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This blog is to help students prepare for their English and English Literature GCSEs. The tags on the right will help you find what you are looking for.

Saturday 5 June 2010

Link List for Short Stories

Injustice
  • Red Ball
  • Leela's Friend
  • Pieces of Silver
  • Games at Twilight

Adults and Children
  • Pieces of Silver
  • Winter Oak
  • Red Ball

Childhood
  • Winter Oak
  • Pieces of Silver
  • Red Ball
  • Leela's Friend

Isolation
  • Games at Twilight
  • Young Couple
  • Red Ball

Education
  • Winter Oak
  • Pieces of Silver
  • Leela's Friend

Nature
  • Winter Oak
  • Games at Twilight
  • Red Ball

Family
  • Young Couple
  • Red Ball
  • Pieces of Silver

Answering Short Stories Question

Opening Worlds
Answering the question

Planning and preparation
 Make sure that you have ACTUALLY RE-READ the short stories
 Know your stuff:
 Plot
 Characters
 Themes
 Cultures
 Links

Read the question
 Read the questions carefully
 Choose the question you can answer best
 Now underline or highlight key words in the question
 You must refer to all the stories mentioned in the question or if given choice refer to the number of stories mentioned


Make a Plan: Think about these questions
 How many points must I make?
 What stories should I refer to?
 If I refer to other stories not named will I get any marks?
 How much time should I spend planning?

Introduction: Hints & tips
 What is your answer – state it clearly
 Refer to the stories telling the examiner exactly how the stories show the theme.

Development & Building Argument
 Follow your plan
 Start each paragraph with a point that refers clearly to the question
 You must compare and contrast stories
 Do not re-tell the stories – keep the question in mind always

 Three-part argument
 Point
 Quote
 Comment

There are three parts to building an argument:
 Make your point clearly using Standard English
 Refer clearly to the play using quotation
 Explain your quotation linking it directly to the point that you have made

Aims
 Write clearly
 State your views
 Don’t waffle – answer the question


What they mark for

Positives

 Answer clearly the question covering all the points
 Shows a clear understanding of the stories
 Focus on other people’s views
 5 or 6 well developed ideas
 Quotation used – it was used most effectively when it supports ideas. The best answers probably use no more than 5 or 6 quotations
 Clear introduction focused on people’s views with well argued points and a brief, but strong conclusion

Negatives
 Describes the stories
 Not focused on the question
 Irrelevant information
 Only refer to one of the stories
 Answers too brief – less than 350 words
 No reference or quotation
 Write down lots of quotations with no comments

Conclusion
 Sum up your answer quickly and strongly
 And now check your work for any errors

Short Stories Questions

Short Stories Essay Questions

• How do the writers portray the impact of education in two of the stories?

• Read the extract starting from “Always somewhat confused” (77) to “with Naraian and herself trapped in the middle of them” (79) from the Young Couple. How do the writers show the ways people change and their reasons for doing so, in this extract and one other story?

• How do the writers explore the idea of tradition and convention in two of the stories?

• Read the extract “The path along which” (101) to Light shadows darted rapidly over the marble surface.” (102) from the Winter Oak, explore the ways the writer establishes the pathos (mood) within this extract and in one other story.

• How do the writers of 'Games at Twilight' and 'The Young Couple' show us the conflict that certain cultures can cause between people?

• How do the writers explore family relationships in two of the stories?

• Read the last two pages of Leela’s Friend. How does the writer present injustice in this and one other story.

• How do the writers capture the impact of place on an individual in this (Young Couple) and in one other story?

• How do the writers portray the relationship between adults and children in two of the stories?

• How do the writers present the experience of learning in this (Leela’s friend) and one other story?

• How do the writers show the effects of poverty or wealth in two of the stories?

• How do the writers explore the feeling of isolation in two of the stories?

• Read the extract from Games at Twilight. How do the writers vividly portray childhood experiences in this extract and one other story?

How to Revise for Paper 1

Summary Question

- Take a newspaper article and try to take out the key points.
- Get a parent/friend/sibling/hyper-intelligent dog to read an article/speech/piece and give you a topic to search for, you then read the article and just down the key points. Try re-ordering them.
- Practise re-writing articles/paragraphs in your own words and being very concise (i.e. if the article is 500 words - get it down to 250 in your own)

Analysis Question
- Read articles and speeches and see how they interest/persuade people.
- Go on famous websites (BBC bitesize is good) and look how the layout (boxes etc) persuade and interest you.
- Recognise the techniques like hyperbole and simile.
- Watch speeches on youtube and see how many techniques you can spot and explain what they make you feel.
- Look in magazines to see how they emphasise their articles.

Inform Explain Describe
- Ensure you know how to use paragraphs and punctuation.
- Practise describing places and testing these out on others.
- Write to time and then check.

