’ (p217)

17. Media Texts What is an issue? Something that causes varying opinions or different sides/perspectives. Not an issue if it does not have opposite sides. Media texts contain issues and most texts present a writer’s contention (or position) on the issue. The writer uses words with either a negative or a positive connotation and will convey a ‘tone’ that will depend on the purpose for which they are writing the text.

18. Media Texts Anecdote - Short account or story Example: ‘Recently my neighbour experience these problems first-hand’ How it positions: Positions readers to respond emotionally. ‘Rings True’ so positions readers to take notice and accept information. Appeal to Authority - Uses the opinion of an expert or authority figure to impress audience or prove a point Example: ‘Professor Tran’s extensive research in this area leaves little doubt that …’ How it positions: Reassures the reader that the writer’s viewpoint is shared by someone with expert knowledge

19. Media Texts Appeal to Common Sense - A practical everyday knowledge that is accepted as obvious and therefore ‘true’ Example: ‘The Australian Medical Association said it was “common sense” that a ban should be in place’ How it positions: Pressures the reader to agree by implying that anyone who disagrees lacks practical intelligence. Appeal to Family Values - Suggests that traditional family life provides the essential values for a healthy, stable society. Example: The government needs to make the well-being of families a top priority to ensure parents have the time and resources to care for children. How it positions: Leads the reader to view traditional nuclear families as most desirable.

20. Media Texts Appeal to Fear and Insecurity - Suggests that people’s safety, security or freedom are at risk. Example: ‘If we don’t act now we will be in mortal danger’ How it positions: Pressures the reader to feel that solutions are needed urgently so they should agree with the proposals. Appeal to Hip-Pocket Nerve - Threatens our financial well-being because we fear or believe that we are being overcharged. Example: ‘The government is going to desperately claw money out of purses and wallets.’ How it positions: Positions the reader to reject the view of those who want to raise prices, fees etc.

21. Media Texts Appeal to tradition and Customs - Appeals to a sense of security based on the belief that rituals and traditions are valuable. Example: ‘Generations of Australians once thrilled to see the circus roll into town. And while urban sprawl is taking its toll, a small band of families keeps the magic alive. How it positions: Encourages the reader to resist change and to feel that links with the past should be retained. Appeal to Loyalty and Patriotism - Assumes a commitment to our group, a love of our country, that old ways of doing things should be highly valued. Example: ‘Don’t let your community down—you owe it a helping hand so it can help you in the future.’ How it positions: Positions the reader to agree with (and possible take part in) actions that will benefit the nation or the group.

22. Media Texts Appeal to Sense Of Justice - Plays on our belief that we all have the right to be treated fairly. Example: ‘the death penalty is the ultimate form of cruel and inhuman punishment, and a violation of fundamental human rights’ How it positions: Positions the reader to agree that ‘the punishment should fit the crime’. Attacks and Praise - Attacks belittle a group or individual. Praise presents a person or group as outstanding Example: ‘the sorry state of the Murray River is not just a consequence of drought, but of more than a century of dysfunctional management.’ How it positions: Attack: makes us to think badly of the person/group Praise: makes us admire the person / group

23. Media Texts Clichés - Overused phrases that a wide range of readers can recognise. Example: ‘Let’s hope he turns over a new leaf’ How it positions: Reassure the reader through a family expression that can position the reader to accept an idea because they are lulled into an uncritical mindset. Colourful Language - Creates a strong image through unusual and striking words, especially adjectives. Example: Alas, not even the lure of ogling furry creatures—or brawny life savers—could convince Laura Bust to change her mind. How it positions: Creates a memorable image and catches the reader’s interest.

24. Media Texts Connotations and Loaded Words - Meanings associated with or implied by words, as opposed to their literal or ‘dictionary’ meaning. Example: ‘A recent report claims that Aussie worker is a myth. While it stopped short of saying the Aussie bludger is back, it claims data shows working hours getting longer is a myth. How it positions: Associated meanings of words arouse feeling and attitudes that position the reader. Emotional Appeals - Any appeals to the emotions that arouse hopes, fears, desires and so on. Example: ‘there are plans for a national helpline. This should be fast-tracked. In the desperate, late-night hours, a prompt reply could make the difference between life and death.’ How it positions: The reader reacts emotionally to agree with the writer’s viewpoint before reason comes into play.

25. Media Texts Evidence - The use of facts and figures to provide rational, scientific ‘proof’ as the basis for a point of view. Example: ‘Federal funding for private school will increase from $5.8 billion to $7.5 billion over the next 5 years.’ How it positions: The reader views the writer’s argument as more convincing because it appears to be objective and reliable. Exaggeration, Overstatement and Hyperbole - Presents an extreme view of a situation for dramatic impacts. Example: ‘With the Greens holding the balance of power, whole industries would be shut down and workers thrown on the scrap heap.’ How it positions: Exaggeration positions a reader to respond emotionally and so be more likely to accept or reject a viewpoint

26. Media Texts Generalisation - A sweeping statement that suggests what is true for some is true for most or all Example: ‘Today’s young royals are rich, famous and fond of partying’ How it positions: Powerful because appeals to commonly held beliefs, prejudice and views. Graphs and Diagrams - Facts and figures presented in a visual form. Example: 40% 60% How it positions: Give a quickly understood picture of the ‘facts’ that support a viewpoint in an article or similar—help to persuade and position the reader to agree.

