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Essay Plan Resource - An Inspector Calls - Bi

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11 views4 pages

Essay Plan Resource - An Inspector Calls - Bi

Uploaded by

decayonsite
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Act One: Act Two

BIRLING: “I’m talking as a hard-headed, practical man of Quotation:


business.”

Interpretation: Birling behaves as the patriarch (male head of the Interpretation:


family) should do – society would expect him to be a provider for
his family, unemotional and rational, focussing on the family
business and maintaining their wealth. Techniques:

Techniques: Alliteration; Language. Analysis:



Analysis:
 The alliteration of the “h” sound in “hard-headed”, a phrase
Birling repeats frequently, has a cold tone, mimicking his 
coldness towards his workers.
 “Hard” shows Birling has no caring, compassionate side, and
“headed” suggests he views things with his head, not heart – 
he has no sympathy.
 Birling is giving this speech at his daughter’s engagement, Use in essays on…

How far does Priestley present Mr Birling as an


Act Three: Act
BIRLING: “Now look at the pair of them – the famous Quotation:
younger generation who know it all. And they can’t even take
a joke.”
Interpretation: Interpretation:

Techniques: Techniques:

Analysis: Analysis:
 

 

 

Use in essays on…

The Quotation Bank® GCSE English Literature Study Guides – free photocopiable resource.
www.thequotationbank.co.uk
Teacher notes:
This activity is designed to be used in class or set as a homework, to help pupils develop their AO1 and AO2
skills.
The resource is designed so that it can be revisited multiple times, or used by pupils independently, to
develop a bank of revision essay plans over time.
One example quotation is provided, taken from The Quotation Bank®: An Inspector Calls. Three further The
Quotation Bank template boxes are provided for analysis, with reference to Act Two and Act Three, so as to
provide whole text coverage with quotations. The fourth box allows pupils to pick a quotation from anywhere
in the play.
When using this resource with your pupils you may wish to give pupils two copies of the handout, so you can
model the analysis with the whole class, using a quotation you have chosen, before they work independently.
Differentiated use of the resource:
You may wish to give pupils a list of quotations to analyse, particularly where you feel pupils would benefit
from more structure and support. The template is provided as a Word document so you can type directly into
the document to provide more scaffolding and support if you feel your pupils would benefit from this.
You may wish to give pupils instructions that involve developing one point in great detail. Alternatively,
pupils could find quotations that provide an alternative interpretation from a previous point. This is an
activity that could work well in groups.
To stretch pupils, and with your most able pupils, you may ask them to select the quotations involving stage
directions to show awareness of dramatic effects.
Pupil-focused instructions are provided below if you wish to use this resource for homework or independent
learning.

Further activities:

The Quotation Bank® GCSE English Literature Study Guides – free photocopiable resource.
www.thequotationbank.co.uk
 Once the activity is complete, pupils could discuss how to structure the 10-12 bullet points they now
have – should they join them chronologically to show the development of Birling throughout the play, or
are there other ways they could group them?
 Use in essays on – how could the material on this essay plan be adapted to answer different exam
questions?

The Quotation Bank Essay plan!


Read, understand and respond to texts. Students should be able to:
 Maintain a critical style and develop an informed personal response
A01
 Use textual references, including quotations, to support and illustrate
interpretations.
Analyse the Language, Form and Structure used by a writer to create
A02 meanings and effects, using relevant subject terminology where
appropriate.

This activity allows you to show off all your analytical and interpretative skills!
1. Choose a quotation from the text

2. Use the headings in the blank quotation box to help you analyse and interpret the quotation
 Interpretation – Give your own personal response to the quotation. What does it suggest about a key theme
or idea? What message is it conveying to the audience or reader? You may want to include a brief
contextual comment here if you like.
 Technique – What literary techniques are present in the quotation? This is just a list of techniques – you
don’t need to analyse them at this point.
 Analysis – Break down the quotation into smaller parts and analyse the effect of language, form or
structure. Aim for three different analytical points, covering three different techniques.
 Use in essays on…. – Which possible exam questions or themes might this quotation be useful for?

The Quotation Bank® GCSE English Literature Study Guides – free photocopiable resource.
www.thequotationbank.co.uk
3. Once you have analysed the quotations in detail, use the points you have made to plan an essay to the question
set.

4. Write the essay


 Make sure the first sentence answers the question and gives a clear interpretation – try to use the terms in
the question in your answer.
 Use all your analysis from the quotation box above, in full sentences, to develop your answer.
 Try to use appropriate connectives to give the paragraph a clear structure.
 In your final sentence it is really useful to go back and explicitly address the question again, using the
terms from the question to show you are focussed on the question set.

The Quotation Bank® GCSE English Literature Study Guides – free photocopiable resource.
www.thequotationbank.co.uk

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