Summary Question Practice - Moshi Monsters

Facebook's little brother: Moshi Monsters is the Bebo for tots
Mark Prigg, Science and Technology Editor
Surrounded by huge posters of strange cartoon beasts, Michael Acton Smith runs one of the world's fastest-growing websites from a nondescript industrial estate in Battersea. But while most grown-ups haven't even heard of Moshi Monsters, its founder has none other than YouTube, Facebook and Bebo in his sights.
The site has become a phenomenon since Acton Smith, 35, started work on it in 2004. Players log on to adopt and care for a virtual monster, which can interact with other creatures in their own virtual world. It is one of the world's biggest sites for children, and this week reached a staggering 15 million members — including Gordon Brown's sons. Tonight the firm is throwing a party at the London Aquarium for its users.
It is a year since the company launched a £5-a-month subscription service, although it does not say how many of its members have joined this.
Now Acton Smith's aim is to make the website the children's equivalent of adult social networking sites, following the example of Facebook co-founder Mark Zuckerberg: “Moshi Monsters is a social network for kids before they graduate to Facebook, and it gives them a place they can be kids. We also want to add video to the site — YouTube is incredibly successful, but isn't safe for children.”
Acton Smith, who lives in Soho, previously set up Firebox.com, a gadget-selling site of which he is still a director. He stresses that privacy is paramount on a venture aimed at children, and the team have spent months planning a strategy. “We thought a lot about protecting the users, but we think we got it spot on. We don’t information about users, you can't send private messages or post photos and we also monitor and filter conversations where appropriate.”
Acton Smith came up with the idea for Moshi Monsters while he was touring the world looking for toys to sell on Firebox: “I'd go to toy shows, and I saw the huge popularity of pet toys, like tamagotchi. I realised this could be done online, so we simply let the monsters inhabit a virtual world.”
Children adopt a creature from one of six basic designs, then customise its appearance and name it. Monsters must be regularly fed, and can interact with others in the virtual town created by the site (subscription members get access to more areas of the game).
Moshi Monsters, he says is designed so players can dip in and out. “We didn't want a site that children would spend hours on, and the average length of time people play for is 10 minutes. However, they do this before school and when they get home.”
It is designed so that children lose interest after a short period. They can also do spelling or maths puzzles, against the clock in 60-second rounds. “We wanted to keep the site educational, and also ideal for short bursts — the idea is that a child spends five minutes playing a few games per day, not all day randomly wandering around the virtual world.”
“We actually originally called the site Puzzle Monsters, but it didn't test well and was too educational. We realised we can't make it too obvious — Moshi is about stealth education, and fun and enjoyment was our first focus.” Friends of Acton Smith were in New York recently when their daughter started naming the countries of flags flying outside a hotel. It turns out she had been playing a flag identification game on Moshi Monsters.
The site was originally designed for seven- to 11-year-olds, but it now has a broader age range with children as young as three regularly logging on and playing alongside teenagers. There is a slight bias towards girls, something Acton Smith puts down to its graphics. “I'm a frustrated graphic designer, and spent lot of time thinking about how monsters should look — we wanted edgy, with a Japanese influence. They're incredibly cute and girls really seem to like them.”
The site even allows players to obtain virtual pets for their virtual pets. Called Moshlings, 48 of these creatures exist, and are obtained by planting the right combination of seeds, which has led to a huge community swapping the codes needed to get the right Moshling.
According to web monitoring firm Hitwise, Moshi is now one of the quickest growing sites online. “Moshi Monsters is growing a lot faster than its competitors,” said Robin Goad of Hitwise. “Last month it was the sixth most popular games website; a year ago it ranked 60th. Club Penguin, currently the largest children's site, has increased in visits by 11 per cent in the last year. Moshi Monsters has increased by 424 per cent”.
Players come from all over the world. A third are from Britain, a third from the US, and a third from elsewhere. “We have players from Japan, the Philippines and countries everywhere,” says Acton Smith. “Kids are playing the site to help them learn English. I think the key to our success is the action of looking after a pet. Nurturing is a very important play pattern for children.”
Moshi world is polished and slick: “I was completely inspired by Pixar. There is a huge attention to detail with the animation, and to get the tone right so we are not speaking down to kids. There's also a financial incentive for parents — instead of going to shops and spending £40 on a game, they can play Moshi for free.”
Next on Acton Smith's list is traditional merchandising: “We've just signed a book deal for this Christmas and we're also working on trading cards, plush toys and a videogame, along with an iPhone version of the game.”
Even the music industry is a target. “We've licensed the track Hey Mickey and rewritten it to Hey Moshi — there's even a dance. Maybe we can create the next Macarena, and we've made a music video. Who knows, maybe I'll don a monster outfit and go on tour.”
Acton Smith is also a key player in London's emerging social scene of technology entrepreneurs but says this country is lagging behind: “In the US, entrepreneurs are revered like rock stars, but in London we seem to want to knock successful people, and we have to overcome that. I think good entrepreneurs make things happen, they roll their sleeves up and do it.”
www.moshimonsters.com

Summarise what Moshi Monsters offers children and the reasons for its success.

