English Language Non-Fiction text Flashcards
(30 cards)
Summery of Chinese Cinderella
Adiline Yen is living in a boarding school until she is called to her home, she does not know why she is being sent, thinking a relative died. She takes her chafer home who similarly has no idea why she is going. When she arrives home, she is sent to her father’s room, (the holiest of holies).
Her father explains to her she has won first place in a Internatinal Play writing competition held in London. She explains to her father how she won it.
Then she asks to go to England to study in university. Her father accepts but demands she studies medicine to become an obstetrics (the branch of medicine and surgery concerned with[childbirth]and[midwifery]
Structal features in Chinese Cinderella
‘’ Is this a giant ruse on his part to trick me,’’ Themes of interrogation → Questions herself/Feelings of unease
‘’How marvellous it was to simply be alive,’’ exclamatory mood → utterly thrilled (suggest her father’s opinion of her have great sway over her emotions→ Dominance of father)
’’ I waited in silence. I did not wish to contradict him,’’ direct sentence → presents fear. Consequences for disobeying father seem great.
Language features and quotes in Chinese Cinderella
- ‘Chinese Cinderella,’ Alliteration in C’s. Also metaphor suggest the story of Adiline Lin and Cinderella as being similar since there is connotations of neglect in both stories
- ,’defensively,’ Adverb → hostility - her outsider status
- ‘Holiest of Holies,’ Hyperbole → depicts Adiline’s feeling of insecrity (Feeling unwelcome). Metaphore → sacred place → her father is a highly authoritative figure.
- ,’Will,’ Modal verb → Strong sense of certainness → Revels his domaince
Summary of H is for Hawk
When a womans father dies she deicides to adopt a goshawk, she is told the hawk she is purchasing has the number ten on it. There lots of noise coming from the bird cage. They birdkeeper takes the bird out. the bird seems disarrayed.
The author begins to empathise with the hawk since it has never seen the outside world and begins to fall in love with it until she learns after checking the number it was the wrong bird
They then put the bird back in the box and the bird keeper took out the correct bird. After purchasing the bird, the lady asks if she could take the bird she first saw.
Structural features and quotes for H is for Hawk
,’Don’t want you going home with the wrong bird,’ - opening establishes importance of rules and regulations. Foreshadows future regret
,’In a strange coincidence of the world and deed a great flood of sunlight drenches us and everything is brilliance and fury,’ - hyperbole of Brillance and glory suggest author is becoming attached to the bird. Strange coincidence presents a connection to author and bird also foreshadows the end
,’Oh,’ one sentence paragraph → Intense disappointment + shock
,’There was a moment of total silence,’ Cliff hanger - Ends in note of tenson and desparation (we dont find out his answer)
Language features and quotes for H is for Hawk
’The air turned syrupy, slow, flecked with dust,’ tactile imagery → shows her intense emotions/excitement
‘angel/griffin,’ mythical, fantastical quality shows her admiration
‘Fizzing and fussing with terror,’ alliteration highlights birds vulnerability empathy → imagines birds’ perspective
,’It,’ pronoun shows detachment to hawk in contrast to the authors intense empathy and connection to it.
Summary of passage Danger of a single story
Adichie describes her begging reading at a young age, and only consuming western media. She thought books could only be about western things until she discovered Nigerian authors.
She had another single story where she believed her cleaning boy Fide could not achieve anything because he was so poor until when she visited there home and spotted a beatify decorated basket. Her perception of him completely changed
She later went to study in the US where she was treated as being a single story as people thought she was tribal. She later adopted an African identity which she did not have when she lived in Nigeria.
She then visited Mexico and was shocked when her believe of a single story of Mexico was broken
Summarise danger of single stories.
Structal features in H is for hawk
- ‘All my characters were white and blue eyed they played in the snow,’ /,’we didn’t have snow,’ - Contrasting list show conflict between her world and the world of her stories (doesnt capture reality of experience)
- ,’’Girls with skin the colour of chocolate,’ Metaphore shows the power and impact stories hold
- ,’’ I was startled,’’ Shows sense of emphases to her reaction of a single story breaking
- ,’’A place of beautiful landscape, fighting senseless war’s,’’ It separates the Nigeria we learned about in the beginning of the text to the single story most the world see’s
Language features and quotes in H is for Hawk
- ’Impressionable and vulnerable,’’ Emotive language → insidious nature of media → manipulative
- ,’’Beautiful pattern basket made of dyed raffla,’’ imagery of vivid colourful picture, contradicts idea of poverty
- ,’’No possiblity x3,’’ tricolon, harmful and deceptive stories create divison and tension → predjudce/ sense of segrigation.
- ,’’stories…,’ onematapia: rhythm which builds up to a conclusion
Summary of Passage to Africa
A journalist is in Somalia documenting the atrocities in the war in Somalia. He travels to the village of Gufgaduud to get pictures of the horrors to find the most striking picture he could find. He finds a one of a mothers two children had died on the floor of their hut. A old woman had a horrific gunshot wound on her shin and was decaying.
