English

The Crucible: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

In this title we will look at the features of the main characters. We will look at their motivation and their actions as well as consider the reaction of the audience and how Arthur Miller himself views them. The main characters covered are John Proctor, Abigail Williams, Elizabeth Proctor, Reverend John Hale, Reverend Samuel Parris, Deputy Governor Danforth, Francis and Rebecca Nurse, Thomas and Ann Putnam and and Giles Corey. The characters detailed above have major parts to play in the action of The Crucible. The way they are written and presented to us by Arthur Miller helps to convey the emotions and themes of the play. The characters are our vehicle for exploring both the world of 1692 Salem and the McCarthyite era.

The Crucible: Context and Adaptations

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

The Crucible, by Arthur Miller, is a play first published in America in 1953 about a town called Salem, in Massachusetts, in 1692. Before we begin to analyse the play in detail, we must not forget that The Crucible is meant to be performed as well as read. In this title we are going to discuss the background, genre and setting of The Crucible. It is important that you get a feel for what was happening in 1950s America at the time that Arthur Miller wrote his play, and understand the strict Puritan people of Salem in 1692. We are also going to look at a couple of different adaptations of the play. We will look at Arthur Miller's own screen adaptation of his play and another film adaptation by Jean Paul Sartre.

The Crucible: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

In each of the following chapters, you will hear a short overview of the scene from which the quotation has been taken and then a detailed analysis of the major quotations. You will be introduced to the analysis of plot, subplot, the characters and the dramatic techniques that Arthur Miller uses to create his story for the stage. In order to make the information clearer it has been broken down into parts; however Arthur Miller has not done this and you should be careful not to refer to the splitting of the Act when writing examination answers.

The Crucible: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

Style means the way in which a text is written, the way that a particular writer uses literary devices and choice of language. Most writers have their own unique styles and Arthur Miller is no different. Yet, he does pinch one technique and adapt it to suit his own purpose. When looking at style it may be helpful to look at the overall structure of the text to begin with. So this is where we will start. In this title we look at structure tone and language. Arthur Miller's use of style helps to convey the messages he wishes the audience to experience and understand. By using four acts, prose inserts and a variety of language devices, including reported speech, Miller succeeds in creating a complete story of fear and corruption, where gossip and rumour run riot.

The Crucible: Themes and Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

There are many themes that can be extracted from the play, including intolerance, accusations, shame, conscience, justice, misinterpretation, hysteria, reputation and revenge, but essentially they can be incorporated into two major themes, namely fear and morality. Through the themes of fear and morality, we can see how and why the events of Salem unfold in this dramatic way. We have heard that fear leads people to say things that can be manipulated and exploited by others. We can also see how this major theme is relevant to the wider issues present in Miller's USA. The morality of The Crucible is shown through the character of John Proctor as well as through the corruption of the court presided over by Deputy Governor Danforth. Miller has shown how hysteria and injustice can prosper when conscience is placed under state control.

A Christmas Carol: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

Charles Dickens' A Christmas Carol is dominated by one character - Ebenezer Scrooge. The focus of the tale is to show how and why Ebenezer decides to change his penny pinching ways to become a generous and kindly man. The ghosts of Jacob Marley, Christmas Past, Christmas Present and Christmas Yet to Come have important roles to play, as they intensify the pressure on Scrooge to change. We then see other people who Scrooge affects, either in a direct or indirect way. These are members of Scrooge's own family, or those that he works with and their families. Then there are lesser characters, for example the gentlemen who ask Scrooge for a charitable donation. All the characters are designed to reflect on the nature of Ebenezer Scrooge and highlight his change from miser to kind patron of the poor.

A Christmas Carol: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

A Christmas Carol by Charles Dickens is the story of Ebenezer Scrooge, a mean, penny-pinching man who is only interested in himself and his own profits. He is haunted by the ghost of his dead business partner Marley, and is then visited by three spirits who show him the error of his ways. Yet, underneath this sentimental ghost story Dickens had an important message, which was to alert the middle and upper classes of Victorian London to the difficulties of the poor. Writing in 1843, Dickens says of his story: 'I have endeavoured in this Ghostly little book, to raise the Ghost of an Idea, which shall not put my readers out of humour with themselves, with each other, with the season, or with me. May it haunt their houses pleasantly, and no one wish to lay it'.

A Christmas Carol: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

It is interesting to note that, rather than chapters, Charles Dickens has divided his novel, A Christmas Carol, into five staves. Staves are normally associated with music, dividing the music into verses, much like a poem. Charles Dickens has done this in order to give his story a lyrical feel, providing him with another opportunity to create sentiment and emotion. Stave One shows Scrooge as a cold and unfeeling old man, who is then given an opportunity to change his nasty ways. Each of the following three staves includes one of the three spirits who show Scrooge his past, present and future. The final stave gives Scrooge a chance to show what he has learned, and to fulfil his promise to change. Each stave has a different feel and shows Scrooge's progression from heartless miser to generous and loving man.

A Christmas Carol: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

The style of A Christmas Carol is very straightforward. It is a moral tale structured by the episodes of Scrooge's transition from heartless and unforgiving to kind and loving. The tone has a religious feel, as well as suggesting that Christmas is a time for enjoyment and charity. The tone moves from pessimism to optimism, following Scrooge's own change of heart, from looking on the dark side of things to looking on the bright side of things. Dickens uses a variety of language techniques to get across his message to the upper classes that they must use their wealth and influence to help those less fortunate than themselves.

A Christmas Carol: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

As you would expect, you cannot avoid the symbols of Christmas in A Christmas Carol. As well as using these to good effect, Dickens also uses the symbols of fog and blindness, and food and music to communicate his message to the upper and middle class readers of Victorian society. Through his novel, Dickens is saying that the poor are not to be abused and ignored, but are in need of charity and understanding. Dickens uses the symbols of Christmas and the three ghosts to represent the spirit that surrounds this time of year. He uses fog and blindness to represent ignorance and fear, and contrasts this with food and music which represent celebration, happiness and friendship.

A Christmas Carol: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

You can't discuss the themes of A Christmas Carol without considering the spirit that traditionally surrounds Christmas. It is, of course, part of the setting of our novel and allows the reader to have certain expectations of what the text will hold. With Christmas being an essential part of the text, we expect to see the themes of generosity, charity, love and forgiveness which are associated with this time. However, Dickens also contrasts these positive emotions with greed, poverty, sickness and sadness. This contrast generates emotions within the reader, allowing Dickens to communicate his message concerning the difficulties that the poor must live with everyday.

Great Expectations: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

Great Expectations has many characters and they are used by Dickens to explore Victorian England and the expectations of the main character and our narrator, Pip. The text focuses on Pip's motivations and emotions. It is primarily Pip's weaknesses that drive the action of the novel and ultimately show that our hero is actually 'unheroic'. Dickens sets out to show that Pip will be continually disappointed and his great expectations' will be left unfulfilled. Other characters mentioned in detail in this title will be Joe Gargery, Pip's brother-in-law and best friend; Abel Magwitch, the convict; Miss Havisham, an eccentric old lady; Estella, Pip's love and Biddy, an orphan friend of Pip's.

Great Expectations: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

Great Expectations by Charles Dickens is the story of Phillip Pirrip, better known as Pip, a poor orphan boy who wishes to be a gentleman. Set at the beginning of the 19th century, it opens with a dramatic encounter involving a convict. Pip becomes ashamed of his humble beginnings, and when he learns that he is to be sponsored by an anonymous benefactor who wishes him to be educated as a gentleman, it appears as if all of Pip's dreams have come true. However, these dreams are shattered when it is revealed that his sponsor is Magwitch, the convict who he helped at the start of the novel. Pip learns the importance of humanity through the story by learning the value of good friendships and realising that he should not try to be someone that he is not.