27. Media Texts Inclusive Language - Uses ‘we’, ‘our’, ‘us’, etc. to include the readers in the same group as the writer. Example: ‘We all know that...’ • How it positions: The reader is positioned to agree with the writer because it appeals to their desire to belong to the group or plays on their fears of being left out’ or regarded as an outsider. Irony- A feature of language that allows the writer to say one thing when their real meaning is the opposite. Example: ‘We’re running out of water and the government wants another swimming centre—that’s just what we need.’ • How it positions: The reader is positioned to share in the writer’s ridicule (and rejection) of an idea or object.

28. Media Texts Metaphor and Simile - Compares two different things, suggesting a similarity. Simile uses ‘as if’ or ‘like’; a metaphor does not. Example: ‘The team was about as effective as a walking corpse.’ How it positions: Create a striking and memorable images, often with emotional impact than can influence the reader’s viewpoint. Pun - A play on a word that suggests a double meaning. Example: ‘Bombers hit target after slow start’ How it positions: Grabs the reader’s interest and attention, especially through the use of humour.

29. Media Texts Reason and Logic - Used to link ideas and develop an argument supporting the writer’s point of view. Example: ‘If we had single-bench seating on either side of the train carriage we could easily accommodate more people’ How it positions: Makes you accept the writer’s viewpoint as objective. Repetition - Using the same word or phrase and idea several times to add emphasis. Example: ‘It’s a simple choice, a simple plan, a simple solution’ How it positions: Increases the impact of the main point or key term and so engages the reader’s attention.

30. Media Texts Rhetorical Question - A question with an implied but unstated answer. Example: ‘How can we be expected to abandon our cars in favour of public transport when the system is in such despair?’ How it positions: Suggests that the ‘answer’ is self-evident and therefore the reader mush agree with it. Alliteration- Repetition of a consonant, especially at the start of words. Example: ‘Australian households world’s worst at water use’ How it positions: Gains attention; adds emphasis;

31. Media Texts Tone - The mood or feeling of the language used by a writer or speaker. Examples: Serious, mocking, comic, angry, calm, concerned, sarcastic, optimistic, flippant, amusing, bitter, flamboyant, sombre, fearful, hushed, excitable, wistful, hopeful, sarcastic, outraged, calm, bemused, belligerent, aggressive, condescending • A shift in tone can have a persuasive technique style • Two broad categories: serious or comic

32. Media Texts Style - Style is the way in which language is used, the way in which words are combined to form phrases and sentences • Language style depends largely on the context Examples: Formal, informal, colloquial or slang, simple and direct or poetic and descriptive, literary, informative, plain, colourful, simple, discursive, colloquial, chatty.

33. Media Texts Photographs - Can add powerful emotive impact that can persuade the reader • Highlights an extreme aspect of the issue • Shows expression of people to convey an emotion • Shows people in familiar contexts • Presents a landscape • Sets up other ways to persuade the reader to agree

34. Media Texts Cartoons - Present a clear point of view on an issue Cartoons will employ many different persuasive techniques to get their point across: • Puns • Exaggeration • Irony • Personal attack

35. Annotating an article Look for the obvious first and write notes on the article Heading (pun or loaded?), visuals, loaded statements, bold sections, quotes, statistics, emotive words etc Identify the writer’s contention – do you agree? Establish your own contention on the issue Select pieces of evidence from this article to support your own arguments Devise THREE strong arguments for your letter body

36. Letter to the Editor - Structure Introduction – include reference to the article (author, title, date, publication), the issue and what your contention is – set up your letter and give it a purpose. Three arguments (body)– use TEEL for argument topic sentence, explanation for reasoning and evidence for reasoning, link back to main issue Conclusion - of evaluation on issue and possibly a call to action – what should happen and why.

37. Sample Introduction Dear Editor, I am writing in response to “(article title)” by (writer’s name), published on (date) in the (publication). I strongly disagree with the outrageous idea that off shore drilling is necessary for our economy. The current disaster in the Gulf demonstrates horribly well that offshore oil drilling is a dirty and disastrous endeavour.

38. Sample Paragraph Studies have proven that those of us who receive comprehensive sex education are more likely to delay sexual activity and to use contraceptives when we do become sexually active. Even the Surgeon General has declared that it is “imperative and clear that [youth need] accurate information about contraceptives.” Yet, the current administration chooses ideology over science and spends millions of dollars on ineffective and inaccurate abstinence-only programs.

39. Conclusion The Responsible Education about Life (REAL) Act would provide states with funding to implement school-based sex education that includes information about both abstinence and also contraception. It is imperative that we urge Congress to support the REAL Act. Sincerely,(Your Name)(Your Contact Information)

40. Tips… • Identify the issue and the writer’s contention • Work out your own contention – whether you will agree or disagree • Annotate your article first and highlight the bits you will include in your letter response • Create THREE strong arguments and link to supporting evidence • Include as many persuasive techniques as you can!!

