How to revise English Language

You can't revise English Language? Of course you can Y11

There are these infographics on A/A*

The wonderful Mr Barton's A and C revision materials can all be found here

BBC Bitesize is always an excellent resource

Wildern English for English and English Language revision

Then there is Cherwell Online's revision channel

Or the internet sensation that is Mr Bruff

There is also your exercise book, your revision guides and a whole world of quality reading on websites such as The Guardian, The Independent and the BBC - you ought to read non-fiction texts to get ready for your exam on Tuesday.

Section B - Writing - GCSE English Language Higher

Section B:writing 

• Section B of the non-fiction texts GCSE English Paper requires you to produce two writing tasks. 
• The first is likely to ask you to inform, explain or describe (or a combination) and will be a 16 mark question to be answered in 25 minutes. 
• The second is more likely to ask you persuade or argue and will be a 24 mark question to be answered in 35 minutes. 
• Both questions will be testing the general quality of your writing, the skills being tested are the following: the way you generate and use ideas, your structure and paragraphing, the variety of your sentences and vocabulary, and the accuracy of your punctuation and spelling. 

Writing to describe and explain markscheme

How to get A/A*

Question 5

Question 6

You should probably always look at Bitesize

English Language GCSE Question 4 - Higher

Q4: how language is used for effect

• 16 marks - 24 minutes 
• find 3 - 4 examples in each source 
• make comparisons: write about language in source X, use a connective, then write about a similar/different use of language in source Y 
• identify vivid language and linguistic techniques 
• make developed inferences / analyses of these quotes. 

What you need to do to do well 
· You have a structured answer that compares throughout

· You have identified similarities in language

· You have identified differences in language

· You have use the words ‘vivid language’

· You have used the words ‘language techniques’

· You have written 3 or 4 clear comparative paragraphs

· You have embedded quotes

· You have explained how language is appropriate to purpose and audience

What targets you may need
· Structure your answer using the model we developed

· Identify similarities in language

· Identify a difference in language

· Use the words ‘vivid language’

· Use the words ‘language technique’

· Write more paragraphs – there should be ¾

· Embed quotes

· Explain how language is appropriate to purpose and audience

· You have ‘technique spotted’ without explaining language.

· You have mentioned purpose & audience without linking to language

How Free Eschool suggest you get A/A*

How a C looks different from an A:

And what the examiner has to say about it:

How the method works:

	Text A	Text B
Compare one similarity linking using the words 'vivid language'
Compare second similarity using the words 'language technique’
Compare a difference showing language is different and linking to purpose & audience
Summarise why language is similar & different

English Language GCSE Question 3 - Higher

Q3: Thoughts and Feelings



1. The thoughts and feelings of the writer, not the reader's response

2. Cover the range of emotions and feelings in the text: not just one.

3. Use embedded quotes and explain in your own words, don't copy out or paraphrase.

4. DO NOT ANALYSE LANGUAGE TECHNIQUES

5. Check the end - is there a twist?

6. 8 marks - 12 minutes.


What you must do to do well 
· You have answered the question

· You have embedded quotes

· You have explained the article in your own words

· You have made 3-4 developed points

· You have not wasted time with an introductory sentence

What you should do to improve
· Read the question carefully and answer it

· Embed quotes / use quotes / use shorter quotes

· Explain in your own words don’t paraphrase or copy

· Make fewer points but develop them further

· Make more points

· Stop writing introductory sentences that will not get a mark

Here's the Free Eschool video on how to achieve A/A* on Question 3

And what the examiner had to say about responses and what they are looking for

This question often asks you to look at the thoughts and feelings of people who have been on amazing adventures such as:

Simon Reeve and the opening of Tropic of Capricorn

Everest Climbers on the physical effect of altitude

Jon Krakauer Into the Wild

And the daddy of travel writing Michael Palin

English Language GCSE Question 2 - Higher

Q2. Linking Presentational techniques to texts


- The question will ask you to link the headline and picture to the text.

- 8 marks so 12 minutes

- you should analyse language features and meaning in the headline and link them to the picture and article

- check carefully: the question is unlikely to ask you to link the headline to the picture

- you should analyse the detail of the picture: connotations, colour, shot type and link to the headline and picture.