Great Expectations: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

Dickens' use of semi-autobiographical techniques, and his use of Pip as the narrator of the tale, demands a certain amount of interpretative skill from the reader in order to understand the text fully. Dickens wishes to convey a real understanding of a Victorian child growing into a man. He does this through his use of characters, their experiences and situations. When referring to the chapters of the novel, in this title we will be using continuous numbers from chapter 1 to chapter 56. In your copy of the text you may be used to parts or volumes which each begin again at chapter 1. So to be clear; part one ends at chapter 19, part two starts at chapter 20 and ends at chapter 39, and finally, part three starts at chapter 40 and ends at chapter 59.

Great Expectations: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

In this title we will look at Dickens' use of structure, language and tone. We will explore the techniques he uses to illustrate character, setting and theme and to convey meaning to the reader. Critics agree that Great Expectations can be considered semi-autobiographical, as Pip's search for identity mirrors that of Dickens' own journey to success. This was new territory for Dickens, and so the process of writing this novel can be considered a journey in itself.

Great Expectations: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

The symbols in Great Expectations are used to reflect the detail and description of the characters within the novel. Pip's ambition is reflected in the grandeur of Satis House but his heart, although he does not realise this at the start of our story, belongs to the forge which, after the death of Mrs Joe, he finally recognises as a symbol of friendship and warmth. The bleak and dismal marshes where Pip's most important experience happens - his meeting with an escaped convict - connects Pip with nature, as well as connecting him with Magwitch and the themes of crime and guilt.

Great Expectations: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:40 +0100

In this title we will look at the themes of Great Expectations. We will discuss Pip's ambition and his guilt, as well as considering the themes of loneliness, victimisation and Dickens' views on social reform, crime and childhood. It is worth noting that the themes that Dickens explores in his novel reflect the concerns of society at the time he was writing. Many Victorian people were becoming aware of the problems of the poor. Dickens wanted to show that regardless of your social status, you need to be true to yourself, and that wealth and status do not make you a better person.

Jane Eyre: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

In this title we consider the characters in Jane Eyre. With the exception of Jane Eyre herself, none of the characters appear in all sections of the novel. They are confined to different episodes in Jane's life. When the novel starts, the Reeds of Gateshead Hall shape Jane's existence, but her move to Lowood brings Mr Brocklehurst, Miss Temple and Helen Burns to the forefront. At Thornfield, Jane meets Mr Rochester when she is employed as a governess to his ward Adele. She suffers insults at the hands of his guests including Blanche Ingram. When Bertha Rochester is introduced Jane has to leave. The Rivers' of Moor House then take her in and care for her, and eventually St John proposes to her. Jane tells us of the effect each of these characters has had on her.

Jane Eyre: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

Jane Eyre by Charlotte Brontë is an enduringly popular Victorian novel. The book is subtitled An Autobiography - although this subtitle does not appear on all editions. It is a first person narrative told in the voice of Jane Eyre, the heroine of the story, recounting the story of her life, up to the point where she lives happily with her husband. The novel is influenced by Romantic and Gothic genres, and shows Jane's growth and development as she journeys through life. It reflects aspects of life in Victorian society, and it even appears that some aspects of Brontë's own life can be traced in the story.

Jane Eyre: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

Jane Eyre is divided into 38 chapters. When it was originally published, it was divided into three volumes. Volume one covered Chapters 1 to 15; Volume two, Chapters 16 to 26 and Volume three, Chapters 27 to 38. The first two chapters cover Jane's life at Gateshead Hall, and then the action moves to Lowood School. Chapters 11 to 26 are set at Thornfield, apart from Jane's return to Gateshead Hall to see her aunt before she dies. From Thornfield Jane goes to Moor House and Morton. Finally, after leaving Moor House in Chapter 36, Jane arrives at Ferndean, where the last chapters of the novel are set. As we trace Jane's physical journeys through the chapters we clearly see her development from the misery of Gateshead Hall through to her happiness at Ferndean.

Jane Eyre: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

Jane Eyre has the subtitle An Autobiography' and is written as a first-person narrative. Charlotte Brontë leads the reader into a relationship with Jane Eyre using devices such as saying 'Dear reader'. Brontë establishes credibility by employing realistic and domestic detail to describe the scenes she visits in Jane's life. These scenes are visited chronologically and form the basic structure of the novel, dividing the story into the locations of Gateshead, Lowood, Thornfield, Moor House and Ferndean. In each of these locations, Jane has lessons to learn before she can move forward. This title will examine the structure of Jane Eyre and will look at examples of Brontë's narrative style in the novel.

Jane Eyre: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

In this title we will look at some of the symbols used by Charlotte Brontë in Jane Eyre. We will consider in detail the symbolism of Bertha Rochester, a character who has received much interest from critics. The symbols of fire and the Red Room will be outlined, both of which are important in Jane's journey. The title will also explore the meaning of the chestnut tree under which Mr Rochester proposes. It is split in two by the lightning strike, symbolising the division of Jane and Mr Rochester after it is revealed that he already has a wife.

Jane Eyre: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

In Jane Eyre, Charlotte Brontë addresses themes which were important in society at that time. She examines aspects of Victorian life, such as the class system, poverty and education. As the daughter of a clergyman, religion was of interest to Brontë. She looks closely at different perspectives on religion and exposes hypocrisy through some of her characters. The role and rights of women would also have been of importance to Brontë, as she was a woman trying to carve a career as a writer in a world dominated by men. Brontë makes it clear that she sees men and women as equals, each able to make their own way in the world. This title looks at some of Brontë's themes in Jane Eyre.

Carol Ann Duffy - Medusa

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

Medusa by Carol Ann Duffy uses a Greek myth to explore the plight of the voice of the poem. This title will give you some suggestions to enrich your understanding of the poem. It will cover some of the contextual issues surrounding the poem and give you an understanding of the Medusa myth, which is central to your understanding of the poem. It will also take you through the subject and themes of the poem, as well as considering some of the poem's key images. Finally, we'll discuss ideas about language, structure and form and some of the literary techniques that are used in the poem.

Carol Ann Duffy - Quickdraw

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

This title explores the poem Quickdraw by Carol Ann Duffy. The poem is about the breakdown of a relationship. It describes the final conversation between the narrator, who in this title we'll say is female, and her partner. The title covers some contextual information and the poet's intentions in writing the poem. It also considers the poem's subject, themes and some key images it uses. Finally, we'll look at language, structure and form within the poem, as well as some of the literary techniques Duffy uses. This title is not a substitute for reading the poem yourself, but it should give you some useful ideas to start your analysis.

Ciaran Carson - Belfast Confetti

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

Ciaran Carson's Belfast Confetti tells the story of an explosion during the troubles in Northern Ireland. It is a gritty and realistic portrayal of the confusion and chaos caused by the conflict. This title will give you some background information to the poem and go over its subject and some of its themes. It will also identify and explore some of the poem's key images and literary techniques, as well as discussing the use of language, structure and form.

Gillian Clarke - Cold Knap Lake

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

This title focuses on Gillian Clarkes poem Cold Knap Lake. It contains contextual information surrounding the poem and covers some of the poets intentions in writing it. It discusses the subject, as well as some of the themes and key images created within the poem. Well also look at language, structure, form and some of the literary techniques used within the poem. Youll need to be confident writing about all of these aspects of the poem. This title is not intended to be a replacement for reading the poem and formulating your own ideas about it. It assumes that you have already read the poem and have some understanding of it. The title is intended to support your understanding of the poem and will hopefully give you some new ideas to explore.

Grace Nichols - Price We Pay for the Sun

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

This title discusses the poem Price We Pay for the Sun by Grace Nichols. It covers the context of the poem and explores some of the poet's intentions in writing it. It also considers the poem's subject and themes and talks about some of its key images. It then moves on to look at language, structure, form and some of the literary techniques that are used by Nichols. The title should give you a springboard to develop your own thoughts and ideas on this unusual poem.

