Part 2 Exploring Prose V Final

Edexcel AS English Literature
Edexcel English Literature

Part 2: Exploring Prose
Sue Dymoke Ian McMechan Mike Royston Jennifer Smith
Edexcel English Literature Consultant: Jen Greatrex
STUDENT BOOK
STUDENT BOOK
STUDENT BOOK
CVR_ELIT_SB_AS_2482_CVR.indd 1 8/5/08 15:38:39

Edexcel English Literature
Part 2: Exploring Prose
Sue Dymoke Ian McMechan Mike Royston Jennifer Smith
STUDENT BOOK
Contributors: Barbara Bleiman and Lucy Webster

of the English and Media Centre
Consultant: Jen Greatrex

Part 2 Exploring prose
This part of the book helps you develop your skills in reading and analysing prose
Contents
1 Introduction: What is a narrative? 4 .
Different types of narrative: genre 5
3 Exploring narrative openings 7
4 Modes of telling: narrative voice and point of view 4
5 Dialogue and voices 15
6 Narrative structure 18
7 Symbols and motifs 23
8 Prose style 25
9 Methods of characterisation 28
10 The presentation of themes 31
Contents 3
1 Introduction: what is a narrative?
The following sections develop your understanding of the main features of narrative and the
techniques that writers of narratives use to tell their stories.
We hear and tell stories all the time, in all aspects of our lives, from dreams and jokes to
anecdotes and novels. Stories help us to see and interpret the world.
In everyday use, the two terms ‘story’ and ‘narrative’ are usually used interchangeably, but some
critics define them slightly differently. They say that:
• a story is what happens and who it happens to (plot and character)
• a narrative is the story plus the telling of it – all the things that go into bringing the story to life
for a listener or reader.
Key terms Studying narrative means studying not only what happens and to whom, but also all the ways in
narrative which the teller (in this case the writer rather than a speaker) creates the story and the reader
story responds to it.
The critic Roland Barthes has said:
… narrative is present in myth, legend, fable, tale, novella, epic, history, tragedy, drama,
comedy, mime, painting … stained-glass windows, cinema, comics, news items, conversation.
Moreover, under this almost infinite diversity of forms, narrative is present in every age, in
every place, in every society; it begins with the very history of mankind and there nowhere is
nor has been a people without narrative.
Activity 1 1 Write down four or five examples of stories you have read, heard or watched over the past 24
hours.
2 Annotate each of your examples with anything you can say about how it was told, by whom
and in what context.
3 Share your list with someone else and compare your findings about the range of stories you
come across or tell in a typical day, and the ways they are told.
Activity 2
1 What makes a narrative a narrative? Here are four short texts. For each one decide:
a whether you think it is or is not part of a narrative
b what it is about the extract that helped you to decide.
Text A: Text B:
Earl Ober was between jobs as a salesman. But Doreen his And so I’m like, ‘How could you do that to him?’ and
wife, had gone to work nights as a waitress at a twenty- she’s like, ‘Well he did the same to me, so he deserved
four-hour coffee shop at the edge of town. One night, everything he got,’ and I’m like, ‘Well no wonder he
when he was drinking, Earl decided to stop by the coffee decided to leave you.’ And we haven’t talked to each other
shop and have something to eat. since.
4 Part 2 Exploring prose
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Text C: Text D:
Humpty Dumpty sat on a wall, I wouldn’t go today if I were you. The sales are on,
there’ll be masses of people and the car parks’ll be full. I’d
Humpty Dumpty had a great fall,
leave it till a bit later in the week when it’s less crowded.
All the king’s horses and all the king’s men I’m sure there’ll still be some good bargains.
Couldn’t put Humpty together again.
2 Using the texts above to help you, talk about which of the following ingredients you think are
essential in a narrative (E); which are sometimes found in narratives, but are not essential (S); Take it further
and which are never found in a narrative (N). Against each ingredient, put a label (E), (S)
or (N). Choose three or four
tiny fragments of
a a teller your own from fiction
b more than one event or non-fiction texts.
Do any of your non-
c one thing leading to another (cause and effect) fiction examples show
d a moral or message narrative features?
What does this tell
e people you about how non-
f things taking place in time (a sense of time passing) fiction writers can use
narrative techniques
g description of places to engage the reader?
h everything is told in the past tense Present your examples
to other people in your
i events are seen through one person’s eyes
class, describing and
j a beginning, a middle and an end analysing the features
of narrative that you
3 Is there any other ingredient, not on the list, which you think can also be essential or typical of
have identified.
a narrative? If so, add it to the list and mark it with E or S.
4 Come back to this list after working on narratives for a while to see if your views have
changed at all.
2 Different types of narrative: genre

A genre is a type of writing. Within the big genre that we call narrative, there are sub-sets such
as the novel or the short story, which are also called genres. Within these sub-sets, there are
further kinds of writing that, perhaps unhelpfully, are also called genres (eg horror or romance)
and even within these, there are further divisions. For instance, there are several different genres
of detective fiction (country house, hard-boiled and so on). Below is a chart showing just some of
the sub-genres within the big genre of narrative.
Romance
Thriller
Fable
Anecdote
Detective/
Whodunnit Sci-fi
Fairytale
Spoken narrative
Novel Short story
Spy Ballad
Written narrative Mini-saga
Ballad Autobiography
1 Introduction: what is a narrative? 5
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What makes a genre?
Each genre has its own conventions, in other words typical features. Each sub-genre has its own
conventions too. A reader either knows in advance what genre they are reading or listening to,
or works this out while reading, by recognising the conventions. A reader has expectations about
what the narrative in a particular genre will be like. The writer can choose to:
• fulfil these expectations
• extend these expectations by developing and changing the conventions
• challenge these expectations by rejecting the conventions
Key terms
• mix up genre conventions and generic features, in a playful or experimental way.
genre
conventions
sub-genre
generic features
Activity 3 1 Read these two lists of generic features and see if you can match each one to a genre.
A B
• a very short story • a woman is in search of love
• generalised characters or types, often without a name (eg • a possible object of her desire appears (not always
a young girl, an old man, an animal) obviously suitable)
• generalised, often rural setting (eg an unnamed village, a • an obstacle is placed in the way
forest) (misunderstandings, a competitor or another
• language that is not everyday, but has a more ‘noble’ problem)
flavour • the obstacle persists and becomes more
• a strong metaphorical element complicated
• ends with a strong moral, often made absolutely explicit in • it looks as if it is all going to end badly
the last sentence (eg ‘And so …’) • finally the obstacle is overcome
2 From your own knowledge, make a list of the conventions of one of the other written genres
in the diagram above. (Depending on the genre, you could use your knowledge of film to
help you, since some of the generic features are the same in books and films of the same
genre.)
3 Share ideas with other students looking at the same genre and debate the conventions.
Create a final, clear list of what you consider to be the most important conventions of
that genre.
Identifying genres
Activity 4 The text on page 7

follows many of the conventions of its genre.
1 Read the text and identify the genre.
2 Explore what made you come to your decision by talking about the features you notic
3 Compare your decisions with those of other students.
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Below the grill there was an iron knocker. I hammered on it. ‘Mr Lavery?’
Nothing happened. I pushed the bell at the side of the He said he was Mr Lavery and what about it. I poked
door and heard it ring inside not very far off and waited 20 a card through the grill. A large brown hand took the card.
and nothing happened. I worked on the knocker again. Still The bright brown eyes came back and the voice said: ‘So
5 nothing. I went back up the walk and along to the garage sorry. Not needing any detectives today please.’
and lifted the door far enough to see the car with white side- ‘I’m working for Derace Kingsley.’
walled tyres was inside. I went back to the front door. ‘The hell with both of you,’ he said, and banged the
A neat black Cadillac coupé came out of the garage 25 judas window.
across the way, backed, turned and came along past I leaned on the bell beside the door and got a cigarette
10 Lavery’s house, slowed, and a thin man in dark glasses out with my free hand and had just struck the match on
looked at me sharply, as if I hadn’t any business to be there. the woodwork beside the door when it was yanked open
I gave him my steely glare and he went on his way. and a big guy in bathing trunks, beach sandals and a white
I went down Lavery’s walk again and did some more 30 terrycloth bathing robe started to come out at me.
hammering on his knocker. This time I got results. The I took my thumb off the bell and grinned at him.
15 judas window opened and I was looking at a handsome ‘What’s the matter?’ I asked him. ‘Scared?’
bright-eyed number through the bars of the grill. ‘Ring that bell again,’ he said, ‘and I’ll throw you clear
‘You make a hell of a lot of noise,’ a voice said. across the street.’
Take it further Preparing for the exam

Choose one genre of narrative that interests you. Find three or Can you defi ne the genre of your texts? Does the
four examples of texts in that genre. (Some bookshops or libraries writer of your text draw on a range of genres, use
organise their books in terms of genre.) Read just the opening generic conventions, challenge them or
pages of each one and note down how your expectations of the deliberately play with your expectations? Does
genre are fulfilled, extended or challenged. You could do this your reading of both texts make you think about
individually or as a small group activity and present your findings to the genre of each text in a new way?
the rest of the class.
3 Exploring narrative openings

