...‘A Case of Murder’ by Vernon Scannell Section A Lines 1-5: The Boy 1. What does the title of the poem make you think is going to happen? 2. Which word is repeated four times? Why do you think the poet does this? 3. Do you agree with the poet when he says, ‘only nine, not old enough’? Give reasons for your answer. 4. How do you feel towards the boy at this point in the poem? Section B Lines 6- 17: The Cat 1. Why do you think that the poet thinks a dog might have been different? Do you find this surprising? 2. What does the cat look like? 3. Find a word that expresses how the boy feels about the cat. Then try to find what makes him feel this way. 4. How do you think the poet wants the reader to feel about the parents Give reasons for your answer? 5. Do you notice anything about the descriptions of the cat in lines 13 and 15 what does this suggest to you? Section C Lines 18-32: The Murder 1. Write a short paragraph explaining how the boy murders the cat 2. Find two quotations from the section to show that the boy enjoys hurting the cat. Section D Lines 33-47: The Aftermath 1. How does the boy’s attitude change at this point? 2. What do you think he is afraid of in lines 33 to 26? 3. What do you this he is praying for? 4. The poet calls the cat the ‘thing’. Why? Find another similar expression. 5. By...
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...A Case of Murder They should not have left him there alone, Alone that is except for the cat. He was only nine, not old enough to be left alone in a basement flat, alone, that is, except for the cat. A dog would have been a different thing, A big gruff dog with slashing jaws, But a cat with round eyes mad as gold, Plump as a cushion with tucked-in paws--- Better have left him with a fair-sized rat! But what they did was leave him with a cat. He hated that cat; he watched it sit, A buzzing machine of soft black stuff, He sat and watched and he hated it, Snug in its fur, hot blood in a muff, And its mad gold stare and the way it sat Crooning dark warmth: he loathed all that. So he took Daddy's stick and he hit the cat. Then quick as a sudden crack in glass It hissed, black flash, to a hiding place In the dust and dark beneath the couch, And he followed the grin on his new-made face, A wide-eyed, frightened snarl of a grin, And he took the stick and he thrust it in, Hard and quick in the furry dark. The black fur squealed and he felt his skin Prickle with sparks of dry delight. Then the cat again came into sight, Shot for the door that wasn't quite shut, But the boy, quick too, slammed fast the door: The cat, half-through, was cracked like a nut And the soft black thud was dumped on the floor. Then the boy was suddenly terrified And he bit his knuckles and cried and cried; But he had to do something with the dead...
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...The Beggar Woman by William King | The Poet: William King (1663-1712)Little is known about William King except that he was educated at Christ Church College Cambridge, and made a living as a lawyer and judge while writing occasional satires and comic verse, most of which were published anonymously. | The Beggar Woman is like a story, it suggests that it should be read to people. This is again because it is aimed at lower class and uneducated people who would have to have someone read it to them rather than reading it for themselves. It is written in the tradition of the street or broadside ballads, printed stories in verse that were sold cheaply and passed around for pleasure, often dealing with popular scandals and murder stories. In a time before the popular press and television chat shows, these ballads satisfied a need for entertaining stories, a tradition that has deep roots in oral traditions of storytelling and wandering minstrels.At the beginning of this poem, there is a description of a gentleman out hunting, which is an upper class activity, as they are the only people who could afford to take part in such an expensive activity, also by the fact he is described as a 'Gentleman' suggests he belongs to the upper class or 'Gentry'. The 'Gentleman gets separated from his group and spots the 'Beggar Woman'. He then propositions her for sex. She obliges and they wander off into the nearby wood. She is described as 'game', because really to the man that is all she is...
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...ExpAQAPoetryClusters4Relationships_pp125-156_FINAL_Layout 1 28/05/2010 13:32 Page 125 Cluster 4 Relationships Different types of relationship are the focus of this cluster. Some poems, such as ‘Quickdraw’ and ‘Hour’, deal with the positive and/or negative emotions inherent in romantic relationships. Some deal with family relationships and the complex feelings that can be experienced by parents and children, or brothers and sisters, as in ‘Nettles’ and ‘Harmonium’ or ‘Brothers’ and ‘Sister Maude’ respectively. Some of the recurrent themes include conflict between couples, and the emotional vulnerability and pain that love can cause, whether it is between a father and his son or a couple at the start of a romantic love affair. When studying this cluster, it might be useful for students to focus on some of the following considerations: • What form of relationship is the focus of this poem? Is it a romantic or familial relationship? Is the poet drawing attention to any universal experiences as they portray this relationship in particular? • From whose perspective is the poem written? Is it first, second or third person address, and how does this affect meaning? Who does the poem address? Or is it about, rather than directed to, someone? Does the form of communication affect the meaning? Is the poet speaking directly, or does the poet use a persona to communicate their ideas? • Consider the mood / tone of the poem. Is it light-hearted or serious in tone? Is it making a serious...
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...Fighting for freedom PLEASE SEE LESSON ON PAGE 12 YOUTHLINK MAGAZINE | JANUARY 17-23, 2012 11 DEBBION HYMAN Contributor Major slave revolts yl:History OBJECTIVES At the end of the lesson, students should be able to: a) Identify the key figures in the Berbice (1763), Barbados (1816), Demerara (1823) and Jamaica (1831) revolts. b) Explain the causes of any three major slave revolts. c) Describe the nature and consequences of any three major slave revolts. BERBICE 1763 CAUSES a) Inhumane treatment by white personnel (such as managers, overseers, bookkeepers) of the enslaved population. b) Inadequate provisions for daily existences supplied on the estates – the enslaved population had meagre rations and whenever there were shortages they would be adversely affected. NATURE & CONSEQUENCES a) The revolt began on Plantation Magdalenburg on the Conje River on February 23, 1763. b) By March 1763, the revolt had spread to the Berbice River. The enslaved peoples were able to capture several plantations along the river and Coffy played an instrumental role in this area. c) Coffy committed suicide in May 1763 – the fight for freedom, however, still continued. d) The colony was controlled by blacks for 10 months, showing the active thrust by blacks to end the system of chattel slavery. John and St George. b) By April 15, 1816 there was the declaration of martial law - Bussa was killed during the fighting. More than 170 slaves were killed and more than 200 were excuted;...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Organization The overarching logic of the book is intuitive—organized around answers to the what, where, why, and how of international business. WHAT? Section one introduces what is international business and who has an interest in it. Students will sift through the globalization debate and understanding the impact of ethics on global businesses. Additionally, students will explore the evolution of international trade from past to present, with a focus on how firms and professionals can better understand today’s complex global business arena by understanding the impact of political and legal factors. The section concludes with a chapter on understanding how cultures are defined and the impact on business interactions and practices with tangible tips for negotiating across cultures. WHERE? Section two develops student knowledge about key facets of the global business environment and the key elements of trade and cooperation between nations and global organizations. Today, with increasing numbers of companies of all sizes operating internationally, no business or country can remain an island. Rather, the interconnections between countries, businesses, and institutions are inextricable. Even how we define the world is changing. No longer classified into simple and neat...
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