Jane Weir - Poppies

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

This title looks at the poem Poppies by Jane Weir. It is a poem written from a mother's point of view when her son leaves to fight in a conflict. The title explores the context of the poem and some quotes from the poet about why she wrote the poem. It also discusses the main theme and the subject of the poem, as well as looking at key images and literary techniques. There is also a chapter to help develop your ideas about the language and structure of the poem.

John Agard - Flag

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

This title focuses on John Agard's poem Flag. It covers some of the context and discusses the poet's intentions. It also considers some of the themes, key images and literary techniques used within the poem. There is also a chapter entitled 'language, structure and form'. Although it is vital that you read the poem and form your own personal opinion on it, this title should give you some ideas that you can explore to enrich your understanding of it.

Simon Armitage - Give

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

Give is a short poem which, at first glance, appears quite simplistic. However, if we look more closely, we discover a powerful and haunting poem that will stay with you for a long time. This title covers some of the contextual issues surrounding the poem and discusses themes, key images and literary techniques. There is also a chapter on language, structure and form. This title isnt a replacement for reading the poem and it is very important that you form your own ideas, but hopefully this will give you some starting points. Just a quick note, although it is not made clear in the poem if the poetic voice is male or female, for this title well use the pronoun he.

Simon Armitage - Out of the Blue (Extract)

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

This title focuses on an extract from a longer poem written by Simon Armitage. It is written from the perspective of an office worker who becomes trapped in the World Trade Centre during the attacks of September 11th. The title covers some contextual information and the poet's intentions in writing the poem. It also considers the poem's subject, themes and some key images it uses. Finally, we'll look at language, structure and form within the poem, as well as some of the literary techniques Armitage uses. This isn't a substitute for reading the poem yourself, but it should give you some ideas to enhance your understanding.

Wuthering Heights: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

In this title we will have a close look at the characters in Emily Brontë's novel, Wuthering Heights. We will look in detail at Heathcliff and Catherine, our main protagonists, but we will also discuss some of the lesser characters and their impact on the story. It is important to remember that as well as being our second narrator, Nelly Dean is also a character in the novel and she spans the full thirty years of the text. You need to be particularly aware of her motivations to fully understand the text as a whole. Brontë has written her novel in such a way that your opinion of her characters is what matters. She deliberately makes Heathcliff, for example, indefinable. Who Heathcliff is, is up to you to decide. So let's start by trying to work him out!

Wuthering Heights: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

Wuthering Heights by Emily Brontë is a tale of passion, a tale of extremes. Published in 1847, a year before Brontë's death, it was not received well by the critics of the time, yet today we see it as one of the great Romantic classics. When reading Wuthering Heights we need to remember that because of its narrative structure, we have to constantly ask questions of the characters and their motives. Emily Brontë has written her novel in a way that places us, the reader, in control. We need to decide whether we believe the narrators of the story of Catherine and Heathcliff by looking at the bias and prejudice of the characters. Before we start trying to address that issue, we need to understand Emily Brontë and her situation by looking at the background to the novel Wuthering Heights.

Wuthering Heights: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

When analysing Wuthering Heights, there is a great deal to examine. Emily Brontë writes in a dense and detailed manner, meaning that most of the novel is significant and interesting to the reader. It is important that you read and understand the novel completely. In the following chapters we are going to discuss the main points of interest, where the details of Brontë's use of language and literary techniques will be explored. These techniques should also be applied to the novel as a whole.

Wuthering Heights: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

Style means the way in which a text is written, and how a writer uses literary devices and language. Many critics have attempted to define Brontë's novel Wuthering Heights, but it will not fit into just one category. Brontë uses different genres, themes and styles to manipulate the emotions of the reader. It is important that you remember there are two narrators in Wuthering Heights, Nelly Dean and Mr Lockwood, and they comment differently about the same characters and situations. Therefore, we do not always know who to believe. It is also significant that the novel is split into two volumes, showing the break between the generations. You may want to consider whether the tone of Brontë's language changes as we move from one to the next. In addition, Brontë uses pathetic fallacy to create atmosphere in her novel.

Wuthering Heights: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

In this title we are going to look at the symbols that are used by Emily Brontë in the novel Wuthering Heights to help her tell her story. Brontë uses recurring images to help us understand her characters better and to provide social comments about the time in which she lived and wrote. We will be considering the significance of windows and eyes, doors and locks, books and education, death and, finally, sickness. The most important issue to consider is that of boundaries. This normally suggests some sort of change, whether this is of circumstances or a personal change within a particular character. It could be crossing the boundary between life and death, between inside and outside, or between nature and culture. Each crossed threshold or change affects the characters that make the change as well as those around them.

Wuthering Heights: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

In this title we will be looking at the themes that Emily Brontë has used within her novel Wuthering Heights. Many of the themes reflect on the time in which the novel was written and the experiences of our author. It is important that you understand the background to the novel in order to fully connect with its themes. We will be looking closely at the themes of love, social class, the conflict between culture and nature, revenge and cruelty. These themes are strongly linked to the setting of Wuthering Heights and Emily Brontë uses recurring images, including that of the two houses, to help us identify with the themes in particular moments in the novel. Brontë cleverly interweaves these themes to provide a layered text that can be read from different points of view.

Animal Farm: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

The characters form an essential part of the novella, Animal Farm. We have 'the big three' - the pigs named Napoleon, Snowball and Squealer. Napoleon is the tyrannical dictator; Snowball is the idealist who supports the Revolution but is chased out by Napoleon; Squealer is the clever one who manipulates the masses and supports Napoleon's rise to power. Each of these pigs is based on a prominent figure of the Russian Revolution. There are several other characters, all of whom serve a very specific purpose and represent different things in Orwell's political allegory. You can find more information on how the novella is a political allegory in another GCSEpod title - Animal Farm by George Orwell: Context.

Animal Farm: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

This title will cover the essential context to the novella Animal Farm. This is not just a nice little story about some farm animals; it is a powerful critique of the dangers of political power, and you need some information about the context to fully understand that. Included in this title is a general overview of the plot and the essential historical background information, which you will need to know to gain a full awareness of what Orwell is really writing about in the novella. It also gives an explanation of the genre, or type, of novella we are looking at. Finally, we will discuss the setting, which will also form a vital part of your understanding.

Animal Farm: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

This title is broken down into the chapters of the novel, so chapter one of this title corresponds to chapter one of the novel, and so on. The most important quotes are picked out for you to think about. You will first hear the quotation, which will be followed by the analysis and some ideas for you to think about. Of course, not every important quote is here, but it is a good starting point to get you thinking about some of the ideas that Orwell was writing about.

Animal Farm: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

This title will look at the tone, structure and language that Orwell uses in Animal Farm. These are the 'technical bits' that hold the story together, and make us realise just how good a writer Mr. Orwell really was. He uses a very simple tone to tell us a very complicated story. His structure of the story and his use of language in it show us how power can corrupt and basically mess with people's, or in this case horses', heads.

Animal Farm: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

A symbol is when something represents something else, like a heart symbolising love, or a cross symbolising the Christian religion. In this title we will be looking at three very important symbols in Animal Farm. They are Animal Farm itself, The Barn and The Windmill. You will hear some ideas for what Orwell intended each of these symbols to represent.

Animal Farm: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:41 +0100

This title will cover some of the themes of Animal Farm. A theme is a topic or idea that runs through a piece of writing. The themes covered here are corruption, injustice, tyranny and stupidity. Each chapter covers a definition of each theme and will give you some ideas to think about. They include examples of where the themes can be seen most clearly, for example: think tyranny, think Napoleon - there is a very clear link there. There are also examples of where themes are perhaps not so obvious, for example Benjamin, the 'all knowing' donkey sometimes being a little stupid. Whether the connections are obvious or subtle, this title will definitely give you some thematic ideas to think about.

