Literature for English Home Language

Paper 2 - 80 marks (2 ½ hours)

Literary Essays

INTRODUCTION

 A literary/ literature essay is not an emotional response. It is a well-reasoned

analysis on a topic that relates to a piece of literature: novel, drama or poem.
 The literary/ literature essay is a logical and persuasive argument from your point of
view.
 The “proof” used is taken from the text.
 To do this the following must be understood:
o The title and how it influences or influence the text.
o The setting or background of the text.
o The characters and how they are portrayed and received.
o The plot and sub-plots.
o The themes and sub-themes.
o Style, tone register and intention.
o The mood/ atmosphere of the text.

WHAT IS A LITERARY ESSAY?

 A literary analysis means a close studying of a text.

o interpreting its meanings.
o Exploring why the author made certain choices.
o It can be applied to novels, short stories, plays, poems, or any other form of
literary writing.
o A literary analysis essay is not just a summary of the plot or a book review.
o You need to analyse elements such as the:
 Language/diction,
 Perspective, and
 Structure of the text,
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 o Explain how the author uses:
 Literary devices/imagery to create effects and convey ideas.
 Before attempting to write a literary analysis essay, it’s essential to carefully read the
text more than once for understanding.
 As you write, follow the standard structure of a literary essay.

Steps before writing the Literary/ Literature Essay:

 Ask yourself these questions about the question:

o Which character/s is the question referring to?
o Remember although there may be reference to ONE character in the
question, however, you cannot discuss one character or the plot/ incidences
without the inclusion of other characters.
 Is there a popular theme mentioned?
o These themes may also require the inclusion of other characters or incidents.
 Can any example of symbolism from the novel be used to answer the question?
 Do you understand:
o ‘Critically discuss the extent to which you agree with the above
statement.’
o This means give your opinion and back this opinion up with facts/ examples
from the text.
 Which incidents in the text links with this question being asked or will support your
response to this question?
o List these incidents in your planning.
 Stick to the question; do not tell us the entire storyline.
 Ensure your points are factual and link with the novel and NOT THE MOVIE.

The Structure of a Literary Essay:

Introduction

 The literary essay introduction provides a quick overview of where your argument
is going.
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 o It should include the highlighted elements of your questions
o A brief summary of the essay’s structure.
 Do not be creative with the introduction
 State the main thesis of the essay
 Don’t forget to mention the title of the novel

Body:
 Make a statement about the topic that is being discussed.
 Choose at least three examples from the novel and use them to support your
argument, then link them to the question
o How is this done?
 Make your point
 This is a statement about the poem/novel that relates to the
question and that you have hopefully mentioned in your
introduction.
 Use evidence from the text to back up what you are saying
 This is done to prove that you know what you are talking
about and haven’t just made it up.
 Then explain the effects that this has on the reader:
 How does it make you feel, what does it tell us about a
character or a theme?
o This is done in every paragraph for all the points that support your
argument.
 Do not change your point of view in the course of the essay.
 You cannot begin disagreeing and later on start agreeing.

Conclusion:

 Go back to your introduction and restate your topic sentence

 Summarize your main points and connect them to your thesis

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How to Approach the Literary Essay

Check List for a Literary Essay:

STRUCTURE
1 Did you do plan? Y N
2 Do your “essay” have a minimum of three paragraphs? Y N
3 Do you have a proper thesis statement that introduces what your Y N
essay is about?
4 Does your second paragraph have a topic sentence? Y N
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5 Did you follow your topic sentence with supporting details? Y N
6 Did you add a suitable quote? Y N
7 Do you have a concluding paragraph? Y N
LANGUAGE
8 Did you write in the present tense? Y N
9 Did you NOT use ‘I’, ‘me’ in your paragraphs? Y N
10 Did you underline the name of the novel/ play every time? Y N
11 Did you use formal language? Y N
12 Did you use correct punctuation esp. when quoting? Y N

Some Final Hints:

 A literary essay is an academic essay; you analyse the novel or play by answering a
specific question. Do not be creative or use your imagination.
 As it is an academic essay, formal language is used. Abbreviations and slang
language is not to be used.
 It should always be written in a present or future tense unless it’s a quote.
 Don’t use pronouns such as I, ME OR MINE
 In a literary essay we do not tell a story, but we discuss and persuade by answering
a specific question.
 An essay contains a minimum of three paragraphs which are the:
o Introduction,
o Body
o Conclusion
 It must have a logical flow.
 It should have a minimum of 400 to 450 words
 The name of the novel of play must be underlined at all time.
 Do not make up quotes. Try to have at least one good and relevant quote in each
paragraph.

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QUESTION 8: LIFE OF PI – ESSAY QUESTION

The novel, Life of Pi, suggests that, despite offering contradictory approaches to life,
reason and faith can co-exist.
Critically discuss the extent to which you agree with the above statement.
Your response should take the form of a well-constructed essay of 400–450 words
(2–2½ pages). [25]

QUESTION 8: LIFE OF PI – ESSAY QUESTION

Candidates might agree to a greater or lesser degree with the statement but are unlikely to
disagree wholeheartedly.
• Reason is the power to think about, understand, and form judgements logically. It
helps one to consider the effects before taking any action. Faith, on the other hand, is a belief in a
higher power. Although these might appear to be contradictory concepts, the novel suggests that
reason and faith can co-exist.
• In the Author's Note, the element of faith is introduced when the narrator is told that
Pi's story 'will make you believe in God'.
• Pi's love for the logic of science is nurtured by his Biology teacher, Mr Kumar, as well as through
his observation of animal behaviour at his father's zoo.
• Pi embraces all three religions to which he is exposed because he recognises that
they all reflect the common element of love for God.
• His passion for science and religion is encouraged by his role models, the two Mr
Kumars. Despite their different perspectives, one scientific and the other religious,
they are able to reach consensus on their appreciation of the zebra. This suggests
that these two ideas, reason and religion, can co-exist.
• Atheists are also capable of having faith although their faith lies in science rather than in a belief
in God.
• Some agnostics believe that reason and faith cannot co-exist and that everything
should have a logical explanation.
• On the lifeboat, both reason and faith help Pi to survive. His faith allows him to
maintain focus and hope while his scientific knowledge and his ability to think logically sustain him
physically.
• Pi's reason makes him realise that he has to abandon his vegetarianism and resort to killing in
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order to survive. He is able to reconcile himself to his savagery by showing reverence for and
praying over his kill. He also rationalises the need to distance himself from the savagery to which
he descends. The creation of Richard Parker, his alter ego, enables him to cope with the horror of
his actions.
• Later, at university in Canada, Pi's choice of subjects reflects his ability to find
commonality in seemingly disparate world views.
• His choice of science as a career and his religious nature reflect his ability to reconcile reason
and faith.
• Furthermore, the Japanese officials do not believe Pi's version of the story with the
animals and the algae island because it defies logic. Nevertheless, Pi uses the
example of the floating bananas in an attempt to prove the truth of his experiences.
He maintains that, at times, one has to have faith and belief, such as the belief in the
existence of God, without any empirical evidence.

Literature for English Home Language

Paper 2 - 80 marks (2½ hours)
Contextual Questions (25 Marks)

It is very important to understand the skills for answering literature questions because, more often
than not, students fail to respond to literature questions not because they don’t have the right
answers for those questions but chiefly because they fail to interpret the questions appropriately
and respond accordingly.

What Are the Basic Elements of Play Analysis?

 Plot:
o The plot of a play is the basic structure, as well as the message of the play.
o It is basically, what the play entails. There are two basic structures for a play plot –
linear and non-linear.
 Linear plots play out in chronological order; non-linear plots have "flash backs”,
and take place at different points in time, not in chronological order.
 A plot summary, or a basic overview of the plot, is necessary in most play
analysis.
 Characters:
o These elements of the play bring the story to life.
o They are the integral elements by which the story revolves.
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 o The relationships between the different roles are vital to the overall mood and message
of the work.
 There are main characters that play vital roles in the plot of the play, and
secondary characters that are there to help set a mood.

