Victoria Sch SY4 Literature PBQ Compilation

S SY Y4 4 R Re ev viis siio on n - - P Pa as ss sa ag ge e--b ba as se ed d Q Qu ue es st tiio on ns s: : C Co om mm mo on n Q Qu ue es st tiio on n T Te er rm ms s Types of PBQs Type 1Thoughts and feelings / impressions / relationships in the passage / in one other moment. You need to provide the thought / feeling / impression about the character(s) / relationship / theme as the point. ●e.g. (i) What vivid impressions do you form of ________ (character / relationship) in this passage? ●e.g. (i) How does (the writer) strikingly portray ________ (character’s impressions, thoughts and/or feelings / relationship / theme) in this passage? ●e.g. (ii) Explore one other moment in the text where (the writer) powerfully portrays ________ (character’s impressions, thoughts and/or feelings / relationship / theme). If just the character is stated in the question, you can examine all aspects of the character: thoughts/feelings and impressions. e.g. How does Shakespeare strikingly portray Romeo in this passage? Type 2Effect on the reader based on the passage / in one other moment / elsewhere in the play. You need to look at the reasons for these impacts as your point. (Note: Point ≠ craft!) ●e.g. (i) How does (the writer) make this passage particularly ________ (insert term from table below) for you? ●e.g. (i) How does (the writer) use words and images to create atmosphere in this passage? ●e.g. (i) How does (the writer) makes (the character) so persuasive / pitiful in this passage? ●e.g. (ii) Explore one other moment where (the writer) makes particularly ________ (insert term from table below) for you. ●e.g. (ii) Explore how (the writer) creates _______ (insert term from table below) impressions of (a character) elsewhere in the play. Type 3Idea from the passage and how it develops in the rest of the text. You can consider the immediate and also long-term impact in the text. ●e.g. (ii) The passage ends: “The war is now on.” How does Ngugi vividly convey this idea in what follows? Note: ●For “in the passage” questions, always focus on the passage given and avoid references elsewhere. ●All of the following require you to engageWRITER’S CRAFTin your answers. ●Always remember to check if there is any change (gradual / sudden) in the mood and atmosphere in the passage and exercise your own judgment when using this list. This is just a guide, it is definitely by no means exhaustive. VICTORIA SCHOOL English Language & Literature Department Secondary/Year 4 Literature 2024

Key Words *Dramatic ●Action-packed: literal action / flurry of actions ●Intense emotions: Heated speeches, outbursts, sadness, guilt, humour (e.g. crying and wailing) ●Mood / atmosphere: tension, suspense, gloom, exhilaration (any changes within the passage?) ●Conflict (violent physical conflict or silent tension?) ●Vivid portrayal Note: Dramatically significant - point must contain a dramatic element and also convey the importance towards a character / theme / relationship *Memorable / Striking / Interesting / Vivid ●Passage / Character leaves a lasting impression ●Something unusual / out of the ordinary ●What is so impressionable about the passage? (graphic / imagery) ○Impactful: intensity of moment? Conflict? Reunion? etc. ○Important: a critical turning point? ○Intense emotions: a character’s strong words / emotions / actions? (even more so if these have never been seen before / elsewhere) ○Nostalgic / Poignant *Tension / Suspense●Suspense ●Conflicts / arguments ●Emotional strains ●The threat of unexpected events / revelations / potential danger ●Limited knowledge of certain characters ●Severe / drastic changes that impact characters mostly irreversibly *Powerful / Effective●Mostly affects the emotions / must be impactful (Similar to dramatic) ●Drives home a very strong message to the reader / audience *Significant / Important●Catalyst: turning point revealing key character traits and relationships that are not seen elsewhere / for the first time ●Conveys a thematic message ●Impact / foreshadow ●Vivid portrayal VICTORIA SCHOOL English Language & Literature Department Secondary/Year 4 Literature

*Disturbing / Horrifying●Unsettling / uneasiness generated (For horror, it should befrightful, shocking or even revolting) ●Look out for unusual traits in characters / setting / situation ●Analyse the mood and atmosphere: e.g. ominous / foreboding etc. Moving Sadness / Pity / Feel sorry for / Sympathy ●Impacts the reader / audience’s emotions strongly (both positively and negatively) ●Positive: Catharsis ●Negative: grief / trauma / arousing sympathy and empathy Humour / Amusing●Comical ●Ironic ●Satire ●Hyperbole Entertaining / Engage the audience’s attention Note: Does not always have to be humour only! Consists of anything that both captures one’s attention and sustains it through the passage. ●Humour ●Tension and suspense ●Any other strong emotion that can arouse interest ●Conflict Funny and also serious / humour and seriousness Note: Usually the humorous aspect is overt and the seriousness lies in the undertone / reference to serious themes and issues in the passage. VICTORIA SCHOOL English Language & Literature Department Secondary/Year 4 Literature