To Kill A Mockingbird: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

We meet a whole range of characters in this novel, from a tightly knit family group to a town loner who never ventures outside his house unless under the cover of darkness. Character is important in To Kill a Mockingbird; each person is very carefully drawn by Lee, whether they are a major character dramatically significant to the plot or a minor character who serves to illustrate a point. Many of the characters are based on the people who populated Harper Lee's own childhood, in the small Southern town of Monroeville. Our central characters are the Finch family and we become very close to this family, understanding how they feel and their views on life. We really believe in Harper Lee's characters, and will consider them in detail in this title.

To Kill A Mockingbird: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

All novels exist within a historical context and this is reflected in the text. To Kill a Mockingbird was written in the 1960s, and is set in the 1930s. These were two very different eras, as we will consider. This title gives an overview of the plot, as well as detailing how Harper Lee's own childhood was similar to Scout's, the narrator of the novel. It will also look at how the novelist combines two different genres, why the setting of Maycomb is so important and the significance of adaptations of the novel.

To Kill A Mockingbird: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

There are 31 chapters in To Kill a Mockingbird, which cover roughly three years in the central characters' lives. We see the children develop throughout the story. However, all of the main characters learn something. Even Atticus, the children's wise father, realises he has underestimated the danger posed by Bob Ewell, the loud town drunk. Jem has a physical reminder of what happened during the summer Dill came and began the game of making Boo Radley come out. His broken arm is the point at which the retrospective story begins. Harper Lee, through Scout's eyes, allows us to participate in a story which is moving, moral and humorous.

To Kill A Mockingbird: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

In this title we will learn about how the author has constructed the novel. Each novel has its own distinctive style achieved through structure, tone and language. The style of the novel does not easily fall into one category. There are instances of comedy born of situation. For example, Scout dressed as a ham'. There is also comedy born of irony which we can see in Scout's experiences at school. As well as this, there are scenes of tense drama such as the courtroom battle, the shooting of the rabid dog and the attack upon the children. Each of these in turn add to the strength of the novel. The structure and form of the novel means that many of the events only reveal their true impact in retrospect.

To Kill A Mockingbird: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

Authors use symbols when they wish to give an object greater significance than it may normally have. The symbol itself can stand for a range of things but usually represents an abstract idea. The key symbol in To Kill a Mockingbird is found in the title of the novel: the 'mockingbird'. It represents much more than a songbird; it is the concept of innocence, untarnished by any of life's experiences. It is something which should be valued and protected wherever possible. The author, Harper Lee, in putting the central symbol in the title, makes its importance very clear.

To Kill A Mockingbird: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

Themes, like symbols, create part of the narrative weave of a novel. In To Kill a Mockingbird themes and symbols are interlinked - the most obvious example being that of the theme of prejudice, which is linked with the mockingbird symbol. There is also much overlapping of themes in the novel because Harper Lee presents a tightly woven picture of two children's experiences in a tired old town'. Prejudice and hypocrisy naturally overlap, as do the themes of courage and moral education. To Kill a Mockingbird has a thematic message, which is that there is good in the world.

Structure, Purpose and Audience

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

As a writer, you can use your imagination to tell almost any story you wish. However, you need to make sure that your reader is not bored by a long and dreary tale. Well show you how to structure your writing using a five-part plan, as well as explaining how to combine suspense and action. Imaginative and creative writing tasks are also about writing from a different perspective. So, well look at how we can write effectively about someone elses thoughts and feelings. Your reader needs to be engaged and interested in your imaginative writing. Well describe how to catch the audiences attention and keep it throughout your story. Imaginative and creative writing needs to be original, intriguing and full of life. This title will give you tips on how to achieve this.

Tone, Language and Form

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

Imagination is vital for any writing. You need to be able to create vivid pictures, so that your readers can see, feel, smell, touch and even taste the world youre presenting to them. You may already have some imaginative and creative skill. Maybe you can imagine a dream holiday and describe it to your friends. Maybe youve asked your friends to imagine themselves in ten years time. Perhaps you are able to copy accents and you can imagine yourself as a character with a different accent. The ability to think creatively and to imagine yourself as someone else is a step in the right direction for high-quality imaginative writing. This title shows you how to create and sustain interest through tone, language and form.

An Inspector Calls: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

This title will look at the characters in An Inspector Calls. The play takes place during a celebratory dinner for the engagement of two of the characters at the family home of the Birlings. Four of the characters are therefore members of the Birling family: Arthur and Sybil Birling, the parents; and Sheila and Eric Birling, their daughter and son. Sheila is to be engaged to Gerald Croft, who is also present as the play begins. Each of these characters will be discussed and, in addition, the character of the Inspector, who interrupts the dinner with the news of the suicide of Eva Smith, will also be examined.

An Inspector Calls: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

In this title you will be introduced to the play An Inspector Calls by J.B. Priestley. The first chapter will provide you with a brief overview of the plot, giving an overall sense of the play. Since the play carries a political message, it is important to understand some of the historical background of the times in which Priestley was writing. The class system is an example of this as it was much more rigid than it is today. The absence of a Welfare State and the lack of rights for workers made life for the working classes much more difficult than in present times. The idea of the play in performance is also discussed. Priestley intended his play to be seen, and watching a performance adds a new dimension to your understanding of the play.

An Inspector Calls: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

An Inspector Calls is divided into three acts, though the action of the play runs continuously from one act to another and there is no change of set. The acts are not formally divided into scenes, but as the Inspector conducts his investigation the focus moves from one character to another and the separate parts of the story are uncovered. This title looks closely at each character's story, how the stories fit together and what the Inspector hopes to achieve through his questions.

An Inspector Calls: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

An Inspector Calls is often described as a well-made' play because the action and events of the play fit together to reveal the final picture. This title examines the structure of the play and explores how Priestley achieves the smoothness of action. In addition to this we will look at Priestley's use of language to develop character, and how the tone of the play changes over the course of the action as the Inspector delivers his message of social responsibility to the Birling family.

An Inspector Calls: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

This title will look at two symbols from An Inspector Calls. It will first consider the idea of Eva Smith as a symbol for the working classes. Priestley uses the fate of Eva Smith to highlight the injustices suffered by the poverty-stricken working classes at the hands of the irresponsible rich. In this title we will also consider the setting of the play - the dining room of the Birling family - and see how this symbol of wealthy respectability merely hides the family's secrets.

An Inspector Calls: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

In this title we will consider some of the key themes in An Inspector Calls. Priestley uses the play to deliver some important social messages to his audience, and through the Inspector he delivers the message of social responsibility quite explicitly. He links social responsibility to the idea of wealth and privilege, showing the wide gulf between social classes. Priestley examines morality, and introduces the idea that respectability is often little more than an appearance. This then links to the secrecy and lies which run throughout the play.

Pride and Prejudice: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

Pride and Prejudice offers the reader a range of fascinating characters to engage with. Some are well-rounded characters, others are caricatures used by Austen to comment on some area of society. An understanding of these characters and what they represent is the key to understanding the novel as a whole. This title will give an overview of Elizabeth Bennet, Fitzwilliam Darcy, Mr and Mrs Bennet, Jane Bennet, Charles Bingley, George Wickham, Lydia Bennet, Lady Catherine de Bourgh and William Collins and also some of the 'lesser' characters of the novel.

Pride and Prejudice: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

In order to fully appreciate the novel, you need to have an understanding of some of the context, or background, in which it was written. This title will take you through some of the background to the novel, its genre and its setting, and will also give you a plot overview. This will give you a better understanding of some of the issues that Austen addresses in her novel, and enrich your understanding of it. Although an adaptation should never be used instead of a text, there are some excellent adaptations of Pride and Prejudice that can be used to support your understanding of the novel. We will discuss and give some insight into two very different versions, the 1940 Hollywood version and the 1995 BBC adaptation.