Aversion Therapy Article

Now's the Time to Quit
Aversion therapy is being used to help people to give up cigarettes, reports Penny Wark

The metronome ticks and every six seconds the man in the white coat says “Puff.” Then he says: “I want you to take deep puffs and focus on how you’re feeling.” The very thin girl on the stool is obliging and draws the smoke into her lungs, but by the time she is on her second cigarette, still taking a deep puff every six seconds, she is struggling. Only when she is halfway through her third cigarette — by now her throat is on fire, she feels dizzy and is close to being sick — does her tormentor allow her to stop.
Cut to another very thin girl being put through the same process. She wheedles, takes tiny puffs and churlishly grinds out the cigarettes she refuses to smoke quickly. Not to be defeated, the man in the white coat offers her another and another until, in a spectacular fit of child-like temper, she refuses to play any more.
This is what smoking does to people: it makes them sick and, if they can’t smoke as and when they want to, it makes them cross. And this is the point of rapid smoking, the procedure described above: to ram home the unpleasant effects of smoking to those who wish to give up. This is smoking cessation therapy, and it is hard core.
“When people quit smoking they should make sure they end with a bad memory,” says Dr Hayden McRobbie, visiting lecturer at the Tobacco Dependency Unit at Barts and The London, Queen Mary’s School of Medicine, research fellow at the University of Auckland, and the man in the white coat. “So before they quit you get them to smoke their last cigarettes, taking a puff every six seconds, until they feel unwell. Most people can’t manage to get through two before they stop.” This is not a new technique — aversion therapies such as rapid smoking were used in the 1970s — but subsequent pharmaceutical developments left them out of vogue. McRobbie believes that rapid smoking has a place in smoking cessation treatment and that’s why he resurrects the technique in Cold Turkey, a Channel 4 programme shown tonight. His smoking guinea pigs are the model Sophie Anderton and the socialite Tara Palmer-Tomkinson, and his task is to reprogramme their minds so that they associate smoking not with rebellion and relaxation but with disease and a painful death. For both women smoking is the final addiction to kick: Sophie has not drunk alcohol or taken cocaine for 18 months, and Tara overcame her addiction to cocaine in 2000.
“Smoking is hardest to give up because it’s legal,” says Sophie. “I smoke because I’m addicted — nicotine should be a Class A drug.”
Sophie has been smoking since she was 15 and smoked 40 a day during her “partying” days. She is now determined to lead an entirely healthy life and plans to run the London Marathon for charity in April. She has also accepted a three-year contract with a smoking cessation product, and knows that any photographs of her smoking will end the deal.
“In 2003 my mother said you’re not allowed to die before I do,” she says. “Well, I haven’t changed my lifestyle that much to get killed off by cigarettes. And I’ve proved in the past that when I decide to do something, I do it.”
McRobbie believes that there is no single way to give up smoking, and that different tactics suit different people. So he tailors Sophie and Tara’s aversion therapy to clash with their concerns. Both lead lives that depend on vanity, so as well as confronting them with the cancer-ridden lungs of a smoker, and depriving Sophie of oxygen so that she experiences the breathlessness of someone with emphysema, Tara, now 34, is made up as she will look at 40 and Sophie is told to smoke in front of a mirror. She hates this. “Hayden told me to really look at myself when I smoke,” she says. “I find that hard because it makes me realise what I’m doing to myself.”
But by her own admission the aversion therapy is at its most potent when — at 28 — she learns that smoking can lead to infertility, and to underline the message she is introduced to an adorable baby. McRobbie makes no claims for rapid smoking, other than to suggest that it could be incorporated into smoking cessation treatment for those who want it. “If you can relieve people’s withdrawal symptoms you can help them with the transition to being smoke-free, ” he says. “This method could be a useful addition to medical treatments. On its own it’s not going to make people stop smoking, but it may be an extra barrier between the smoker and the cigarette.”
Cold Turkey, Channel 4, tonight at 9. www.givingupsmoking.co.uk; 0800 1690169
Read the following article then explain concisely, using the information in the article, what 'aversion therapy' is, and why it possibly works.

Use your own words as far as possible.

Writing Tasks - Piece Layout

1.
Read the Question! It will reveal three key things for you:
PURPOSE - Inf/Exp/Des or Arg/Pers/Adv or Ana/Rev/Comm
AUDIENCE - Peers, teachers, parents, public, readers (you'd write very differently if it was your friends than if it was a group of teachers!)
FORMAT - What style are you writing in? Speech, Plain Writing (where it doesn't give you a format), Letter, Article, Talk.

2.
Now plan!
Plan at least FOUR points you will cover - these will be your descriptive paragraphs.
E.g. - "The moon is made of green cheese" Write the words of a speech defending your point of view.
Plan
- Look of the moon
- Cheese chunks falling to earth
- Americans on moon - cheese secrets
- Preserved in space

3.
Introduction
This is where you grab your audience. Try one of these techniques
- Short one/two word sentences (Moon. Cheese. Moon Cheese. These fit together)
- An alternative idea (The moon is just a piece of rock. This might be what you first think but ...)
- Addressing Audience (You may think ...)
- Exaggerated Start (Everyone everywhere eats moon cheese)
- Anecdote (I first had moon cheese when I was ...)

4.
Writing main
Each paragraph should be:
- Descriptive
- Start in an interesting way
- USE A VARIETY OF SENTENCE LENGTHS.
- Have a wide range of punctuation.

