Here is the Close Reading Past Paper for 2007.
Please complete it by next Friday so I can mark it over next weekend.
You need the practice.
Do NOT do any of the critical essays.
Friday, 26 February 2010
Thursday, 25 February 2010
Blitzed – Letter to the Future
Imagine you are the main character (protagonist), George. After arriving in London from your school trip, you have spent a few days meeting people and getting to know Blitz London more closely than you ever could have imagined.
However, after looking around, you have started to believe that you will have to stay in London.
As such, you are going to write a letter to your parents in the future – they will miss you, after all.
You may wish to mention:
o Where you are, exactly
o Your address, the date
o Who you are with
o What is it like in the Blitz – food shortages/ rationing/ scared of the bombings/ shelters/ temperature/ attitude of the population/ unsure when it will end
o How you are feeling (physically)
o How he thinks he got there
o You can’t mention half of the things you know
o What has happened to him
– met the ARP men (Cheese Roll, etc)
- Living with Ma, etc.
- Rags the spy
- The death of Shrapnel
o Say what you are going to do – will you stay in the past?
o Tell them that you love them
o Tell them who Ma is – and they can speak to her
However, after looking around, you have started to believe that you will have to stay in London.
As such, you are going to write a letter to your parents in the future – they will miss you, after all.
You may wish to mention:
o Where you are, exactly
o Your address, the date
o Who you are with
o What is it like in the Blitz – food shortages/ rationing/ scared of the bombings/ shelters/ temperature/ attitude of the population/ unsure when it will end
o How you are feeling (physically)
o How he thinks he got there
o You can’t mention half of the things you know
o What has happened to him
– met the ARP men (Cheese Roll, etc)
- Living with Ma, etc.
- Rags the spy
- The death of Shrapnel
o Say what you are going to do – will you stay in the past?
o Tell them that you love them
o Tell them who Ma is – and they can speak to her
Tuesday, 23 February 2010
The Assassination of JFK
You are going to answer the question:-
“Who shot JFK?”
Introduction
IN YOUR OWN WORDS
Explain that the shooting of JFK is an important moment in 20th century history.
Tell us what JFK symbolised (hope, peace, opportunity, equality) and what the impact of his death was.
Explain that the question “Who shot JFK?” is still discussed.
Paragraph One – Who was JFK?
35th President of USA.
Born in 1917. War hero in WWII.
Married Jacqueline Bouvier in 1953.
Elected President by closest margin in history in 1960.
Controversy
The affairs
Committed to destroy the CIA
Nuclear disarmament
Withdrawal from Vietnam
Attempt to invade Cuba (Bay of Pigs)
Paragraph Two – The Contention
Give the key points to the theory put forward by the Warren Commission
The assassination was not part of a conspiracy.
Lee Harvey Oswald, acting alone, shot and killed the President and wounded Governor John Connally.
Oswald shot from the sixth floor window of the Texas School Book Depository Building (TSBD) in Dallas on Nov. 22, 1963.
All of the wounds to Kennedy and Connally were made by three bullets shot by Oswald.
Paragraph Three – James Tague
Explain why James Tague throws doubt on the Warren Commission findings
Tague was hit by one of the three bullets, and one bullet killed Kennedy – this left one bullet to account for the seven other wounds to Kennedy.
Paragraph Four – The Magic Bullet
Tague’s wound left only one possibility – a “magic bullet”.
Explain the seven wounds made by the bullet
Why is this so unlikely?
Say that no satisfactory conclusion has been made.
Paragraph Five – The Grassy Knoll
Explain why this has become such a focal point for theorists
Witnesses claim to have heard shots
Some photographs may show a figure with a gun
Photographs and film are old and cannot be analysed conclusively
Paragraph Six – Lee Harvey Oswald
Say why Oswald was such an unusual figure
He had defected to Russia
He had returned without being prosecuted as a traitor
He worked for the CIA
He was an informant for the FBI
Nobody knows who he really worked for, nor what his motives were
Paragraph Seven – Scenery
Say that “who killed Kennedy” is almost unimportant
Explain that the better questions would be “why was Kennedy killed?” – what did anyone gain from killing him?
Many government files on the assassination are “classified” until 2017
Conclusion – “Conspiracy”
Why do you think the Kennedy assassination is so interesting so long after the event?
What are your own thoughts on the assassination?
The killing was a tragedy and this is the most important thing to remember – finish with a quote
“Who shot JFK?”
Introduction
IN YOUR OWN WORDS
Explain that the shooting of JFK is an important moment in 20th century history.
Tell us what JFK symbolised (hope, peace, opportunity, equality) and what the impact of his death was.
Explain that the question “Who shot JFK?” is still discussed.
Paragraph One – Who was JFK?
35th President of USA.
Born in 1917. War hero in WWII.
Married Jacqueline Bouvier in 1953.
Elected President by closest margin in history in 1960.
Controversy
The affairs
Committed to destroy the CIA
Nuclear disarmament
Withdrawal from Vietnam
Attempt to invade Cuba (Bay of Pigs)
Paragraph Two – The Contention
Give the key points to the theory put forward by the Warren Commission
The assassination was not part of a conspiracy.
Lee Harvey Oswald, acting alone, shot and killed the President and wounded Governor John Connally.
Oswald shot from the sixth floor window of the Texas School Book Depository Building (TSBD) in Dallas on Nov. 22, 1963.
All of the wounds to Kennedy and Connally were made by three bullets shot by Oswald.
Paragraph Three – James Tague
Explain why James Tague throws doubt on the Warren Commission findings
Tague was hit by one of the three bullets, and one bullet killed Kennedy – this left one bullet to account for the seven other wounds to Kennedy.
Paragraph Four – The Magic Bullet
Tague’s wound left only one possibility – a “magic bullet”.
Explain the seven wounds made by the bullet
Why is this so unlikely?
Say that no satisfactory conclusion has been made.
Paragraph Five – The Grassy Knoll
Explain why this has become such a focal point for theorists
Witnesses claim to have heard shots
Some photographs may show a figure with a gun
Photographs and film are old and cannot be analysed conclusively
Paragraph Six – Lee Harvey Oswald
Say why Oswald was such an unusual figure
He had defected to Russia
He had returned without being prosecuted as a traitor
He worked for the CIA
He was an informant for the FBI
Nobody knows who he really worked for, nor what his motives were
Paragraph Seven – Scenery
Say that “who killed Kennedy” is almost unimportant
Explain that the better questions would be “why was Kennedy killed?” – what did anyone gain from killing him?
Many government files on the assassination are “classified” until 2017
Conclusion – “Conspiracy”
Why do you think the Kennedy assassination is so interesting so long after the event?
What are your own thoughts on the assassination?
The killing was a tragedy and this is the most important thing to remember – finish with a quote
S1 Blitzed Homework
Please have your Blitzed illustration complete by this coming Thursday.
And, yes, that means it should be coloured, too.
And, yes, that means it should be coloured, too.
Monday, 22 February 2010
Essay Writing Terminology
Key Terms
1. Analyze – to break into parts and explain the parts
2. Cause/Effect – the beginning/ the result
3. Chronological – events put in the order they happened
4. Clarify – to make clear
5. Compare – show how two things are alike
6. Contrast – show how two things are different
7. Describe – to tell how something looks or how it happened
8. Discuss – to tell about the main points and important details
9. Define – to give the meaning
10. Diagram – to make a drawing of something and label its parts
11. Enumerate – to make a list
12. Evaluate – to give your opinion of what is important; discuss its good and bad points; discuss its strengths and weaknesses
13. Explain - to give facts that elucidate
14. Fact – something that can be proven to be true
15. Illustrate – to give examples
16. Infer – to make a conclusion based on fact
17. Interpret – to offer an explanation
18. Justify – to give good reasons
19. Opinion – belief based on what a person thinks or feels
20. Predict – to make a guess about the future
21. Prove – to show something is true by giving facts
22. Question – to ask
23. Reflect – to think about
24. Relate – to show how things are alike or connected
25. Sequence – to put in the correct order
26. State – to give the main points or reasons\
27. Summarize – to briefly cover the main points
28. Trace – to tell about the progress or growth
1. Analyze – to break into parts and explain the parts
2. Cause/Effect – the beginning/ the result
3. Chronological – events put in the order they happened
4. Clarify – to make clear
5. Compare – show how two things are alike
6. Contrast – show how two things are different
7. Describe – to tell how something looks or how it happened
8. Discuss – to tell about the main points and important details
9. Define – to give the meaning
10. Diagram – to make a drawing of something and label its parts
11. Enumerate – to make a list
12. Evaluate – to give your opinion of what is important; discuss its good and bad points; discuss its strengths and weaknesses
13. Explain - to give facts that elucidate
14. Fact – something that can be proven to be true
15. Illustrate – to give examples
16. Infer – to make a conclusion based on fact
17. Interpret – to offer an explanation
18. Justify – to give good reasons
19. Opinion – belief based on what a person thinks or feels
20. Predict – to make a guess about the future
21. Prove – to show something is true by giving facts
22. Question – to ask
23. Reflect – to think about
24. Relate – to show how things are alike or connected
25. Sequence – to put in the correct order
26. State – to give the main points or reasons\
27. Summarize – to briefly cover the main points
28. Trace – to tell about the progress or growth
Thursday, 18 February 2010
Discursive Essay Writing
A discursive essay is an informal essay discussing a controversial topic. The writer of a discursive essay attempts to represent both sides as completely as possible, while showing why he or she favours one side over the other. Discursive writing is a good way to learn how to logically structure an argument and how to anticipate and counter the arguments of the other side.
