IGCSE (First Language) Writer’s Effects Practice 1, November 2019

Passage A: Creative writing class

 

Stan has decided many years after leaving school that he would like to join an adult creative writing class. This is the first lesson.

 

Stan’s pen was ready to write. ‘A limerick,’ the tutor had said, ‘is a five-line poem. Lines one, two and five rhyme. Lines three and four are shorter and they rhyme.’ Stan knew that the true definition was more technical, but was happy that this activity wasn’t going to be too challenging.

 

He thought back to his arrival at class today. A group of 10, they’d sat in a circle with Sumitra, the tutor, who asked the students to introduce themselves and share their reasons for joining the class. The first person was Miss Roberts, who stated confidently, ‘I intend to be a published writer!’ before turning a beaming smile on others of lesser ambition. A thin, young man told the group his name was Robin before muttering a few words that Stan couldn’t quite catch, but which Sumitra seemed to understand, as she nodded and smiled. Stan tried desperately to find the words that would accurately sum up his own reasons for being there. Sometimes memories of childhood were restricting and you needed to unfetter yourself.

 

He was momentarily transported back to his school English class.

 

A stern face presiding over the ranks of desks pulled young Stan to attention. Stan adjusted his position in the hope that the larger child in front of him would completely obliterate his own unworthy existence. Stan wore his English test results like an army cadet’s besmirched tunic buttons, emblematic of deep failure and shame: today’s results would surely underline the pressing need for his demotion to an even lesser division. The face at the front contorted itself into a triumphant smirk and its voice poured over him like hot coals.

 

With a struggle, older Stan dismissed that particular memory back to where it belonged.

 

His pen poised itself to write again. Sumitra had said to write a limerick using your name.

 

‘There was an old man called Stanley

 

And everyone thought he was manly …’

 

This was straightforward. Stan giggled with rising confidence, causing Sumitra to look over and nod her encouragement and Miss Roberts to raise a quizzical eyebrow. Stan gleefully scribbled lines three and four.

 

‘You can be Superman

 

Oh, yes you can …’

 

Oh no.

 

‘Banly, canly, danly …’ The pen shuddered to a halt and Stan felt horror clutch at his stomach as the last line completely eluded him. ‘When we’re ready, can we get back into our circle?’ came Sumitra’s cheery request.

 

‘Go away!’ Stan told the smirking face, as he dragged his chair back to the circle.

 

Sumitra was understanding. ‘No one has to read their poem out unless they want to.’ Robin immediately announced that he wouldn’t be reading his out. Stan was so relieved not to have to expose his failure that he hardly heeded the readings of the others, apart from the work of Miss Roberts (‘Myfanwy: remember my name’), read with such passion and gusto that it received excited applause from the other students. Sumitra, looking rather disquieted, said the whole class deserved congratulations, and invited them to email their finished work to her during the week.

 

At break-time, Stan found himself in the presence of Miss Roberts as he sipped at his water bottle.

 

‘Hello, I don’t know your name, but, as you know from my limerick, I’m Myfanwy,’ she smiled.

 

‘You never could write poetry, could you, Stanley?’ sneered the smirking face.

 

Suddenly a teapot, from which Robin had been pouring tea, performed a rebellious leap and crash-landed next to Miss Roberts. All looked on horrified as tea pumped heavily out of its gaping-mouthed spout, some splashes landing on her arm. She shrieked while Stan did the only thing he could think of, and poured the remainder of his water bottle over her arm. Robin danced dejectedly around them, proffering paper towels and abject apologies, while Sumitra asked calmly if medical assistance was required.

 

Within minutes Miss Roberts announced that she was fine. She smiled weakly at Stan.

 

For the rest of the session, the class discussed the definition of poetry and whether free verse¹ could be called poetry. Stan thoroughly enjoyed it and joined in the debate vigorously, though he noticed the tutor giving encouragement to Robin, who looked rather bemused and demoralised. It was only as Stan stepped out through the door at the end of the class that he realised he knew the last line for his limerick:

 

‘And nobly rescue Myfanwy.’

 

He would definitely email that to Sumitra. He slammed the door on the smirking face.

 

 

 

¹free verse: This is a form of poetry that doesn’t have to take a particular shape, rhythm, metre or rhyme.

 

QUESTION

Re-read the descriptions of:

 

(a)    Stan’s memories of his school classroom in paragraph 4, beginning ‘A stern face …’

 

(b)    what happened at break-time in paragraph 16, beginning ‘Suddenly a teapot …’

 

Select three powerful words or phrases from each paragraph. Your choices should include imagery.

 

 

Explain how each word or phrase selected is used effectively in the context.

 

Write about 200 to 300 words

 

Format:

 

a)

 

First paragraph (short):    Opening Thesis

 

Mainbody:            May be one or two paragraphs to explain the effects of three selected  words or phrases.

 

b)

 

First paragraph (short):    Opening Thesis

 

Mainbody:            May be one or two paragraphs to explain the effects of three selected  words or phrases.

 

 

.

Suggested  answers (You must use paragraphs):

 

(a)              Stan’s memories of his school classroom in paragraph 4, beginning ‘A stern face …’
Opening Thesis:	The general effect is that Stan remembers the shame of his failure to succeed in English when younger.

•   stern face presiding over ranks of desks (image): remembers
the serious expression of teacher, authoritarian, military leader,
rows of soldiers, power, control, stifling creativity, Stan’s
fear/vulnerability
•   pulled (young Stan) to attention: got his complete and total
focus, military command, suggesting speed with which Stan
reacts
•   (completely) obliterate: annihilate, utterly destroy, Stan’s terror.
•   unworthy existence: doesn’t deserve to live, little merit
•   (like) an army cadet’s besmirched tunic buttons (image):
ashamed of poor results, unfit for military parade, exposed to the
derision of others and/or anger of his elders/superiors
•   emblematic (of deep failure and shame): signalling his lack of
success for all to see, symbol of disgrace
•   underline: emphasises, drawing attention to, shows up his error
•   demotion to an even lesser division (image): relegate, he will
be dropped to a lower class/position; draws attention to his
shame
•   contorted: twisted (in an ugly way); malice, derision, cruelty of
former teacher
•   triumphant smirk: victorious, smug smile, teacher takes
pleasure in Stan’s lack of success
•   poured over him like hot coals (image): words caused
emotional anguish, physical burning pain, causes deep scarring

 

 

(b)          what happened at break-time in paragraph 16, beginning ‘Suddenly a teapot …’
Opening Thesis:	The general effect is of an overly dramatic and/or humorous reaction to a relatively minor incident.

 

•   (performed a) rebellious leap (image): Robin has dropped the
teapot, disobedience of inanimate object, resisting Robin’s
authority over it, nervous
•   crash-landed: fell forcefully, emergency landing, teapot smashed
•   (all looked on) horrified: extremely shocked, aghast, alarmed,
witnesses at the scene
•   pumped heavily: great spurts, gushed, (exaggerated) huge
volume and force of liquid
•   shrieked: piercing high-pitched sound, expression of pain, terror,
melodramatic
•   gaping-mouthed (spout): astonished expression, shocked
•   danced dejectedly: dispirited, jigging about, agitated, useless
•   proffering paper towels: hold out for acceptance, peace
offering, meek attempt to make amends, hopeless efforts
•   abject apologies: saying sorry, heartfelt expressions of regret,
humiliated
•   asked calmly: unruffled, unshaken, composed.