The beginning of a novel can be a vital way of setting up aspects of what is to follow, such as
what the narrative is about, who the characters are, where the story is set and who is telling the
story. It is the way that writers hook their readers and draw them into the world of their novel.
The writer sets up a kind of ‘contract’ with the reader about what to expect – ‘if you come on this
reading journey with me you’re going to have this kind or that kind of experience’. Narratives in
a genre such as thriller, romance or detective fiction, often make the reader aware particularly
clearly, right from the start, what type of story or genre they are reading.
1 Explore the five openings from novels on page 8. They are written in very different styles and
Activity 5 told in a range of different ways. Fill in a copy of the chart below using a star-rating system to
show your first responses (* = not really, ** = quite a lot, *** = very much).
A B C D E
The opening focuses on the setting.
We get a strong sense of what the characters are like.
The narrator tells you a lot about him or herself.
You’re dropped right into the middle of the story.
The opening makes us aware of the genre of the novel.
The opening makes you want to read on.
2 Different types of narrative: genre 7
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William Boyd
Text A: From Restless by
was being
When I was a child and
d generally Text B: From The God
fractious and contrary an of Small Things by Arundh
ther used ati Roy
behaving badly, my mo May in Ayemenem is a
: ‘One day hot, brooding month. Th
to rebuke me by saying d humid. The river shrink e days are long and
will come and kill me an s and black crows gorge
5 someone in still, dustgreen trees. on bright mangoes
‘T he y’ll appear Red bananas ripen. Jac
then you’ll be sorry’; or, ay
bluebottles hum vacuou kfruits burst. Dissolute
me aw sly in the fruity air. Then
out of the blue and whisk 5 against clear window they stun themselves
uld you like tha t?’ or, ‘You’ll panes and die, fatly baffl
ed in the sun.
– how wo The nights are clear bu
d l be gone.
I’l t suffused with sloth an
wake up one morning an But by early June the sou d sullen expectation.
10 Disappe
ared. You wait and see.’ three months of wind an
th-west monsoon break
s and there are
d water with short spells
sunshine that thrilled ch of sharp, glittering
ildren snatch to play wi
10 turns an immodest gre th. The countryside
en. Boundaries blur as
and bloom. tap ioca fences take root
Text C: From Th
e Road by Corm
ac McCarthy
When he woke
in the woods in
cold of the nigh the dark and th
5 t he’d reach ou e
sleeping beside t to touch the ch
him. Nights da ild
and the days m rk beyond dark Robinson
gone before. Lik
ore grey each on
e than what had
ness
H ou seke epin g by Marilynne
e the onset of so Text D: From ,
y younger sister
dimming away
the world. His
me cold glauco
ma m e is R ut h. I grew up with m r, M rs.
softly with each hand rose and fe My na andmothe
ll e care of my gr
precious breath Lucille, under th her sisters-in-
10
the plastic tarp . He pushed aw hen she di , of
ed
aulin and raised ay , an d w
himself in the Sylvia Fo st er d when they
stinking robes
and blankets an an d Nona Foster, an l
d looked towar law, M isse s L ily sher. Through al
east for any lig
ht but there was d the he r da ug ht er, Mrs. Sylvia Fi e ho us e, m y
none. 5 fled, of elders we lived
in on
ge ne ratio ns of husb and,
these her by her
house, built for
grandmother’s of the railroad, who
, an employee
Edm un d Fo st er tered it. It was he
d th is w or ld years before I en
escape unlikely place.
10 who pu
t us down in this
Text E: From The Spy Who Came in from the Cold by John Le Carré
The American handed Leamas another cup of coffee and said, ‘Why don’t you go back to sleep? We can ring you if he shows up.’
Leamas said nothing, just stared through the window of the checkpoint, along the empty street.
‘You can’t wait for ever, sir. Maybe he’ll come some other time. We can have the polizei contact the Agency: you can be back
here in twenty minutes.’
5 ‘No,’ said Leamas, ‘it’s nearly dark now.’
‘But you can’t wait for ever; he’s nine hours over schedule.’
‘If you want to go, go. You’ve been very good,’ Leamas added. ‘I’ll tell Kramer you’ve been damn’ good.’
‘But how long will you wait?’
‘Until he comes.’
Preparing for the exam

Explore the openings of your texts, using what you have learned to analyse the writers’
intentions, the techniques used and the impact on the reader. You could do this
before reading your second text, so that right from the start you’re thinking about it in
relation to your first text.
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Developing your analysis further
Activity 6 Key terms

narrator
The writer Blake Morrison has tried to analyse novel openings by categorising them in different
prologue
ways. Here is a summary of his categories:
framing device
• the plunge – launching you right into the middle narrative voice
• the shocker – a big surprise or outrageous idea
• the intriguing narrator – you want to know more about the person (or animal) telling the story
• the epigram – a neat little phrase summing up an idea that will be important in the book
• the promise – telling the reader what they will be getting
• the omen – a warning of bad things to come
• the particulars – pinning down all the details, as if for a news report
• the self-referral – the narrator introduces him/herself.
1 Look at the five novel openings on page 8 again and decide which of Morrison’s categories
(if any) best fits each opening. You can choose more than one category, if that seems
appropriate, or add a category of your own, if you prefer.
2 Choose the opening you like best. Write a short statement about the opening in which you
explain:
• how it grabs you as a reader
• what it focuses on (characters, setting, introducing the narrator or anything else)
• what sort of ‘contract’ you think it is setting up with the reader (eg ‘it is saying if you read on
you will find a novel that is …’).
3 Using what you have learned, write one or two openings of your own, experimenting with
different ways into a narrative. You could use a myth or legend or a film you have seen recently
to provide you with the storyline itself, to allow you to concentrate on the way you tell it.
4 Read one of your openings to other people in the class, explaining what you were trying to do.
Take it further
• Find one other example of a novel opening that you think is particularly effective and quite different to the ones you have
looked at so far. Share it with the rest of the class and explain how and why you think it works particularly well.
• Think about the effects of other strategies for starting a novel, such as epigrams (short quotations at the start), prologues
(introductory passages) or framing devices (putting the main narrative inside another ‘framing’ one). Frames often
introduce a character who will narrate the main story, giving the circumstances of how they first heard the story).
• Compare endings as well. You could create your own categories for types of endings, along the same lines as Blake
Morrison’s list. Perhaps your starting point could be to brainstorm the endings of books or films that you have particularly
liked, which you then try to categorise.
4 Modes of telling: narrative voice and point of view

At GCSE you may well have come across the terms ‘fi rst’, ‘second’ and ‘third person narrative
voice’, to describe the way a novel or short story is told. At this level, you need to look at this in
a more detailed way, exploring the subtleties of how writers use narrative voice.
Finding out more

Some descriptions of different kinds of narrative voice are given on page 10. Don’t worry about
absorbing all the information at this stage. The activity that follows will allow you to make use of,
and become familiar with, these ideas.
Exploring narrative
2 Exploring
openings
prose 55
9
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Key terms First person narrative
first person narrative Narratives told in the first person are written in the voice of a character in the narrative, as if
unreliable narrator
they are saying, ‘This happened to me. I am telling you this story.’
stream of consciousness First person narrators can be very different, from the narrator who introduces themselves
third person narrative at the beginning as the person telling a story in which they are not involved and then almost
disappears from view, to the narrator whose life is at the heart of the story.
ominiscient third person
narrator Some first person narrators are described as unreliable narrators, because the writer
point of view deliberately introduces an element of doubt as to the trustworthiness of their account
over-the-shoulder
of things. This makes the act of reading the story more complex, as the reader is not only
narration following the twists and turns of the plot and getting to grips with themes and characters, but
is also having to question the narrator and their judgement on everything that is presented.
free indirect style
tag Stream of consciousness is a form of first person narration, where the writer, through the
narrator, tries to suggest the spontaneous outpouring of thoughts and feelings. It is as if the
second person narrative
reader has direct access to the inner workings of the narrator’s mind. Occasionally a ‘stream of
consciousness’ style can also be used in a third person narrative voice.
Third person narrative

Third person narrators are not characters in the story. A third person narrative says, ‘He
did this’ or ‘She went there.’ Conventionally, third person narration is thought to be more
distanced and neutral than first person narration, but in fact there are different kinds of third
person voice, as summarised below.
The omniscient third person narrator is a god-like, all-knowing narrator, who does not
draw attention to him or herself and is able to tell you the thoughts and feelings of all of
the characters, although often the story focuses on the point of view of just one or two
characters. This is sometimes described as over-the-shoulder narration (see the comments
on point of view, page 12). Omniscient third person narration is often regarded by readers as
the author’s voice, although as a student of literature you should try to keep the two separate
in your discussion of the text. In some such narratives, the author’s voice seems to be more
explicit and obvious than in others.
In free indirect style the third person narrative voice shifts into something more like the
thoughts and feelings of a character, expressed directly. It can be identified partly by a
difference in the use of tags (how writers introduce or follow up direct speech, indicating
who said it), for example: ‘ “Why didn’t she accept the flowers?” thought James, feeling
rebuffed by her rejection’, in free indirect style might simply say: ‘Why didn’t she accept
the flowers? This was clearly a rebuff.’ The difference in the second example is that James’s
feelings are presented without the distancing of the narrator telling us that these are James’s
thoughts rather than the narrator’s account of it.
Free indirect style is especially clear where the reader knows that what is being said definitely
is not what the third person narrator believes. In the example above, the narrator may have
already made it clear to the reader that the girl suffers from a severe allergy to pollen, in which
case the reader knows that James’s feelings of rejection are not shared by the narrator. Many
third person narratives slip in and out of the more detached style and free indirect style.
Second person narrative