 Language:
o The way that the characters talk:
 The type of language they use, formal, conversational, etc. – provides a lot of
insight into the environment the characters inhabit.
 It deepens the plot, making it more consistent with the period and mood.
 Setting:
o The setting generally adds relevance and richness to the environment of the
performance.

 Main Idea:
o This is the message of the play, or the point of the play.
o What was the playwright trying to get across with his or her work?
 That is the main idea of the play.

 Performance:
o This is the execution of a live rendition of a written play.
o Here one must take into account acting, directing, staging and more.
 In the examination, you may be asked to comment on how certain aspects would
be performed especially when answering questions regarding a drama.

How to approach Literature Contextual Questions:

Therefore, to successfully respond to literature questions, the following things should be taken into
consideration at least as the first step to start with:

 Before you start answering:

o Read the text AND the questions carefully.
o The questions can include one, two or three texts.
 Work out where the text fits into the novel.

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 o Look at the references at the end of the extracts.
 Not all the questions will relate directly to the text.
o For some, you will need to show that you know the whole novel.
 Look at the mark allocation for each question.
o This is very important. Each point is worth a mark.
 Some important points:
o “Substantiation” is to back-up to your answer.
 When answering an open-ended question
o “ your opinion” question:
 ALWAYS make a statement and then discuss it.
 However, make sure your discussion is based on the events in the novel and not
random ideas.
 Always ask yourself: Does my answer show that I have knowledge AND
insight into the novel.
o Use your own words, unless you are asked to quote.
o Always do what you are asked to in your answer. For example, where a question
requires you to state TWO points, only state TWO.
o Always check your answers before handing them in.
o Have you written according to the marks?
o Check for missing words, misspelled words or poor grammar.

The Instruction Words:

 Discuss
 Explain
 Critically Discuss
 In your view

What do you understand by INSTRUCTION WORDS?

It is very important to understand what a question is asking before answering and very often this is
the reason learners get the answer wrong despite knowing the right answer.
 Discuss:
o When an examiner instructs you to “discuss” a topic, he/she is trying to determine
whether you understand both sides of an issue.

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 o You will need to demonstrate that you know the strengths and weaknesses of both
sides.
o You should pretend that you are having a conversation with a friend and voicing both
sides.
o Describe, explain, give examples, points for and against, then analyse and evaluate the
results.

 Explain:
o Provide an answer that gives a “why” response.
o Provide a complete overview of the problem and solution for a particular issue or
process.
o Give detailed reasons for an idea, principle or result, situation, attitude and so on.
o You may need to give some analysis as well.
 When analysing you will be expected to provide reasons why an event occurred,
or a character reacted in a certain way.

 Critically Discuss:
o This means evaluating the pros and cons of the subject in hand critically.
o You need to analyse all the aspects and dimensions of the topic in hand.
o You need to evaluate the effects of the topic on its stake holders.

 In your view:
o Within the range of vision; able to be seen.
o As a point of regard, deliberation, or careful attention; under consideration.

Question Types:
 Level 1 and 2 question:
o These require simple straightforward answers.
o Learners must rephrase/simplify sentences into their own words as far as possible.
 Level 3, 4 and 5 questions:
o Use the mark allocation as a guide and stick to the point e.g.
 Write between 2-4 lines for a 2-mark question.
 3-5 lines for a 3-mark question.
 4-6 lines for a 4-mark question.
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 Read through the passage quickly but with understanding.
o Get an outline or a general picture of the passage.
o Try to picture what you are reading. This helps you to focus and read for meaning.