What you need to do: 
· You have explained the effect of the headline

· You have explained the effect of the headline being big & bold/pun/alliteration

· You have explained how the picture links to the text

· You have picked details from the picture and linked them to the text

· You have mentioned colour/shot types/connotations

· You have included embedded quotes

What you might need to do to improve
· Explain the EFFECT of the headline

· Explain the effect of the headline being big & bold/pun/alliteration & explain effect

· Explain how the picture links to the text

· Do not link the picture to the headline

· Mention colour/shot types/connotations/more details

· Embed quotes from the article

Here's the Free Eschool channel's video of how to achieve A/A* on question 2

You can revise presentational techniques here (though it is 45 minutes long...)

The best way to do it is to look at some articles and try to link the headline, article and text in no more than 10 minutes.

You could try this article from the Independent about whether we need to take gadgets on holiday

Or this one about hopes that England will deal with football hooliganism

Or this one from the Guardian about poverty and pay day loans

English Language GCSE Question 1 - Higher

How to get A/A* on question 1.

The question will ask 'What do we learn from ______ about ______'?

The question is worth 8 marks

You must spend no more than 12 minutes on it

Include embedded quotes

Identify 3 or 4 things you learn and put these things into your own words

DO NOT ANALYSE LANGUAGE IN Q1.



To get A/A*

Look for counter-arguments, contradictions or bias.


What you must do to do well 
· You have answered the question

· You have embedded quotes

· You have explained the article in your own words

· You have made 3-4 developed points

· You have not wasted time with an introductory sentence

What you should do to improve
· Read the question carefully and answer it

· Embed quotes / use quotes / use shorter quotes

· Explain in your own words don’t paraphrase or copy

· Make fewer points but develop them further

· Make more points

· Stop writing introductory sentences that will not get a mark

This takes you through the examiner's thinking - please subscribe to the Free ESchool Channel

To practice this skill read this article http://www.bbc.co.uk/news/magazine-22680192 and explain what we learn about climbing Everest.  Remember you must read in 5 minutes and answer in no more than 12.

Unseen Poetry. Do not panic.

In the Poetry Across Time exam, Section B is an unseen poem.

You need to answer in 30 minutes and get 18 marks.

Do not panic about this because you have analysed lots of poems independently and have all the skills you need already.

Think about how you usually analyse a poem when your teacher gives it to you: what do you do?

1. read it through carefully.  As far as you can try to 'hear' it in your head so the rhyme and rhythm is obvious to you.  Please do not read it out loud in the exam hall - this isn't going to make you very popular!
2. Now re-read the question: what do the exam board want you to pick out? There may well be a theme or a focus that they want you to write about.  Identify it and know what you're looking for.
3. then read it again.  This time do what you would in class: annotate it. Looking for key words and techniques. What is the poet trying to make you feel or think with the words chosen?
4. Write a response which directly answers the question asked and reflects the way you are responding to the poet's words. This might be the hard part, so you could use this method:

ARTWARS

So, what the poem is about, repeated ideas, tone, words, alliteration and other techniques, rhyme and rhythm and structure.

Or FLITS (form, language, intentions/ideas, themes, structure)

Either way, the examiner wants to see you can respond to the poet's central message and identify how the choice of words, structure and techniques achieves this.

A really good way to revise now would be to write down ALL the poetic language and structural techniques that you can think of.... Now, read your exercise book and search on the internet to find out ones you have forgotten.

Finally, you could practice responding to unseen poems and revise all the conflict cluster using this amazing resource from Verulam School.

Good luck!

Out of the Blue

This Higher poem has not yet been examined so it may be one to focus on. Do remember though that all poems may be examined and that you need to know them all in order to be able to compare effectively.

 

 

Are you able to identify: form?

Armitage's intentions?

A number of language techniques?

Three really juicy quotes that you could anlayse really well?

What the attitude to conflict is in this poem?

How you might compare it to other poems in the cluster?

 

How to get A/A* on the English Language Higher GCSE paper

Form in Poetry - what's it all about?

When you are writing about form you ought not panic, they're poems. That's the form.  Poetry is different to prose as the poet decides exactly how the poem looks on the page, line length and separation between stanzas.  If you mention structure then you might well be looking at form too.

However, there are specific forms of poetry and this post might help you with them.

