Date: 11 th January 2019 Title: Forming an argument

Date: 11th January 2019Title: Forming an argument Describe the poetic technique: • Sibilance: Repetition of the ‘s’ sound • Assonance: Repetition of a vowel sound • Zoomorphism: Giving humans animal characteristics • Synaesthesia: Writing that appeals to more than one of your senses at a time • Enjambment: No line stops

Comparison question • You need to be able to interpret the question focus in your own way in order to create your own argument. • To get the top marks (which you should be aiming for), the examiners will be looking for you to comment on and analysepatterns that you notice in the poems and the effects that are then created by the amalgamation of these. • Everything is deliberate! Especially in a tiny piece like a poem.

The effect of the poem on the reader The characters in the poem If the poem is written in a different time, more than one reader Compare the ways that the poets present the effect of memory in Kamikaze and one other poem from Power and Conflict Look for similarities and/or differences Flashbacks to a trauma The speaker’s age must be considered Narrator might not be reliable Japanese fighter pilots Commit acts of war through suicide missions

Kamikaze Kamikaze aircraft were essentially pilot-guided explosive missiles, purpose-built or converted from conventional aircraft. Pilots would attempt to crash their aircraft into enemy ships in what was called a "body attack" in planes laden with some combination of explosives, bombs, and torpedoes.

Hear the voice of the speaker. Interdiscursivity. There are more speakers involved in the story, but they have been silent Newness of life an opportunity Her father embarked at sunrise with a flask of water, a samurai sword in the cockpit, a shaven head full of powerful incantations and enough fuel for a one-way journey into history but half way there, she thought, recounting it later to her children, he must have looked far down at the little fishing boats strung out like bunting on a green-blue translucent sea and beneath them, arcing in swathes like a huge flag waved first one way then the other in a figure of eight, the dark shoals of fishes flashing silver as their bellies swivelled towards the sun and remembered how he and his brothers waiting on the shore built cairns of pearl-grey pebbles to see whose withstood longest the turbulent inrush of breakers bringing their father’s boat safe - yes, grandfather’s boat – safe to the shore, salt-sodden, awash with cloud-marked mackerel, black crabs, feathery prawns, the loose silver of whitebait and once a tuna, the dark prince, muscular, dangerous. And though he came back my mother never spoke again in his presence, nor did she meet his eyes and the neighbours too, they treated him as though he no longer existed, only we children still chattered and laughed till gradually we too learned to be silent, to live as though he had never returned, that this was no longer the father we loved. And sometimes, she said, he must have wondered which had been the better way to die List of essentials. Cult like following, like an army spells Sibilance. Reflective of the ocean itself Change of perspective Achieving greatness ‘k’ alliteration. Much harsher sounds (cacophony) Contrasting conjunction Real memory of isolation and abandonment The ultimate beauty of nature Foreshadowing danger? Not their choice Ethical question of morality Metaphor for who is the most resistant to outside influences

Lack of control, her memories of it are fixed, but she was not able to stay • Patterns: • Light and dark • Childhood and adulthood • Loss • Loyalty and rejection • How do these patterns link to the effect of memory There is an opportunity for it to fade, but not in her memory The Emigree There once was a country… I left it as a childbut my memory of it is sunlight-clearfor it seems I never saw it in that Novemberwhich, I am told, comes to the mildest city.The worst news I receive of it cannot breakmy original view, the bright, filled paperweight.It may be at war, it may be sick with tyrants,but I am branded by an impression of sunlight. The white streets of that city, the graceful slopesglow even clearer as time rolls its tanksand the frontiers rise between us, close like waves.That child’s vocabulary I carried herelike a hollow doll, opens and spills a grammar.Soon I shall have every coloured molecule of it.It may by now be a lie, banned by the statebut I can’t get it off my tongue. It tastes of sunlight. I have no passport, there’s no way back at allbut my city comes to me in its own white plane.It lies down in front of me, docile as paper;I comb its hair and love its shining eyes.My city takes me dancing through the cityof walls. They accuse me of absence, they circle me.They accuse me of being dark in their free city.My city hides behind me. They mutter death,and my shadow falls as evidence of sunlight. Her memory of the place is aesthetically beautiful Purity, innocence Her views are cemented, regardless of influences that try to change it The people that she used to belong to don’t recognize her as one of them The speaker is the only one who is willing to remember her city as it was. Her childhood is evidence of its beauty

Comparative conjunctions: Arguably It could be said that On the other hand Similarly Furthermore Whereas Albeit that Although Forming your argument • Brief introduction – What do you think are the effects of memory in these poems? • Paragraph 1- How is the effect of memory presented in the poem that you have been provided with (Kamikaze)? Choose a pattern, explain it, analyse it in detail (using terminology), discuss the effects. • Paragraph 2 – Use a comparative conjunction to begin your paragraph. Choose a detail from the second poem and explain how it is similar or different in it’s method or effect to that of the first poem.

Date: 14th January 2019Title: Writing on the effects of memory For those of you who were in last lesson: • The narrator is trying to change her memory so that she can try to atone and save her father’s memory. • The narrator in The Emigree is viewing the memories of a child. • Both poems try and focus on the positive things. • Different intentions with the poem. One is trying to defend, one is trying to create. • One is trying to tell a story and uses 3rd person, one is using personal memory and the 1st person For those of you who were not in last lesson: • Read through the poems that you have been given copies of • Read the annotations around the poems • Highlight/underline any of the annotations that are linked to the narrator’s memories

Paper 2 Section B – Conflict poetry. What are you aiming for?

Literature Paper 2 Section A – An Inspector Calls. Option of 2 questions. No extract Section B – Conflict poetry. One poem will be printed for you and you will complete a comparison question. Section C – Unseen poetry. One poem will be printed for you (that you have never seen) and you will need to analyse it. Second question: You will have another poem printed for you and you will be asked to do a brief comparison of both of them.

AO3 can be more of a struggle in some of the poems in conflict so… What basic AO3 points can we make about the 2 poems we analysed last lesson? The Emigree: Identity crisis causes division What events can you think of that have lead to the displacement of thousands of people? What connection might the poem also have to experiences of coming of age and growing up? Kamikaze: A Poet researching might listen to stories, personal stories, and so have their perspective altered. Just like the mother in the poem. Suicide for gain is not exclusive to Kamikaze pilots, there are conflicts today that are still using this tactic. What wider comment might she be attempting to draw our attention to?

Date: 11 th January 2019 Title: Forming an argument