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Review:
 Read the question carefully.
o It is advisable to read the question more than once as it helps you to understand it.
o Re-reading the question twice or thrice may help you to gain some additional insights on
the requirements of the question
 Paraphrase the question.
o At this point try to re-state the question in your own words.
o This helps you among other things to see if you have understood what you are asked to
do.

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  For example, the question: “With reference to two plays that you have read in
class compare two female characters, one from each play and show how
they differ”.
 Paraphrased question: The question requires me to pick two female
characters and show their similarities and differences.
 Pay attention to key words in the question.
o Questions have key words that tell you what you are required to do.
o When you are reading the question note whether it requires you to:
 Discuss: explain what is/ has happened.
 List: catalogue what is required.
 Mention: briefly raise the events or facts that have occurred.
 Compare and contrast: highlight the similarities and differences
 Verify: prove
 Describe: tell of the events that occurred, explain what happened or how a
person/ scene looked/ looks like
 Comment: briefly make reference to…
 Criticize: give a value judgement on a person/ event/ …
 Interpret: give your understanding about what is required.
 Justify: explain, give proof of or explain what is required.
 How must I respond?
o Refer to the verb. (question word used)
o Look at mark allocation.
o Always use full sentences.
o Use your own words (except when question requires a quote in the response.
 Never copy and paste.

Activities:

QUESTION 9: LIFE OF PI – CONTEXTUAL QUESTION

Read the extracts below and then answer the questions that follow.
EXTRACT C

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The elements allowed me to go on living. The lifeboat did not sink. Richard Parker
kept out of sight. The sharks prowled but did not lunge. The waves splashed me but
did not pull me off.

I watched the ship as it disappeared with much burbling and belching. Lights flickered
and went out. I looked about for my family, for survivors, for another lifeboat, for
anything that might bring me hope. There was nothing. Only rain, marauding waves of
black ocean and the flotsam of tragedy.
...
I inched my way along the oar till my feet were against the bow of the boat. I had to
proceed with extreme caution. My guess was that Richard Parker was on the floor of
the lifeboat beneath the tarpaulin, his back to me, facing the zebra, which he had no
doubt killed by now.
...
Of greater significance to me was the strange fact that Richard Parker had not killed
it. In the normal course of things he should have killed the zebra. That's what
predators do: they kill prey. In the present circumstances, where Richard Parker would
be under tremendous mental strain, fear should have brought out an exceptional level
of aggression. The zebra should have been properly butchered.
The reason behind its spared life was revealed shortly. It froze my blood – and then
brought a slight measure of relief. A head appeared beyond the end of the tarpaulin.
It looked at me in a direct, frightened way, ducked under, appeared again, ducked
under again, appeared once more, disappeared a last time. It was the bear-like, 20
balding-looking head of a spotted hyena.
[Chapter 41]

9.1 Refer to lines 1–2: 'Richard Parker kept out of sight.'

Explain Richard Parker's presence on the lifeboat. (3)
9.2 Refer to lines 4–7: 'I watched the ship ... flotsam of tragedy.'
What do these lines suggest about Pi's state of mind as the ship sinks? (3)
9.3 Refer to lines 20–21: 'It was the ... a spotted hyena.'
Comment on the significance of the hyena in the context of the novel as a
whole. (3)
9.4 In the light of the novel as a whole, critically discuss how Pi's knowledge of
animals ensures his survival on the lifeboat. (3)
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QUESTION 9: LIFE OF PI – CONTEXTUAL QUESTION
Read the extracts below and then answer the questions that follow.

EXTRACT C
[Mr Patel said] 'Ravi, Piscine, I have a very important lesson for you today.'

'Oh really, is this necessary?' interrupted Mother. Her face was flushed.

I swallowed. If Mother, normally so unruffled, so calm, was worried, even upset, it meant we were
in serious trouble. I exchanged glances with Ravi.

'Yes, it is,' said Father, annoyed. 'It may very well save their lives.' ...

'But Piscine? He's only eight,' Mother insisted.

