English Language

Analysing texts, Year 9: form, tension and symbols

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English LanguageAnalysing texts, Year 9: form, tension and symbols
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English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
↔ 正反两问先在心里作答…A poem that tells a story in short rhyming stanzas, in a form first passed on by singing
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★ KS3-ENLA-ANA-0013正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

A ballad

提示Folk singers carried these tales from village to village long before they were printed.

为什么The typical stanza has four lines, with the second and fourth rhyming, and a steady beat that makes it easy to sing and to remember. Choosing this form tells the reader to expect a tale, usually a dramatic one, told plainly.

★ KS3-ENLA-ANA-0013背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
填空先在心里作答…Poetry with no regular rhyme scheme and no fixed rhythm is called ____ verse.
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★ KS3-ENLA-ANA-0014正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

free

提示The poet has been let off the usual rules of pattern.

为什么Without a set pattern, the poet decides where every line ends, so the line breaks do the work that rhyme and metre do elsewhere. The form often suits a speaking voice or a mind thinking aloud.

★ KS3-ENLA-ANA-0014背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
先在心里作答…Tennyson's 'The Charge of the Light Brigade' opens: 'Half a league, half a league, / Half a league onward'. Each phrase falls as one strong beat followed by two light ones: HALF a league. What sound from a cavalry charge does that rhythm copy?
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★ KS3-ENLA-ANA-0015正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

Galloping horses

提示Tap the beat on a table: DUM-da-da, DUM-da-da.

为什么The poem describes a cavalry charge of 1854, and its rhythm drives forward like hooves, so the reader feels the speed before a single animal is mentioned. The form is doing the work of the meaning: change the beat and the charge would slow to a walk.

★ KS3-ENLA-ANA-0015背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
先在心里作答…A poem about a friend who never came home rhymes neatly in every stanza. Its very last line is left without a rhyme. What does the missing rhyme make the reader feel?
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English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

That something is missing or unfinished

提示The ear waits for a partner sound, and none arrives.

为什么Once a poem has set up a pattern, the reader expects it to continue. Breaking it at one point makes that point stand out, and here the unanswered sound matches the friend who is not there. When a poem breaks its own rule, ask why it does so at that moment.

★ KS3-ENLA-ANA-0016背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
多处填空先在心里作答…A Shakespearean sonnet is built from three ____ and a closing rhyming ____.
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★ KS3-ENLA-ANA-0017正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

quatrains; couplet

提示One is a group of four lines; the other is a pair.

为什么Three four-line units and one two-line unit make fourteen lines. The three units usually develop an idea step by step, and the final pair delivers a twist or a summing-up. The point where the argument turns is called the volta.

★ KS3-ENLA-ANA-0017背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
先在心里作答…Read this: 'He ran. The door. Locked. Footsteps behind him.' What do the very short sentences do to the pace of the story?
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★ KS3-ENLA-ANA-0018正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

They speed it up

提示Notice how quickly your eye reaches each full stop.

为什么Each full stop arrives almost at once, so events seem to pile on top of one another and the reader has no time to settle. Writers save this for moments of panic or action, where it works best after longer, calmer sentences.

★ KS3-ENLA-ANA-0018背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
先在心里作答…A hero reaches for a door with something terrible behind it. Before it opens, the writer spends a whole paragraph on the cold handle, the peeling paint and the sound of breathing. Why slow the story down at exactly this moment?
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★ KS3-ENLA-ANA-0019正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

Making the reader wait builds tension

提示Think how a drum roll works before the winner is announced.

为什么The reader already knows something is coming, so every extra detail stretches the moment before it arrives. Delay only works when a threat has been set up first; description with nothing at stake is just description.

★ KS3-ENLA-ANA-0019背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
↔ 正反两问先在心里作答…A chapter or episode ending that stops at a moment of danger or suspense, with the outcome left unknown
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★ KS3-ENLA-ANA-0020正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

A cliffhanger

提示Picture the hero left dangling by the fingertips over a long drop.

为什么It withholds the one thing the reader most wants to know and puts a gap, such as the end of a chapter, in the way. Novelists such as Dickens, who published in instalments, relied on it to bring readers back.

★ KS3-ENLA-ANA-0020背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
⌨ 打字作答先在心里作答…What is the name for the point of highest tension in a story, where the main conflict comes to a head? (one word)

★ KS3-ENLA-ANA-0021正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

Climax

提示On a story mountain it is the peak.

为什么Everything before it builds towards this moment and everything after it winds down. Finding it is the first step in charting tension: you can then ask how the writer raised the pressure on the way up.

★ KS3-ENLA-ANA-0021背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
填空先在心里作答…The speed at which a story moves the reader through its events is called its ____.
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★ KS3-ENLA-ANA-0022正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

pace

提示Runners and walkers set one too.

为什么Writers control it with sentence length, the amount of description and how much time each scene covers. A chase told in three lines is fast; one evening told across a chapter is slow.

★ KS3-ENLA-ANA-0022背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
↔ 正反两问先在心里作答…An image, object or idea that keeps returning through a text, gathering meaning each time
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★ KS3-ENLA-ANA-0023正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

A motif

提示Composers use the same word for a short tune that keeps coming back.

为什么A symbol can appear once; this is defined by repetition. Each return invites the reader to compare it with the last, which is how a writer can show change without stating it.

★ KS3-ENLA-ANA-0023背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
先在心里作答…In a story, a caged bird sits in the window of a girl who is never allowed out of the house. The writer returns to the cage four times. What does the caged bird most likely stand for?
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★ KS3-ENLA-ANA-0024正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

The girl's lack of freedom

提示Ask what the creature behind the bars and its owner have in common.

为什么The evidence is the parallel: both are shut in, and the writer keeps drawing attention to the cage. A symbol reading needs that kind of support from the text; here the repetition and the matching situations supply it.

★ KS3-ENLA-ANA-0024背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
先在心里作答…At the start of a novel a widow's garden is in full bloom. After her son leaves home it is described as overgrown and choked with weeds. In the final chapter, when he returns, she is planting seeds. What is the changing garden being used to show?
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★ KS3-ENLA-ANA-0025正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

Her changing state of mind

提示The flower beds rise and fall in step with something inside her.

为什么The image returns three times and means something different each time: contentment, then neglect and grief, then hope. Tracking a repeated image is a matter of asking what has changed since it last appeared.

★ KS3-ENLA-ANA-0025背面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill
先在心里作答…A pupil writes: 'The curtains are blue, which symbolises the character's sadness.' Nothing else in the story links the curtains, the colour or sadness. What is wrong with the claim?
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★ KS3-ENLA-ANA-0026正面

English Language · Analysing texts, Year 9: form, tension and symbolsProfessor Quill

Nothing in the text supports it

提示Ask what proof the pupil could put a finger on in the story.

为什么A detail becomes a symbol when the writer gives you a reason to read it that way: repetition, emphasis or a clear link to a character. Without that, the curtains are just curtains.

★ KS3-ENLA-ANA-0026背面

Analysing texts, Year 9: form, tension and symbols

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