5.
Ending
Some techniques to try
- Summarise your points
- Reiterate your point from the introduction
- Moral of the story ... (i.e. what have you learned)
- What you want your audience to do/take away.

6.
CHECK
- Remember you can always:
- Add punctuation
- Alter paragraphs
- Add in extra words/take out useless ones
- Correct spellings
- Re order sentences
(Unfortunately this does mean re-reading your work but that one extra semi-colon/paragraph/descriptive word could make all the difference)

Writing Conventionss

Writing Conventions to Analyse, Review and Comment

Analyse

Can you consider different viewpoints about an issue?

Review

Can you summarise and give your opinion on something?

Comment

Can you give your personal response about something?

Possible Text Types

q Essays

q Reviews

q Articles

q Commentary

q Report

Word Level

q Present tense

q Expressive verbs, e.g. ‘shows’, ‘implies’, ‘exemplifies’, ‘proves’

q Opinion/Reflection verbs, e.g. ‘believe’, ‘feel’, ‘consider’, ‘suppose’

q Use of first person to express personal responses

q Value judgement adjectives, e.g. ‘convincing’, ‘amusing’

Sentence Level

q Third person to show formality

q Conjuncts, e.g. ‘however’, ‘moreover’

q Contrasts, e.g. ‘whereas’, ‘although’

q Cause and Effect, e.g. ‘therefore’, ‘as a result’

q Use of modal verbs to express assertiveness or tentativeness, e.g. ‘it might be considered that…’ ‘the actors should have…’

q Use of co-ordination to make propositions

q Subordination to discuss and speculate, e.g. ‘if’, ‘whilst’, ‘although’

Text Level

q Statement of issue followed by topic sentences expanded.

q Express personal opinion, give a recommendation or a concluding comment

q Use of rhetorical devices for effect

q Statement of issue followed by topic sentences expanded.

Writing Conventions to Inform, Explain, Describe

Inform

Can you describe the way things are?

Explain

Can you explain how something works / the processes involved?

Describe

Can you write about something in a way that makes it real for the reader?

Possible Text Types

q Leaflets

q Reports/Prospectuses

q Eye-witness accounts

q Summaries

q Reports

q Encyclopaedia entry

q Narrative

q Autobiography

Word Level

q Technical / specialist vocabulary

q Causal connectives

q Connectives - sequence, cause, compare

q Technical / specialist vocabulary

q Nouns and verbs dominate

q Adjectives

q Adverbs

Sentence Level

q Present tense

q Formal

q Simple and compound sentences

q Clear topic sentences

q Third person

q Tense as appropriate

q Mostly active voice

q Varied sentence length as appropriate

q Choice of person and tense as appropriate

Text Level

q Bullet points

q Headings and subheadings

q Tables /Text/Diagrams

q Paragraphs likely to be organised by topic

q Diagrams and illustrations

q Paragraphs open with a general statement followed by evidence

q Sequential / logical order

q Likely to appeal to the reader’s senses

Writing Conventions to Argue, Persuade, Advise

Argue

Can you argue the case for a point of view?

Persuade

Can you make people do or buy something?

Advise

Can you tell someone to do something?

Possible Text Types

q Pamphlets

q Newspaper articles

q Leaflets/Posters and Letters

q Speeches

q Recipes

q Manuals

Word Level

q Judgmental/Emotive language, e.g. ‘outrageous’, ‘disgraceful’ or ‘unbelievable’

q Emphatic Language, e.g. ‘Of course’, ‘Naturally’, ‘Obviously’

q Emotive Language ‘Distressing’, ‘Devastating’, ‘Amazing’

q Imperative verbs, e.g. ‘Put’, ‘Grate’

q Prepositional phrases, e.g. ‘Above your head’, ‘Under your seat’

Sentence Level

q Variety of sentence lengths

q Diplomatic, no blame

q Subordinating clauses, e.g. ‘if’, or ‘because’

q Sequential connectives, e.g. ‘First’, ‘Secondly’

q Use of second person (you) to personalise effect

q Short punchy sentences for impact

q Rhetorical questions

q Active sentences

q Use of colon prior to lists

q Use of second person

q Sequential connectives, e.g. ‘Firstly’

Text Level

q Begins with a powerful statement about position followed by topic sentences with supporting points via PEEL

q Clear summary and dramatic final statement for impact.

q Sustained point of view for the reader

q Statement

q Argument

q Elaboration

q Reiteration

q Summary

q Conclusion

q Sequential

q Clear unfussy central layout

q Easy to scan for next instruction

Tuesday 18 May 2010

Literature - Essay Writing Paragraphs Guide

Point - Your point should be:
  • A particular feature or technique
  • A content point
  • In a Play: a character revelation, a truth revealed, a technique, a plot point, symbolic item/phrase
  • In a Novel: characters, plot points, symbols, repeated images
  • In Poetry: techniques, descriptions of subject, structure
Quote - Your quote:
  • Must be taken directly from the text
  • Should be embedded (Jim argues "we should ...")
  • Should link to your point
  • Can have an ellipsis (...) to take out middle bits of longer ones
Comment/Explanation Options
  1. Must link back to the point and question (how does what you found link to the idea you had?)
  2. Should explain how the quote demonstrates the technique you found.
  3. Should explain the significance of the quote
  4. Should have the key words selected to show language (e.g. the use of the word ...)
  5. Could mention audience response.
For example in Empire of the Sun:

