QUIZLET LISTS WITH SOME VOCAB!

Chapter 4 - check your emails!...

Chapter 2/3

Chapter 1

The LITERARY ESSAY!...

Preparing your Literary 

Essay 

on Purple Hibiscus

Point – Evidence (Quotation) – Explanation

Point

Give an answer, explaining the part of the aspect of the character or the theme you are describing and your idea (make sure it is relevant to the question, be concise and careful with expression)

Sentence starters:

In my opinion/ I think that …/ Firstly/ At the beginning of the novel/ However, the character changes when… / Not only … /Despite the fact that …/ Despite the lack of … / While …

Expressions: 

due to/ especially as/ which (eventually) leads to/ which means that/ not only …. but it is also/ a central issue or character is/ Certainly, this is a main theme in the novel/Certainly, this character is central to the plot because …

Evidence (Quotation)

Try to integrate the quotation – remember it can also be only one word! Use a comma before the quotation and remember to use quotation marks!

e.g.     This is shown in the quote, “…”

            This is suggested with the quote, “…”

            This is implied with the quote, “…”

            When Ishiguro writes, “…”

           

Key words: After / Before / When … (event)... QUOTATION

Explain

This is the difficult part – analysing the quotation and making it relevant to the original question.

Begin with a basic analysis:

ü In this quotation…

ü  From this quotation…

ü The description of … gives an impression/idea about …

ü This quotation suggests/shows/reveals the/how/why …

ü We can infer from this quotation just how ….

ü This line reveals the …

ü Considering the context, this could link to ...

ü However, perhaps this indicates ...

ü Additionally this could be interpreted as ...

ü This writer uses the word which is important because …

ü This implies .../ This suggests .../ This shows .../This reveals

ü However, on the other hand it might suggest that …

ü Alternatively, this could be interpreted as a sign of …

Try to DIG DOWN...

THIS SUGGESTS

THIS MAKES US THINK

THERFORE THE READER UNDERSTANDS

THIS LINKS TO THE SPEAKERS MESSAGE THAT

Chapter 4 SUMMARY - Copy and Paste this into a WORD DOC

Copy and paste this into a word document and save it as Chapter 4 summary in your Purple Hibiscus folder. 

snob

Idol-worshipping

Exams

Pride

Proud

Praising

Money

Soldiers

British

Second

Whip

Sweating

Chapter 4 summary

It remains difficult for Kambili to read, even though her 1.___________ are approaching, as she keeps seeing Mama’s blood in the letters. One day she is studying in her room when Yewande Coker, the wife of Ade Coker (Papa’s editor at the Standard) comes to the door sobbing. She says that 2.___________ have taken Ade away. Papa comforts her, telling her to repeat a Bible verse. Kambili knows that Ade was arrested because the last Standard had printed a story claiming that the Head of State was drug trafficking, and questioning the earlier execution of the three men.

The next week Kambili takes her exams, and then is horrified to see that she has come 3.____________in her class, even though the teacher has written her a glowing review. Kambili knows that Papa will not be pleased.

She hears Papa come home and go into Jaja’s room. Jaja had come first in his class, so Kambili imagines Papa hugging him and 4.___________ him. Then Papa comes to Kambili’s room and she gives him the report card. He is silent, and then asks about the girl who came first. Papa tells Kambili to come down for dinner.

Later, Papa starts to chide Kambili for her grades, but then the phone rings. Papa seems to forget about Kambili’s punishment for a few days after that. He gets Ade Coker out of prison, but his family only finds out by reading it in the Standard. There Ade praises Papa as a brave “man of integrity.” Kambili feels a rush of 5.___________ as she reads this. Papa says that the paper will have to publish underground now.

There is a two-week break from school, and during a trip to the market, Kambili notices the poor crowds. Mama tries to shield the children from seeing these scenes. Kambili sees a woman spit on a soldier, and then sees the soldier 6.___________ her. Another soldier kicks down stalls selling fruits. As they drive home Kambili cannot stop thinking about the woman in the dirt.

On Monday, Papa drives Kambili to school, instead of Kevin taking her as he usually does. They pass a beggar and Papa throws some 7.____________ to him. Kambili’s school, the Daughters of the Immaculate Heart Secondary School, is surrounded by high walls with broken glass on top. Papa had decided on this school because he liked the walls, which enforced discipline.