Pride and Prejudice: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

The chapters of this title are divided into the volumes and chapters of Pride and Prejudice. Each chapter goes over some of the key quotations and has some suggestions for analysis. It will help you to develop and think about your own ideas in relation to the novel, and some of the important moments, characters and themes. For example, Mr. Darcy and Elizabeth Bennet's relationship, as well as the subject of marriage and society, are explored.

Pride and Prejudice: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

An appreciation of Austen's style is essential to gain an understanding of Pride and Prejudice. There is complex meaning in the novel, which could be missed by an inattentive reader. Nothing in the novel is there by accident. Austen revised her novels constantly and was highly self-conscious about her style. Her wit is evident throughout her dialogue and narrative, and is integrated into the whole structure of the novel. This title will cover the tone, structure and language of Pride and Prejudice, giving you some insight into Austen's witty and clever style.

Pride and Prejudice: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

This title will examine two of the important symbols in Pride and Prejudice: journeys and Pemberley. Symbols are used by a writer to represent something in the text. In the novel each journey carries some kind of symbolic significance, and Austen uses the Pemberley estate to symbolise the character of Mr. Darcy. To understand the symbols in a novel you have to be able to 'read between the lines', and this title will give you some ideas on how to do this.

Pride and Prejudice: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

A theme is a central idea that runs throughout a piece of writing. There are many themes in the novel Pride and Prejudice. This title will give you some ideas on some of the main themes that are discussed in the novel, including pride, prejudice, love, reputation and society. Austen's writing links all these themes together to give us a fascinating insight into the society described in the novel.

Of Mice And Men: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

Of Mice and Men does not have a large cast of characters; we only meet ten people throughout the course of the short novel. These characters, however, are all clearly described by Steinbeck and all have distinctive or memorable features. Nine of the characters are men. Two are old; the remainder mostly fall into the bracket of middle age. Curley's wife is the only female we meet. She is young and appears just three times. With a few exceptions, the characters are all lonely. We also see almost a subgroup of characters that are weak: Lennie, Candy, Crooks and Curley's wife. This title will examine all the characters in turn, studying their personalities, motivations and their place in the story. It will also discuss some of the symbolism Steinbeck portrays through his characters, and the parallels he draws between them.

Of Mice And Men: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

The context of a novel is the social, cultural and historical background in which it is written. It deals with what was happening in the world in the period with which the novel is concerned. Studying the context of a novel can aid and deepen our understanding of the story and characters. This title looks at the context of the novel Of Mice and Men by John Steinbeck. Of Mice and Men has an explicit context because the social and political events of 1930s America create the climate of the novel. Hardship, deprivation and homelessness ran through the country, creating a range of problems that ordinary people had to face. This is the backdrop against which the story unfolds, and is what we will consider in this title.

Of Mice And Men: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

This title will closely examine Of Mice and Men by John Steinbeck, analysing the text chapter by chapter. As well as briefly recapping the story, it will analyse the deeper meaning in the text and examine the way that Steinbeck structures his plot and achieves certain effects. The novel is made up of six chapters, in which the time of events and the sense of place are very clear. All of the action takes place over one weekend. Each chapter deals with a clear segment of action, with the plot driving towards its inevitable conclusion. A close analysis of the text reveals the intention of the author; here, Steinbeck presents us with a novel about the fragility of hope. You can use key quotes and scenes to demonstrate particular points about the text, either in an exam or in class.

Of Mice And Men: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

The style of a novel is the manner in which the author chooses to write the novel. The style could, for example, be ironic, where the author's tone pokes fun at the characters' behaviour. Steinbeck's style is simple; it relies on dialogue, which means direct speech, and lyrical poetic description. The style is not difficult, it is very accessible. This is one of the reasons the novel has retained its popularity. This title will look at the various ways Steinbeck uses the style of the novel to communicate his ideas and enhance the reader's involvement with the story. Chapter one will focus on the tone and language Steinbeck employs for each character and for the narrative text. Chapter two will look at the structure of the novel, what it indicates and what it achieves.

Of Mice And Men: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

The themes of a novel are those issues or concerns which run through the fabric of the novel. Themes tend to recur and can be explored through characters' speech and behaviour. This title will look at the themes of John Steinbeck's novel Of Mice and Men. There are very clear themes and issues in Of Mice and Men which Steinbeck explores thoroughly. One is loneliness, which for some characters is cruel, overwhelming and even corrosive because it wears away at their lives giving them little or no hope. Another theme is the fragile, elusive nature of people's dreams - cherished dreams rarely come true, but it is human to dream. Just as it is human to dream, it is human to believe in friendship, which is the last major theme in Of Mice and Men.

Percy Bysshe Shelley - Ozymandias

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

In your English Literature Examination, youll be asked to read and analyse a wide variety of poetry in depth. This involves being able to read behind the words of a poem and understand the deeper meaning or significance that the poet intends. Often, poets have a clear idea of the meanings they want to convey. They use words, phrases and a variety of techniques to help them get their views across, which allows us to fully understand their ideas. Well consider the poem Ozymandias by Percy Bysshe Shelley during this title. Well look at Shelleys intentions for the poem, consider the context in which he was writing and examine the literary techniques that he has used to capture our attention and create a vivid image for the reader.

Robert Browning - My Last Duchess

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

In your English Literature Examination, youll be asked to read and analyse a wide variety of poetry in depth. This involves being able to read behind the words of a poem and understand the deeper meaning or significance that the poet intends. Often, poets have a clear idea of the message they want to convey. They use words, phrases and a variety of techniques to help them get their views across, which allows us to fully understand their ideas.

In this title, well discuss the poem My Last Duchess by Robert Browning. Well look at Brownings intentions for the poem, consider the context in which he was writing and examine the literary techniques that he uses to capture our attention and entertain us.

Wilfred Owen - Futility

feeds@gcsepod.co.uk (GCSEPod Feeds) — Thu, 01 Jan 1970 01:00:00 +0100

In this title, well discuss the poem Futility by Wilfred Owen. The poem was written during the First World War and is based on the experiences of the poet. Well look at Owens intentions for the poem and consider the context in which he was writing. Well also discuss key themes and images within the poem. Finally, well examine the literary techniques that Owen uses to capture our attention and deliver his message.

How to Read Advertisements and Leaflets

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

In your English Language exam you may be asked to comment on advertisements or leaflets. In this title we will look closely at advertising and its power over us, as well as considering how leaflets, pamphlets and brochures use certain techniques to try to make us buy into the ideas that they are selling. When looking at advertisements and leaflets we need to consider their purpose, audience and style in order to determine whether they have been successful in persuading us to buy a product or inspired us to act in a particular way.

How to Read Autobiography and Biography

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:42 +0100

In this title we will consider biography and autobiography. Simply, a biography is when a writer writes about the life of someone else. For example, there are many biographies about sportsmen and women. Other examples may be from the world of politics, such as Winston Churchill, who has had a number of biographies written about him. An autobiography, on the other hand, is when a person writes their own story. This is when they spend the time writing down their own memories of what has happened to them. For example, Chris Moyles from the Radio One Breakfast Show has recently written his autobiography. In this title we will discuss the sort of audience that purchase this type of non-fiction text, as well as how they are presented to us and the style of language they use.