Step 1
In the first paragraph, introduce a controversial topic. Explain what the topic is and how you feel about it. Explain why it is controversial, and why people might have different opinions.
Step 2
Write the arguments you don’t support. Explain why these points have merit. Then cast some doubt over them with rhetorical questions and antithesis.
Step 3
Write the arguments you do believe in. Again, use evidence and statistics to give your argument weight. Acknowledge any arguments people might have against yours and then explain why your point of view is more effective.
Step 4
Write a conclusion. Your conclusion should acknowledge the principal argument of your opponents, but explain why you don't subscribe to it. For example, if you were writing a paper against the death penalty, you might say "I acknowledge that murderers deserve the most severe punishment society has, but I believe the death penalty should not be used because it can lead to the accidental execution of innocent people."
Tips:
o Never hide from an argument just because it is inconvenient to yours.
o Do not be dismissive of other people’s ideas – this will make you look arrogant and weaken your own argument.
o Choose evidence that really supports your points. Don’t just throw statistics in for the sake of it.
o Be clear in your writing – you must be understood if your argument is going to be successful.
o Try to anticipate any counter-arguments against you, and disarm them.
Step 1
In the first paragraph, introduce a controversial topic. Explain what the topic is and how you feel about it. Explain why it is controversial, and why people might have different opinions.
Step 2
Write the arguments you don’t support. Explain why these points have merit. Then cast some doubt over them with rhetorical questions and antithesis.
Step 3
Write the arguments you do believe in. Again, use evidence and statistics to give your argument weight. Acknowledge any arguments people might have against yours and then explain why your point of view is more effective.
Step 4
Write a conclusion. Your conclusion should acknowledge the principal argument of your opponents, but explain why you don't subscribe to it. For example, if you were writing a paper against the death penalty, you might say "I acknowledge that murderers deserve the most severe punishment society has, but I believe the death penalty should not be used because it can lead to the accidental execution of innocent people."
Tips:
o Never hide from an argument just because it is inconvenient to yours.
o Do not be dismissive of other people’s ideas – this will make you look arrogant and weaken your own argument.
o Choose evidence that really supports your points. Don’t just throw statistics in for the sake of it.
o Be clear in your writing – you must be understood if your argument is going to be successful.
o Try to anticipate any counter-arguments against you, and disarm them.
Thursday, 11 February 2010
Higher - Discursive Essay - iDebate
By next Thursday you need to have 20 points written down for your discursive essay.
You should also look out ten interesting quotes about your subject. Write down the quote, and the source.
For example:
“The death penalty legitimizes an irreversible act of violence by the state and will inevitably claim innocent victims. As long as human justice remains fallible, the risk of executing the innocent can never be eliminated.” - Amnesty International website
You should also look out ten interesting quotes about your subject. Write down the quote, and the source.
For example:
“The death penalty legitimizes an irreversible act of violence by the state and will inevitably claim innocent victims. As long as human justice remains fallible, the risk of executing the innocent can never be eliminated.” - Amnesty International website
Higher - Lord of the Flies - Nature of Evil
Below is a sample essay. It is far from perfect but it should give you an idea of the direction to go in.
Lord of the Flies – The Nature of Evil
William Golding’s “Lord of the Flies” was written and published in the early 1950s. The novel is, on one level, a story of boys unsupervised and wild on a deserted island, but on another it is a discussion about human nature. Golding uses his characters, setting and plot to discuss government, rules, fear and other themes. The focus of this essay will be the way Golding discusses the nature of evil in the novel.
“Lord of the Flies” tells the story of a group of English schoolboys, stranded on a deserted island. After initially setting rules and aiming to reconstruct their civilisation, the majority of the boys, led by the vicious Jack, abandon their civilised behaviour and resort to primal instincts. This leads to murder and chaos, all of which is seen through the eyes of Ralph, the struggling protagonist.
The character of Jack is the least likeable of the boys. He is presented as a fascist who disdains weakness. Golding explains that "The desire to squeeze and hurt was over-mastering" in Jack. He does not possess the restraint to keep his aggression in check. He is suspicious of intellect and knows that intelligence is a threat to his newly-founded tribe. Jack understands the boys’ fear and uses it to control them. In this regard, Jack can be seen as an evil character. He manipulates the boys to serve his own purposes and gives in to his own violent impulses easily.
Contrasting Jack, Simon, a weak young boy, comes to be seen as a Christ-like figure. He is kind and tries to help the littluns; we are shown him "finding the fruit they could not reach... passed them back down to the endless, outstretched hands". Simon possesses a natural intelligence which leads him to discover the truth about the “beast”. Thus intelligence overcomes ignorant fear. This provides the epiphany for him, that "'Maybe there is a beast...maybe it's only us." Simon knows the source of evil on the island but struggles to express it as he is too young and does not possess the vocabulary or experience.
In the clearing, Simon, hallucinates that the Pig’s head, a symbol of Jack’s fearful hunting, talks to him. The movement of the flies on the head convince Simon that the pig is talking. In conversation, the pig, named Lord of the Flies (a translation of the Hebrew “Beelzebub”) reveals that the evil that terrifies Simon and gives power to Jack, is within all the boys. The pig explains, “I’m the reason it’s no go”, showing that the evil inside all men is the reason civilisation does not proceed, both on the island and in the world at large. It is “man’s essential illness” as Ralph later discovers. Every human is capable of acts of “evil”.
The degeneration of the boys from civilised to savage can be seen as a success for their “evil” impulses. It leads Roger to reveal his worst behaviour and whips the boys into a frenzy powerful enough to kill the innocent Simon. As he is bitten and kicked to death, the boys chant "'Kill the beast! Cut his throat! Spill his blood!'" almost unaware of what they are doing.
Jack’s deterioration especially shows that while the boys are capable of evil, at this young age they need the guiding hand of the adult world to make sure they adopt the habits of civilisation and goodness. He becomes animal-like, and we are told "his laughter became a bloodthirsty snarl". The onomatopoeia of “snarl” emphasises the absence of humanity in him by this point. Without the authority of adults, the boys embrace their own most destructive impulses. This happens all the more quickly when Jack abandons the civilising conch and the laws of the platform, saying "Bollocks to the rules!" His colloquial language is bitter and angry, showing him giving in to his savage persona.
“Evil” is not an easily defined idea. Nonetheless, the behaviour of the boys deteriorates rapidly once the control of democracy is overridden. Jack is comfortable as a hunter, a fascist and a killer. It is easy to forget that Jack is also a child. He behaves appallingly, and this does show an inner evil which all people are capable of; but the arrival of the Naval Officer shatters his world and shows that when a larger authority is upon him, he will obey the rules set.
Lord of the Flies – The Nature of Evil
William Golding’s “Lord of the Flies” was written and published in the early 1950s. The novel is, on one level, a story of boys unsupervised and wild on a deserted island, but on another it is a discussion about human nature. Golding uses his characters, setting and plot to discuss government, rules, fear and other themes. The focus of this essay will be the way Golding discusses the nature of evil in the novel.
“Lord of the Flies” tells the story of a group of English schoolboys, stranded on a deserted island. After initially setting rules and aiming to reconstruct their civilisation, the majority of the boys, led by the vicious Jack, abandon their civilised behaviour and resort to primal instincts. This leads to murder and chaos, all of which is seen through the eyes of Ralph, the struggling protagonist.
The character of Jack is the least likeable of the boys. He is presented as a fascist who disdains weakness. Golding explains that "The desire to squeeze and hurt was over-mastering" in Jack. He does not possess the restraint to keep his aggression in check. He is suspicious of intellect and knows that intelligence is a threat to his newly-founded tribe. Jack understands the boys’ fear and uses it to control them. In this regard, Jack can be seen as an evil character. He manipulates the boys to serve his own purposes and gives in to his own violent impulses easily.
Contrasting Jack, Simon, a weak young boy, comes to be seen as a Christ-like figure. He is kind and tries to help the littluns; we are shown him "finding the fruit they could not reach... passed them back down to the endless, outstretched hands". Simon possesses a natural intelligence which leads him to discover the truth about the “beast”. Thus intelligence overcomes ignorant fear. This provides the epiphany for him, that "'Maybe there is a beast...maybe it's only us." Simon knows the source of evil on the island but struggles to express it as he is too young and does not possess the vocabulary or experience.
In the clearing, Simon, hallucinates that the Pig’s head, a symbol of Jack’s fearful hunting, talks to him. The movement of the flies on the head convince Simon that the pig is talking. In conversation, the pig, named Lord of the Flies (a translation of the Hebrew “Beelzebub”) reveals that the evil that terrifies Simon and gives power to Jack, is within all the boys. The pig explains, “I’m the reason it’s no go”, showing that the evil inside all men is the reason civilisation does not proceed, both on the island and in the world at large. It is “man’s essential illness” as Ralph later discovers. Every human is capable of acts of “evil”.
The degeneration of the boys from civilised to savage can be seen as a success for their “evil” impulses. It leads Roger to reveal his worst behaviour and whips the boys into a frenzy powerful enough to kill the innocent Simon. As he is bitten and kicked to death, the boys chant "'Kill the beast! Cut his throat! Spill his blood!'" almost unaware of what they are doing.