• Flag - John Agard (foundation named poem) - this is similar to a shape poem as the lines are set out in such a way that the middle line is shorter which makes you think of a pennant flag which represents the 'Flag' in the title.  Also, the three line form might remind us of the tricolour set out pof many world flags (think France or the Netherlands).
• Extract of Out of the Blue - Simon Armitage - this is a dramatic monologue where Armitage adopts the voice and persona of an imaginary trader in the World Trade Centre.  This gives the poem a personal quality and makes the nature of the tragedy much closer.  We 'hear' the voice of someone who perished in 9/11 speaking directly to us.
• Mametz Wood - Owen Sheers - we could say that this poem is an elegy - a tribute to the dead soldiers.
• The Yellow Palm - Robert Mihinnick - this poem is a ballad.  Ballads are a traditional form of poetry which tend develop a story about ordinary people or a tragedy (think the ballads you did in KS3 - The Highwayman, The Ballad of Charlotte Dymond, The Pied Piper of Hamelin).  An important feature of a ballad is a refrain 'As I walked down Palestine Street' and repeated ideas - e.g. colour in each stanza. This ballad form is appropriate to tell the tragedy of the ordinary people of Baghdad in the aftermath of 'The Mother of All Wars'.
• At The Border 1979 - Choman Hardi -  does not have a set poetic form and the fractured and uneven nature of the poem's structure reflects the sense of dislocation that the refugees have.  They do not 'belong' anywhere just as the poem does not 'belong' in a set form.
• Belfast Confetti - Ciaran Carson - also does not have a form. The lines are a mixture of lengths in order to reflect the confusion of the bomb exploding.
• Poppies - Jane Weir - the poem could be said to be an elegy to the persona's son but this reading would depend on you feeling that the son has died - this is ambiguous and can be interpreted either way.  It seems to have a regular line length etc but within there is caesura that reflects someone appearing to be coping on the outside but being broken within.
• Charge of the Light Brigade - Alfred, Lord Tennyson.  Arguably this poem is an Ode, a classical type of poem that  is lyrical (meant to be read aloud) and commemorates heroic figures - 'the Six Hundred'.
• Futility - Wilfred Owen - this poem has 14 lines which is the classical form of the sonnet. However, Owen changes the structure within Futility to be unlike a sonnet (which usually rhymes ababcdcdcefefgg) which maybe represents that sense of Futility and lost hope in the poem.  Sonnets are usually love poems and here the question is what is loved: life? the soldier?
• Bayonet Charge - Ted Hughes - this poem does not have a set classical form which may reflect the confusion of being hurled into battle.
• Come On, Come Back - Stevie Smith - this poem is written in free verse where there is no regularity to the stanzas or lines. This reflects the inner confusion of the persona, Vaudevue. It may also represent the 'Future War' where traditional forms have now been lost.
• Next to of course god America I - e.e.cummings - like Come On. Come Back this poem is written in free verse and contains snippets of a number of patriotic songs.  However, it is in 14 lines and therefore could be seen to be a love poem, ironically as it is about 'love' of America.
• Hawk Roosting - Ted Hughes - this poem does not appear to have a traditional form but does have a regular structure which may represent the strength of the bird at the centre of it.

Conflict Poetry - some great resources

This video covers the heritage poems in the conflict cluster

And this covers the contemporary poems

 

This channel on Youtube revises all of the poems in the conflict cluster: take a look!

And this explains how the poems can be compared with each other:

Of course BBC Bitesize is always brilliant for revising: particularly for poetry and the conflict cluster

If you prefer videos then Cherwell Online's YouTube channel is well worth a look.

And you can get all the poems annotated at the appropriately named Get Revising!

And what the examiner is looking for at Malmesbury School's blog

And this is what some students at Wildern School achieved.

Finally, you have your anthology, exercise book, revision guide and your own interpretation skills.

Good luck!

Of Mice and Men Revision

Of Mice and Men will be part B of the Exploring Modern Texts exam.  The question is worth 30 marks and is split into two sections part (a) and part (b).  This means roughly 20 minutes for each as the total time for Section B is 45 minutes.

Part (a) will be an extract of the novel that you will be asked to analyse paying close reference to the text - ensure you do this: there should be a lot of quotes from that section throughout the whole response.

Part (b) will be a question that builds on part (a) and has often been primarily about context.  Remember this is an English Literature exam, not History, and you need to include quotes and language techniques when responding.  Using FLICTS will help you to remember what to cover.