Point - In the extract, Ballard uses Mr Maxted to show how independent Jim has become.
Quote - In the extract, Jim "calmed himself, then wormed his shoulders from Mr Maxted's embrace"
Comment Options
1. The fact that Jim wants to move away from Mr Maxted just as the Japanese soldiers patrol shows that he has broken away from his older life, as he really admired Mr Maxted earlier in the novel.
2. Before, Jim admired Mr Maxted and talks about becoming him and now he is trying to get away from Mr Maxted.
3. This quote is significant because it is the first time Jim has deliberately rejected Mr Maxted's kindness to stand alone.
4. This used of the word "embrace" indicates Mr Maxted's kindess for Jim and the fact that Jim "wormed" away shows how he is rejecting his old life.
5. This is significant as the audience realises that Jim is rejecting kindness from others in order to remain independent.

Friday 7 May 2010

Differences Between Book and Film in Empire of the Sun

Differences List
* Meeting Basie is different
* Hospital Scene is added
* Rescuing men w/ his father
* Dr Rawlins = Dr Ransome
* Victors = The Vincents
* Scene with the Japanese pilots and saluting is added in
* Frank is NOT at the camp
* The ending is NOT happy ever after

Actual Timeline

* Shanghai
* Hospital
* Amehurst Avenue
* Basie (on the boat)
(Captured)
* Open Air Cinema
(Meets Dr R)
* Turned Away from Camps
* Lunghua
* March to Nantao
(Mr Maxted Dies and Atomic Bomb)
* Olympic Stadium
(Basie returns but leaves again)
(Pilot back to life)
* Lunghua
(Dr Ransome meets him there)
* Home (Re-united with his parents)

Tuesday 30 March 2010

Non Fiction media Sample Text

The most dangerous drug isn't meow meow. It isn't even alcohol ...

Newspapers are the biggest threat to the nation's mental wellbeing
I'm a lightweight; always have been. I didn't get properly drunk until I was 25, on a night out which culminated in a spectacular public vomiting in a Chinese restaurant. Ever wondered what the clatter of 60 pairs of chopsticks being simultaneously dropped in disgust might sound like? Don't ask me. I can't remember. I was too busy bitterly coughing what remained of my guts all over the carpet.
Not a big drinker, then. Like virtually every other member of my generation, I smoked dope throughout my early 20s. It prevented me from getting bored, but also prevented me from achieving much. When you're content to blow an entire fortnight basking on your sofa like a woozy sea lion, playing Super Bomberman, eating Minstrels and sniggering at Alastair Stewart's bombastic voiceover on Police Camera Action! there's not much impetus to push yourself. Marijuana detaches you from the world, like a big pause button. That was the worst thing about being stoned: there came an inevitable point every evening where you'd find yourself shuffling around a massively overlit local convenience store feeling alien and jittery or watching episodes of friends that seem to last nine hours rather than the bearable twenty minutes . No thanks.
These days I'm sickeningly lily-livered, by choice rather than necessity. I don't smoke, I drink only occasionally, and I'd sooner saw my own feet off than touch anything harder than a double espresso. I don't want to get out of my head: that's where I live.
In summary: if I've learned anything, it's that I don't much care for mood-altering substances. But I'm not afraid of them either. With one exception.
It's perhaps the biggest threat to the nation's mental wellbeing, yet it's freely available on every street – for pennies. The dealers claim it expands the mind and bolsters the intellect: users experience an initial rush of emotion (often euphoria or rage), followed by what they believe is a state of enhanced awareness. Tragically this "awareness" is a delusion. As they grow increasingly detached from reality, heavy users often exhibit impaired decision-making abilities, becoming paranoid, agitated and quick to anger. In extreme cases they've even been known to form mobs and attack people. Technically it's called "a newspaper", although it's better known by one of its many "street names", such as "The Currant Bun" or "The Mail" or "The Guardian".
In its purest form, a newspaper consists of a collection of facts which, in controlled circumstances, can actively improve knowledge. Unfortunately, facts are expensive, so to save costs and drive up sales, unscrupulous dealers often "cut" the basic contents with cheaper material, such as wild opinion, empty hysteria, reheated press releases, advertorial padding and photographs of Lady Gaga with her bum hanging out. The hapless user has little or no concept of the toxicity of the end product: they digest the contents in good faith, only to pay the price later when they find themselves raging incoherently in pubs, or – increasingly – on internet messageboards.
Tragically, widespread newspaper abuse has become so endemic, it has crippled the country's ability to conduct a sensible debate about the "war on drugs". The current screaming festival over "meow meow" or "M-Cat" or whatever else the actual users aren't calling it, is a textbook example. I have no idea how dangerous it is, but there seems to be a glaring lack of correlation between the threat it reportedly poses and the huge number of schoolkids reportedly taking it. Something doesn't add up. But we're treated to an hysterical campaign for a substance that will presumably – thanks to this – soon only be available via illegal, unregulated, more dangerous, means. If I was 15 years old, I wouldn't be typing this right now. I'd be trying to buy "plant food" on the internet. And this time next year I'd be buying it in a pub toilet, cut with worming pills and costing four times as much.
Personally speaking, the worst substances I've ever encountered are nicotine and alcohol. Apart from the odd fond memory, the only good thing either really have going for them is their legality. If either had been outlawed I'd probably have drunk myself blind on cheap illegal moonshine or knifed you and your family in the eye to fund my cigarette habit.
But then I'm pretty ignorant when it comes to narcotics. Like I said, I'm a lightweight. I can absolutely guarantee my experience of drugs is far more limited than that of the average journalist: immeasurably so once you factor in alcohol. So presumably they know what they're talking about. It's hard to shake the notion half the users aren't trying to "escape the boredom of their lives": just praying for a brief holiday from society's unrelenting rubbish.