Jack’s deterioration especially shows that while the boys are capable of evil, at this young age they need the guiding hand of the adult world to make sure they adopt the habits of civilisation and goodness. He becomes animal-like, and we are told "his laughter became a bloodthirsty snarl". The onomatopoeia of “snarl” emphasises the absence of humanity in him by this point. Without the authority of adults, the boys embrace their own most destructive impulses. This happens all the more quickly when Jack abandons the civilising conch and the laws of the platform, saying "Bollocks to the rules!" His colloquial language is bitter and angry, showing him giving in to his savage persona.
“Evil” is not an easily defined idea. Nonetheless, the behaviour of the boys deteriorates rapidly once the control of democracy is overridden. Jack is comfortable as a hunter, a fascist and a killer. It is easy to forget that Jack is also a child. He behaves appallingly, and this does show an inner evil which all people are capable of; but the arrival of the Naval Officer shatters his world and shows that when a larger authority is upon him, he will obey the rules set.
Wednesday, 10 February 2010
Higher - Revision - Quick-Planning
Spend five to ten minutes brainstorming ideas for these essay questions.
* Write down the main points you would include.
* Note any quotations you might use.
* Note how these link to the main themes of the text.
1 Choose a novel which explores the nature of evil.
Show how the writer's exploration of the theme enhanced your understanding of evil.
2 Choose a novel or short story in which a conflict between two of the main characters is central to the story.
Explain how the conflict arises and go on to discuss in detail how the writer uses it to explore an important theme.
3 Choose a novel or short story in which the writer's use of setting in time and/or place has a significant part to play in your appreciation of the text as a whole.
Give the relevant details of the setting and then discuss fully why it has such significance.
4 Choose a novel or short story which you feel has a particularly well-chosen title.
Explain why you think the title helps you to appreciate the central idea(s) of the text.
* Write down the main points you would include.
* Note any quotations you might use.
* Note how these link to the main themes of the text.
1 Choose a novel which explores the nature of evil.
Show how the writer's exploration of the theme enhanced your understanding of evil.
2 Choose a novel or short story in which a conflict between two of the main characters is central to the story.
Explain how the conflict arises and go on to discuss in detail how the writer uses it to explore an important theme.
3 Choose a novel or short story in which the writer's use of setting in time and/or place has a significant part to play in your appreciation of the text as a whole.
Give the relevant details of the setting and then discuss fully why it has such significance.
4 Choose a novel or short story which you feel has a particularly well-chosen title.
Explain why you think the title helps you to appreciate the central idea(s) of the text.
S4 - Int 2 - Revision
Porphyria’s Lover – Complete the Quotes
The rain set _______ in tonight, The _______ wind was soon awake…
She shut the cold out and the _______, And kneeled and made the _______ grate…
She put my arm about her waist, And made her smooth white _______ bare…
But _______ sometimes would prevail, Nor could tonight's gay feast _______…
That moment she was mine, mine, _______, Perfectly pure and _______…
As a shut bud that holds a _______, I warily _______ her lids…
her cheek once more _______ bright beneath my _______ kiss…
this time my shoulder bore Her _______, which _______ upon it still…
And thus we sit _______ now, And all night long we have not _______,And yet God has not said a _______!
Merchant of Venice – Complete the Quotes
To bait _______ withal.// If it will feed nothing else, it will feed my _______.
In Belmont is a lady _______ left// And she is _______
How like a fawning _______ he looks.// I _______ him for he is a Christian.
If I can catch him once upon the _______,// I will feed fat the _______ grudge I bear him.
You call me _______, cut-throat dog,// And spit upon my Jewish _______
Clamber not you up to the _______ then,// Nor thrust your head into the _______ street
All that _______ is not gold
‘My daughter! O my ducats! O my daughter!// Fled with a _______! O my _______ ducats!’
The villainy you teach me I will _______, and it shall go _______ but I will _______ the instruction
O upright judge – mark _______ – O learned judge.
Nay, take my life and all, _______ not that.// You take my _______, when you do take the prop// That doth _______ my house.
Tuesday, 9 February 2010
Revision
I have re-tagged all the blog's posts so you can now highlight the posts you want to read. There is a list of links down the left.
So, all the Porphyria's Lover stuff is at the end of one click, as is the Merchant of Venice stuff.
Try to remember as many quotations as possible. An essay without quotation scores a fail.
So, all the Porphyria's Lover stuff is at the end of one click, as is the Merchant of Venice stuff.
Try to remember as many quotations as possible. An essay without quotation scores a fail.
Friday, 5 February 2010
S2 - Mara's Thoughts and Feelings
Creative Writing – Exodus
“I was standing on the deck of the boat. We were headed for Greenland…”
1. What could Mara see from the deck of the boat?
2. What could she feel?
3. What could she smell?
4. She is thinking about the past –
5. How does she feel about what has happened to Wing?
6. How does she feel about her parents dying?
7. Does she think Tain might be alive? Does she hope so?
8. Talk about conditions on the boat
9. She has been at sea for several weeks
10. She is afraid the boat might not arrive
11. She feels nervous
12. She feels she is responsible for all the refugees
13. She hopes that life will be better on Greenland
14. She cannot be sure this will be the case
15. She misses Fox
16. She can’t believe she has to be away from him
17. It took her a long time to find him
18. She feels sick in the mornings
19. She suspects she is pregnant
20. This is another responsibility she doesn’t need
21. She is frightened
22. She must be brave
23. She could not have remained at the sky city
24. This was her only choice
“I was standing on the deck of the boat. We were headed for Greenland…”
1. What could Mara see from the deck of the boat?
2. What could she feel?
3. What could she smell?
4. She is thinking about the past –
5. How does she feel about what has happened to Wing?
6. How does she feel about her parents dying?
7. Does she think Tain might be alive? Does she hope so?
8. Talk about conditions on the boat
9. She has been at sea for several weeks
10. She is afraid the boat might not arrive
11. She feels nervous
12. She feels she is responsible for all the refugees
13. She hopes that life will be better on Greenland
14. She cannot be sure this will be the case
15. She misses Fox
16. She can’t believe she has to be away from him
17. It took her a long time to find him
18. She feels sick in the mornings
19. She suspects she is pregnant
20. This is another responsibility she doesn’t need
21. She is frightened
22. She must be brave
23. She could not have remained at the sky city
24. This was her only choice
Wednesday, 3 February 2010
Lord of the Flies - Revision Material
Below is a huge amount of revision materials; you should try as many of the short essays as possible during your revision.
Lord of the Flies – General Points
o The novel is an allegory, which is a story that works on two or more levels of meaning.
o There is the actual story of what happens to the boys on the island and there is the deeper level to the story with the moral message.
o In The Lord of the Flies there is the look at different methods of government, the democratic government and the dictatorship, which was relevant at the time the novel was written after the end of the second world war, with Hitler’s dictatorship as well as those of Mussolini and Stalin.
o The story is meant to give a lesson to its readers, which is the quality of a fable.
o One of the messages could be that there is a dark side to all of us which, given the right circumstances, could come out.
o Evil lurks in all of us.
Key Characters
Jack
o Jack is Ralph’s rival and opposite.
o Along with Ralph he is the oldest boy on the island and he already has a loyal group of followers when they arrive on the island in the form of the choir.
o He is a strong and violent figure who commands fear from his followers.
o He rules by force, which can be linked to Hitler’s dictatorship in Germany and he forces his supporters to do as he says.
o He is a physical character and gradually becomes more violent as the novel progresses.
Ralph
o Ralph is the original leader of the boys on the island.
o Golding presents him as a fair leader, allowing votes and he is caring for the other boys as he wants to run the group in a democratic way.
o He has a loyal group of supporters initially, but gradually his support dwindles until he is alone being hunted by the others at the end.
o Ralph is presented as a thinker and a sensitive character.
o He learns a lot from his time on the island and is the one most affected by the change from innocence to knowledge.
Piggy
o The intellectual of the island.
o Serious, he often objects to the silliness of the other boys’ games.
o Physically weak (he needs glasses, has asthma and is fat).
o An adult figure, he comes up with a lot of sensible ideas such as how to use the conch and what to use it for.
o Clear sighted, he can see what is happening to the boys, but is powerless to do anything about it.
Roger
o Cruel, violent shown by his enjoyment of throwing stones.
o Sadistic attitude, he is in charge of all the physical punishments.
o Jack’s right hand man, as all dictators need close supporters.
Simon
o The mystic, he sees into the future and often goes into trances.
o A Christ like figure, he is compassionate, but a victim of the savagery of the others.
o A deep thinker.
Symbols
The Conch
o Represents order.
o Colour changes to show a loss of innocence in the boys.
o Loses its importance as the novel progresses as Jack and his ‘Tribe’ take over.
o Smashed into a thousand pieces at the end to show loss of order and civilisation.
The Beast
o The beast is different for different boys
o It is represented as the dead parachutist, snakes, the pig’s head and noises heard in the night.
o The real beast is our deep, dark primeval urges.
o The boys invent the beast as a fear for them to focus on rather than the darkness in themselves.
Glasses
o Piggy’s glasses represent intelligence and clear thinking.
o They are useful for the boys to get the fire started both to attract rescuers and for cooking the meat.
o When one lense is smashed it represents the lack of clear thinking of the others.
o The glasses are completely destroyed when Piggy dies and this is Golding’s way of representing the further fall of the boys into chaos and darkness.
Fire
o The fire has good and bad uses.
o It is useful for attracting rescue, gives warmth and can be used for cooking, but it can be very destructive as we see at the end of the novel.
o Fire is used in ritual and is the backdrop to Simon’s frantic death.
