Tony along with his brother, Richard, and two sisters, Jackie and Joan spent their younger years helping to tend a family farm not far from Edmonton.
What causes lost marks? A lack of knowledge of the text. It's easily the number one cause of lost marks, in controlled assessments, coursework and exams. This might not be good news if it applies to you, but there's no escaping the fact that you can't write in detail about a text you don't know well.
But wait - there's help at hand Kick future hassle, frustration and disappointment into touch by recognising the benefits of re-reading and reflecting deeply on Section 5 with lennie story - with the essay question firmly in mind as you re-read.
But not just yet! You'll need help as you read so either find a friend to share the strain with or, at the very least, get hold of one of the free study guides available from the links above.
Oh, and don't forget to read the rest of this guide, too - it will guide your reading so that you know exactly what to look for as you read.
Pre stories can pose particular difficulties - not surprisingly as they were often written with an older, highly educated audience in mind. Understanding these texts really can become much easier if you have a study guide to refer to as you read them.
Try the links above. You can never know all there is to know about a text so, if you've read it in class and re-read it again at home along, perhaps, with a study guidethen rest peacefully in the knowledge that you've done all you can.
Do read this guide, too, though as it will guide you to what examiners are looking for. Be sure to ask your teacher for some past CA or exam questions. Practising these is an excellent way to prepare and reduce the tension of the CA or exam. What's needed to gain a high grade?
Most marks are given for the quality of your interpretation. This means that you need to become something of an expert at finding the various layers of meaning that exist within your text - reading 'between the lines'. Meaning can be 'shaped' and 'layers of meaning' created when a writer uses language in literary ways This is language that creates imagery and connotationsthus developing emotion and feelings.
Various literary techniques can help a writer achieve this. Never forget what a story is Try hard to get right back to those initial ideas, thoughts and feelings and you'll be on your way to a truly great analysis and essay.
Class novels are likely to be what is called 'theme driven', rather than 'plot driven'. This means that the story - its characters, settings and action - have been written to persuade as much as entertain. Writers create stories that absorb and emotionally involve their reader, why?
In order to convince the reader to view some aspects of the world in a particular way - the author's way! These message are the story's themes and they are important to look for and discover.
Themes involve human values in the real world outside of the story. The story is the writer's means of persuading the reader to consider these ideas in a particular way - the writer's way! Literary language often relies on the use of literary devices. These work to involve the reader and deepen the engagement with the text.
Some important and common literary devices are non-literal description such as metaphor, simile and personificationdialogue and, a very important one: Poetry uses concentrated literary language as you can imagine, but prose writers of fiction and sometimes non-fiction also rely on its use.
Below is a brief extract from a story by Charles Dickens that uses fairly obvious examples of literary language to create effects on the reader, most especially to create imagery that will help the reader imagine the scene in a particular way.
Much more importantly, however, Dickens' choices of literary language help give the reader a clue as to his own attitude towards what he is describing.
This is an important way in which an author can develop the themes of their writing.
The words in red are all uses of literary language. Can you work out just how these words and phrases are working on the reader - perhaps you can label the method used, too?
Finally, what effect might the writer have wanted to achieve and for what purpose? Try to develop insights into why Dickens might have written the passage using such language, i.2 lessons to develop students' responses to the 'To what extent ' question in the new spec. First lesson uses a couple of fun (not quite what the paper would use) texts to .
Steinbeck creates tension in Section 5 through sound and emotion. While Lennie was in the barn minding his own business, panicking . The Holy Bible Containing the Old and New Testaments: The culmination of English translations of the Bible, the kaja-net.com publication of the American Bible Society’s King James Version features full-text searchability, content-based tables of contents and a quick verse finder.
Section 5 From Lennie stroking his dead puppy in the barn to Curley leading a mob of men to find and kill Lennie Summary. It is Sunday afternoon and Lennie is alone in the barn, sitting in the hay and stroking the dead body of his puppy. Section 5 From Lennie stroking his dead puppy in the barn to Curley leading a mob of men to find and kill Lennie Summary.
It is Sunday afternoon and Lennie is alone in the barn, sitting in the hay and stroking the dead body of his puppy.
A summary of Section 5 in John Steinbeck's Of Mice and Men. Learn exactly what happened in this chapter, scene, or section of Of Mice and Men and what it means.
Perfect for acing essays, tests, and quizzes, as well as for writing lesson plans.