Second person narrative is a form of narration where the reader is addressed as ‘you’. It is
quite rare for narratives to use it at all, but extremely rare to find it is used for a whole book, as
it is really hard to maintain and equally hard to read.
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1 Below is a well-known ‘story’. Read the five re-tellings of it that follow. Read each one aloud to
Activity 7 get a sense of the voice in which the story is told.
2 Using the information on narrative voice, discuss which kind of narrative voice would best
describe each re-telling. (You may find that it is not always clear-cut and you should debate
the reasons for choosing one or other description.)
3 Think of another nursery rhyme, fairytale or traditional story (eg Jack and Jill, Cinderella,
Anansi). Write a short section of the story, just a paragraph or so, choosing what kind of
narrative voice you’re going to use.
4 As a class, read aloud your writing to see if other people can identify the story and the kind of
narrative voice you chose to use.
Re-telling B
Hey diddle diddle,
The cat and the fiddle, The cat padded quietly towards the
The cow jumped over the moon. drawing room and slunk in. There sitti
ng
The little dog laughed to see such fun on a chair was the precious wooden
And the dish ran away with the spoon. instrument belonging to her mistress
.
5 With one spring she was up on the
upholstered seat. She snuggled up into
its soft curves. Light was fading fast
.
Blinking, she let her green eyes focu
Re-telling A s
on the window and on the outline of
– everything topsy turvy. And
It’s been crazy around here all week 10 the crescent moon. The cow was out
ling down, Mogsy takes it into her
just when I thought things were sett again tonight, leaping skywards, while
, the silly old cow from the upper
head that she wants to be a musician the farmer absent-mindedly cleaned
ss and fields and wants to be
field decides she’s had enough of gra out the shed. In the distance she
his bark and gets a fit of the
a high jump champion and Fido forgets heard the sound of laughter, the hoar
se
enough’s enough. We team up
giggles. So me and the dish decide that
5 15 barking cackle of the farmer’s dog.
to make a new life for ourselves
together, pack our bags and off we go And from the kitchen came the clat
ter
we can raise a whole family of
somewhere a bit more chilled out, where of cutlery, as her mistress washed up
t!
crockery and cutlery in peace and quie after dinner, searching for that last
spoon and the little dish that always
20 seemed to go astray.
Re-telling C
The cow was bored. Why was
it always the
same? Munch grass all day, swi
sh off the flies Re-telling D
with your tail, squelch about in the air, my
a muddy field, a cold chill in
plod home to the dairy. Life was Dark sky and nner. No
n’t much fun, ugh and no di
5 not if you were Daisy of Du fur damp thro er! With all
nberry Farm. rgot my dinn
Not even a nice bit of romanc dinner! They fo w an d a silly
e to spice things a stupid co
up. Just a lonely return to the that fuss over pu t ou t m y dinner.
barn and the ol d sp oo n they didn’t us l time
ua
endless dark night on her own 5
kitchen at the
. She had had I went to the d now I’m
enough. And seeing those lucky asn’t there. An
birds flying up but the dish w rg et me like
10 and free in the trees she decided Ho w dare they fo
to make her hu ng ry . n my claws
break for freedom. Why not give l go and sharpe
it a try? And that? I think I’l ddle. A few go
od
that moon looked so very invi
ting. on th ei r stupid old fi Th at ’ll te ach
10 bit of a kick.
scratches and ’t fo rg et m y
em a le ss on ! They won
th
in a hurry.
dinner again
Re-telling E
You may not believe me. That’s up to you. But I definitely saw a pure white cow jumping over the moon, that’s
one hundred percent certain. I hadn’t been drinking that night, I can assure you. The cat can vouch for me, and
the dog as well. I’ll kick him good and hard if he doesn’t! Ok, perhaps I had a little drink but there certainly were
strange goings on. It wasn’t me imagining it. That stupid mutt really was playing the fiddle, the cow was up there
5 frolicking in the sky and the silly cat was sat there laughing her head off. That much I can promise was true.
4 Modes of telling: narrative voice and point of view 11
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Preparing for the
Point of view
exam Point of view is closely linked to, but not the same as, narrative voice. It is about ‘whose eyes events
are seen through.’ For example, you could have a third person narrative voice where the events of
The examiners will the novel are mainly seen through the eyes of one particular character. The person whose point
be looking for a more of view dominates is sometimes called the focaliser. The events of the narrative are focalised
precise comment than through that character.
just first, second or third Even in a first person narrative, writers can introduce other points of view through devices like:
person. They will also
want you to talk about • letters
the effect of the choices • chapters written in another voice
made by the writer. • whole sections written in different voices
• a narrative introduced by someone who first tells their own story (a frame)
• documents before or after the main narrative, such as prologues, appendices or epilogues.
These devices can help to overcome the limitations of first person narratives, in only offering a
single perspective.
Look back at the re-tellings of ‘Hey diddle diddle’ on page 11, as well as your own telling of a
Activity 8 nursery rhyme. Decide from whose point of view each one is told. Is the point of view always the
same as that of the narrator?
1 Read the four extracts from novels below.

Activity 9
Text A: From Captain Corelli’s Mandolin by Louis de Bernières
That evening the captain noticed an exquisitely embroidered waistcoat hanging over the
back of a chair in the kitchen. He picked it up and held it against the light; the velvet
was richly scarlet, and the satin lining was sewn in with tiny conscientious threads that
looked as though they could only have been done by the fingers of a diminutive sylph.
5 In gold and yellow thread he saw languid flowers, soaring eagles, and leaping fish. He
ran his finger over the embroidery and felt the density of the designs. He closed his eyes
and realised that each figure recapitulated in relief the curves of the creature it portrayed.
Pelagia came in and caught him. She felt a rush of embarrassment, perhaps because
she did not want him to know why she had made the article, perhaps because she
10 had been rendered ashamed of its imperfections. He opened his eyes and held out the
waistcoat to her. ‘This is so beautiful,’ he said…
Text B: From Mrs Dalloway by Virginia Woolf

Mrs Dalloway said she would buy the flowers herself.
For Lucy had her work cut out for her. The doors would be taken off their hinges; Rumpelmayer’s men
were coming. And then, thought Clarissa Dalloway, what a morning – fresh as if issued to children on a beach.
What a lark! What a plunge! For so it has always seemed to her when, with a little squeak of the hinges,
5 which she could hear now, she had burst open the French windows and plunged at Bourton into the open air.
How fresh, how calm, stiller than this of course, the air was in the early morning; like the flap of a wave;
the kiss of a wave, chill and sharp and yet (for a girl of eighteen as she then was) solemn, feeling as she did,
standing there at the open window, that something awful was about to happen; looking at the flowers, at the
trees with the smoke winding off them and the rooks rising, falling; standing and looking until Peter Walsh
10 said, ‘Musing among the vegetables?’ – was that it? – ‘I prefer men to cauliflowers’ – was that it? He must
have said it at breakfast one morning when she had gone out on to the terrace – Peter Walsh. He would be
back from India one of these days, June or July, she forgot which, for his letters were awfully dull; it was his
sayings one remembered; his eyes, his pocket-knife, his smile, his grumpiness and, when millions of things
had utterly vanished – how strange it was! – a few sayings like this about cabbages.
M01B_ELIT_SB_2482_U01B.indd 58 22/5/08 13:30:54

by Mark Haddon
Text C: From The Curious Incident of the Dog in the Night Time
I think I would make a very good astronaut.
ent. You also have
To be a good astronaut you have to be intelligent and I’m intellig
how machines work.
to understand how machines work and I’m good at understanding
in a tiny spacecraft
You also have to be someone who would like being on their own
earth and not panic or
5 thousands and thousands of miles away from the surface of the
spaces, so long as there
get claustrophobia or homesick or insane. And I like really little
my own I get into the
is no one else in them with me. Sometimes when I want to be on
pull the door closed
airing cupboard in the bathroom and slide in beside the boiler and
calm.
behind me and sit there and think for hours and it makes me feel
an astrona ut on my own, or have my own part of the
10 So I would have to be
spacecraft which no one else could come into.
raft so that would be
And also there are no yellow things or brown things in a spacec
OK, too.
but we would do
And I would have to talk to other people from Mission Control,
be like real people who
15 that through a radio link-up and a TV monitor so they wouldn’t
are strangers, but it would be like playing a computer game.
lots of things I
Also I wouldn’t be homesick at all because I’d be surrounded by
like, which are machines and computers and outer space.
Text D: From The Sea by John Banville

Bun, I began to see, was far more sly and astute than I would at
first have given her
credit for. One is inclined to imagine that people who are fat must
also be stupid. This
fat person, however, had taken the measure of me, and, I was convin
ced, saw me clearly
for what I was, in all my essentials. And what was it that she saw?
In my life it never
5 troubled me to be kept by a rich, or richish, wife. I was born to be
a dilettante, all that
was lacking was the means, until I met Anna. Nor am I concerned
particularly about the
provenance of Anna’s money, which was first Charlie Weiss’s and
is now mine, or how
much or what kind of heavy machinery Charlie had to buy and sell
in the making of it.
What is money, after all? Almost nothing, when one has a sufficiency
of it. So why was
10 I squirming like this under Bun’s veiled but knowing, irresistible
scrutiny?
But come now, Max, come now. I will not deny it. I was always
ashamed of my
origins, and even still it requires only an arch glance or a condes
cending word from the
likes of Bun to set me quivering inwardly in indignation and hot
resentment. From the
start I was bent on bettering myself.
2 Use what you have learned to identify broadly what kind of narrative voice is used (first,
second, third, omniscient, free indirect style and so on).
3 Explore each voice in more detail. For instance, is it the voice of a detached observer, is it
intimate and close up, does it sound like the voice of the character speaking to the reader,
perhaps using second person address, or does it sound like the thoughts of the character
pouring out?
4 Use the list of prompts below to help you explore how the writer has created this voice:
• sentence length and structure
• what kinds of words are chosen (lexis)
• formality or informality
• how structured or unstructured it seems as a whole.
5 Now think about point of view. Is it clear whose point of view you are given? Is there a single
point of view? Does there ever seem to be a gap between the narrator’s point of view and Key terms
that of the writer?
focaliser
6
epilogue
4 Modes of telling: narrative voice2and