Light / Dark
o Light represents freedom and innocence.
o Darkness shows fear and uncertainty.
Order v Savagery
Order can be shown by
- The glasses (represent reason, seeing clearly)
- The conch (calls the boys to order at the start, but looses its power as the novel progresses and is ignored before being completely destroyed)
- Assembly
- Fire (for rescue and cooking for survival)
- Piggy represents common sense which links to order
Savagery is shown by
- Jack’s group of followers are known as the Choir early in the novel, they soon become the hunters, but they are known as a tribe by the end, which is a savage term, showing their gradual decline into savagery.
- The boys wear face paint and dress like savages
- There is a gradual decline from the accidental death of a Littleun early in the novel to the hunting of a pig and the difficulty of killing it, to the frenzied accident of Simon’s death and then the final savage murder of Piggy.
- Ralph is about to be the latest and most horrifying victim of the murderous pack when they are rescued.
The Island
- The Island is seen as a microcosm of the world (this means the world in miniature)
- There is the good side of the island where Ralph leads (this is where the beach is and the landscape is pleasant to reflect the sense of calm and order of Ralph’s leadership style.
- There is the mountain where the dead parachutist is found. This is a mysterious and unpleasant place. This is where the fire is made to attract any possible rescuers.
- Castle Rock is where Jack’s tribe live later in the novel. It is an unforgiving landscape and presented as difficult to reach and unpleasant, reflecting Jack’s evil nature.
- The other side of the island is rocky and covered by trees, making it unfriendly and forbidding to the boys.
- The sea is vast and shows how cut off they are from the rest of the world.
Summary
- There is a clear message in the novel.
- Ralph, Jack and Piggy are the key characters.
- Symbols include the beast, the conch, glasses, fire.
- The novel explores the boys’ descent from order into savagery.
- The island is a microcosm of the world.
Quick Fire Questions
Quiz 1
Question 1:Who is supposed to maintain first signal fire?
Question 2: Who does not dance at Jack’s first feast?
Question 3: Who is the first to disappear?
Question 4: How do they disappear?
Question 5: Who tells Jack where Ralph is hiding?
Quiz 2
Question 1: Who is first to see the dead parachutist?
Question 2: What does Ralph hold when he talks of Simon’s death?
Question 3: Who kills someone by himself?
Question 4: Where is Jack’s headquarters?
Question 5: Who speaks to the Lord of the Flies?
Quiz 3
Question 1: What does Jack suggest they should use as a pig?
Question 2: Who is kind to the littluns?
Question 3: What tools do the boys use to make fire?
Question 4: When Ralph is leader what is his first act?
Question 5: Who does Jack hit following his first kill?
Quiz 4
Question 1: What is destroyed when Piggy is killed?
Question 2: Who kills Piggy?
Question 3: Where are the boys originally from?
Question 4: What surrounds Simon’s body?
Question 5: Who knocks the Lord of the Flies down?
Quick Essays - Questions
Question 1: What is your opinion of Jack’s character in the novel? Does he make a good leader? You may wish to consider – the language he uses and his actions towards others.
Essay Plan
The examiner is looking for your opinion of Jack’s character in the novel.
They want to know if you think he makes good leader.
Consider the language he uses and his actions.
Plan
- 1 – Introduction
- What are you going to do? You are going to put across your opinion of Jack, and whether or not you think he makes a good leader.
- 2 – Jack’s character
- What is Jack like?
- What are Jack’s good and bad characteristics?
- Select specific events which show Jack’s character and focus on his words and actions throughout the novel.
- 3 - Jack as a leader
- Select relevant examples which show Jack as a leader.
- Decide whether you think he makes a good leader or not, use relevant examples to support your opinion.
- 4 – Conclusion
- Come to a firm conclusion and a clear opinion, what do you think of Jack as a character?
- You need to ensure you use quotations and references to the text.
Question 2: The novel refers to the phrase ‘The darkness of man’s heart’ How far do you agree that this novel is a representation of this phrase?
Essay Plan
The examiner wants to see that
a) you understand the phrase and
b) how you think it is reflected in the novel.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider the given phrase and explain how it does or does not refer to the novel.
- 2 – The Phrase
- Consider the phrase and what it means.
- Then consider how this phrase refers to the novel.
- 3 - The phrase within the novel
- This is your time to argue, do you believe that this phrase refers to the novel?
- If so why?
- Or no why?
- Use relevant quotations to support your points.
- Remember to select specific examples and explain how these examples refer to or do not refer to the phrase.
- 4 – Conclusion
- Come to a firm conclusion do you or do you not agree with the statement?
- To what extent do you or do you not agree?
- Maybe end with a quotation
Question 3: The events in the novel are a true reflection of the struggles of life.How far do you agree?
Essay Plan
The examiner is looking for you to show that you understand the struggles shown in the novel and that you can equate these troubles to the universal troubles of life.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider whether this novel is a reflection of the true struggles of life.
- 2 – Struggles in the novel
- Consider how the boys struggle in the novel.
- Think about how they fight for power, how they fight with each other and how they fight to survive.
- Select specific examples which show their struggles in this life.
- 3 - Struggles in life
- Compare the specific examples shown in the novel to the ones you know in life.
- You must use relevant examples from life as well as from the novel.
- 4 – Effect of the struggle
- Why does Golding include this theme of struggle?
- What is the effect of this struggle?
- Does this struggle represent life?
- If so how if not how?
- 5 – Conclusion
- Come to a firm conclusion do you or do you not agree with the statement?
- To what extent do you or do you not agree?
- Maybe end with a quotation
Question 4: The way in which the writer writes about Piggy’s life creates a negative and pessimistic viewpoint. Do you agree or disagree with this statement?
Essay Plan
The examiner is looking for you to show that you understand the character of Piggy and how his character is linked to being negative and pessimistic.
The examiner also wants your opinion in how far you agree with the statement.
Plan
- 1 – Introduction
- What are you going to do? You are going to argue either for or against this statement, i.e In this essay I am going to consider whether or not Piggy’s life is shown as negative.
- 2 – Piggy
- Explore Piggy’s character.
- What is he like?
- How do we know what he is like?
- Use specific examples from the text to explore his character.
- 3 - Your opinion
- This is where you argue whether or not you agree with this statement.
- If you agree why do you agree?
- Uses evidence to support your answer.
- If you disagree why do you disagree/ Use evidence to support your answer.
- This requires analysis of your opinion and Piggy's character.
- 4 – Conclusion
- Come to a firm conclusion do you or do you not agree with the statement?
- To what extent do you or do you not agree?
- Maybe end with a quotation
Question 5: Why does Golding decide to set his story on an island? Why is the island important?
Answer
The examiner is looking for you to show that you understand the setting of the novel. They are then looking for you to justify the reason for the setting by focusing on why this setting is important.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore why Golding choose such a specific setting and why you think this setting is important to the novel.
- 2 – The Island
- What is the setting like?
- What is the island like?
- What is the significance of the island?
- Use quotations to support your points.
- 3 - Why an island
- Select a few examples to support why you think Golding choose an island and what the relevance of an island is.
- Consider how the island helps to move the novel forward.
- What things could not be achieved on the main land?
- And how does this show the importance of the island?
- Remember to select relevant quotations to support your points.
- 4 – Conclusion
- Using your analysis sum up why you think Golding choose an island and why you think an island is so important to this novel.
Question 6: Piggy is a clever young man however he is portrayed as a victim as well. How does Golding use his character?
Essay Plan
The examiner is looking for you to show that you understand the character of Piggy and his role in the novel, how is he perceived by others and how does he act towards others.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore Piggy’s character and his role within the novel.
- 2 – Piggy’s character
- What is Piggy like?
- What are his characteristics?
- Consider how he shown to be clever?
- Consider how he is shown as a strong character?
- Consider how he is shown as a victim?
- To consider each of the above you will have to look at his actions and words in detail and give relevant examples and quotations to support your points.
- 3 – Piggy’s relationships
- Obviously to be a victim you have to have a bully, this is where you need to consider Piggy’s relationships with other people.
- You need to consider how Piggy is treated by other people and how this treatment is reflected in his character.
- You should also think about why Golding chooses to portray him in this way.
- 4 – Conclusion
- Come to a firm conclusion use your character analysis to sum up whether you think Piggy is a victim or not and how Golding uses his character.
Question 7: How does Golding portray evil in the novel?
Essay Plan
The examiner is looking for you to show that you understand the theme of good vs. evil in the novel.
They also want you to consider how evil is shown in the novel
Plan
- 1 – Introduction
- What are you going to do? You are going to explore the theme of evil and how evil is portrayed.
- 2 – Evil as a theme
- Select examples from the novel which show evil.
- How are they evil?
- What makes them evil?
- Where and how does evil occur?
- 3 - Evil characters
- Select examples of when the characters are evil.
- Are they evil towards each other or to the environment?
- Is evil shown through death?
- What makes these characters evil?
- Consider the language and actions of these characters.
- 4 – The portrayal of evil
- How does Golding choose to show evil?
- Select examples of when evil is shown and explain how it is shown by looking at language.
- Is evil a universal concept in the novel or is it exclusive to certain people and events?
- 5 – Conclusion
- Come to a firm conclusion using your analysis sum up how Golding portrays evil, use quotations to support your points.
Question 8: What is the significance of ‘the beast’ on the island? Consider: What the beast symbolises, The effect the beast has, The boys views of the beast
Essay Plan
The examiner is looking for you to show that you understand the character of the beast, the beast importance on the island and the effect the beast has.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider the significance of the beast in the novel and on the island, by looking at how he is shown, what he symbolises and the effect he has.