Then he sees a face he would never forget, a man runs by and smiles towards the journelist but he cannot decipher the meaning behind the smile. A journalist tells him it was a smile of embarrassment and the journalist is shocked
He explains how the smile breaks the unspoken agreement in journalism between the subject and the journalist. With that smile the subject imposed a question on the journalist. The man explains how he regrated never learning the mans name.
Structal features in Passage to Africa
’ i saw a thosand hungry, lean, scared and betrayed faces,’ asydetic listing → impersonal/ emphises on degrading horors of war
,’Like a ghost village,’ - simile foreshadows death and horror
,’I will never forget,’ - single sentence paragraph signals tone shift from distanced to a more introspective
,’It was not a smile of greeting, it was no smile of joy - how could it be?’ fragmented thoughts → unsure → interrogative mood, he is questioning himself expressing doubt.
Language features and quotes in Passage to Africa
,’Habiba had died, short sentence that is unemotional
,’as the same old stuff,’ colloquial language → dismisson, shallow indifsmive tone
‘ghoulsish,’ haunting, regative adjective, preying upon villagers
The explorers daughter summery
A woman who used to live in the artic as child describes a hunt for narwhal going on. She explains the rarity of the narwhale coming to the fjord. She than explains the importance of narwhale for the life and diet of the Innuit people.
The woman are described as being worried for the husbands who are hunting, buy somehow have a connection to the understanding their movements instictivly. She than describes the intelagance of the narwhale’s making them hard to catch
In a moment where a hunter shoots his harpoon at a narwhale her heart goes to a split descion where she wishes the narwhale to flee but at the same time the hunter to catch the narwhale.
Structal features and quotes from Passage to Africa
‘Narwhales where spotted again and this time very close,’ instantly suspenseful foreshadowing tension
‘dive, to live, to survive,’ → Sympathy for narwhale. She is torn/conflicted. Juxtaposition
‘So close and so brave,’ Sympathy for hunters. Conflicted. Juxtaposition
‘Hunting is a skill an absolute necessity in Thule,’ strong adjective ending: her ethical conflict is revealed. Decisive literal statement
Language features in Passage to Africa
P3 - encolpia, factual tone. Author is informed → persuasive
‘How can you possibly eat seal,’ cultrial diffrence. Shows her perspective
‘focusing,’ ,’clustered,’ ,’spinning around,’ verbs show exitment + tension
‘It was like watching a vast, waterborne game,’ → simile exitment + competitivness
Explorers or boys messing about summery
An explorer Steve Brooks and his friend Quiten Smith underwent a expedition to go from north pole to south pole on a helicopter. They later crashed on the shores of Chilie and were rescued by the Chilean naval patrol. A British ship the HMS endurance picked up the two British citizen. British taxpayers would have to pay for this emergency rescue
Structal features in Explorers or boys messing about
‘the Royal navy, the Raf and the British coastguards,’ Tricolon emphases the negative impact . Inconvidence
‘boys messing about,’ infantilize them. Irresponsible
Second to last paragraph: negative tone
Language features in explores or boys messing about
Guardian,’ → left wing newspaper
‘a new advanture undertaken,’ Sarcastic tone
‘A hostile enviroment,’ imagry of danger → poor judgment - arrogant
Between a rock and a hard place summery
A man is navigating through a cave and goes to a drop off. He steps on a rock to gain footing, but the rock is unable to support the man’s body weight
The rock lands on the mans hand after the fall and he is trapped
Structal features and quotes in Between a rock and a Hard place
- ’I come,’’ unusual for auto biography → present tense → feels more immiate → unflods there + then → dramatic unfolding
- Line 30 ‘’In slow motion,’ complex list. action - lots of things happing → dramatic action + hightend tension
- Line 52. Dense, multiclausal senteces speed up narative → dramatic moment
Language features in Between a rock and a hard place
‘’Clatostrophic,’’ adjective forshadoing danger as sense of stisling atomosphere. Suggest danger
‘’steming or chimineying,’ Presents author as being knowledgable and experianced/ responsiable for accident
‘’agony,’ emotive adverb
Line 53 → dynamic verb highlights effort x extersio → crtical moment
Young and dyslexic summery
Zephaniah describes his struggles with dyslexia in school. He explains how teacher were unable to teach him due to his disability and just passed him off as being plain stupid. He got expelled from many schools.
He began writing poetry and gained a following in the black community for his unusual writing style and creativity. At 21 he went to a education class to learn how to read and write
After this he wrote books, plays, poetry with him even being asked to become a professer in the university of Brundel. He explains that dyslexic people are capable of great things.
Structal features and quotes Young and dyslexic
’As a child i suffered,’’ emotive opening, imidatly draws reader in
‘’we are the architects/ designer,’’ anaphora → more positve microcosine
‘’no compassion, understanding, humanity,’ tricolan/anaphora → blames system not indiviual
Language features young and dyslexic
‘’the past is a diffrent kind of country,’’ singular metaphor greater distance → shift in thinking
‘’shut up. stupid boy,’’ direct spech - imperitive languge. Dismisive tone
’bloody non-dyslexics…. who do they think they are,’’ turns tables → suggest being dyslexic is perfecly normal. coliqual languge.
‘’dyslexia is nor a messure of intelligence,’’ factual assertive
Other important quotes and and ideas
