1. law, govt and politics
2. politics
3. elections

Epic & Myth Masterclass
To look at previous Questions
Identify trends & question types
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Epic & Myths ­ Question Types
Question Type ­ How questions
Identify, explain & demonstrate examples of the linguistic styles used
in Epic Poems like epithets.
Epithets are qualities attributed to people or places in the text like
"rosy­fingered" dawn or "great hearted" Alcinous
Because of the spoken nature of the poems; epithets are memory aids to help the poet and the audience . They help the poet recite & the listener
remember key places & people.
Focus on literary techniques (similes, metaphors, epic poem, epithet)
not simply on content. References to the similes to make precise comparisons
The examiners are looking for Analysis = How is the language use to create effect? e.g. reactions of characters, role of the Gods, descriptions of places, people & palaces.
Question Type ­ Describe ­ list the events, try for at least three examples
Question Type ­ Explain ­ refer to some of the key themes in the text like Xenia (the duty to be hospitable to guests)
Role of the Gods
Odysseus as a hero
Odysseus & his qualities of leadership 2
You must know the sequences within each book
you must be able to explain how Homer uses different techniques in his writing
• Similes so listeners can relate to experiences in their own lives suggests the brightness of the scene • · Use of colour and richness in the descriptions • ·use of metaphors to give animals/ ornaments human characteristics • · Use of epithets show grandeur • · Reaction of Odysseus helps the listener relate to the story • · Impressive natures of surrounding shown by detailed description
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Typical themes covered in the questions
Odysseus as a hero;
•
the role and characterisation of Odysseus, Calypso, Nausicaa, Alcinous, Arete, •
Polyphemus, the Cyclopes, Circe and Athene;
the Presentation of the Sirens, Scylla and Charybdis;
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the role of the gods;
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the role of women (to include Calypso and Circe as well as the mortal women);
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Xenia (the guest‐host relationship) in the Odyssey;
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civilisation and barbarism;
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Homer s narrative and descriptive techniques;
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Homer as a story‐teller and the idea of epic.
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Context Questions (5 marks each)
Usually in this order ‐
a)
‘What impression do you get of ….. in this passage?’ This might include discussion of the presentation of a character, theme or situation. ‐ A03 question (evaluation)
b)
‘Describe what happens when/after/before…’ ‐ A01 question (knowledge)
c)
‘Explain how (Athene helps Odysseus) / why (Odysseus’ crew want to leave) ‐ A02 question (understanding)
The (a) sub‐question should relate directly to the passage requiring analysis of it, whereas the (b) and (c) questions will take the passage as a starting point but require knowledge and understanding beyond it.
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2. Essays (30 marks)
Essay questions will usually take the format of either a quote followed by ‘How far do you agree with this…?’ or a ‘To what extent…’ or ‘How successfully…?’ types of question.
Each question includes 3 bullet points to guide candidates. These bullets are basically just an expansion of the question and a gentle nudge in the right direction. The last bullet is always left open to remind candidates that they can include anything else of relevance.
Sample Essay Questions ‐
Odysseus as hero ‐ Does Odysseus always appear heroic in the books you have read? Characters ‐ How does the depiction of Polyphemus add to the excitement of Book 9 of the Odyssey?
The gods ‐ How far do the gods and goddesses make the Odyssey exciting?
Women ‐ Are the female characters in the Odyssey more of a help or hindrance to Odysseus?
Xenia ‐ How far is xenia important in the books of the Odyssey that you have read?
Narrative technique ‐ Why is the Odyssey exciting?
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Answer the correct section!
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Question 1 type questions
a)
‘What impression do you get of ….. in this passage?’ This might include discussion of the presentation of a character, theme or situation. ‐ A03 question (evaluation)
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2012
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2011
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Mark schemes 2013
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Markschemes 2012
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Markscheme 2011
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Marksceme 2010
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Examiners Report 2013 What can we learn from the examiners reports for future examinations
The best answers consistently analysed passages properly and answered the precise question set. The (a) comprehension question tended to produce good answers when the question asked about a character. When (a) questions asked how a passage was interesting, answers which made several points and quoted ideas from the text scored most highly. For example, those who analysed individual points of comparisons in similes, rather than using the generic idea of them helping us to visualise the scene, gained more marks.
In (b) questions candidates did not always have the necessary knowledge when the question asked about what was said in a speech, as in 1(b) and 8(b). Candidates often guessed and there were inaccuracies as a result. Essays produced a wide variety of responses and approaches. Essays which answered the precise question set, with evaluation throughout, were the most successful. Some candidates clearly have expectations of what essays will occur, and there was a tendency from some to write a pre­prepared essay, rather than answer the question set. The best essays produced a two­sided discussion; finding some areas of agreement and disagreement with the question usually led to the best evaluation.