- 2 – What the beast symbolises
- Consider why the beast is on the island?
- What is the purpose of the beast?
- Why is the beast so important?
- Select relevant quotations which support your points.
- 3 - The effect the beast has
- Select examples which show the effect of the beast on the island and on the boys.
- How does the beast effect the boys and their life on the island?
- 4 – The boy’s views of the beast
- Select a few examples which show the boy’s views of the beast, what are their views?
- Why are their views important?
- What do the boy’s views show us about the beast?
- 5 – Conclusion
- Come to a firm conclusion using your analysis of the character of the beast sum up what you believe to be the significance of the beast on the island.
Question 9: Ralph is changed as a result of his experiences on the island. How does Golding show this change? Consider: Ralph’s attitude and actions, Ralph at the beginning, how Golding shows change
Essay Plan
The examiner is looking for you to show that you understand the character of Ralph and how he is changes as a result of the island.
The examiner wants you to consider how he behaves and what this tells you about his character
Plan
- 1 – Introduction
- What are you going to do? You are going to explore how Ralph changes in the novel and how Golding shows this change.
- 2 – Ralph’s attitudes and actions
- What is Ralph like?
- What are Ralph’s characteristics?
- How does Ralph behave?
- You should look at language here and consider what Ralph says and how he communicates with others, remember to use quotations throughout.
- 3 - Ralph at the beginning
- What is Ralph like at the beginning at the novel?
- Consider Ralph’s situation and how he behaves around others.
- Once again consider his words and actions and what they tell us about his character.
- 4 – Ralph’s change
- How does Ralph change?
- What forces this change?
- How does Golding show this change?
- Select specific examples from the novel which show this change and how Golding creates change.
- 5 – Conclusion
- Come to a firm conclusion sum up your analysis of this change and explain how Golding shows this change.
Question 10: Why is Simon important on the island? Consider: What Simon represents, how he is different, how Golding presents him
Essay Plan
The examiner is looking for you to show that you understand the character of Simon in the novel and what he represents.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore the character of Simon, what he represents and how Golding chooses to present him.
- 2 – What Simon represents
- What is Simon like?
- What characteristics does he have?
- What does Simon represent?
- Use quotations from across the novel to answer these questions and support any points.
- 3 - How Simon is different
- Consider how Simon is different from the other characters?
- How are his words and actions different?
- How is his behaviour different?
- What effect does his different attitude have on others?
- 4 – How Golding presents Simon
- Select examples from the novel which show Golding’s presentation of Simon.
- How does Golding present him?
- Look at descriptions of Simon’s and the language Simon uses.
- Consider Simon’s behaviour at key points and explain why Golding chooses to present him in this way.
- 5 – Conclusion
- Come to a firm conclusion and sum up your analysis of Simon’s character, explain why you think Simon is important on the island.
Quick Essays - Questions
Question 1: Consider the role of the Conch and the Beast in the novel.Consider: Why they are important, What their use is in the novel, Their relationships with others.
Essay Plan
The examiner wants you to show that you understand the role of the conch and the beast in the novel. They want you to explore both roles in detail.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider the role of the conch and the beats in the novel by looking at why they important and what their purpose is.
- 2 – Why are they important
- Consider the role of the conch and the beast, why are they important?
- Use relevant quotations to support your answer.
- 3 - What their use is in the novel
- Select a few examples which explain their use in the novel, consider why they are needed in the novel?
- 4 – Their relationships
- Consider their relationships with others, why are these relationships important?
- Look at words and actions and how they behave towards others.
- 5 – Conclusion
- Come to a firm conclusion using your analysis of the characters sum up they role of the conch and the beast and why they are important in the novel.
Question 2:Roger refers to Jack as ‘A proper chief’
What does this tell us about Jack’s leadership? You need to consider at least two episodes.
Essay Plan
The examiner is looking for you to show that you understand the character of Jack and his role as a leader in the novel.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider the role of Jack in the novel and also his role as a leader.
- 2 – Jack’s character
- What is Jack like?
- What are his characteristics?
- How does Jack treat others?
- Look at Jack’s words and actions. Remember to use quotations throughout to support your points.
- 3 - Jack as a leader
- What is Jack as a leader?
- How does he treat others in his role as leader?
- What are Jack’s actions and words like when he is a leader?
- What leadership qualities does he have?
- You need to consider at least two specific episodes in detail where Jack is a leader.
- 4 – Conclusion
- Come to a firm conclusion using your analysis of the Jack’s leadership sum up Jack’s leadership.
Question 3: How does the character of Jack develop and change during the novel? CConsider: His role as leader, his words and actions , how he interacts with others, the increase in violence as the plot develops
Essay Plan
The examiner wants you to show you understand the character of Jack and how Jack changes in the play.
They also want you to consider how Jack’s development is linked to the increase in violence in the play.
Plan
- 1 – Introduction
- What are you going to do? You are going to show you understand Jack's character and his development during the novel.
- 2 – Jack as a leader
- What is Jack like as a leader?
- What are his actions as a leader?
- How does he treat others in this role?
- How does he behave towards others?
- Consider his words and actions when he is a leader. .
- 3 - How he interacts with others, his words and actions
- Select specific examples which show how Jack interacts with other characters and how his words and actions reflect his character.
- Remember to select relevant quotations.
- 4 – The increase in violence
- How does the increase in violence reflect Jack’s leadership?
- Consider how Jack views violence and how his character is linked to violence.
- Remember to select relevant quotations
- 5 – Conclusion
- Come to a firm conclusion using your analysis of Jack sum up how you think Jack changes and develops throughout the novel.
Question 4: How does the writer show conflict between Jack and Ralph? Consider: The causes of conflict, how the conflict develops, why Golding creates conflict
Essay Plan
The examiner is looking for you to show that you understand the characters of Jack and Ralph and how they conflict throughout the novel.
Plan
- 1 – Introduction
- What are you going to do?
- You are going to explore how Golding shows cnflict between Jack and Ralph.
- 2 – The causes of conflict
- What is the relationship between Jack and Ralph?
- Why is this relationship important?
- Why does this relationship cause conflict?
- How is this relationship confrontational?
- Select specific examples which show this conflict.
- 3 - How conflict develops
- Select relevant examples which show how and when the conflict develops.
- What events lead to this development?
- Why is this development important?
- 4 – Why Golding creates conflict
- Why do you think Golding create conflict?
- What is the importance of conflict?
- How does Golding create conflict?
- Look at language, description and the development of conflict.
- 5 – Conclusion
- Come to a firm conclusion using your analysis of conflict sum up how and why conflict is shown
Question 5: Choose two of the following: The Beast, Fire, Hunting
Write about how these two things : Reflect the boys attitudes, The importance they have in the novel, The way the writer reflects them
Essay Plan
The examiner is looking for you to show that you understand how symbols i.e. fire, the beast and hunting relate to the boys and how these symbols are reflected by Golding.
You MUST select 2 of the 3 symbols and then cover all three bullet points.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore the use of the beast/fire/hunting (remember to choose2) and how these reflect attitudes on the island, why they are important in the novel and why Golding reflects them in this way.
- 2 – How do they reflect the boys attitude?
- What do these symbols tell us about the boys and their attitudes?
- Are these symbols of danger, fear, success, independence?
- Why are these symbols important to the boys?
- 3 - Why are they important?
- Why are these things so important?
- Firstly why are they important to the boys?
- Secondly why are they important in reflecting the themes and ideas of the novel? E.g. What does hunting tell you about the boys and the novel is it considered evil or good?
- Remember to us elots of quotations to support your points.
- 4 – How does the writer reflect them
- You will need to look at language and descriptions here.
- How does the writer describe these things?
- How do the writer describes the boys response to these things?
- 5 – Conclusion
- Come to a firm conclusion use your analysis to sum up why your two symbols are important to the boys and in the novel
Question 6: Are there more heroes or villains in the novel?
Consider: Which character are heroes and why? Which characters are villains and why? How the writer shows that they are heroes or villains
Essay Plan
The examiner is looking for you to show that you understand firstly the idea of good and evil and secondly that you can decide which characters are good and which characters are evil.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore heroes and villains in the novel. You are going to decide which characters are heroes and which characters are villains.
- 2 – Which characters are heroes?
- You need to select examples of characters who are heroes and you need to list why you think they are heroes by selecting specific events in the novel – you must use PEE.
- You need to also refer to how the writer shows these characters as heroes – you should look at language and characters actions and words.
- 3 - Which characters are villains?
- You need to select examples of characters who are villains in the novel.
- What makes them a villain?
- You need to select specific events which show these characters are villains.
- You need to also refer to how the writer shows these characters as villains – you should look at language and characters actions and words.
- 4 – Conclusion
- Come to a firm conclusion using your analysis of heroes and villains you need to sum up who is a villain or hero, why they are a villain or hero and how the writer shows this.
Question 7: ‘The most obvious leader was Jack.’ What makes Jack a powerful leader?Consider Jack’s qualities, how Jack is shown as a leader, how you respond to Jack.
Essay Plan
The examiner is looking for you to show that you understand the character of Jack and how he responds and behaves when he is a leader.
You need to consider the qualities that make Jack so powerful.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider Jack’s role as a leader, by exploring his qualities, words and actions which make him a powerful leader.