How to Read Fact Sheets, Instructive Texts and Travel Writing

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

In this title we are going to discuss how to read instructions in order to receive the most information from them and how to analyse whether they are effective. Instructions are often written down and can be in the form of notes to jog your memory about completing a task such as 'collect dry cleaning'. However, many instructions or fact sheets require more detail to describe how to do something or explain what to do accurately and precisely. Travel writing is also included in this title as it deals with facts in the form of directions to a particular place and what the holiday destination has to offer. However, there is more opportunity in travel writing for the writer to put forward their opinion, and this is where you, as the critical reader, have to be particularly careful.

How to Read Letters, Diaries and Speeches

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

When considering how to read letters, diaries and speeches we must remember that some writing which ends up in books is never intended for that purpose. Letters, entries in diaries or journals and some speeches are examples of this. Many people write letters to friends, or keep diaries just to record their own private thoughts and opinions. When it comes to speeches there is always an audience, but the speech is intended to be delivered rather than read and so can lose impact when published as part of a book. However, these types of text are particularly interesting, especially when we look at the less formal writings of people whose writing and speeches are usually far more polished, having been drafted and redrafted, by the time we get to see or hear them.

How to Read Newspaper, Magazine and Online Articles

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

In your English Language exam you will be asked to comment upon a non-fiction text. This can be a media text; meaning something from a newspaper, magazine, or from the internet; or a piece of information; perhaps an advertisement, an information leaflet or an extract from a biography. In this title, we will be looking at articles. These can be from newspapers, magazines or the internet, all of which are common in GCSE exam papers. We will discuss aspects of the above types of article and explore the techniques that writers use to entertain, inform, persuade and advise.

Chinua Achebe - Vultures

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

Vultures, by Chinua Achebe, is a poem written about the ability of good and evil to exist within the same person. This title will take you through some of the important context surrounding the poem, as well as its subject and themes, its key images and some of the important words and phrases that the poet uses. We will also look at the characters and viewpoints in the poem, some literary techniques that the poet uses to communicate meaning, the emotions associated with the poem, the poet's intentions and finally some of the effects of the poem.

Imtiaz Dharker - Blessing

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

Blessing by Imtiaz Dharker is a poem set in Dharavi, the largest slum in Asia. The people of the slum suffer in terrible living conditions and there is a drought, so water is very scarce. The poet describes the reactions of the people living in the slum when a water pipe bursts, and shows how precious that water is to them. This title will take you through the context, subjects and themes, key images, important words and phrases, characters and viewpoints, structure and form, literary techniques, emotion, poet's intentions and effects of the poem. As you can see, there is a lot to write about for this poem, so don't be put off by the fact that it is quite short!

Lawrence Ferlinghetti - Two Scavengers...

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

Two Scavengers in a Truck, Two Beautiful People in a Mercedes is an American poem written by Lawrence Ferlinghetti. Ferlinghetti lived in America and had worries about the growing gap between the rich and the poor. He was concerned that the ideals of America, where everyone is equal and anything is possible, did not reflect the reality of everyday life. His poem deals with this issue by looking closely at a moment in time, where the gap between the rich and the poor becomes very clear.

Nissim Ezekiel - Night Of The Scorpion

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

Night of the Scorpion is a poem written by Nissim Ezekiel. It is an interesting poem because although the poet was brought up within a Hindu culture, his poem is clearly influenced by his atheist views. The poem remembers a time during his childhood when his mother was bitten by a scorpion. The neighbours come to his house and we see their religious views in their reactions to the bite. This title will discuss some ideas that the poet may have wanted you to think about, and how he achieves this.

Tatamkhulu Afrika - Nothing's Changed

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

Nothing's Changed addresses the issue of segregation, or separation, of black and white people. Tatamkhulu Afrika wrote the poem after apartheid had officially ended, and this segregation should no longer exist. In the poem, he returns to his home in District Six and is angry to see that 'Nothing's changed'. He describes two very different places, one strictly for 'whites' and the other for 'blacks'. The description of these places shows the injustice of segregation in an officially post-apartheid South Africa.

Grace Nichols - Hurricane Hits England

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

Hurricane Hits England by Grace Nichols is a complex and interesting poem. Nichols uses the image of a storm to explore the idea of culture, and how we can 'fit in' to different cultures. This title includes some contextual information on the poem, some information about the subject and the poet's intentions, an exploration of key images, words and phrases and a discussion of the structure and literary techniques used within the poem.

John Agard - Half-Caste

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

This poem challenges the reader to think about the issues behind the term half-caste'. The poet uses humour and a particular style of language to communicate his message effectively. It may look a little intimidating because of the way that it is written, but it is worth persevering with! This title will cover some contextual information, the poem's subject and poet's intentions, some key images, important words and phrases and some information about the poem's structure and use of literary techniques.

Moniza Alvi - Presents from my Aunts in Pakistan

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

In the poem, the narrator receives gifts of clothing and jewellery from her relatives who live in Pakistan. Although she is able to appreciate the beauty of the items, she has lived in England for most of her life and so feels uncomfortable wearing them. Her reaction to these gifts represents the struggle that the narrator has with her own cultural identity. This title will cover some contextual information, the subject and the poet's intentions, key images, words and phrases, as well as the structure and some of the literary techniques that the poet uses.

Sujata Bhatt - Search For My Tongue

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

Search For My Tongue is written by the Indian poet Sujata Bhatt. It is about the poet's struggle with using two different languages, and how a person's identity and culture is strongly tied to the language they speak. The poem contains writing in Gujarati, the poet's first language. The different language serves the purpose of helping you to understand the message the poet is trying to communicate, and gets you more involved in this interesting poem.

Tom Leonard - Unrelated Incidents

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:43 +0100

Tom Leonard's phonetically written poem is a fascinating look into a person's use of language, and how this has an effect on people's perceptions. It explores two very different cultures, and questions the notion of truth and who has the power to deliver that truth. This title will take you through the context of the poem, its subject and the poet's intentions, some of the key images, important words and phrases, and finally the structure of the poem and some of the literary techniques Leonard uses.

Lord Of The Flies: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:44 +0100

In this section we will be looking at the characters of William Golding's novel Lord of the Flies. To begin with we must remember that they are all children placed into extremely difficult circumstances. Golding chose to use children deliberately in order to investigate his ideas about human nature. From Golding's point of view, the boys have not been changed by society and as a result are innocent. His novel explores how innocence is ruined through a person's own natural instincts. We will look in detail at our most central characters, Ralph, Jack and Piggy. Following that we shall consider some of the lesser characters focusing mainly on Simon, Roger, Maurice and 'Sam n' Eric'.

Lord Of The Flies: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:44 +0100

Lord of the Flies by William Golding is, on the surface, an adventure story about a group of boys who are lost on an island and have to struggle to survive alone. The characters of Jack and Ralph compete in order to have power over the rest of the survivors of their plane crash. But when you look at it on a deeper level, you can see that this is a story with a moral. The novel is a political allegory. This means that it reflects Golding's view of politics. He shows, through Jack and Ralph, the struggle between democracy and totalitarianism; in other words, the struggle between a country ruled by an elected government or one with a singular ruler. Lord of the Flies can be interpreted in many ways, which we will discuss in this title.

Lord Of The Flies: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

When analysing Lord of the Flies, we need to remember what William Golding was trying to achieve. His intention was to show that innocent people can become savage when left without civilisation, and that they do not naturally form a democratic and ordered society. He believed that in such situations, our instincts take over and we return to survival of the fittest, where the weak, sick and spiritual are destroyed and forgotten. Children are used deliberately to show innocence. Golding uses contrasts of appearance and personality of his characters to show different areas of society. Golding uses a variety of literary techniques to intrigue and capture the reader's attention, which we will explore in the following chapters. Among these are his attention to detail, the use of violence and setting the novel on a tropical island.