They go into the school grounds and Papa asks Kambili to take him to her class. One of the white nuns sees him and starts talking excitedly. Papa uses a 8.__________ accent when he speaks to her, just as he does with Father Benedict. Papa tells the sister that he is just there to see Kambili’s class. Papa and Kambili go on and come to the group of girls standing outside the door.

Papa asks Kambili to point out Chinwe Jideze for him. Papa says that Chinwe is not more intelligent than Kambili and gives the lecture Kambili had expected, about his own hard childhood, how hard he worked, how he escaped his 9.________________father with the help of the Catholic missionaries.

The class begins with a hymn, a prayer, and then the Nigerian national anthem. Then a student always recites the pledge. Today the sister chooses Kambili to say it. Kambili knows the words, but she cannot make herself speak. She starts 10.______________ as everyone stares at her. Finally she stutters and starts the pledge.

The students go into their classrooms and a girl named Ezinne asks Kambili about her holiday. She brings up the fact that Kambili came in second last term, but says that her parents must still be 11.____________ of her. We learn that Chinwe comes from a rich family just like Kambili, but Chinwe is very popular and the other girls copy her style. Kambili, in contrast, spends all her free time studying.

Ezinne tells Kambili that Chinwe started the rumor that Kambili is a “backyard 12.__________” because she doesn’t ever talk to the other girls, or walk with them after school instead of running off. Kambili does this, though, because she knows that she must run to Kevin’s car and get home on time or Papa will be angry. One time she was late and he slapped her face with both hands. Kambili doesn’t tell Ezinne this, though; she just says that she likes running.

HELP! Structures for our MONOLOGUES...

Monologues are very much like a spoken essay - SO, STRUCTURE AND ORDER OF IDEAS IS KEY!

Features and success criteria:

·         Use a lot of CONNECTIVES

·         Stated sense of purpose / aim : an effective and clear introduction to the issue or question

·         Introduction + conclusion : these should show clearly the 'sense of purpose'

·         Clear organisation: both in terms of the individual steps of the argument, and in terms of the overall pattern of the argument.

·         Formal language

·         Range of aspects considered - There should be a sense that different arguments are explored – if only to disagree with some of them.

·         Touches of rhetorical devices but not as much as in a speech

Introductory phrases

•Nowadays/ Recently, there is widespread concern about …

•Not only do I think (one idea) but I also think (a different idea)

•Throughout history, there has been …

•History has been littered with examples of …

•In the past there has been many examples of …

•In the (near) future, maybe there will be

•Despite (+noun OR + gerund)

e.g.   Despite the protests …

  Despite hating protests …

•It is a vital/ critical/ crucial/ fundamental/ essential/ key  problem or issue in society

•The relevance of/the awareness of this issue is crucial because

•Clearly, it is inevitable/unavoidable/inescapable to be concerned about this issue

•As an engaged/ informed/ educated/ thoughtful/ critical citizen, it is …

Connectives

1) To add: and, furthermore, in addition, what is more, to add, moreover

2) To contrast: but, although, though, despite, in spite of, however, nevertheless, yet, whereas, while

3) To give reason: because, since, due to, as, owing to, because of

4) To give a result: therefore, consequently, so, as a result

5)To show sequence: firstly, secondly, finally, lastly, last but not least

6) To summarise/ conclude: to sum up, in conclusion, in brief, in summary, in short, to conclude

Powerful verbs

•To impact upon/ to affect

•To give rise to …

•To raise awareness  of …

•To give weight to …

•To urge/to encourage

•To retaliate

•To initiate

•To trigger/to spark (something)

•To cost lives

•To take steps towards

•To reach an agreement

•To be declared independent

•To seek/strive for independence

•To solve/ resolve

•To take into account

Linking phrases

•… culminated in… (ended in …)

•…resulted in…

•… led to ….

•… was caused by …

•…was said to be …

•…is still thought to be…

Summarising

- Taking all this into account, it is clear that ...

- All in all, ...

- To sum, this crucial issue needs to be dealt with by implementing ...

- In conclusion, the facts suggest that ...

Topics to revise for our MONOLOGUES...

Year 11: Term 2 Speaking Exam

Monologues will last for 2 minutes and should give your personal opinions. Focus on structure and responding to the bullet points with interesting ideas and real facts. In the assessment, you will be asked two different questions.