- 2 – Jack’s Qualities
- Select examples from the novel which show Jack’s qualities as a leader.
- You need to explain how he is a leader by looking at how he behaves, how he treats others and his actions towards others.
- 3 - How Jack is shown as a leader
- Select examples which show Jack as a leader.
- You should select specific examples of when Jack is in charge – E.g hunting.
- When Jack is a leader how does he treat others?
- How does he behave?
- 4 – Your response
- What is your opinion of Jack?
- Do you think he is a powerful leader? Why / why not?
- Is Jack the most obvious leader? Why/why not?
- Use relevant examples from the novel to support your points.
- 5 – Conclusion
- Come to a firm conclusion using your analysis of Jack sum up whether or not he is the most obvious leader.
Question 8: Lord of the Flies begins with making friends, and ends in death and violence.
Why do you think this change happens? Consider: Reasons for the change, how the writer shows change, what you think the writer is saying about the boys
Essay Plan
The examiner is looking for you to show that you understand the changes that take place in the novel.
At the beginning there is a sense of childhood freedom and fun, however as the novel progresses violence and death are more prominent. Cover all points in your response.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore the changes that take place in this novel. You are going to consider reasons for change, how change is shown and what this tells us about the characters in the novel.
- 2 – Reasons for change
- Select reasons for change from the text.
- Why do these changes occur?
- Is is a result of peoples actions?
- Is it a result of the island?
- 3 - How the writer shows change
- Select a few examples which show this change and consider how it is shown by looking at language and description.
- Consider characters words, actions and behaviour towards each other following this change.
- 4 – What is the writer saying
- Consider what the writer is trying to tell you about the boys.
- Why is he showing them as violent?
- Why does he include death?
- Is he simply saying this is a story about growing up?
- Or is he trying to say that the boys cannot be trusted? Y
- ou need to make your point and supply relevant quotations to support.
- 5 – Conclusion
- Come to a firm conclusion using your analysis of changes in the novel sum up what the changes are, how the writer shows changes and what the writer is trying to say, maybe end with a quotation which sums up this change.
Question 9: How does Golding show evil at work in Lord of The Flies?
Consider: Evil signs, Character’s evil intentions
Essay Plan
The examiner is looking for you to show that you
a) understand the evil theme in the novel
b) you know who the evil characters are and why they are evil
c) you can explain how evil is shown
Plan
- 1 – Introduction
- What are you going to do? You are going to explore evil in the novel, you are going to look at the evil signs and characters in the novel and you will then consider how Golding shows evil.
- 2 – Evil Signs
- What are the evil signs in the novel?
- Are they signs the boys show?
- Are they signs already on the island?
- Consider the boys actions and words and consider the symbols such as fire, the beast.
- 3 - Evil Characters
- Select relevant examples which show evil characters at work.
- You can also consider good characters who maybe have evil intentions at points.
- What is the effect of this evil?
- 4 – How Golding shows evil
- You need to consider language and description, how does Golding show evil, look at how evil characters and symbols are described.
- Consider how evil characters interact with each other.
- 5 – Conclusion
- Come to a firm conclusion using your analysis sum up how evil is shown through evil symbols and evil characters in the novel.
Lord of the Flies – General Points
o The novel is an allegory, which is a story that works on two or more levels of meaning.
o There is the actual story of what happens to the boys on the island and there is the deeper level to the story with the moral message.
o In The Lord of the Flies there is the look at different methods of government, the democratic government and the dictatorship, which was relevant at the time the novel was written after the end of the second world war, with Hitler’s dictatorship as well as those of Mussolini and Stalin.
o The story is meant to give a lesson to its readers, which is the quality of a fable.
o One of the messages could be that there is a dark side to all of us which, given the right circumstances, could come out.
o Evil lurks in all of us.
Key Characters
Jack
o Jack is Ralph’s rival and opposite.
o Along with Ralph he is the oldest boy on the island and he already has a loyal group of followers when they arrive on the island in the form of the choir.
o He is a strong and violent figure who commands fear from his followers.
o He rules by force, which can be linked to Hitler’s dictatorship in Germany and he forces his supporters to do as he says.
o He is a physical character and gradually becomes more violent as the novel progresses.
Ralph
o Ralph is the original leader of the boys on the island.
o Golding presents him as a fair leader, allowing votes and he is caring for the other boys as he wants to run the group in a democratic way.
o He has a loyal group of supporters initially, but gradually his support dwindles until he is alone being hunted by the others at the end.
o Ralph is presented as a thinker and a sensitive character.
o He learns a lot from his time on the island and is the one most affected by the change from innocence to knowledge.
Piggy
o The intellectual of the island.
o Serious, he often objects to the silliness of the other boys’ games.
o Physically weak (he needs glasses, has asthma and is fat).
o An adult figure, he comes up with a lot of sensible ideas such as how to use the conch and what to use it for.
o Clear sighted, he can see what is happening to the boys, but is powerless to do anything about it.
Roger
o Cruel, violent shown by his enjoyment of throwing stones.
o Sadistic attitude, he is in charge of all the physical punishments.
o Jack’s right hand man, as all dictators need close supporters.
Simon
o The mystic, he sees into the future and often goes into trances.
o A Christ like figure, he is compassionate, but a victim of the savagery of the others.
o A deep thinker.
Symbols
The Conch
o Represents order.
o Colour changes to show a loss of innocence in the boys.
o Loses its importance as the novel progresses as Jack and his ‘Tribe’ take over.
o Smashed into a thousand pieces at the end to show loss of order and civilisation.
The Beast
o The beast is different for different boys
o It is represented as the dead parachutist, snakes, the pig’s head and noises heard in the night.
o The real beast is our deep, dark primeval urges.
o The boys invent the beast as a fear for them to focus on rather than the darkness in themselves.
Glasses
o Piggy’s glasses represent intelligence and clear thinking.
o They are useful for the boys to get the fire started both to attract rescuers and for cooking the meat.
o When one lense is smashed it represents the lack of clear thinking of the others.
o The glasses are completely destroyed when Piggy dies and this is Golding’s way of representing the further fall of the boys into chaos and darkness.
Fire
o The fire has good and bad uses.
o It is useful for attracting rescue, gives warmth and can be used for cooking, but it can be very destructive as we see at the end of the novel.
o Fire is used in ritual and is the backdrop to Simon’s frantic death.
Light / Dark
o Light represents freedom and innocence.
o Darkness shows fear and uncertainty.
Order v Savagery
Order can be shown by
- The glasses (represent reason, seeing clearly)
- The conch (calls the boys to order at the start, but looses its power as the novel progresses and is ignored before being completely destroyed)
- Assembly
- Fire (for rescue and cooking for survival)
- Piggy represents common sense which links to order
Savagery is shown by
- Jack’s group of followers are known as the Choir early in the novel, they soon become the hunters, but they are known as a tribe by the end, which is a savage term, showing their gradual decline into savagery.
- The boys wear face paint and dress like savages
- There is a gradual decline from the accidental death of a Littleun early in the novel to the hunting of a pig and the difficulty of killing it, to the frenzied accident of Simon’s death and then the final savage murder of Piggy.
- Ralph is about to be the latest and most horrifying victim of the murderous pack when they are rescued.
The Island
- The Island is seen as a microcosm of the world (this means the world in miniature)
- There is the good side of the island where Ralph leads (this is where the beach is and the landscape is pleasant to reflect the sense of calm and order of Ralph’s leadership style.
- There is the mountain where the dead parachutist is found. This is a mysterious and unpleasant place. This is where the fire is made to attract any possible rescuers.
- Castle Rock is where Jack’s tribe live later in the novel. It is an unforgiving landscape and presented as difficult to reach and unpleasant, reflecting Jack’s evil nature.
- The other side of the island is rocky and covered by trees, making it unfriendly and forbidding to the boys.
- The sea is vast and shows how cut off they are from the rest of the world.
Summary
- There is a clear message in the novel.
- Ralph, Jack and Piggy are the key characters.
- Symbols include the beast, the conch, glasses, fire.
- The novel explores the boys’ descent from order into savagery.
- The island is a microcosm of the world.
Quick Fire Questions
Quiz 1
Question 1:Who is supposed to maintain first signal fire?
Question 2: Who does not dance at Jack’s first feast?
Question 3: Who is the first to disappear?
Question 4: How do they disappear?
Question 5: Who tells Jack where Ralph is hiding?
Quiz 2
Question 1: Who is first to see the dead parachutist?
Question 2: What does Ralph hold when he talks of Simon’s death?
Question 3: Who kills someone by himself?
Question 4: Where is Jack’s headquarters?
Question 5: Who speaks to the Lord of the Flies?
Quiz 3
Question 1: What does Jack suggest they should use as a pig?
Question 2: Who is kind to the littluns?
Question 3: What tools do the boys use to make fire?
Question 4: When Ralph is leader what is his first act?
Question 5: Who does Jack hit following his first kill?
Quiz 4
Question 1: What is destroyed when Piggy is killed?
Question 2: Who kills Piggy?
Question 3: Where are the boys originally from?
Question 4: What surrounds Simon’s body?
Question 5: Who knocks the Lord of the Flies down?
Quick Essays - Questions
Question 1: What is your opinion of Jack’s character in the novel? Does he make a good leader? You may wish to consider – the language he uses and his actions towards others.
Essay Plan
The examiner is looking for your opinion of Jack’s character in the novel.
They want to know if you think he makes good leader.
Consider the language he uses and his actions.