Lord Of The Flies: Style

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

William Golding chose to set his novel in an idealistic tropical paradise. Golding provides vivid use of description and a chronological structure, which means the story is based around the passage of time. The setting allows the reader to distance themselves from the shocking and disturbing events of the story. Furthermore, Golding uses the novel to suggest that civilisation is a façade, or a disguise, and when faced with the power of evil it breaks down and will not save us from ourselves. In this title we will discuss Golding's use of tone, structure and language, which help him to convey this powerful message to his readers.

Lord Of The Flies: Symbols

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

Lord of the Flies is a very symbolic novel. Setting the novel on an island is important. The island signifies Golding's view of society, and the experiences he had as a naval officer and a school teacher. The boys are representative of historical and religious figures. Ralph, for example, symbolises a government that cannot stop war from breaking out, whilst Simon is a religious symbol who is said to be symbolic of Jesus Christ. The remaining symbols are those of objects on the island that represent ideas. These include the Conch Shell, Piggy's glasses, the Beast and the Lord of the flies. Fire provides a symbol of both hope and rescue. It is also interesting to consider what these symbols represent in the hands of different characters, who themselves have different symbolic meanings.

Lord Of The Flies: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

In this title we will be looking at the themes that William Golding has used in his novel Lord of the Flies. It is clear that his chosen themes represent aspects of his own experiences of being a school teacher and his position as a Naval Officer in the Second World War. The themes reflect Golding's own view that evil comes from within humankind and that man is capable of doing unspeakable things. The themes that we will be looking at are: The Dark Side of Mankind, Civilisation versus Savagery, Loss of Innocence, Violence and Death, and Nature. These themes interlink within the novel to provide a wider view of society as Golding saw it. It is worth asking yourself whether you can think of any modern examples which either go to prove or disprove Golding's view.

Hamlet: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

The main character in the play is of course Hamlet. As our title character, the action revolves around him and his struggle to overcome impossible odds. Hamlet is a noble and sensitive hero, an ideal Renaissance gentleman with a fair 'mould of form'. His morality is shown when he criticises Claudius for his drunken behaviour. His sensitivity is seen in his horror over his mother's hasty remarriage to the new king. He shows his humility through his love for Ophelia, who he cares for despite the fact that she is socially beneath him - something which would have been a big deal at the time. In the end it is his humanity that proves to be his downfall, but it is this quality that makes audiences all over the world connect with him and continue to recognise themselves in his character.

Hamlet: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

We cannot be absolutely sure when William Shakespeare wrote Hamlet, but in 1603 a badly written and unauthorised edition was published. Hamlet is a very detailed play and has entertained audiences for over 350 years. The main character, Hamlet the Prince of Denmark, is an intellectual, emotional and soul-searching young man who completely dominates the stage like no other Shakespearean hero. As an audience we need to unravel the riddle of his personality. By the end of this title, you will need to decide whether you think that Hamlet is a clever and manipulative man, or whether, as his mother suspects, he is truly mad.

Hamlet: Language, Imagery and Symbolism

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

In Shakespeare's time, value was placed on language that was ornate and artificial. In other words, writers used many words rather than a few, and sometimes made words up in order to fully explore emotion or create atmosphere. At the time, the standards of writing had not been constructed. So there were no rules to abide by and no-one to say what was right and what was wrong. Therefore, writing was organised following the rules of speech-making. This was achieved by using patterns that were regarded as pleasing and that were often persuasive and elegant.

Hamlet: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

In this title, we'll analyse Shakespeare's use of characters, the plot, the play within a play and his use of dramatic techniques to capture the attention of the audience of his time. It is important that you understand the context of Shakespeare's work, so that the impact of what is being said on stage is clear. Also, remember that this is a play to be seen and heard, not read, so try to imagine what each scene would look like as we move through the play.

Hamlet: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

In this title, we'll look at the themes within Hamlet. It is worth remembering that these themes overlap. It is their relationship and sometimes their conflict with each other, as well as the Elizabethan audience of the time, which makes Hamlet such an interesting play to study.

We'll look at four themes in detail. These are revenge, madness, death and corruption. We'll link them to the characters within the play and the social concerns of the day.

Macbeth: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

In this title we will be looking at the characters in Macbeth. One of the themes of the play is an examination of the idea of rule by divine right', that Kings are appointed by God. Therefore, it seems only right that the play is full of characters that the audience would expect to find surrounding the King, for example the King's sons and the Scottish Thanes. A thane is a Scottish nobleman, similar in rank to an Earl in the English nobility. The play shows the decline of a man who begins as a hero. His ambition allows him to overcome his conscience and give in to the suggestions of the witches and the persuasion of his wife, Lady Macbeth. Shakespeare shows the audience that evil characters such as these do not prevail, and that evil is punished.

Macbeth: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

Macbeth is a play that is full of action. By the time the final scene is played out the audience have seen a number of violent and gory deaths, ending with the death of Macbeth himself. The play examines how an excess of ambition can destroy life. Macbeth turns to crime to realise his plan to become King, and the play teaches the audience that crime will be punished. Despite the fact that this lesson is easily recognised by the audience, understanding the context in which the play was written can throw further light on events and emotions, and can give us a deeper appreciation of Shakespeare's intentions.

Macbeth: Language and Imagery

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

As is the case in all of Shakespeare's plays, the story of Macbeth is filled with rich language and imagery. Shakespeare creates pictures with the words and techniques he uses and often these images run throughout the play so that the audience is immersed in them. For example, references to darkness and disease are used frequently. In addition to this repetition of images, Shakespeare also uses opposite words and ideas to show that this is a play with many conflicts. Examples of this are the use of fair' and foul or heaven' and hell'. This title examines the style of Shakespeare's play, and looks at the techniques used by Shakespeare to achieve a dark atmosphere in Macbeth.

Macbeth: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

Macbeth is a play that shows Scotland taken from the rule of a righteous king, placed into the hands of a tyrant and then returned to the rightful order of things. The play opens with the supernatural, the meeting of the witches, and focuses on the unnatural, the killing of a king. As the play progresses, the atmosphere and mood become even darker as Macbeth's once heroic character spirals into evil. However, Shakespeare shows his audience that goodness will prevail. By the end of Act Four there is some hope that Scotland will recover, and Act Five sees both Lady Macbeth and Macbeth punished for their crimes.

Macbeth: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

Macbeth is a tragedy, and many of the themes of the play are dark and sinister. Throughout the play Shakespeare examines the idea of good and bad leaders. Duncan is King by Divine Right, appointed by God, and he is a successful King. Macbeth gains the throne by murder, and can therefore be seen as an inferior King. Macbeth's pursuit of the throne is a result of his ambition, and also of the evil forces exerted by the witches and his wife. We will look more closely at the themes of ambition and evil in the following chapters. In addition to this we will look at the theme of the supernatural, which introduces and develops the action, and finally we will discuss how guilt affects the characters.

Othello: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:45 +0100

In this title, you'll discover the original source material upon which the tragedy of Othello is based. Shakespeare follows the original, but alters it so that the finished product is very much Shakespeare's Othello. The importance of the play's setting is also discussed. Venice is shown as a centre of civilization. However, once the setting changes to Cyprus, Iago reconstructs Othello's view of the world to suggest that Venice is full of deceit and cunning. Then, a basic outline of the plot is revealed in the plot overview. Finally, an examination of two different adaptations of Othello shows how the director's context can bring their own interpretations to the play.

Othello: Language and Imagery

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

Othello is a play patterned with imagery. Shakespeare thematically links the imagery throughout the play, so that characters who, initially, are very different, can be seen to be linked by speech. This is particularly true of Iago and Othello, who employ the same type of animal imagery when Iago has planted his poison in Othellos mind. Iagos use of animal imagery reveals his view of humanity that it is low and self-serving. Human nature is there for Iago to take advantage of, whether it is a 'snipe' like Roderigo or a respected general like Othello. Imagery is threaded throughout the play to create structure.