If you want to revise the novel or a character the entire novel Of Mice and Men is online here which makes searching for characters or quotes simple.

If you want to revise further this slideshare is brilliant in helping structure responses.

Form 

• Of Mice and Men is a novel / novella and therefore you should refer to the reader.
• John Steinbeck himself called it a play-novella and there are similarities between it and a play. Primarily, at the beginning of each chapter is a description of setting which contextualizes the action for the reader (the riverbank, the bunkhouse, Crooks' room, the barn). This description tells the reader much about the lives of the characters via details or foreshadows what is to come.
• also, the novella is largely dependent on dialogue to tell the story.  This brings the reader 'close' to the characters as we rarely have an omniscient narrator to comment on the action.  This means that the reader is asked to make their own judgements.
• There are five chapters which is similar to many tragedy plays which have five acts. We could say that OMAM is similar to a tragedy as explained here or see if you can use this explanation of classical tragedy to link to the events of OMAM.
• it is also a thriller: the foreshadowing and hints throughout warn the reader that something appalling is going to happen. 

Language

• You can comment on the way Steinbeck uses colloquial language to show the characters on the ranch: their speech is written to seem accented and they use slang and taboo language such as swearing.  This is a hard, masculine, rough world and their speech reflects this.
• Metaphors / motifs - the red dresses, the animal imagery, the Dream
• Religious language - 'fatta the lan'' comes from the Bible and refers to the promise of a better life.
• Soledad - the nearest town to the ranch means solitary / lonely in Spanish.  Metaphor.
• Of Mice and Men - comes from the poem To a Mouse by Robert Burns.  The lines it comes from are:

The best-laid schemes o' mice an 'men 

Gang aft agley, 

An'lea'e us nought but grief an' pain, 

For promis'd joy!

(which roughly translates as: both mice and men's most cherished plans often go wrong and leave us with grief and pain instead of the joy we were promised)

Ideas / Intentions

• Steinbeck's voice as omniscient narrator is not often present in the novel - he leaves the reader to come to their own interpretation without commenting.
• However, it is fair to interpret that Steinbeck is trying to make the reader think about the nature of prejudice (against the weak/disabled/old; discrimination against women; racial prejudice and the grinding poverty of the ranch workers).
• Steinbeck had Communist sympathies and if you were asked about the Boss or Curley an examiner would be impressed if you linked the relatively negative representation of these two men to Steinbeck's political sympathies which would be with the workers and against the Boss: 'A little stocky man stood in the open doorway. He wore blue jean trousers, a flannel shirt, a black, unbuttoned vest and a black coat. His thumbs were stuck in his belt, on each side of a square steel buckle. On his head was a soiled brown Stetson hat, and he wore high-heeled boots and spurs to prove he was not a laboring man.'

Context.

Context is ONLY examined in Of Mice and Men, not in An Inspector Calls. Remember, this is a Literature exam not History, so you need to link context to the characters and quotes in the novel.  There are few marks for being able to spout a timeline about the Great Depression but a lot for being able to link how the limited possessions of the ranch workers demonstrates the poverty at the time.

There is a useful overview of context here

• Ranch workers / itinerant workers - the novel was published in 1937 and Steinbeck had personal experience of the life of ranch workers from summer jobs he had on the ranches.  The decades before 1937 had been tough: the Wall Street Crash (1929) had led to the Great Depression where millions ended up poverty stricken. To make matters worse, over farming had caused the Great Dust Bowl and many farmers from these areas had been forced to travel for work.  There were refugee camps in California for the poor who arrived to seek works in the fertile Californian valleys. Many workers meant wage prices were low and any troublemakers could easily be replaced. Think about how the bunkhouse is described and how few possessions the ranch workers had:  Over each bunk there was nailed an apple box with the opening forward so that it made two shelves for the personal belongings of the occupant of the bunk. And these shelves were loaded with little articles, soap and talcum powder, razors and those Western magazines ranch men love to read and scoff at and secretly believe. And there were medicines on the shelves, and little vials, combs; and from nails on the boxsides, a few neckties.