Plan
- 1 – Introduction
- What are you going to do? You are going to put across your opinion of Jack, and whether or not you think he makes a good leader.
- 2 – Jack’s character
- What is Jack like?
- What are Jack’s good and bad characteristics?
- Select specific events which show Jack’s character and focus on his words and actions throughout the novel.
- 3 - Jack as a leader
- Select relevant examples which show Jack as a leader.
- Decide whether you think he makes a good leader or not, use relevant examples to support your opinion.
- 4 – Conclusion
- Come to a firm conclusion and a clear opinion, what do you think of Jack as a character?
- You need to ensure you use quotations and references to the text.
Question 2: The novel refers to the phrase ‘The darkness of man’s heart’ How far do you agree that this novel is a representation of this phrase?
Essay Plan
The examiner wants to see that
a) you understand the phrase and
b) how you think it is reflected in the novel.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider the given phrase and explain how it does or does not refer to the novel.
- 2 – The Phrase
- Consider the phrase and what it means.
- Then consider how this phrase refers to the novel.
- 3 - The phrase within the novel
- This is your time to argue, do you believe that this phrase refers to the novel?
- If so why?
- Or no why?
- Use relevant quotations to support your points.
- Remember to select specific examples and explain how these examples refer to or do not refer to the phrase.
- 4 – Conclusion
- Come to a firm conclusion do you or do you not agree with the statement?
- To what extent do you or do you not agree?
- Maybe end with a quotation
Question 3: The events in the novel are a true reflection of the struggles of life.How far do you agree?
Essay Plan
The examiner is looking for you to show that you understand the struggles shown in the novel and that you can equate these troubles to the universal troubles of life.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider whether this novel is a reflection of the true struggles of life.
- 2 – Struggles in the novel
- Consider how the boys struggle in the novel.
- Think about how they fight for power, how they fight with each other and how they fight to survive.
- Select specific examples which show their struggles in this life.
- 3 - Struggles in life
- Compare the specific examples shown in the novel to the ones you know in life.
- You must use relevant examples from life as well as from the novel.
- 4 – Effect of the struggle
- Why does Golding include this theme of struggle?
- What is the effect of this struggle?
- Does this struggle represent life?
- If so how if not how?
- 5 – Conclusion
- Come to a firm conclusion do you or do you not agree with the statement?
- To what extent do you or do you not agree?
- Maybe end with a quotation
Question 4: The way in which the writer writes about Piggy’s life creates a negative and pessimistic viewpoint. Do you agree or disagree with this statement?
Essay Plan
The examiner is looking for you to show that you understand the character of Piggy and how his character is linked to being negative and pessimistic.
The examiner also wants your opinion in how far you agree with the statement.
Plan
- 1 – Introduction
- What are you going to do? You are going to argue either for or against this statement, i.e In this essay I am going to consider whether or not Piggy’s life is shown as negative.
- 2 – Piggy
- Explore Piggy’s character.
- What is he like?
- How do we know what he is like?
- Use specific examples from the text to explore his character.
- 3 - Your opinion
- This is where you argue whether or not you agree with this statement.
- If you agree why do you agree?
- Uses evidence to support your answer.
- If you disagree why do you disagree/ Use evidence to support your answer.
- This requires analysis of your opinion and Piggy's character.
- 4 – Conclusion
- Come to a firm conclusion do you or do you not agree with the statement?
- To what extent do you or do you not agree?
- Maybe end with a quotation
Question 5: Why does Golding decide to set his story on an island? Why is the island important?
Answer
The examiner is looking for you to show that you understand the setting of the novel. They are then looking for you to justify the reason for the setting by focusing on why this setting is important.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore why Golding choose such a specific setting and why you think this setting is important to the novel.
- 2 – The Island
- What is the setting like?
- What is the island like?
- What is the significance of the island?
- Use quotations to support your points.
- 3 - Why an island
- Select a few examples to support why you think Golding choose an island and what the relevance of an island is.
- Consider how the island helps to move the novel forward.
- What things could not be achieved on the main land?
- And how does this show the importance of the island?
- Remember to select relevant quotations to support your points.
- 4 – Conclusion
- Using your analysis sum up why you think Golding choose an island and why you think an island is so important to this novel.
Question 6: Piggy is a clever young man however he is portrayed as a victim as well. How does Golding use his character?
Essay Plan
The examiner is looking for you to show that you understand the character of Piggy and his role in the novel, how is he perceived by others and how does he act towards others.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore Piggy’s character and his role within the novel.
- 2 – Piggy’s character
- What is Piggy like?
- What are his characteristics?
- Consider how he shown to be clever?
- Consider how he is shown as a strong character?
- Consider how he is shown as a victim?
- To consider each of the above you will have to look at his actions and words in detail and give relevant examples and quotations to support your points.
- 3 – Piggy’s relationships
- Obviously to be a victim you have to have a bully, this is where you need to consider Piggy’s relationships with other people.
- You need to consider how Piggy is treated by other people and how this treatment is reflected in his character.
- You should also think about why Golding chooses to portray him in this way.
- 4 – Conclusion
- Come to a firm conclusion use your character analysis to sum up whether you think Piggy is a victim or not and how Golding uses his character.
Question 7: How does Golding portray evil in the novel?
Essay Plan
The examiner is looking for you to show that you understand the theme of good vs. evil in the novel.
They also want you to consider how evil is shown in the novel
Plan
- 1 – Introduction
- What are you going to do? You are going to explore the theme of evil and how evil is portrayed.
- 2 – Evil as a theme
- Select examples from the novel which show evil.
- How are they evil?
- What makes them evil?
- Where and how does evil occur?
- 3 - Evil characters
- Select examples of when the characters are evil.
- Are they evil towards each other or to the environment?
- Is evil shown through death?
- What makes these characters evil?
- Consider the language and actions of these characters.
- 4 – The portrayal of evil
- How does Golding choose to show evil?
- Select examples of when evil is shown and explain how it is shown by looking at language.
- Is evil a universal concept in the novel or is it exclusive to certain people and events?
- 5 – Conclusion
- Come to a firm conclusion using your analysis sum up how Golding portrays evil, use quotations to support your points.
Question 8: What is the significance of ‘the beast’ on the island? Consider: What the beast symbolises, The effect the beast has, The boys views of the beast
Essay Plan
The examiner is looking for you to show that you understand the character of the beast, the beast importance on the island and the effect the beast has.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider the significance of the beast in the novel and on the island, by looking at how he is shown, what he symbolises and the effect he has.
- 2 – What the beast symbolises
- Consider why the beast is on the island?
- What is the purpose of the beast?
- Why is the beast so important?
- Select relevant quotations which support your points.
- 3 - The effect the beast has
- Select examples which show the effect of the beast on the island and on the boys.
- How does the beast effect the boys and their life on the island?
- 4 – The boy’s views of the beast
- Select a few examples which show the boy’s views of the beast, what are their views?
- Why are their views important?
- What do the boy’s views show us about the beast?
- 5 – Conclusion
- Come to a firm conclusion using your analysis of the character of the beast sum up what you believe to be the significance of the beast on the island.
Question 9: Ralph is changed as a result of his experiences on the island. How does Golding show this change? Consider: Ralph’s attitude and actions, Ralph at the beginning, how Golding shows change
Essay Plan
The examiner is looking for you to show that you understand the character of Ralph and how he is changes as a result of the island.
The examiner wants you to consider how he behaves and what this tells you about his character
Plan
- 1 – Introduction
- What are you going to do? You are going to explore how Ralph changes in the novel and how Golding shows this change.
- 2 – Ralph’s attitudes and actions
- What is Ralph like?
- What are Ralph’s characteristics?
- How does Ralph behave?
- You should look at language here and consider what Ralph says and how he communicates with others, remember to use quotations throughout.
- 3 - Ralph at the beginning
- What is Ralph like at the beginning at the novel?
- Consider Ralph’s situation and how he behaves around others.
- Once again consider his words and actions and what they tell us about his character.
- 4 – Ralph’s change
- How does Ralph change?
- What forces this change?
- How does Golding show this change?
- Select specific examples from the novel which show this change and how Golding creates change.
- 5 – Conclusion
- Come to a firm conclusion sum up your analysis of this change and explain how Golding shows this change.
Question 10: Why is Simon important on the island? Consider: What Simon represents, how he is different, how Golding presents him
Essay Plan
The examiner is looking for you to show that you understand the character of Simon in the novel and what he represents.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore the character of Simon, what he represents and how Golding chooses to present him.
- 2 – What Simon represents
- What is Simon like?
- What characteristics does he have?
- What does Simon represent?
- Use quotations from across the novel to answer these questions and support any points.
- 3 - How Simon is different
- Consider how Simon is different from the other characters?
- How are his words and actions different?
- How is his behaviour different?
- What effect does his different attitude have on others?
- 4 – How Golding presents Simon
- Select examples from the novel which show Golding’s presentation of Simon.
- How does Golding present him?
- Look at descriptions of Simon’s and the language Simon uses.
- Consider Simon’s behaviour at key points and explain why Golding chooses to present him in this way.
- 5 – Conclusion
- Come to a firm conclusion and sum up your analysis of Simon’s character, explain why you think Simon is important on the island.
Quick Essays - Questions
Question 1: Consider the role of the Conch and the Beast in the novel.Consider: Why they are important, What their use is in the novel, Their relationships with others.
Essay Plan
The examiner wants you to show that you understand the role of the conch and the beast in the novel. They want you to explore both roles in detail.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider the role of the conch and the beats in the novel by looking at why they important and what their purpose is.