'He's the one who worries me the most.'

'I'm innocent!' I burst out. 'It's Ravi's fault, whatever it is. He did it!'

'What?' said Ravi. 'I haven't done anything wrong.' He gave me the evil eye.

'Shush!' said Father, raising his hand. He was looking at Mother. 'Gita, you've seen Piscine. He's
at that age when boys run around and poke their noses everywhere.'
...
'Come with me,' said Father.
We set out like prisoners off to their execution.
We left the
house, went through the gate, entered the zoo. ...
We came to the big cats, our tigers, lions and leopards. Babu, their keeper, was 15 waiting for us.
We went round and down the path, and he unlocked the door to the cat
house, which was at the centre of a moated island. We entered.
...
'Tigers are very dangerous,' Father shouted. 'I want you to understand that you are
never – under any circumstances – to touch a tiger, to pet a tiger, to put your hands through the
bars of a cage, even to get close to a cage. Is that clear? Ravi?'
Ravi nodded vigorously. 'Piscine?'
I nodded even more vigorously.
[Chapter 8]
9.1 Account for Mr Patel's insistence on teaching Pi 'a very important lesson'
(line 1). (3)
9.2 Refer to line 13: 'We set out like prisoners off to their execution.'
Explain what this image reveals about Pi and Ravi's feelings at this point. (3)
9.3 Refer to lines 18–20: 'Tigers are very ... to a cage.'
Discuss the extent to which the lesson in this extract contributes to Pi's
survival. (3)
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9.4 Discuss the significance of Mother's role in Pi's second version of the story. (3)

AND
EXTRACT D
Mr Okamoto: 'Yes, that's it. Let's go. Well, Mr Patel, I think we have all we need. We thank you
very much for your cooperation. You've been very, very helpful.'

‘You’re welcome. But before you go, I’d like to ask you something.’

'Yes?'
nd
'The Tsimtsum sank on July 2 , 1977.'

'Yes.'
th
'And I arrived on the coast of Mexico, the sole human survivor of the Tsimtsum, on February 14 ,
1978.'

'That's right.'

'I told you two stories that account for the 227 days in between.'

'Yes, you did.'

'Neither explains the sinking of the Tsimtsum.'

'That's right.'

'Neither makes a factual difference to you.'

'That's true.'

'You can't prove which story is true and which is not. You must take my word for it.'

'I guess so.'

'In both stories the ship sinks, my entire family dies, and I suffer.'

'Yes, that's true.'

'So tell me, since it makes no factual difference to you and you can't prove the question either
way, which story do you prefer? Which is the better story, the story with animals or the story
without animals?'

Mr Okamoto: 'That's an interesting question ...'

Mr Chiba: 'The story with animals.'

Mr Okamoto: 'Yes. The story with animals is the better story.' Pi Patel: 'Thank you.

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And so it goes with God.'
[Silence]
Mr Okamoto: 'You're welcome.'

Mr Chiba: 'What did he just say?'

Mr Okamoto: 'I don't know.'

Mr Chiba: 'Oh look – he's crying.'

[Long silence]
Mr Okamoto: 'We'll be careful when we drive away. We don't want to run into Richard Parker.'
Pi Patel: 'Don't worry, you won't. He's hiding somewhere you'll never find him.'
[Chapter 99]

9.5 Account for the interview with Pi conducted by the Japanese officials. (3)
9.6 Refer to lines 33–34: 'We'll be careful ... into Richard Parker.'
How do these lines reflect Mr Okamoto's attitude toward Pi? (3)
9.7 Refer to line 35: 'Don't worry, you won't. He's hiding somewhere you'll never find him.' Based
on your knowledge of the novel as a whole, discuss the significance of
Pi's statement. (3)
9.8 In line 26, Pi agrees with Mr Okamoto that believing in the better story is similar to believing in
God. Critically discuss the validity of Pi's belief in the context of the novel as a whole.
(4)
[25]

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