What are Charlie Brooker’s views on media hysteria and how does he persuade his audience to share them?

Non-Fiction and Media Paper Advice

Non-Fiction and Media Paper
1 hour 45 minutes

3 questions (=35 mins per question)

Question 1: putting aspects of a text into your own words

1. Read the question and underline the aspects they’re asking you to focus on (e.g. pleasant aspects, unpleasant aspects)
2. Number these aspects (1= pleasant aspects, 2=unpleasant aspects)
3. Read the passage and underline relevant parts and put a number in the margin saying which of the aspects it’s relevant to
4. Start writing. Go through all the 1s then all the 2s etc.
5. DO NOT QUOTE; USE YOUR OWN WORDS; LINK RELATED POINTS

Question 2: analysing a text

1. Read the question and underline the key aspects they’re asking you to focus on (e.g. language, detail and humour).
2. Number these aspects (1=language, 2=detail, 3=humour)
6. Read the passage and underline relevant parts and put a number in the margin saying which of the aspects it’s relevant to
3. Start writing. Go through all the 1s then all the 2s etc.
4. Use POINT-QUOTE-COMMENT e.g. The writer uses language to give a negative impression of other people who ‘patronised’ him [point]. He refers to one as a ‘crone’ [quote], which contrasts with his earlier description of her as ‘a well-meaning soul’ and is a result of this ‘crone’ appearing frightening to Susie [analysis].

Question 3: writing to inform, explain, describe

1. Read the question carefully. What is the purpose and who is the audience?
2. Plan your answer carefully: what are your main points, what examples are you going to use, what order are you going to put these points, how are you going to start, how are you going to finish.
3. Start writing very carefully. Remember the following:
Paragraphs
Sentence variety (a mixture of simple, compound, complex)
Imaginative vocabulary
A range of punctuation (including semi-colons)
4. Watch your time. Allow enough time at the end to finish and check through your work for mistakes. It’s better to correct what you’ve written than to write more.