Exploring
point ofprose
view 13
59
This activity in creative writing will take your thinking further.
Activity 10
1 Individually, pick one of the extracts from Activity 9 and rewrite the first four or five sentences
using a different kind of narrative voice, to see what difference this makes.
2 Read your changed versions aloud and talk about the impact of the changes. Talk about what
this adds to your understanding of the voice and point of view in the original.
1 Read the commentary on Extract D below. Share what you notice about what has been
Activity 11 included. Annotate a copy of the commentary to show:
• which features of narrative voice and point of view the writer of the commentary
has identified
• whether and where the writer has explored the effect of these features or merely
noticed them
• how well the writer has used evidence from the text
• anything extra that you think would be worth saying, or that you disagree with.
2 Write a commentary of your own on the use of narrative voice in one of the other extracts on
pages 12–13.
3 Swap commentaries with other people in the class who have chosen the same extract to see
how they have approached it.
Extract D commentary
This is a first person narrative, in which the narrator remembers
events in his life and reflects on his own behaviour, explaining to
himself (and the reader) his motivation and trying to justify his
actions. Aspects of the language give the flavour of him talking
to himself (for example occasional informal expressions such as
‘rich, or richish‛) but it is organised thoughts rather than stream
of consciousness. The repeated questions, addressed to himself
suggest thoughts, for instance, ‘And what was it that she saw?‛ ‘But
come now, Max, come now‛ is speech-like and suggests inner conflict
as he tries to be honest with himself. Generally the lexis is formal
and precise – the writer uses words such as ‘astute‛, ‘essentials‛,
‘dilettante‛, ‘provenance‛, ‘indignation‛ and so on, which suggest to the
reader a particular kind of man, well-educated and used to reflection.
However, this is strongly contrasted with his crude description of
Bun as ‘This fat person‛. There is a bluntness about this that perhaps
makes us wonder about the narrator. It creates a gap between what
the reader (and perhaps the author?) thinks and the narrator‛s own
view of himself. Although the point of view is the narrator‛s, we don‛t
always share it.
By the end of the extract the narrator seems to have come full
circle. From feeling hostility towards Bun and resisting her view of
him, he ends up admitting to himself that he was always ‘bent on
bettering myself.‛

Open your text at a random page. See what you can say about the use of narrative voice
on that page, using everything you have learned in this section. Present your findings to
the rest of the group, either as an oral presentation or as a written presentation for display
on the wall.
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5 Dialogue and voices
Narrative voice is the voice chosen to tell the story. Within most narratives there is also a range
of other voices, usually presented to the reader through dialogue. The narrative voice (or Key terms
occasionally voices) and the voices of characters in dialogue are often given their own unique
dialogue
styles of speech. The way someone speaks is used to reveal their character to us.
formality/informality
Writers can use a range of techniques to convey individual voices: utterance
• the rhythm of their speech Standard English
• the level or degree of formality or informality dialect
• repeated expressions and favourite phrases Received Pronunciation
• individual or unusual ways of speaking
• the length of their utterances
• their use of Standard English, dialect, Received Pronunciation or another accent
• signals of politeness or impoliteness (eg commands, abruptness and so on)
• indications of tone (eg using italics to show emphasis, dashes or exclamation marks)
• the use of tags (the way their speech is described by the writer in introducing their speech
directly, eg ‘she said, langorously’ or ‘he barked in his usual stentorian tone of voice’)
• the way the speech is laid out on the page.
Activity 12
In this activity you will be writing a very short dialogue for three characters, to explore how writers
can use dialogue to develop their characters. Below are eight thumbnail sketches for characters,
which are deliberately exaggerated to allow you to quickly give an impression of what they are
like through their speech.
1 Choose three characters from the thumbnails and write one or two lines of dialogue for each
one, deciding how you are going to introduce their words as well as what they say. Try to give
a flavour of each character in their speech. Don’t use their names to give away who they are!
Here is one example to get you started. Which character do you think it is? Ivan Markovic
His voice trembled slightly. ‘Er…I’m so…so very sorry but would you mind telling me A rich Russian
where I’m supposed to be?’ businessman living
in London, who has
2 Read your bits of dialogue out to a partner and see if they can guess who they are from the decided to bid to take
dialogue and/or the way you have introduced them. over a Premiership
football team.
Salima Ahmed
Colonel Blinkhorn s, with
A young wannabe actres
d to
An English army man in his attitude, who is determine
80s, who now lives alone make it whatever it takes.
in a large house with his Lorna Lewis
housekeeper.
A dinner lady, who runs the
Timmy Dodds
canteen at a primary school
A cheeky 15-year-old boy, and likes to rule the roost.
who is frequently in trouble
with his teachers.
Emma Macdonald
A housewife, living in Davina Lloyd-Smith
Glasgow, who works hard at
Michael Maloney A young woman in her 20s,
bringing up her three lively
brought up in a stately home
daughters. A timid young man, who has just in Kent, who enjoys partying
started his first job working in with the sons and daughters
an office, alongside a boisterous of lords and dukes.
group of other workers.
M01B_ELIT_SB_2482_U01B.indd 61 22/5/08 13:31:00

Analysing dialogue in a novel extract
1 Read the extract below from Small Island by Andrea Levy, which has been partially annotated
Activity 13 to show how the author has conveyed the voices.
2 Add to the annotations, using the bullet points on page 15 to help you explore the
techniques and their effects.
The writer signals

Celia’s shock with ‘Well, hello again,’ this man said – not to Celia but to me.
her use of an Celia, confused, almost squeaked, ‘You have met before?’
adjective, ‘confused’ I heard a plain voice – no lilting baritone – when the man said, ‘This is the woman
and a precise verb who likes to put pawpaw on her foot.’
‘squeaked’. 5 I protested, ‘I do not. I accidentally step in the fruit,’ while Celia’s eyes were fixed on
me for an explanation.
But this man just kept on jabbering. ‘You step in it? Let me tell you, Celia, about this
Sentence grammar woman. But wait, this woman is not the friend you tell me of?’
indicates an Afro- Celia, nodding, tried to say, ‘We teach at the same – ‘ before this man was off again.
Caribbean speaker. 10 ‘Celia has told me of her good friend and it is you. Cha, man!’ He sucked his teeth,
shaking his head. ‘You. So you remember me?
I made no reply, which did not discourage him.
‘Celia, let me tell you how I meet this woman. It was the day Busta speaking – by
the corporation office. You know Busta? Bustemate? Everybody know Busta. So Busta
The length of this 15 speaking. Suddenly one quarrel break out. Everything that could be pick up is flying
utterance suggests through the air. Boy, the confusion, everyone running this way and that. And there in the
that the speaker middle of the mighty battle is this young woman looking like she strolling to church in her
is controlling the best hat. So I rescue her.’
conversation and ‘He rescued you?’ Celia asked.
enjoying that control. 20 ‘You did what to me?’ I shouted to this man. ‘I did not need rescuing.’
‘Oh. As I recall the situation something was about to bounce off your pretty head and
knock you flat.’
‘He rescued you?’ Celia said once more.
‘Yes, I rescue her. But the look on her face made me worry she gone turn round and
25 bite me.’
‘And what about the pawpaw?’ Celia wanted to know.
‘Celia, I am glad you ask about the pawpaw – because I am sure your friend here does
not tell you she likes to wear it on her foot.’
We waited quietly for this man to stop laughing at his joke.
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Activity 14
1 Read the following short extract from Trainspotting by Irvine Welsh, in which the use of
dialogue is particularly interesting.
2 Remind yourself of the bullet points on techniques, on page 15, and then read the extract
again, annotating a copy of it with your thoughts about the voice and how it has
been evoked.
3 Write one or two paragraphs exploring how the writer uses dialogue in this extract and its
impact on you as a reader.
Shite. Geoff was coming over to talk to her. She had once pointed him out to
Shona, who said that he looked like Marti from Wet Wet Wet. Nina hated both Marti
and the Wets, and, anyway, thought that Geoff was nothing like him.
– Awright, Nina?
5 – Aye. It’s a shame aboot Uncle Andy.
– Aye, Whit kin ye say? Geoff shrugged his shoulders. He was twenty-one and
Nina thought that was ancient.
– Soo when dae ye finish the school? he asked her.
– Next year. Ah wanted tae go now but ma Ma hassled us tae stey.
10 – Takin O Grades?
– Aye.
– Which yins?
– English, Maths, Arithmetic, Art, Accounts, Physics, Modern Studies.
– Gaunnae pass them?
15 – Aye. It’s no that hard. Cept Maths.
– Then whit?
– Git a job. Or git oan a scheme.
– No gaunnae stey oan n take Highers?
– Naw.
20 – Ye should. You could go tae University.
– Whit fir?
Geoff had to think for a while. He had recently graduated with a degree in English
Literature and was on the dole. So were most of his fellow graduates. – It’s a good
social life, he said.
Take it further Preparing for the exam

Wider reading will develop your Compare the way the writers of your two texts handle dialogue by
understanding of the way writers create choosing two short extracts, one from each text, and applying what
distinctive narrative voices and voices in you have learned. Share your findings and see whether you can
dialogue. Texts with specially interesting make any general statements about the way each writer handles
narrative voices include: The Hours, dialogue and the use made of it in the novels as a whole.
Michael Cunningham; English Passengers,
Matthew Kneale; Vernon God Little, D.B.C.
Pierre; Cloud Atlas, David Mitchell. These
narratives use dialogue particularly
interestingly: Cold Comfort Farm, Stella
Gibbons; Paddy Clarke Ha Ha Ha, Roddy
Doyle; Trainspotting, Irvine Welsh.
M01B_ELIT_SB_2482_U01B.indd 63 22/5/08 13:31:05

6 Narrative structure
Narrative and chronological time
If you unravel the plot of a novel, you can work out the sequence of what happens in
chronological time – in other words, first this happens, then this, then this. The order in which
the story unfolds for the reader (narrative time) can differ from chronological time.
1 Look at this short example of the chronology of a story.