- 2 – Why are they important
- Consider the role of the conch and the beast, why are they important?
- Use relevant quotations to support your answer.
- 3 - What their use is in the novel
- Select a few examples which explain their use in the novel, consider why they are needed in the novel?
- 4 – Their relationships
- Consider their relationships with others, why are these relationships important?
- Look at words and actions and how they behave towards others.
- 5 – Conclusion
- Come to a firm conclusion using your analysis of the characters sum up they role of the conch and the beast and why they are important in the novel.
Question 2:Roger refers to Jack as ‘A proper chief’
What does this tell us about Jack’s leadership? You need to consider at least two episodes.
Essay Plan
The examiner is looking for you to show that you understand the character of Jack and his role as a leader in the novel.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider the role of Jack in the novel and also his role as a leader.
- 2 – Jack’s character
- What is Jack like?
- What are his characteristics?
- How does Jack treat others?
- Look at Jack’s words and actions. Remember to use quotations throughout to support your points.
- 3 - Jack as a leader
- What is Jack as a leader?
- How does he treat others in his role as leader?
- What are Jack’s actions and words like when he is a leader?
- What leadership qualities does he have?
- You need to consider at least two specific episodes in detail where Jack is a leader.
- 4 – Conclusion
- Come to a firm conclusion using your analysis of the Jack’s leadership sum up Jack’s leadership.
Question 3: How does the character of Jack develop and change during the novel? CConsider: His role as leader, his words and actions , how he interacts with others, the increase in violence as the plot develops
Essay Plan
The examiner wants you to show you understand the character of Jack and how Jack changes in the play.
They also want you to consider how Jack’s development is linked to the increase in violence in the play.
Plan
- 1 – Introduction
- What are you going to do? You are going to show you understand Jack's character and his development during the novel.
- 2 – Jack as a leader
- What is Jack like as a leader?
- What are his actions as a leader?
- How does he treat others in this role?
- How does he behave towards others?
- Consider his words and actions when he is a leader. .
- 3 - How he interacts with others, his words and actions
- Select specific examples which show how Jack interacts with other characters and how his words and actions reflect his character.
- Remember to select relevant quotations.
- 4 – The increase in violence
- How does the increase in violence reflect Jack’s leadership?
- Consider how Jack views violence and how his character is linked to violence.
- Remember to select relevant quotations
- 5 – Conclusion
- Come to a firm conclusion using your analysis of Jack sum up how you think Jack changes and develops throughout the novel.
Question 4: How does the writer show conflict between Jack and Ralph? Consider: The causes of conflict, how the conflict develops, why Golding creates conflict
Essay Plan
The examiner is looking for you to show that you understand the characters of Jack and Ralph and how they conflict throughout the novel.
Plan
- 1 – Introduction
- What are you going to do?
- You are going to explore how Golding shows cnflict between Jack and Ralph.
- 2 – The causes of conflict
- What is the relationship between Jack and Ralph?
- Why is this relationship important?
- Why does this relationship cause conflict?
- How is this relationship confrontational?
- Select specific examples which show this conflict.
- 3 - How conflict develops
- Select relevant examples which show how and when the conflict develops.
- What events lead to this development?
- Why is this development important?
- 4 – Why Golding creates conflict
- Why do you think Golding create conflict?
- What is the importance of conflict?
- How does Golding create conflict?
- Look at language, description and the development of conflict.
- 5 – Conclusion
- Come to a firm conclusion using your analysis of conflict sum up how and why conflict is shown
Question 5: Choose two of the following: The Beast, Fire, Hunting
Write about how these two things : Reflect the boys attitudes, The importance they have in the novel, The way the writer reflects them
Essay Plan
The examiner is looking for you to show that you understand how symbols i.e. fire, the beast and hunting relate to the boys and how these symbols are reflected by Golding.
You MUST select 2 of the 3 symbols and then cover all three bullet points.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore the use of the beast/fire/hunting (remember to choose2) and how these reflect attitudes on the island, why they are important in the novel and why Golding reflects them in this way.
- 2 – How do they reflect the boys attitude?
- What do these symbols tell us about the boys and their attitudes?
- Are these symbols of danger, fear, success, independence?
- Why are these symbols important to the boys?
- 3 - Why are they important?
- Why are these things so important?
- Firstly why are they important to the boys?
- Secondly why are they important in reflecting the themes and ideas of the novel? E.g. What does hunting tell you about the boys and the novel is it considered evil or good?
- Remember to us elots of quotations to support your points.
- 4 – How does the writer reflect them
- You will need to look at language and descriptions here.
- How does the writer describe these things?
- How do the writer describes the boys response to these things?
- 5 – Conclusion
- Come to a firm conclusion use your analysis to sum up why your two symbols are important to the boys and in the novel
Question 6: Are there more heroes or villains in the novel?
Consider: Which character are heroes and why? Which characters are villains and why? How the writer shows that they are heroes or villains
Essay Plan
The examiner is looking for you to show that you understand firstly the idea of good and evil and secondly that you can decide which characters are good and which characters are evil.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore heroes and villains in the novel. You are going to decide which characters are heroes and which characters are villains.
- 2 – Which characters are heroes?
- You need to select examples of characters who are heroes and you need to list why you think they are heroes by selecting specific events in the novel – you must use PEE.
- You need to also refer to how the writer shows these characters as heroes – you should look at language and characters actions and words.
- 3 - Which characters are villains?
- You need to select examples of characters who are villains in the novel.
- What makes them a villain?
- You need to select specific events which show these characters are villains.
- You need to also refer to how the writer shows these characters as villains – you should look at language and characters actions and words.
- 4 – Conclusion
- Come to a firm conclusion using your analysis of heroes and villains you need to sum up who is a villain or hero, why they are a villain or hero and how the writer shows this.
Question 7: ‘The most obvious leader was Jack.’ What makes Jack a powerful leader?Consider Jack’s qualities, how Jack is shown as a leader, how you respond to Jack.
Essay Plan
The examiner is looking for you to show that you understand the character of Jack and how he responds and behaves when he is a leader.
You need to consider the qualities that make Jack so powerful.
Plan
- 1 – Introduction
- What are you going to do? You are going to consider Jack’s role as a leader, by exploring his qualities, words and actions which make him a powerful leader.
- 2 – Jack’s Qualities
- Select examples from the novel which show Jack’s qualities as a leader.
- You need to explain how he is a leader by looking at how he behaves, how he treats others and his actions towards others.
- 3 - How Jack is shown as a leader
- Select examples which show Jack as a leader.
- You should select specific examples of when Jack is in charge – E.g hunting.
- When Jack is a leader how does he treat others?
- How does he behave?
- 4 – Your response
- What is your opinion of Jack?
- Do you think he is a powerful leader? Why / why not?
- Is Jack the most obvious leader? Why/why not?
- Use relevant examples from the novel to support your points.
- 5 – Conclusion
- Come to a firm conclusion using your analysis of Jack sum up whether or not he is the most obvious leader.
Question 8: Lord of the Flies begins with making friends, and ends in death and violence.
Why do you think this change happens? Consider: Reasons for the change, how the writer shows change, what you think the writer is saying about the boys
Essay Plan
The examiner is looking for you to show that you understand the changes that take place in the novel.
At the beginning there is a sense of childhood freedom and fun, however as the novel progresses violence and death are more prominent. Cover all points in your response.
Plan
- 1 – Introduction
- What are you going to do? You are going to explore the changes that take place in this novel. You are going to consider reasons for change, how change is shown and what this tells us about the characters in the novel.
- 2 – Reasons for change
- Select reasons for change from the text.
- Why do these changes occur?
- Is is a result of peoples actions?
- Is it a result of the island?
- 3 - How the writer shows change
- Select a few examples which show this change and consider how it is shown by looking at language and description.
- Consider characters words, actions and behaviour towards each other following this change.
- 4 – What is the writer saying
- Consider what the writer is trying to tell you about the boys.
- Why is he showing them as violent?
- Why does he include death?
- Is he simply saying this is a story about growing up?
- Or is he trying to say that the boys cannot be trusted? Y
- ou need to make your point and supply relevant quotations to support.
- 5 – Conclusion
- Come to a firm conclusion using your analysis of changes in the novel sum up what the changes are, how the writer shows changes and what the writer is trying to say, maybe end with a quotation which sums up this change.
Question 9: How does Golding show evil at work in Lord of The Flies?
Consider: Evil signs, Character’s evil intentions
Essay Plan
The examiner is looking for you to show that you
a) understand the evil theme in the novel
b) you know who the evil characters are and why they are evil
c) you can explain how evil is shown
Plan
- 1 – Introduction
- What are you going to do? You are going to explore evil in the novel, you are going to look at the evil signs and characters in the novel and you will then consider how Golding shows evil.
- 2 – Evil Signs
- What are the evil signs in the novel?
- Are they signs the boys show?
- Are they signs already on the island?
- Consider the boys actions and words and consider the symbols such as fire, the beast.
- 3 - Evil Characters
- Select relevant examples which show evil characters at work.
- You can also consider good characters who maybe have evil intentions at points.
- What is the effect of this evil?
- 4 – How Golding shows evil
- You need to consider language and description, how does Golding show evil, look at how evil characters and symbols are described.
- Consider how evil characters interact with each other.
- 5 – Conclusion
- Come to a firm conclusion using your analysis sum up how evil is shown through evil symbols and evil characters in the novel.
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