• African-Americans - as you are aware America had an appalling history of slavery followed by a history of segregation, where white people would not allow African-Americans to attend the same schools, restaurants and their job opportunities were limited. True segregation was practised in the South - Alabama, Mississippi, Texas.  In the northern states and California there had not been slavery nor legal segregation. 
•  Crooks is proud of being Californian: “I ain’t a southern Negro,”he said. “I was born right here in California. My old man had a chicken ranch, ‘bout ten acres. The white kids come to play at our place, an’ sometimes I went to play with them, and some of them was pretty nice." However, whilst there is no legal segregation in California it was still a racist society and African-Americans were not welcome nor equal:  'He hesitated, and when he spoke again his voice was softer. “There wasn’t another colored family for miles around. And now there ain’t a colored man on this ranch an’ there’s jus’ one family in Soledad.” He laughed. “If I say something, why it’s just a nigger sayin’ it.” 
On the ranch there is an odd mix of hatred and respect for Crooks:  “Yes sir. Jesus, we had fun. They let the nigger come in that night. Little skinner name of Smitty took after the nigger. Done pretty good, too. The guys wouldn’t let him use his feet, so the nigger got him. If he coulda used his feet, Smitty says he woulda killed the nigger. The guys said on account of the nigger’s got a crooked back, Smitty can’t use his feet.” He paused in relish of the memory."
• Crooks' room in the barn represents segregation - he is not allowed to live with the other (white) men in the bunkhouse.

The disabled 

• the ranch is a tough, masculine world. Crooks and Candy as disabled people are treated less well.  Candy 'swamps' (cleans) which is the lowest job.  Crooks has more respect and looks after the mules.  However, physical disability is a real bar to them in this society.
• Lennie appears to have some sort of developmental abnormality. People who were mentally disabled were called unacceptable names such as 'retarded' in 1930s American and tended to be kept in institutions which were huge, unpleasant and not designed to help mentally disabled people live a fulfilling and happy life. Lennie is lucky to have Aunt Clara and George to allow him to live a more independent life. However, the prevailing attitude to mental disability is shown by the names Lennie is called: 'crazy bastard!' and 'dum dum'. You can learn more about the history of disability in America here

Themes

• Loneliness & companionship, violence, prejudice, segregation, dreams, failure

Structure

• Foreshadowing: the girl in Weed; the mouse to the puppy to Curly's wife; shooting Candy's dog; George warning & reminding Lennie about the hiding place
• Cyclical structure - the novel ends where it starts as nobody gets their dream.

Finally: this is FUN, FUN I tell you...

An Inspector Calls - Revision

Remember that An Inspector Calls is Section A of the Literature: Exploring Modern Texts exam. 

You have 45 minutes to answer the question and there will be a choice of two questions, there are a total of 30 marks.

Previous exams have tended to have a question on character and one on theme or stage directions.  However, it is unwise to assume or question-spot.

The assessment objectives tested for An Inspector Calls are FLITS

Form

• An Inspector Calls is a play and therefore you must show your examiner an understanding of this.  ALWAYS refer to the audience's reaction to characters and action.
• Refer to stage directions at some point in your essay; the stage directions at the commencement of Act 1 are very rich for characterisation and setting.  Also, the different ways the stage directions are used throughout the play to show the way the characters are meant to act e.g Inspector (cutting in massively) - for an A/A* you should aim to include and analyse some stage directions as well as dialogue.
• Stage directions are for the actors and director. 
• The form is also a detective play and a thriller. 
• The play appears to have a detective (the Inspector) and the 1940s audience would be used to detective films and expecting certain things of this genre of play: that the Inspector would sum everything up and point to the killer.  The questions at the end of Act 3 subvert this genre and make it interesting.  The audience wouldn't have been expecting any questions at the end of the play.
• It also appears to be a traditional whodunnit, but in this play everyone dunnit (sorry). This is also a change from generic expectations. You could link this to a question about 'responsibility' and show that this demonstrates the theme of responsibility as so many people are responsible for the death.

Language

• Remember language involves analysing the effect of certain words and language techniques for A/A*
• Priestley uses dramatic irony (where the audience knows more than the character) both for humour and to undermine Mr Birling's credibility ('the Titanic ... unsinkable, absolutely unsinkable' and 'I say there isn't a chance of a war').  This may be metaphorical for his complacency in the face of the storm gathering over his family: he doesn't see the Titanic sinking nor WW1 and WW2, neither does he foresee his family's ruin that very night.
• Look at the parallels and juxtapositions between what Birling says and what the Inspector says (Birling: 'if you don't come down sharply on some of these people, they'd soon be asking for the earth!' ....  Inspector 'They might. But after all it's better to ask for the earth than to take it')
• Metaphor: 'Eva Smiths and John Smiths' - Smith is the most common surname in English and represents workers as 'smiths' were originally industrial workers (think blacksmiths, goldsmiths etc).  Additionallly, Eva may link to Eve - the first woman, or all women. John was the most popular English name for men.  Therefore, Eva Smith is metaphorical for all workers.