Activity 15
Chronological time
• Jack had been selected for his local football team, for the first time.
• The game started. At first he felt nervous and did not play his best.
• Just before half time he scored a goal.
• During the break an opposing player muttered a threat in his ear.
• In the second half he scored again.
• A few minutes later, the opposing player fouled him viciously.
• In falling, Jack tore a ligament in his knee.
• He was taken off to hospital.
In telling the story of the football game, a writer may well choose not to follow chronological time
exactly. For instance:
Narrative time
• The story starts with Jack in hospital, looking back bitterly on events that afternoon.
• It moves to the opening of the game, his nerves and failure to score.
• It flashes back to his selection for the team and his feelings that he must do himself justice.
• It returns to the game itself and his first goal.
• It follows chronological sequence with the whispered threat during the half-time break
and the second half goal.
• It returns to the present with him in the hospital.
• It ends with the scene where the boy fouls him.
2 Write your own five to eight sentence ‘bare bones’ sequence of events for a story, in
chronological order.
3 Then decide on a different narrative sequence, using flashbacks or other ways of using time.
4 Talk about why you think a writer might choose to use narrative time in each of the
Key terms following ways:
chronological time
a starting with the ending, rather than the beginning of the story
narrative time
b using repeated jumps in time, such as flashbacks or flash forwards
flashback
flash forward c setting different parts of the story in different time periods
d telling the entire story in reverse, from end to beginning.
M01B_ELIT_SB_2482_U01B.indd 64 22/5/08 13:31:06

Exploring shifts in narrative time in a text
Activity 16
1 Read the extract below from Wise Children by Angela Carter.
2 What are your first reactions to it? What effects do you think the writer is trying to achieve?
She fixed Tristram with a suspicious eye, for he was no kin of hers, while the
picture settled down on a flight of neon steps in a burst of canned applause as
he came bounding down with his red hair slicked back, his top-of-the-milk-
coloured rumpled linen Georgio Armani whistle and flute, Tristram Hazard, weak
5 but charming, game-show presenter and television personality, last gasp of the
imperial Hazard dynasty that bestrode the British theatre like a colossus for a
century and a half. Tristram, youngest son of the great Melchior Hazard, ‘prince
of players’; grandson of those tragic giants of the Victorian stage, Ranulph and
Estella ‘A star danced’ Hazard. Lo, how the mighty have fallen.
10 ‘Hi, there! I’m Tristram!’
The camera closes in as he sings out, ‘Hi, there, lolly lovers! I’m Tristram
Hazard and I’ve come to bring you …’ Now he throws back his head, showing off
his throat, he’s got a real old-fashioned, full-bodied, Ivory Novello-type throat, he
throws his head back and cries out in the voice of an ecstatic: ‘LASHINGS OF
15 LOLLY! LASHINGS OF LOLLY!
The show begins.
Freeze frame.
Let us pause awhile in the unfolding story of Tristram and Tiffany so that
I can fill you in on the background. High time! you must be saying. Just who
20 is this Melchior Hazard and his clan, his wives, his children, his hangers-on?
It is in order to provide some of the answers to those questions that I, Dora
Chance, in the course of assembling notes towards my own autobiography, have
inadvertently become the chronicler of all the Hazards …
3 Think of six adjectives to describe the writing, then compare your ideas with those of others.
4 Look more closely at the way the writer is using narrative time. How does she make us aware Preparing
of the transitions? Why do you think she makes the shift and why do you think she chooses to for the exam
draw attention to it in the way that she does?
5 Choose two of the following statements about the extract that you feel most in agreement You might want to
with or find most interesting. Find a piece of evidence from the extract to support each of track key chronological
your chosen statements. events and plot them
against narrative time
a The writer is playing with the reader, giving titbits of information and then backtracking so (in other words the
that she fills us in with the ‘history’ once the reader has become interested to know more. order in which they
b The jump back to a previous time is confusing and part of the writer’s deliberate creation are told). You could do
of a sense of chaos. this as a chart, where
the first column is
c The jumps in time echo the narrator’s jumbled process of putting together her own chronological and the
autobiography. second is narrative time,
d The writer uses film techniques to play with time in the narrative. with arrows from one to
the other.
e The use of time is closely connected to the character of the narrator and the
narrative voice.
f The use of time makes the text uncomfortable and difficult for a reader.
6 Use the statements and evidence to write a paragraph on how Angela Carter makes use of
shifts in time in the extract.
M01B_ELIT_SB_2482_U01B.indd 65 22/5/08 13:31:08

Big structures: the whole text
The use of narrative time is just one element of the way novels are structured. The writer has a
number of options available when choosing the overall structure of a narrative. Here are some of
the kinds of structural devices that novelists have used:
• a frame story, where a narrative is embedded in another narrative. The frame story is often
the story of how the main narrative came to be told. Other framing devices are prologues,
epilogues, additional documents, appendices or other additions to the main narrative
• an episodic structure, where the narrative moves from one episode to the next, without
always having a direct connection between the two. Fictional autobiographies, rites of passage
novels or journeys are well suited to this structure
• parallel or connected narratives, where several different characters or groups of characters
are followed alternately. In linked narratives, they come together at key moments
• a structure of one story told through linked parts, for instance, three tellings of the same story
in different voices
• a deliberate anti-structure, approach, in which the story emerges from the seemingly
incoherent thoughts of a narrator, apparently without an overall plan or coherent shape
• a generic structure, such as that of the thriller or detective story, where the genre itself
determines the conventional pattern of how events unfold. In the detective genre, for example,
the structure is often based on a death followed by an unravelling of clues to how and why it
happened. Other generic structures might be the fairytale, romance or horror story.

While you are reading your texts, think about which narrative structures each writer isusing
and what effect this has. You could startdoing this by comparing the opening chapters of your
texts, to see what you can discover about the unfolding structure.
Exploring the structure of a whole short narrative

1 Read the short whole narrative below, ‘Interchapter VII, In Our Time’ by Ernest Hemingway, and
Activity 17 work on a copy of it in the following ways.
a Underline or highlight any contrasts or oppositions.
b Remove the last two sentences. What difference would it make to end the story here?
c What difference does the very last sentenceFuture
make tense
to the story?
d Write one extra sentence of your own, drawItintells
g ouwhat
t thewill
mohappen
ral of theinstthe
or yfuture.
more explicitly.
What difference do you think it makes to add this more explicit ending?
A novel told wholly in the future
2 Use the ideas raised by these tasks to help youtense
writewould
a shortbeparagraph
very unusual andway
on the
Hemingway has structured this short story. experimental, a series of predictions
or speculative imaginings, or perhaps
a set of instructions.
While the bombardment was knocking the trench to pieces at Fossalta, he lay very flat and
sweated and prayed oh jesus christ get me out of here. Dear jesus Novelists
please getmayme exploit this tense in
out. Christ
please please please christ. If you’ll only keep me from getting killedsmallI’ll
doses for particular effects.
do anything
you say. I believe in you and I’ll tell every one in the world that you are the only one that
5 matters. Please please dear jesus. The shelling moved further up the line. We went to work
on the trench and in the morning the sun came up and the day was hot and muggy and
cheerful and quiet. The next night back in Mestre he did not tell the girl he went upstairs
with at the Villa Rossa about Jesus. And he never told anybody.

Tenses Key terms
Here is an outline for a story.
frame story
episodic structure
A small child in a crowded shopping centre gets separated
from her parents. parallel/connected
narratives
linked parts
To turn this into a novel or short story you are faced with a number of choices, one of which is the anti-structure
choice of tense.
generic structure
The tense used by the writer is what places the story in time, letting the reader know when it opposition
took place. The two main choices a writer has are to tell the story in the past tense as though
tense
the events are now over, or in the present tense as though they are still happening. Occasionally
writers may slip into the future tense for short bursts. past tense
present tense
future tense
1 On your own, write the first three or four sentences of the story of the child in the shopping
Activity 18 centre, first in the present tense and then in the past tense. (Half the class should write their
versions in the first person and the other half in the third person.)
2 In small groups (each containing at least one first and third person writer), take it in turns to
read out your two versions and talk about the effects of the choice of tense. Did the use of
first or third person make any difference to the effects of the tenses?
3 The boxes below give some reasons why writers might use different tenses. Read the
information in each box and see how far it matches what you have discovered for yourselves
and what else it adds.
Present tenseThe story is told as though the events are still happening. This might
make things seem uncertain as though even the narrator does not yet know how
things will end.
It can seem slightly odd (the events and the telling of them are supposedly happening
at the same time).
It can create a sense of immediacy.
It is more common in first than in third person narratives.It can also be used to create a
sense of timelessness, as though everything has always been this way.
Past tense Future tense