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Essays 2013
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Markscheme 2012
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Markscheme 2011
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Markscheme 2010
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Markscheme 2013
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Markscheme 2013
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Markscheme 2012
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Markscheme 2012
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Markscheme 2011
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Markscheme 2011
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Markscheme 2010
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markscheme 2010
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Essay 2013 Examiners Report
What can we learn from the examiners reports for future examinations
4 This essay produced a range of interesting responses. Many candidates showed a very fine knowledge of the events of the story. Instances of leadership, communication, bravery and arrogance were commonly discussed when Odysseus was with his men and, when alone, his despondency on Ogygia was well handled, as well as his conversation with Nausicaa. Many candidates used the passages printed for the comprehension for ideas. In small doses this is fine, but such an approach does not gain high marks for knowledge of the story if overdone. Candidates argued equally effectively for his behaviour in both halves. Those who preferred him on his own talked about his rhetorical skills, humility and the help he received from the gods enhancing his status. This latter point was also used by those who preferred him with his crew in viewing him as not doing enough on his own. When leading his men, Odysseus’ courage was admired, and care for his men on many occasions, as well as there being criticism for his despondency on the beach at Scherie. Some candidates needed to pay closer attention to the wording of the question. Many answers simply listed the good points of Odysseus and the bad points, and evaluation often revolved on whether he was admirable as a whole, rather than treating the two parts of the book separately. Equally, some candidates wrote an essay about whether Odysseus was a good leader. Candidates who kept coming back to the title throughout the essay performed better than those who tried to compare the two halves only at the end. This was a particular problem when candidates ran out of time. Some candidates also suffered by a lack of balance in the episodes under discussion, usually by saying a lot on his behaviour with his men, but little on his behaviour on his own. 37
Essay 2013 Examiners Report
5 This essay produced a series of interesting and well considered ideas. Most candidates showed a good knowledge of the text and offered a personal response. Common areas under discussion were the depiction of characters, plot, the role of the gods, and tension. Some candidates spent too long discussing why each of several characters was interesting, or why lots of different episodes were tense (usually saying that we don’t know what is going to happen during each part). Such responses did not often show a high level of understanding of what makes the story exciting and interesting. The best answers also discussed story­telling technique. There was good discussion about some of similes and epithets, although it was a pity that candidates often used the lion simile when Odysseus met Nausicaa and Hermes being called “giant­killer”, both of which had featured on the paper. Candidates will achieve more marks in AO1 by not relying heavily on material in the comprehension passages. Those who looked elsewhere had plenty to say about the similes in the scenes with Polyphemus. There was also good discussion of flashbacks, pace and violent imagery. Most candidates seemed to enjoy every aspect of the story choosing not to consider any ways in which the story was not constantly interesting and exciting. This was a valid viewpoint, although candidates should be aware that they are at liberty to express negative views on the text. It did feel at times that some responses often were a list of what candidates liked about the story. The best answers often considered ways in which the story might not be considered exciting or interesting. Popular ideas were the lack of action in books 6 and 7, the lack of tension in places, and some characters and people who are not portrayed in enough depth
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Essay practice
Planning
1. Highlight the buzz words in the essay question & refer back to these in each paragraph.
2. Make a list of the key points that you think are relevant to the question. If you are struggling to list 3 points or more (a rough guide) to both challenge & support the question, consider the other essay.
3. Group together your arguments into paragraphs those that are advantages & those that are disadvantages. Revisit your list of points; discard those points that are not needed merge the points that come under the same category in to one paragraph.
Introduction
4.Start your answer by covering the issues that you intend to cover demonstrating you have understood the question and how you intend to answer it by looking at evidence to both challenge & support the answer.
Paragraphs
5. For each argument give an example (knowledge)
6. Explain how each argument helps answer the question (understanding)
7. Draw conclusions throughout your answer make sure your answer to the question is clear; was it advantageous to have so many gods or not, express your opinion based on the evidence provided.(evaluation)
Conclusion
Make your response to the question clear. Highlight the most important reasons that you consider to have been the deciding factors and explain why. You can disagree or agree with the statement or suggest the evidence in equally weighted (a more difficult conclusion to reach)
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Lets have a look at one of the 2012 Essays
An epic poem is a long story
An epic is about a hero
An epic is having many adventures
An epic is about achieving one key goal
Odysseus not always the epic hero
Other Characters add an epic dimension
The hero has to overcome twists and turns
The role of the gods
Use of fantasy & magic
Themes of violence & love
The use of Epithets & Similes
Composition reflects epic poem tradition
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