Empire of the Sun Plot Summary

Chapter Title Key Events Jim Jim/Parents Jim/Chinese Jim/Basie Jim/MrMaxted Jim/Dr Ransome Jim/Japanese
PART ONE
1 The Eve of Pearl Harbour Coffins, Sunday service, newsreels, war, changing for the party, Vera Bridge, understanding of war, amazement at the idea of living in one room Father - "I'll kill you" Amah - "I'll kill you"
2 Beggars and Acrobats Front gate, beggars, refugees and police, toy planes, party at Dr Lockwood's, drained swimming pool Cantonese acrobats and weeding women Mr Maxted (description) and the swimming pool Jim's attraction to the Japanese
3 The Abandoned Aerodrome Burial mound, plane wreck, old battle ground, Japanese platoon, finders keepers, tyre tread on the beggar's foot, move to the hotel, hunchbacks Guilt at putting his father in danger, sorrow for the beggar, enjoyment of the Shanghai streets Jim dreams of being a Japanese pilot
4 The Attack on the Petrel Paper flowers, watching the harbour, signal lamps, attack on the Petrel, leaving the hotel, Japanese tank, wounded sailors, "get out of the car!", yellow silk glove, bayonets in the sun. Thinks he may have started the war Father and Jim try to rescue the petty officer - separated from his mother
5 Escape from the Hospital Children's ward, Japanese aircraft, Japanese victory, evacuation of the prisoners Father taken to military prison Plane spotting with the guard
6 The Youth with the Knife Public executions, Jim attacked for his watch, home is empty, in through the rubbish chute, footprints, the smashed mirror Image of a small exploding boy Looks to the Japanese for protection
7 The Drained Swimming-Pool Waiting, playing games, food, sinister drained swimming pool, cycling to the Raymonds', the Maxteds' apartment, Mr Guerevitch, knocked off his bicycle Slapped by the Raymonds' amah
8 Picnic Time Living at the Maxteds', repairing the bicycle, changes on the streets, breaking into the Belgian dentist's house Getting thinner
9 An End to Kindness Scavenging, sick and thin, the Japanese patrol, thrown out, kindness counts for nothing The strange face in a strange mirror Begs fish and rice from the Japanese patrol
10 The Stranded Freighter The funeral pier, following the truck, losing the bicycle, paddling out to the sunken freighter, the American Starving - down to his last liqueur chocolates
11 Frank and Basie Appraisal, teeth, new name for a new life, food, new words, Basie controlling Frank, corpses and gold teeth Jamie becomes Jim Basie (descriptions)
12 Dance Music Trading, stories about his parents, exploring the suburbs, planning to dump Jim, capture Doubling of identity - mirror self (coping strategy) Feels sorry for the destitute Chinese Basie (descriptions)
13 The Open-Air Cinema Mr and Mrs Partridge, hostiliity to the Eurasian women, avoiding mirrors, condition of newly-arrived prisoners, real purpose of the detention centre, Basie's mess tin
14 American Aircraft American planes, caring for Basie, making himself useful, only drinking rice water, no self-sacrifice about food, collecting the rations of the dead, no guilt Never looked after anything except an angora rabbit which died Basie teaches Jim to make himself useful and to bow to Sgt Uchida
15 On their Way to the Camps Evacuation of healthier prisoners, Basie leaves Jim, knowing the way to Woosung
16 The Water Ration Chapei, getting lost, talk of aeroplanes, the railway line, Jim begs for water Beginning to enjoy the war No resentment at Basie's deserting Jim for the other boys Dr Ransome, undefeated Englishman (description). Disapproval of Jim. Ironically protected by Japanese in area where he would have been killed. Feels closer to the Japanese because of his willingness to take risks.
17 The Landscape of Airfields Conversation with Dr R, man-flying kites, fighter base, the unbuilt camp, sweet-potatoes, constellations Dr Ransome (description) - Jim suspicious of him Imagines he will join the Japanese air force
18 Vagrants The pontoon bridge, worsening condition of the prisoners, turned away from the internment camp by the British leaders Enjoys the war, imagines he's the leader of the group, feels closer to the conditions of the war than his old home Sad that his search for them is nearly over. Then feels they may be in the camp and rejecting him - no longer cares Dr R's wounds get worse Better relationship with the driver
19 The Runway Brewster Buffaloes, Lunghua airfield, emaciated Chinese, the runway, dust, the execution pit, the embrace of death Knows that he is going to be worked to death Hopes his parents are dead Smart Japanese soldiers like the Europeans
PART TWO
20 Lunghua Camp Pheasant trap, kendo, outside the camp, turtle, golf shoes, description of the camp, collaboration/patriotism, a game of marbles Feels uncomfortable outside the wire. Stronger than many of the men. Poor opinion of the English. Forgotten what his parents' faces. Envies other children their parents. B exposes J to danger by making him go to check the trap. J feels it is important to keep with B because of food Private Kimura - some sympathy, but would like to challenge him. Has given him English lessons.
21 The Cubicle Mr Maxted fetches the food ration, the Vincents, J's beggarly cubicle, Mrs V's "films", pictures on his wall, air raids, execution of escapees, camp as place of security, relationship with Mrs V Attraction to Mrs V
22 The University of Life Changes in Mr M, J and Mr M's partnership, waiting for the food ration, beggars inside and outside the camp, memories of concerts, lectures and school, food shortages, stealing a second sweet potato, weevils, sexuality Parents in Soochow camp, J is worried they will have changed B does not allow J to listen to his radio
23 The Air Raid The ruined assembly hall, derelict aircraft, the runway, kamikaze pilots, schoolwork, air raid, Mustangs, deaths of the pilots (one burns in his plane), the sun scorching the earth Knows that he is worth nothing, enjoyment of the war Uneasy relationship, Dr R has wasted away giving food to J, Admiration for the kamikaze pilots
24 The Hospital Dr Ransome, breaking of windows, bravery, hospital, stealing from the dead, Sgt Nagata, "difficult boy", roll call, fantasies and violent light Sgt Nagata - knows J is involved with illicit activities but can't catch him.
25 The Cemetery Garden Fertilizing the garden, the last kamikaze, burying Mr Radik, graves, souls and death, Latin and the trigonometry of war, the problem of food and survival, tomatoes and condoms Ambiguity about whether J wants the war to end J lies about remembering his parents J has to give B something every time he sees him J reminds Dr R of how people can adapt to the war. Dr R's background and ambiguity