It creates the impression that the action It tells what will happen in the future.
is over and that the events or experience A novel told wholly in the future tense
are being reflected on. would be very unusual and
The narrator is imposing a pattern on experimental, a series of predictions or
events, leading the reader towards a speculative imaginings, or perhaps a set
conclusion. of instructions.
While everything may seem uncertain to Novelists may exploit this tense in small
the reader, there is a sense that things doses for particular effects.
will be resolved, although not
necessarily happily.
M01B_ELIT_SB_2482_U01B.indd 67 22/5/08 13:31:11

A writer is not restricted to using one tense. Writers often choose to shift between past, present
and future to create particular effects, as John Mullan explains here:
This making of the past present, as if re-enacting it, is a device discovered by some 19th-
century novelists. Charlotte Brontë’s Jane Eyre uses it to memorable effect. When Brontë’s
narrator recalls episodes of special significance she suddenly shifts into the present tense,
tasting delight or pain afresh.
Some writers even include short passages without a main verb, making it unclear whether what is
happening is in the past or the present. This can create a timeless feel.
The following extracts are taken from Hilary Mantel’s autobiography, Giving Up the Ghost. In both
Activity 19 she describes a childhood memory.
1 Read the extracts and, in pairs, identify the tenses Mantel uses.
2 Talk about why you think Mantel uses different tenses in each extract and, in each case, what
the effect is on you as a reader.
Extract 1
This is the first thing I remember. I am sitting up in my pram.
We are outside, in the park called Bankswood. My mother
walks backwards. I hold out my arms because I don’t want
her to go. She says she’s only going to take my picture. I
5 don’t understand why she goes backwards, back and aslant,
tracking to one side. The trees overhead make a noise of
urgent conversation, too quick to catch; the leaves part, the
sky moves, the sun peers down at me. Away and away she
goes, till she comes to a halt. She raises her arm and partly
10 hides her face. The sky and trees rush over my head. I feel
dizzied. The entire world is sound, movement. She moves
towards me, speaking. The memory ends.
Hilary Mantel
Extract 2
Preparing When I was a child we used to play with toys called Magic
for the exam Slates. There was a coloured cardboard frame, like a picture
frame, which held a rectangle of carbon paper covered by
Choose three short a sheet of clear plastic. You had a writing implement like a
extracts, ranging across 5 short knitting needle, with which you inscribed the plastic
your first text, showing sheet. Behind the clear panel, your secret writing appeared;
the writer’s choice of then you pulled up a cardboard tab, swished up the ‘slate’,
tenses and how that and the marks vanished.
affects meaning. You The magic slate was a favourite toy of mine. I could
could go on to do the 10 write anything I liked, but if someone loomed into view
same with your second I could disappear it in an instant. I wrote many thoughts
text to see whether and observations, and letters from an imaginary me to an
there are any interesting imaginary someone. I believed I was doing it in perfect safety.
points of comparison.
M01B_ELIT_SB_2482_U01B.indd 68 22/5/08 13:31:14

7 Symbols and motifs
Symbols and motifs function in a range of ways in a narrative. They are closely related to the
themes of the text, helping to signpost key ideas. As you read, the symbol or motif keeps gaining
added meaning. They often also help to structure a narrative, providing continuity and coherence.
A symbol is something that represents another thing. For instance, white often symbolises purity,
a dove is often used as a symbol for peace and a crown is the symbol of kingship. Unlike a motif, a
symbol can be used on a single occasion and never mentioned again.
A motif is a recurring idea, running through a text. It might be an image or symbol that keeps
cropping up, or it could be just a word, phrase or idea that keeps returning, for example, the
repetition of the word ‘darkness’ in Joseph Conrad’s novel, Heart of Darkness.
Activity 20
1 Think about the colour red. Draw a spider diagram to show phrases you have brainstormed
in which red often appears. Now, in a different colour, add the connotations of red, in other
words what red has come to represent. Use the examples below to start you off.
‘seeing red’
Anger
Red
2 Create a quick thumbnail sketch of a character for whom red might be a good symbolic
colour. Share your sketches with other students.
3 Think about one of these characters from narratives (or choose an example of your own).
How has the colour red been used in relation to that character?
• Little Red Riding Hood
• Scarlet O’Hara in Gone with the Wind
• Dorothy in The Wizard of Oz
• The women in The Handmaid’s Tale
• Snow White
• Amy Denver in Toni Morrison’s Beloved
• the little girl in the film Schindler’s List.
4 All the characters listed above are female. Can you think of any male characters with whom
red has been associated? Explore your ideas about your findings.
Preparing for the exam Key terms

While you are reading your texts, look out for any symbols and motifs, and keep track of symbol
them. After reading the novels, look back to see if you can trace the way the symbols and/or motif
motifs develop across the novel and what use the writer makes of them to develop key theme
themes, develop characters or structure the narrative. connotation
7 Symbols and motifs 23
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Exploring symbols and motifs in written narratives
Michael Frayn’s novel, Spies tells the story of two boys living in wartime England. There are several
Activity 21 recurring symbols and motifs. One of these is a tunnel.
Here are some possible connotations for the tunnel:
Take it further • passing from one world to another (eg from child to adult; innocence to experience; innocence
Use your knowledge of to corruption; safety to danger; urban to rural; suburban to slum)
symbols and motifs in • going from the known to the unknown
literary texts to explore • moving from light into darkness or darkness into light (knowledge to ignorance, or vice versa)
their use in films or TV • trial or quest
drama. For instance, you
might notice the use of • fear
colour as a visual motif • adventure
or the use of visual or • entrapment
sound symbolism in • escape from the world.
relation to different
Read the two short extracts from Spies below and talk about which connotations of the
characters.
tunnel are being used and how Frayn seems to be using the tunnel symbolically. Are there any
differences in its use in the two extracts?
Extract 1
Beyond the abandoned farm was a desolate no man’s land half marked out as builder’s lots, where
colonisation approaching from the next settlement along had been halted for the Duration. Between
the line of the railway and the wasteland of the lots, preserved for a few more years by the sifting tides
of history, the last pocket of the rural world pursued its ancient, secret life. Each of the rare excursions
5 we made into it was a frightening adventure, a series of ordeals to test our coming manhood.
And the first of the ordeals was the tunnel itself. Once again I hear our uneasy cries drowned by
the huge thunder of the train passing overhead. Once again I see the circle of unwelcoming daylight
at the end doubled by its reflection in the great lake that collected inside the tunnel after rain. Once
again I feel the awkward twist of my body as I turn to edge sideways along the narrow causeway left
10 at the edge of the lake, and simultaneously lean away from the glistening, dripping, wetness of the
brickwork. Once again I feel the dank touch of the walls on my hair and shoulder, and brush at the
foul exudations they’ve left. Once again I try to wipe the dark-green slime off my hands.
Extract 2
I put the cigarette into my mouth. The cork tip is moist from her lips, like the flap of her purse. Very
carefully I suck in a little smoke. I feel the presence of it inside my mouth, as if it were something solid.
She takes her hands away from her eyes and watches me, weeping and blinking. I hold the smoke in my
mouth for a few moments, careful not to get it into my throat. It tastes of importance and of being grown
5 up. I lift my head, as I’ve seen Geoff do, and blow the smoke out again. I sigh with satisfaction.
She takes the cigarette back. ‘How do you do it?’ she asks humbly.
‘You just have to get used to it.’
She screws up her eyes and takes another little puff.
‘Now blow it out,’ I instruct her. She blows the smoke out, and jerks her head back to keep her eyes
10 away from it.
She hands me the cigarette, and watches as I take another little mouthful.
‘Do you feel all right?’ she asks. ‘It’s supposed to make you feel sick.’
Do I feel all right? I feel … something disturbing. I don’t think it’s sick. I think it’s … a kind of soaring
sensation. I have a sense of freedom, as if I’m no longer bound by the rules and restrictions of childhood.
15 I can open locked boxes and break meaningless oaths with impunity. I’m on the verge of understanding
mysteries that have been closed to me. I’m emerging from the old dark world of tunnels and terrors, and
coming to a broad upland where the air’s bright, and remote blue horizons open all around.
M01B_ELIT_SB_2482_U01B.indd 70 22/5/08 13:31:19

8 Prose style
The style of a narrative comes partly from issues already explored but also from something more
basic about the way the writer uses language. The prose style might include features such as:
• Balance of narration and dialogue
• Balance of description, exploration of thoughts and feelings and action Key terms
• Construction of sentences (eg long or short; simple, compound or complex; questions, vocabulary
statements, exclamations or commands) figurative language
• Use of vocabulary (eg poetic, colloquial, scholarly, plain, monosyllabic or polysyllabic) punctuation
• Amount of and kind of figurative language (eg metaphors, similes, symbols) idiom
• Use of punctuation (eg dashes or colons, full speech punctuation or just dashes, use of
commas)
• Length of paragraphs
• Other features unique to the voice of a writer (eg use of repetition, particular idioms or a
rhythm that mimics the speaking voice).
Activity 22
1 On your own, read the extract below from Cormac McCarthy’s The Road and jot down a few
first thoughts about your impressions of the style. This could be a list of five or six adjectives or
short phrases.
He studied the sky. There were days when the ashen overcast thinned and now the
standing trees along the road made the faintest of shadows over the snow. They went
on. The boy wasn’t doing well. He stopped and checked his feet and retied the plastic.
When the snow started to melt it was going to be hard to keep their feet dry. They
5 stopped often to rest. He’d no strength to carry the child. They sat on the pack and
ate handfuls of the dirty snow. By afternoon it was beginning to melt. They passed a
burned house, just the brick chimney standing in the yard. They were on the road all
day, such day as there was. Such few hours. They might have covered three miles.
He thought the road would be so bad that no one would be on it but he was wrong.
10 They camped almost in the road itself and built a great fire, dragging dead limbs out of
the snow and piling them on the flames to hiss and steam. There was no help for it. The
few blankets they had would not keep them warm.
2 Now listen to the extract being read aloud. On your own, make an instant judgement about
which features of prose style you think contribute most to your first impressions, using the list
in the box above.
3 Share your first impressions and your instant judgements to see how much agreement there
is across the class.
4 Now look back at the list of features in the box above and work through them more
systematically. Share out the features among individuals or pairs in the class, so that every
individual or pair focuses on a different feature and reports back on what they notice.
5 As a whole class, rank order the features to identify which you think is most significant in
terms of creating the style of the extract.
8 Prose style 25
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Creative experiments with prose style
One way of getting a really good feel for prose style and for the choices writers make is to rewrite
Activity 23 a piece of prose in an entirely different style. To do it well, you need to look closely at the features
in order to make changes to the style. Parody (copying and exaggerating a writer’s style for comic
effect) is one example of this. You can either imitate the style of a text you are reading or turn
another piece of writing into the style of the text you are reading.
Here is an example to show you the kind of thing you might do, rewriting the opening of Pride
and Prejudice in the style of Cormac McCarthy’s The Road.
A man had come to the neighbourhood. Alone. He wanted a wife, or at