41. Tomorrow, When the War Began Essay - Structure Essay topic will focus on what the author intended to communicate to the reader and the way he did this. Ask yourself: • What message has he attempted to convey? • How has he conveyed that message? • Through the characters? • Through the literary devices?

42. Process of essay writing - planning Deconstruct the topic – what do you need to discuss? Underline key words – these should be used in throughout the essay Plan - Create your topic sentences based on the key ideas (big ideas) that the topic relates to Jot down some specific examples that you can use to support ideas (characters, literary devices, moments in the book etc) Jot down any quotes that can be used in your discussion

43. Introduction Opening sentence establishing the context related to the topic…will probably be war Introduce details of the text being discussed and very brief overview of story in relation to the topic Address the topic and establish your contention by using key words Preview what will be discussed in the body of your essay

44. Sample Intro Australians are lucky because unlike people from other countries, we have not experienced a recent war, nor have we been invaded by an enemy. Establish context The novel ‘Tomorrow When the War Began’ (by John Marsden) presents the reader with a scenario of what Australia would be like in the event of war. Introduce text details and address topic Narrated predominantly from the perspective of the female protagonist Ellie, the story centres around seven teenagers who come back from a camping trip and find their town invaded by an unknown enemy. Life as they knew it has changed forever but in the midst of their struggles there is hope. Key words The teenagers represent the youth of modern society who are willing to fight back and try to survive. The characters of Ellie and Homer represent the qualities that will be needed to overcome the evil in the world and create a better future. Preview what will be discussed. Although war is a terrifying event for this young group of teenagers, the overall message throughout the book is hopeful. Contention is clear and discussion is setup.

45. Topic sentences Topic sentences should be stand alone sentences that are the summary points of your essay: The group of teenagers represent Marden’s idealistic belief that young people of any nationality, gender and faith must work together to overcome conflict and survive any challenge in life. The narration of the story through the character of Ellie is never completely lacking in hope, as her dialogue reflects a belief in human beings and that a more positive future is possible. The character of Homer has been deliberately created to emphasise that the most unlikely people can sometimes become leaders or show unexpected qualities when faced with life’s challenges.

46. Body Paragraphs - TEEL Topic sentence (1 sentence) Explain Example or Evidence (Interchangeable 5 - 6 sentences) Evaluate Link (1 sentence)

47. Sample Paragraph The story about these teenagers suggests that the author Marsden believes that young people have more potential than adults realise. The group must overcome incredible challenges by working together in a mature and effective way. In a very short space of time, the teenagers are able to adapt to their situation; thinking and acting like guerrilla soldiers. They are able to become a democratic unit, making decisions together and considering the safety of each member of the group. Marsden chooses to make both the characters of Ellie and Homer leaders in the group, showing that gender equality is more acceptable in modern society. Although this story is a hypothetical scenario, it enables the reader to consider the strengths of young people. When faced with surviving the effects of war alone, the characters demonstrate ‘loyalty, courage, goodness’ (pg 284, Epilogue) and are the only chance for the trapped hostages. Is Marsden showing us that young people are the key to a better future? When Ellie writes: ‘Humans do such terrible things to each other that sometimes my brain tells me that they must be evil. But my heart still isn’t convinced.’ (pg 284, Epilogue) we feel there is hope for the future because young people believe there are better options than war or inequality between countries – especially if we all work together. This novel is appealing for young people because teenagers do see themselves as young adults who can make mature decisions; and although they are definitely new to the role, with support and encouragement they can achieve anything.

48. Conclusion Revisit the topic and evaluate what you have discovered during your discussion You must summarise the main aspects of your essay Provide a final sentence of reflection on the significance of the topic and text

49. Sample Conclusion Marsden has endeavoured to produce a hopeful book, in spite of it being a hypothetical book about war and man’s capacity to kill and destroy. He has shown, through the characters and their faith and beliefs; and how they develop enormous trust in each other, it is possible to achieve a better future. Staying loyal to each other and working together means that they can surpass the difficult hurdles in life, even in the context of conflict. The fact that they show compassion, faithfulness, dependency, courage, loyalty and above all love, is hopeful. The characters never give up because they still believe there is good in human beings and this keeps them going. This is something we too would hold on to if ever in a war situation. “Humans do such terrible things to each other that sometimes my brain tells me they must be evil. But my heart still isn’t convinced.I just hope we can survive.”(Ellie - Epilogue)

50. Best Quotes • We’ve learnt a lot and we’ve had to figure out what’s important, what matters – what really matters. It’s been quite a time.” (Chapter 1) • “No, Hell wasn’t anything to do with places, Hell was all to do with people. Maybe Hell was people.” (Chapter 4) • “In the midst of death we are in life.” (Chapter 10) • Yes, the Bible: ‘and the greatest of these was love’. My fear came from love. Love for my friends. I didn’t want to let them down. If I did, they would die.” (Chapter 11) • “The Hermit for instance; whatever had happened that terrible Christmas Eve, whether he’d committed an act of great love, or an act of great evil … But that was the whole problem, that as a human being he could have done either and he could have done both” (Chapter 16)