26 The Lunghua Sophomores Amateur dramatics and rugby, the American dorm and Basie's cubicle, news, words, pheasant traps as a decoy, condoms, another sweet potato, optimism, arrival of the food ration Knows that he is being used by the Americans B's limitations - the petty thief. B is obviously using J but is also capable of some generosity.
27 The Execution Food ration halved, excitement over B-29s, boiling drinking and laundry water, magazines, beating to death of the Chinese rickshaw coolie, confrontation with Mr Vincent over the turtle Running errands stops J thinking about what would happen if the war were to end B teases J over his enthusiasm for American magazines Japanese contempt for the Chinese and the British for not intervening to rescue the coolie
28 An Escape Japanese prepare to leave, rumours of the end of the war, continuous air raids, food supplies fail, escape of Basie and two others. Return of the gendarmerie (security troops), probability of the prisoners being killed, packing for the march to Nantao, bantering with Mrs Vincent; "rememeber you're British". J and Mr M are among the few who have not stockpiled sweet potatoes. In the face of death, all Mr M can do is to remind J that he is British. J wonders whether will Mr M will stand the march and whether he would better ingratiating himself with Mrs V
29 The March to Nantao Exhaustion before they start, difficulty getting used to being outside the camp, the problem of Mr Maxted, trying to stay at the head of the column, the polluted canal, Mrs Philips looks for God and gives him her sweet potato, light and death, Japanese assess the prisoners who cannot move, belongings dropped on the road J realises that they are being taken up-country to be killed. He almost does not join the column when they move on. He holds onto his possessions with renewed determination to survive. J realises Mr M needs his help to cope with the march but realises this will compromise his own chances. Mr M encourages J to rejoin the column, thus saving his life.
30 The Olympic Stadium Encouraging Mr Maxted to keep going, the docks at Nantao, J pushes his suitcase out onto the water "like the coffin of a Chinese child", destruction of their transport ship, the stadium, sleeping beside Mr M dreaming of death and runways The disposal of the case is J's symbolic farewell to the life he has led in Lunghua - "a sentimental but pointless gesture, his first adult act." Still with Mr M, J regrets dumping his possessions because it leaves him nothing to barter
31 The Empire of the Sun American cars and looted possessions, J decided to stay with Mr M, fetching water. The light of a second sun (the atomic bomb) - a premonition of his own death. He stays while the remaining living prisoners are marched away and is robbed of his shoes. J realizes that they are being marched to death. He reverts to being called by his childhood name, "Jamie". J cares for Mr M and fetches water for him and some others, including Mrs V - "having someone to care for was the same as being cared for by someone else."
PART THREE
32 The Eurasian Hail from the wings of aircraft, the Japanese have left during the night, the Eurasian collaborator tells J about the atom bombs, golf shoes, leaving the stadium, light and death J feels as if he and the whole world are dead Mr M dies but J stays by the body for several days
33 The Kamikaze Pilot Walking back to Lunghua, a derelict Zero, the starving schoolboy pilot, the mango The young pilot gives J a mango
34 The Refrigerator in the Sky Dreams of learning to fly, parachutes, food, shooting of Pte. Kimura, Spam, Klim, Reader's Digest J fantasizes about making friends with the pilot but death of Kimura very matter of factly described
35 Lieutenant Price Whether to go home or not, communist soldiers, an American aviator, return to Lunghua, Mr Tulloch the Packard mechanic, Lt. Price, another drop, the guardhouse, dead Japanese soldier in his own cell, Price's mania Exclusion of the Chinese from the relief drops
36 The Flies Back in his room, scent of Mrs Vincent, missing people, bodies in the hospital and flies, Spam like corpses, the Japanese pilot J sees himself from Mrs V's point of view: some understanding of her Memories of another Japanese pilot
37 A Reserved Room Careless drops, neither war nor peace, magazines describing a distant war, growing strength, prisoners with Chinese wives return to prison so they can be free, the next war J feels that the war is both familiar and strange to him J wants to prepare a room for his parents
38 The Road to Shanghai Price's driving, the stadium, Tulloch killed, captured by bandits, Basie B seems to lack interest in J, is prepared to allow him to be killed
39 The Bandits The bandit gang, Capt. Soong, raiding villages, this war/the next war, words, dreams of appearing in Life magazine, the Japanese pilot, the communist village, an Nationalist armoured junk shells the village, exploding ammunition, American cruiser Soong is prepared to use J "as a dog to be worked to death" and a decoy. Change in the Chinese attitude to Europeans B the survivor because he does not dream and does not take anything for granted; us untouched by the war; expects nothing; and is therefore dangerous Dr R probably dead on the march J distracts B from shooting the Japanese pilot
40 The Fallen Airment Nationalist v Communist battles, Basie goes to raid the stadium, back to the airfield, feeding the fish, body of the young Japanese pilot The remnants of the gang avoid the armed refugees J does not tell B that the stadium has probably already been looted. B leaves him with the car to decoy the attention of Chinese militiamen
41 Rescue Mission Despair, all as good as dead, bringing the corpse to life like Dr R, the resurrection of the dead, Dr Ransome, end of the war Reunion with Dr R in the camp hospital The pilot is J's "twin" and symbol of his hopes of escape
PART FOUR
42 The Terrible City The bustle of the city, newsreels and Nationalist propaganda, films, Yang the chauffeur, unreality of home, return to Lunghua, shiny American planes, destruction of graveyard and hospital, World War III, memory of reunion with parents, urinating sailors, China's revenge, a child's coffin J is leaving for a country he does not know - part of his mind will always be in Shanghai Distance between J and his parents when they are reunited J understands what the Chinese are thinking as they are insulted by the sailors