least that’s what the local people thought. The big house had been let
and the woman found that interesting. She had heard all about it from
her neighbour. She tried to interest her husband in the subject but he
5 didn’t seem to want to know. She kept coming back to it: the house, the
man and the man’s desire, his yearning for a wife. Again and again she
told him. The husband grew tired of her words. She wanted him to visit
the man but stubbornly he refused. He was weary and unwilling to go,
out to the far side of the village, in the greyness, with the rain falling.
1 Talk about how well this writer has parodied McCarthy’s style, using all that you have
Key term discovered from the previous activity. (If you see flaws, you might like to make a few changes
of your own to improve it.)
parody
2 Choose a short extract from another text, perhaps one of your set texts or a text you studied
for GCSE. Try rewriting it in McCarthy’s style or try rewriting the extract from The Road in the
style of one of your texts.
Writing about prose style

1 Use a chart like the one below to help you analyse the extracts on page 27. You could look
Activity 24 at each one or share them out among the class, and then take turns to report back on your
extract.
Features Extract 1 Evidence or Extract 2 Evidence or Extract 3 Evidence or

quote quote quote
Narrative versus dialogue
Description, thoughts, feelings or
action
Construction and kinds of
sentences
Vocabulary
Figurative language
Punctuation
Paragraphing
Anything else
M01B_ELIT_SB_2482_U01B.indd 72 22/5/08 13:31:21

Extract 1: From The Shipping News by E. Annie Proulx
A year came when this life was brought up sharply. Voices over the wire, the
crump of folding steel, flame.
It began with his parents. First the father, diagnosed with liver cancer, a
blush of wild cells diffusing. A month later a tumour fastened in the mother’s
5 brain like a burr, crowding her thoughts to one side. The father blamed the
power station. Two hundred yards from their house sizzling wires, thick as
eels, came down from northern towers.
They wheedled barbiturate prescriptions from winking doctors, stockpiled
the capsules. When there were enough, the father dictated, the mother typed
10 a suicide farewell, proclamation of individual choice and self-deliverance
– sentences copied from the newsletters of The Dignified Exit Society. Named
incineration and strewing as choice of disposal.
It was spring. Sodden ground, smell of earth. The wind beat through twigs,
gave off a greenish odor like struck flints. Coltsfoot in the ditches; furious
15 dabs of tulips stuttering in gardens. Slanting rain. Clock hands leapt to pellucid
evenings. The sky riffled like cards in a chalk-white hand.
Extract 2: From On Beauty by Zadie Smith

Jack is a Head of Department at an American university, discussing a difficult
student with his colleague, Claire.
‘Jack, darling,’ said Claire, shaking her head, ‘you send these websites your
shopping lists and they put them up. They’ll take anything.’
Jack retrieved the printouts from Claire and slipped them back in his
drawer. He had tried reason and plea and rhetoric, and now he must introduce
5 reality into the conversation. It was time, once again, to walk round the desk,
perch on the end and cross one leg over the other.
‘Claire …’
‘My God, what a piece of work that girl is!’
‘Claire, I really can’t have you making those kind of …’
10 ‘Well, she is.’
‘That’s as may be, but …’
‘Jack, are you telling me I have to have her in my class?’
‘Claire, Zora Belsey is a very good student. She’s an exceptional student, in
fact. Now, she may not be Emily Dickinson …’
15 Claire laughed. ‘Jack, Zora Belsey couldn’t write a poem if Emily
Dickinson herself rolled out of her grave, put a gun to the girl’s head and
demanded one. She’s simply untalented in this area. She refuses to read poetry
– and all I get from her are pages from her journal aligned down the left-hand
margin. I’ve got a hundred and twenty talented students applying for eighteen
places.’
8 Prose style 27
M01B_ELIT_SB_2482_U01B.indd 73 22/5/08 13:31:23

Extract 3: From May Day by F. Scott Fitzgerald
There had been a war fought and won and the great city of the conquering
people was crossed with triumphal arches and vivid with thrown flowers of
white, red, and rose. All through the long spring days the returning soldiers
marched up the chief highway behind the strump of drums and the joyous,
5 resonant wind of the brasses, while merchants and clerks left their bickerings
and figurings and, crowding to the windows, turned their white-bunched faces
gravely upon the passing battalions.
Never had there been such splendour in the great city, for the victorious
war had brought plenty in its train, and the merchants had flocked thither from
10 the South and West with their households to taste of all the luscious feasts and
witness the lavish entertainments prepared – and to buy for their women furs
against the next winter and bags of golden mesh and varicoloured slippers of
silk and silver and rose satin and cloth of gold.
2 Using the notes on your chart and points raised in discussion, write three or four statements
about the prose style of one of the extracts, selecting what you think is worth focusing on.
3 Develop your statements into a paragraph by adding one piece of evidence from the text to
justify each one, followed by one further bit of analysis or exploration. For example:
In Extract X, the writer uses short sentences to create an

emotionless, detached style. This is particularly noticeable in the
phrase, ‘__‛. Here his use of the word ‘__‛ and his technique of ‘__‛
contribute to a sense of ‘__‛, which has ‘__‛ effect on the reader.
Preparing for the exam Take it further

Find two or three short examples of your own, where the
Choose a random page from your first or second writer’s prose style is very distinctive. Share your examples
text and analyse it, using the chart on page 26 to as a whole group.
help you. Share your findings across the group.
Drawing on what you have discovered, write a

paragraph about each feature in the chart,
summarising the key features of the prose style of
your text.
9 Methods of characterisation
There is no one kind of character or method of creating a character. Writers use a huge variety
of techniques, many of which you have already learned about, such as the use of narrative voice,
Key terms
dialogue, symbols and so on. This section pulls together what you already know, but also adds a character
few more techniques and issues for you to think about. role
In thinking about characters, readers and critics are most interested in: characterisation
realistic
• what kind of character it is and what makes them interesting within the narrative
caricature
• what role the character plays in the narrative
foil
• how the writer has constructed the character.
representative
Focusing on these issues allows you to comment on a writer’s characterisation and prevents you stereotype
from writing about characters as if they are real people.
M01B_ELIT_SB_2482_U01B.indd 74 22/5/08 13:31:25

Kinds of characters
Characters in novels fall into different types. Not every character is constructed in the same way or
is of equal importance. Some are more fully developed than others. Some are highly realistic, so
that the reader begins to think about them as if they are real people. Others, such as characters in
fairy tales, depend on not being entirely realistic but fitting into types, such as villains or heroes.
The kind of character often goes with the kind, or genre, of narrative. For example:
• if you are reading a fictional autobiography, you might expect the hero or heroine to be fully
developed, with changing characteristics and attitudes as the novel develops
• if you are reading a short story, the characters might be quickly sketched and more one-
dimensional, focusing on one or two major personality traits
• if you’re reading a comic novel, the characters may be caricatures – exaggerated characters
who are presented satirically, for your amusement.
Activity 25
Look at the kinds of characters listed below. Think of one or two characters from a novel or story
you have read or from films or TV programmes that seem to you to fit each description, and fill in
a copy of the chart.
Characters Examples
A main protagonist – the central character at the heart of the story
A realistic character
A caricature – an exaggerated figure of fun
A minor character – an ‘extra’ who only appears briefly
A foil – a character whose key role is to reveal something about the
main character
A character who works by contrast with others who all have something in
common (eg fathers, heroes, suitors, friends)
A character who develops and changes over the course of the book or film
A representative – a character who represents an idea (eg capitalism,
repression, youth)
A stereotype – a character who fits into a conventional character type (eg
romantic heroine, villain, orphan)
How writers construct characters Take it further

Listed below are some of the main techniques used by writers to construct characters. Many are
ones you should now be familiar with. Choose a character
from a novel you have
• Naming enjoyed. Pick one short
• Use of the narrative voice and point of view extract in which the
• What the character says in dialogue and how they say it character is strongly
• What other characters say about them evoked. Identify three
or four techniques used
• Description of their physical and emotional qualities
in the characterisation.
• Their actions Present your character,
• Contrast and comparison with other characters your extract and
• Use of images, symbols or motifs your analysis to other
students in your group.
• Setting or physical environment
9 Methods of characterisation 29
M01B_ELIT_SB_2482_U01B.indd 75 22/5/08 13:31:26