Othello: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

Othello is constructed around five acts, in which we see Iago's plot unfold. The play begins in the state of Venice where Othello is an outsider, yet he is also the trusted general. Here he is a man of order and control, but once in Cyprus we see his downward spiral into jealous rage. Othello's tragedy is controlled by the manipulator Iago. In the opening two acts, Shakespeare shows us Iago practising his skills of manipulation on victims such as Roderigo and Cassio, before he turns his attention to Othello. Iago's grip on Othello is revealed in Act Three, when he poisons Othello's mind against his wife Desdemona and his lieutenant Cassio. The play then moves swiftly to its conclusion, in which Iago lives on, albeit to be tortured, yet his innocent victims, Othello, Desdemona, Emilia and Roderigo, all die.

Othello: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

The themes of any text are part of its structure, giving unity to what has been written. A writer threads themes throughout a piece of literature. In Othello, we see characters that may echo or contrast the themes of the play. In fact, Othello is a play in which we see themes in opposition. For example, love and hate, men and women, black and white and jealousy versus honesty. Through the themes of the play, Shakespeare explores some very basic human emotions, feelings that the audience will recognise, whether it is the sixteenth century or the twenty-first century. This is one of the reasons why Othello is still such a popular play today.

Romeo and Juliet: Characters

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

In this title we will be looking at the characters in Romeo and Juliet. As it is a play about young love, many of the characters are young and Shakespeare shows us the strengths and weaknesses of youth. He shows us passion and impatience. He shows us loyalty and a sense of honour that is sometimes misguided. He presents us with love and hate. Shakespeare also makes it clear that the older characters do not have all of the answers. They also make mistakes and their errors of judgement make a significant contribution to the tragedy.

Romeo and Juliet: Context

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

The tragedy of Romeo and Juliet is one of Shakespeare's most popular plays. It is a great love story, which is still relevant now because it focuses on issues which are familiar to us. It examines friendship, loyalty, and the ease with which gang warfare can get out of hand. The audience can easily understand the main themes of the play, but we must also look at the context in which the play was written to further understand the characters and their motivations. We will also examine some adaptations of Romeo and Juliet. It is important to remember that Shakespeare's plays were written to be performed on the stage, in front of an audience. Today, in addition to theatre performances, we have film adaptations. This has made Shakespeare's plays available to a much wider audience.

Romeo and Juliet: Language and Imagery

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

Romeo and Juliet, like all of Shakespeare's plays, is brought alive by the originality of the language and imagery he used. He used the popular forms of the time to achieve his desired effects. For example, Romeo and Juliet contains many examples of puns. This is where similar sounding words have the same meaning, something which Elizabethan audiences enjoyed. The sonnet was also very popular at the time, and the play has examples of this form. This title discusses the style of Shakespeare's play, and examines some of the devices he uses to develop character and hold the interest of his audience.

Romeo and Juliet: Quotations and Analysis

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

Romeo and Juliet, as we know it now, is split into five acts which are then subdivided into scenes. In Shakespeare's day there wouldn't have been this division of the action. Modern audiences expect breaks in the action for changes of scene and costume. In Elizabethan theatre there wasn't a curtain, nor was there much scenery to change, and the action would be continuous. In the prologue, the Chorus introduces us to the play and gives us a brief summary. We are told exactly what is going to happen so there are no surprises at the end of the play! The prologue is written in sonnet form - that means it is presented as a 14 line poem. There is more information about sonnets in Romeo and Juliet in another GCSEPod title, Romeo and Juliet: Language and imagery.

Romeo and Juliet: Themes

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

In this title we will be looking at some of the themes that Shakespeare has chosen to focus on in this play. The most important of these is young love, and Romeo and Juliet has survived as a great love story. Shakespeare is sympathetic towards the two young lovers. They defy the conventions of Elizabethan life, but it is clear that their love is genuine. The play seems to be composed of a number of opposites, for example love and hate or youth and age. These oppositions cause divisions which it seems cannot be overcome, and in the end they bring about the tragedy. As well as this we will look at the role of fate in the play. Events conspire against Romeo and Juliet and they cannot avoid the fate allocated to them, making their deaths inevitable.

Writing to Advise

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

Everyone loves giving advice. It's human nature. There are probably many everyday situations where you find yourself giving advice, even if it isn't asked for! But writing to advise in an English exam is much more difficult than this. Many GCSE candidates don't realise that advice writing is actually a mixture of information writing, argument writing and persuasive writing - you have to be a good all-rounder to write really good advice. You also need to let your reader know that they have a choice whether to listen to your advice or not. It might help you to think of a certain Spanish Football club: SPARL FC. This is one way of remembering the seven key aspects of writing to advise: Structure, Purpose, Audience, Register, Language, Form and Content.

Writing to Argue

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

Arguing in an English exam is not the same as having an argument with your younger brother about the washing-up or having an argument with your best friend about being late. Writing to argue is all about being clear, logical and persuasive, without getting hot under the collar or losing your temper. You need to encourage people to agree with you, and, because you have so many excellent reasons, make it hard for someone to disagree with you. However, although you will be presenting many forceful and compelling arguments you will need to make sure that you are polite and positive. Writing to argue contains elements of explanation and persuasion, and therefore needs to be easy to understand and engaging. This title explains how to get top marks in this writing style.

Writing to Persuade

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

It's great to have the power to influence people. Can you get your friends to change their opinions because you're so convincing? Can you get them to stop doing something or start behaving in a certain way? Can you get them to spend money on something because it seems like a sensible idea? That's exactly what writing to persuade is all about: getting people to think, behave or spend in a particular way. As a writer, you can have an impact on your readers' opinions and on their actions. However, you will need to make sure that your enthusiasm for your own ideas doesn't leave your listeners feeling dominated and overwhelmed. Writing to persuade needs to be positive, polite and non-aggressive. This title explains how to get top marks in this writing style.

Writing to Describe

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

Do you remember your first day at school? Or how about the time you met your best friend? Memories like these provide great opportunities for descriptive writing. Capturing an event through descriptive writing means that you must pay close attention to detail, using all five senses. This title will give you helpful hints about making the most of your powers of observation, and your imagination, to create evocative descriptions. Whether you are writing about a person, a place, an object or a memory, you should always try to help readers to visualise the subject and have an insight into your experience. And you can be in complete control - you can choose whether your description is haunting or happy, horrific or hilarious. Tools of the trade for descriptive writing include sensory language techniques, figurative language techniques and sentence variety techniques.

Writing to Explain

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

Explanation writing requires getting beneath the facts, and digging out the importance of something in an accurate, clear and interesting way. As a writer, you will not only need to be knowledgeable when you are writing to explain, but you will also need to help your readers understand complicated or difficult ideas. However, you don't want to confuse or overload your audience, you need to make facts relevant and interesting so that your readers don't switch off. Explanation writing contains elements of description and information and therefore needs to be well-structured, easy to understand and engaging. So how do you get top marks in this writing style? Well, think of a Spanish Football club: SPARL FC. This is one way of remembering the seven key aspects of writing to explain: Structure, Purpose, Audience, Register, Language, Form and Content.

Writing to Inform

feeds@gcsepod.co.uk (GCSEPod Feeds) — Wed, 01 Oct 2008 15:12:46 +0100

'Writing to inform' is all about taking on the position of being the expert. We are all passionate about something, whether it's football, celebrities or music, so I'm sure you already understand a little of what writing to inform' is about. However, has your enthusiasm for your chosen topic led you to fanatical rambling, where you've bored your listeners stiff with loads of facts and details, until their eyes glaze over? Although you do need to give lots of facts and detail in an English exam, examiners want to be sure that you don't bore readers; your writing needs to make facts clear, interesting and engaging. You also need to plan and prioritise all of your information, so that you put key points first and write in a logical way. This title explains how to successfully write to inform.