Please remember that if you get a character question you MUST look at the language in the stage directions to Act 1 describing that character.  Please learn that 'portentous' means 'pompous' or 'arrogant'.  Do not analyse words you do not understand.

Ideas / Intentions

• Priestley was a socialist and his ideas / intentions are based around making the audience question social responsibility.
• He juxtaposes an upper middle class family ('dessert plates ... champagne glasses ... decanter of port, cigar boxes and cigarettes') with the absolute poverty of the working class ('these young women counting their pennies in their dingy little back bedrooms')
• There is an interpretation that the Inspector presents Priestley's viewpoint: 'We are members of one body.  We are responsible for each other. And I tell you that the time will come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish'.
• He is NOT entirely hostile to the upper-middle class.  There is more sympathy for Sheila and Eric who do learn the Inspector's lessons than Mr & Mrs Birling and Gerald, who do not.

Themes

This is an excellent summary of the themes in the play - click here

• Social and personal responsibility - this is a key theme. (Inspector: 'Public men, Mr. Birling, have responsibilities as well as privileges',  Mrs Birling: 'Go and look for the father of the child. It's his responsibility.' Sheila: 'And I know I'm to blame - and I'm desperately sorry - but I can't believe - I won't believe - it's simply my fault in the end - she committed suicide'). The click here for the BBC Bitesize on reponsibility
• Social class - get the class names right: Eva/Daisy is working class; the Birlings are middle class and the Crofts are aristocrats or upper class. Click here for some relevant information on Bitesize
• Sex discrimination - Eva/Daisy has less power because she is a woman. When she loses her job for striking she has very little choice but to have sexual relationships with Gerald and Eric for money. Ironically, Mrs Birling is horrified by this. There are suggestions throughout the play of a hypocrisy in this society and that many rich, married men such as the Alderman are visiting the playhouse to meet prostitutes.
• Age / The Generation Gap - Eric and Sheila are dismissed for being young and impressionable by their parents BUT tend to be more insightful than their parents too.
• The Supernatural - one interpretation is that the Inspector is a supernatural being; a ghost? - compare 'ghoul' and 'Goole' or some sort of angelic figure as he speaks in religious imagery 'And I tell you that the time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish'. Also, consider what the Inspector is there to inspect: a crime or the families' consciences?
• Time - this play was performed in 1946 and set in 1912. This gives Priestley the opportunity to use dramatic irony as the audience would know exactly what had just happened (WW2). However, is there an interpretation that the reason the final phoncall from the informary comes through is because the family have not learnt their lesson?
• Truth and lies - the family's 'happiness' is built on lies - Gerald has been having an affair with Eva whilst courting Sheila.  Eric has been stealing and lying.  However, how far do the family also lie to themselves and not know their own faults?

Structure

• The play is in three acts and at the end of each act is a denouement where the audience find out a juicy piece of information just before the curtain falls (in Act 1 it is Sheila finding out about Gerald's affair; in Act 2 it is the realisation that Eric is the father of the baby; in Act 3 it is that a girl has died at the infirmary and an inspector is on the way...).  This builds tension and makes the audience thrilled to see more.
• The Inspector inspects each character separately.  This allows the audience to see the character's involvement in Eva/Daisy's story unfold but also allows the 'false' ending in Act 3 where it appears to Gerald ('But how do you know it's the same girl?' ... 'How do you know it's the same photograph?').
• The effect of the false ending is to unsettle the audience: we feel frustrated that the family have 'got away with it' and relieved that a girl hasn't died. Then, at the end when the final telephone call comes in we are more shocked.  Is this Priestley trying to teach the audience about collective responsibility and caring for others?
• The Inspector arrives at exactly the point when Mr Birling has just said we are not responsible for each other: 'a man has to mind his own business and look after himself and his own [we hear the sharp ring of a doorbell]' - is this because Inspector Goole is truly supernatural?