1 Read the depiction of a character below from the short story, ‘Shoemaker Arnold’
Activity 26 by Earl Lovelace.
Shoemaker Arnold
Shoemaker Arnold stood at the doorway of his little shop, hands on his
hips, his body stiffened in that proprietory and undefeated stubbornness,
announcing, not without some satisfaction, that if in his life he had not
been triumphant, neither had the world defeated him. It would be hard,
5 though, to imagine how he could be defeated, since he exuded such hard
tough unrelenting cantankerousness, gave off such a sense of readiness for
confrontation, that if trouble had to pick someone to clash with, Shoemaker
Arnold would not be the one. To him, the world was his shoemaker’s shop.
There he was master, and, anyone entering would have to surrender not
10 only to his opinion on shoes and leather and shoemaker apprentices, but to
his views on politics, women, religion, flying objects, or any of the myriad
subjects he decided to discourse upon, so that over the years he had arrived
at a position where none of the villagers bothered to dispute him, and to any
who dared maintain a view contrary to the one he was affirming, he was
15 quick to point out, ‘This place is mine. Here, do as I please, I say what I
want. Who don’t like it, the door is open.’
2 Decide which of the statements below is true.

a The character is revealed through dialogue.
b The narrative voice guides the reader’s view of the character.
c The ironic voice of the narrator raises doubts about the character.
d The point of view is that of the character.
e The point of view is external to the character.
f Description of the character’s physical attributes plays an important part.
g The character’s behaviour contributes strongly to our view of him.
h The setting is important in constructing the character.
i The naming of the character is significant.
3 Put the statements you have chosen in rank order, to show which you think is most
significant. Share your ideas, justifying why and how you came to your decisions.

Avoid writing about the characters as if they are real people. Focus on characterisation, in
other words all the techniques a writer uses to create and develop characters. Step back and
think about the role a character is playing in the text – what kind of character they are and
what their significance is.
When exploring characters in your set texts, think about the kind of character they are, their
role in the novel and the ways in which they have been constructed, using the ideas in this
book to help you.
M01B_ELIT_SB_2482_U01B.indd 76 22/5/08 13:31:29

10 Presentation of themes
What is the diff erence between the story and the themes?
What happens in a novel (the events and the characters involved in these events) is the story.
The ideas and issues explored through the telling of these events – what we interpret the story as
being about – point us to its themes.
The writer Ian McEwan suggests that while a novelist might start off with some ideas he wants to
raise through the telling of the story, it is the reader’s role to recognise the underlying themes in
a novel.
Themes are what readers have to address, rather than writers. You’re
dealing, as a writer, with generating a reality out of these scraps, and
they come together in a haphazard way. And slowly over months, or
a year, or two or three years, you impose a kind of order, so that you
have an intact world. And then you discover that you’ve addressed
certain matters, and that they repeat themselves throughout.
Ian McEwan, English and Media Centre interview
This is one of the ways in which different readers create different readings of a text.
Activity 27
1 As a class, choose three well-known drama series (for example, The West Wing, The Sopranos,
Heroes, Skins, etc). For each one, write down two or three words summing up what you think it
is about – that is, the themes it explores – and share these as a class.
2 Do some of your dramas include the same themes? If so, do they lead the viewer to different
conclusions? (For example, one drama might suggest that revenge is never justified, while
another might suggest that sometimes it might be.)
How themes are explored in narratives

Narratives often share themes. For instance, many novels could be summed up as being about
family life or relationships between men and women, or inequality or growing up. What is
interesting for critics and readers is the particular way the novelist explores the theme and the
way in which the reader’s response is shaped: what does the writer seem to be saying and how?
Themes are created and revealed through:
• what happens
• what the characters do and say
• the way in which the story is told, including repetitions, contrasts, symbols and motifs.
To identify themes and analyse the role they play in a novel, you will need to bring to bear all you
have learned in the unit about narrative and the ways writers use language.

Keep a record of themes you think are important
while you are reading your texts. Remember to think
about what is special about the way the writer has
explored those themes, as well as the ideas themselves.
10 Presentation of themes 31
M01B_ELIT_SB_2482_U01B.indd 77 22/5/08 13:31:29

1 Read the extract below, taken from A Room With a View by E.M. Forster.
Activity 28
2 In pairs, tell each other the story of what happens. (This may be very brief.)
3 Then share your response to the passage and your interpretation of what it is about, in other
Key term words, its themes. Feedback your ideas as a class.
setting 4 Some of the themes a reader might recognise in this passage include: freedom, love, hope,
repression, life and conventionality. Re-read the extract, choosing a short section to illustrate
one or two themes that you think are particularly important.
5 Annotate a copy of the extract to show the techniques Forster is using to explore the themes
and direct the response of the reader, using the list below. Two annotations have been given
to get you started.
• narrative voice • the use of setting
• presentation of the character • language
• use of oppositions (eg male versus female) • imagery.
A group of English tourists staying at a small hotel in Florence have gone on a day trip into
the countryside. Lucy is travelling with her older cousin and chaperone, Miss Bartlett. Lucy has
wandered off away from the main group. The man described in the extract as ‘her companion’ is
one of the young Italian drivers whom she has asked to take her to the ‘buoni uomini’, the ‘good
The contrasting men’. George is one of the other English tourists.
of characters‛
responses
At the same moment the ground gave way, and with a cry she fell out of the wood. Light and
brings out the
beauty enveloped her. She had fallen out onto a little open terrace, which was covered with
opposition between
violets from end to end.
conventionality and
‘Courage!’ cried her companion, now standing some six feet above. ‘Courage and love.’
unconventionality,
5 She did not answer. From her feet the ground sloped sharply into the view and violets ran
freedom and
down in rivulets and streams and cataracts, irrigating the hillside with blue, eddying round the
repression.
tree streams, collecting into pools in the hollows, covering the grass with spots of azure foam.
The themes of
But never again were they in such profusion; this terrace was the well-head, the primal source
freedom and hope
whence beauty gushed out to water the earth.
are explored here 10 Standing at its brink, like a swimmer who prepares, was the good man. But he was not the good
through the choice
man that she had expected, and he was alone.
of lexis with ‘brink‛
George had turned at the sound of her arrival. For a moment he contemplated her, as one who
and the simile of
had fallen out of heaven. 1He saw radiant joy in her face, he saw the flowers beat against her
‘like a swimmer‛ –
dress in blue waves. The bushes above them closed. He stepped quickly forward and kissed her.
suggesting launching 15 Before she could speak, almost before she could feel, a voice called, ‘Lucy! Lucy! Lucy!’ The
out into the open.
silence of life had been broken by Miss Bartlett, who stood brown against the view.
In conclusion
Throughout the ‘Exploring prose’ section you have explored the different choices writers
make and the effects these choices can have both on the texts they create and on the
readers who engage with them.
Reflect on the development of your understanding of the techniques and key genre
features of prose, with a partner or your teacher. Which aspects do you feel more confident
about now? Which do you feel are your current areas of strength? Which areas do you think
you need further work?
M01B_ELIT_SB_2482_U01B.indd 78 22/5/08 13:31:31

Published by:
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
© Pearson Education 2016
Part 2: Exploring prose © Sue Dymoke
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanic, photocopying, recording, or otherwise without either the
prior written permission of the Publishers or a licensing permitting restricted copying in the United Kingdom
issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London, W1P 9HE.
First published 2008
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Z01_ELAN_SB_2482_Glossary.indd 190 22/5/08 13:26:37

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Edexcel AS English Literature

Edexcel English Literature

CVR_ELIT_SB_AS_2482_CVR.indd 1 8/5/08 15:38:39

Contributors: Barbara Bleiman and Lucy Webster

Consultant: Jen Greatrex

4 Part 2 Exploring prose

M01B_ELIT_SB_2482_U01B.indd 50 22/5/08 13:30:34

2 Different types of narrative: genre

1 Introduction: what is a narrative? 5

M01B_ELIT_SB_2482_U01B.indd 51 22/5/08 13:30:37

Activity 4 The text on page 7

6 Part 2 Exploring prose

M01B_ELIT_SB_2482_U01B.indd 52 22/5/08 13:30:38

Take it further Preparing for the exam

3 Exploring narrative openings

2 Different types of narrative: genre 7

M01B_ELIT_SB_2482_U01B.indd 53 22/5/08 13:30:41

Preparing for the exam

8 Part 2 Exploring prose

M01B_ELIT_SB_2482_U01B.indd 54 22/5/08 13:30:44

Activity 6 Key terms

4 Modes of telling: narrative voice and point of view

Finding out more

M01B_ELIT_SB_2482_U01B.indd 55 22/5/08 13:30:46

Third person narrative

Second person narrative

10 Part 2 Exploring prose

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4 Modes of telling: narrative voice and point of view 11

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1 Read the four extracts from novels below.

Text B: From Mrs Dalloway by Virginia Woolf

12 Part 2 Exploring prose

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Text D: From The Sea by John Banville

4 Modes of telling: narrative voice2and

Preparing for the exam

14 Part 2 Exploring prose

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5 Dialogue and voices 15

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The writer signals

16 Part 2 Exploring prose

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Take it further Preparing for the exam

5 Dialogue and voices 17

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1 Look at this short example of the chronology of a story.

18 Part 2 Exploring prose

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Preparing for the exam

Exploring the structure of a whole short narrative

20 Part 2 Exploring prose

It can create a sense of immediacy.

Past tense Future tense

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22 Part 2 Exploring prose

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