1. Knowledge Organisers for English
How do you use them?
Self quiz – read and write down what you remember
Look, cover, write, check
Create flashcards that you test yourself on to learn the knowledge
Create mini quizzes and swap and check your knowledge
Dual code – create a series of pictures or symbols that link to the information on the KO
Apply the information in context – use them to help you write an essay or plan an essay
How NOT to use them:
Copy out the information with the KO directly in front of you
Ignore them
You will study:
Romeo and Juliet
Animal Farm
The Sign of Four
The Poetry Anthology
Context for the Anthology
Unseen Poetry
YOU ALL NEED TO LEARN THIS INFORMATION

2. EXTRACT & ESSAY COMBINED
ROMEO & JULIET CORE KNOWLEDGE – Y11 AQA
SKILLS
Analysis Points:
Link to the question
Link to the terminology (Lang/Structure – evaluating choice)
Short Quote(s)
Explain meaning and effect – both obvious and hidden (explicit and implicit)
Zoom in on words/explore connotations and effect
Suggest what other readers might think/feel (offering an alternative opinion)
Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)
Explore a linking quote/supporting idea
Context
Patriarchy -
Women not as
important as men
Law – no justice system like we have today instead the class system hierarchy was responsible for keeping the peace
Greek Tragedy – Use of a chorus in the prologue to narrate events
Courtly Love – a love that was not returned – often love letters would be sent to a lady who did not reciprocate
Fate - is from the work of a
Roman scholar named Boethius who influenced Shakespeare Allusions/Greek Mythology – Several Greek myths are referenced throughout the play
Arthur Brook’s poem inspired the play
The Renaissance – was a time of significant change in the fields of religion, politics, science, language and the arts
Act & Theme
Key Moments
Prologue: Love, Civil War, Fate Conflict
Exposition of feud between Montagues and Capulets. Love story & deaths of Romeo & Juliet revealed .
Act 1: Civil War, Conflict Law, Fate, Patriarchy
Family Relationship
Servants of both houses fight in the street. Prince breaks it up. Paris asks to marry Juliet. Nurse reveals this to Juliet & we see their close bond. Romeo argues against going to the ball. R&J meet & fall in love at the Capulet Ball. Tybalt recognises Romeo & wants to fight. Lord Capulet stops him.
Act 2: Civil War, Conflict Law , Fate, Patriarchy,
Chorus inform of the futile love. Romeo abandons his friends & jumps into Capulet’s orchard. Balcony scene – they confess their love & arrange to marry. Friar Laurence agrees to marry R&J. Tybalt challenges Romeo. Nurse acts as messenger regarding the wedding. They marry in secret.
Act 3: Civil war, Cnflict, Death, Love, Religion, Law, Fate, Patriarchy, Family Relationship
Mercutio & Tybalt fight. Tybalt kills Mercutio. In anger Romeo kills Tybalt. Prince banishes Romeo to Mantua. First the lovers spend the night together. Juliet is distraught about Romeo being banished. Capulet agrees to Paris & Juliet marrying. Juliet refuses to marry him. The nurse says she should.
Act 4: Fate, Love, Death, Patriarchy, Family Relationship
Friar plans to give Juliet sleeping drug. Juliet agrees to marry Paris. Takes the drug. Everyone thinks she is dead (Nurse finds her).
Act 5: Death, Fate, Conflict, Family Relationships, Love, Law, Religion, Patriarchy,
Romeo doesn’t receive a letter about the Friar’s plan. He hears she is dead. Buys poison. Friar Laurence sends another letter. Romeo arrives at the tomb. Kills Paris. Drinks poison. Juliet awakes to find Romeo dead. Juliet stabs herself. The families are brought together in grief.
Vocabulary
Definition
Unrequited love
Love which is felt by one person, but not returned
Patriarchy
Society dominated by males who rule over females
Masculinity
Traits relating to being stereotypically male
Impulsive
Acting/doing something without thinking
Loyalty
Having a strong feeling of support or allegiance
Audience
Spectators or listeners
Wisdom
Quality of having good judgement/being wise
Justice
Fair treatment or behaviour
Rebellion
Armed resistance to a government or the laws
Marriage
Formal union of two persons in the eyes of god
Aggression
Anger which results in aggressive behaviour
Maternal
Feelings which are related to being a mother
Societal expectation
Social normalities relating to the time
Morbid
An interest in death and disease
Futile
pointless
Terminology
Definition
Tragedy
Form of the play exploring tragic events & downfall of character
Dramatic Irony
where the audience are more aware of the action happening than the characters
Soliloquy
an individual character in a play speaking their thoughts out loud to the audience
Protagonists
The main character who propels the action forward
Celestial Imagery
Images relating to heaven
Oxymoron
using two opposing terms together, that normally contradict each other
Juxtaposition
Placing contrasting ideas close together in a text
Foreshadowing
a hint or suggestion of what might happen later in the story
Emotive Language
Language which creates an emotion in the reader
Connotations/ Zooming in
Implied or suggested meanings of a word or phrases
Hyperbole
use of extremely exaggerated terms for emphasis
Puns
Joke exploiting the possible different meanings of a word
EXAM REQUIREMENTS
EXTRACT & ESSAY COMBINED
ESSAY ON ROMEO & JULIET: Intro – link to the question with overview of meaning. Explain which events in the play you will focus on. Extract Focus – explore what the extract means using supporting quotes and link to the question Idea 1 - choose a moment from the play to explore with quotes & context Idea 2 - choose a 2nd moment from the play to explore with quotes & context - Idea 3 - choose a moment from the play to explore with quotes & context - Idea 4 – choose a moment to explore with quotes and context
Conclude – Short summary of points
INCLUDE CONTEXT

3. Quotes & Technique & Brief Analysis
Character
Quotes & Technique & Brief Analysis
ROMEO – Main Protagonist
“In sadness, cousin, I do love a women” Act1:1 – juxtaposition Romeo swooning and pining for Rosaline. “Arise fair sun and kill the envious moon,” Act 2 Metaphor to show his rejection of Rosaline in favour of Juliet. “With love’s light wings did I o’erperch these walls,” Act 2:2” Celestial Imagery to show he is linked to God and the heavens. “O I am Fortune’s fool” Act 3:1 –Metaphor/ Alliteration. Cursing fate after he has killed Tybalt. “Death hath had no power yet upon thy beauty.” Act 5:3 Imagery to show that death hasn’t changed Juliet’s appearance yet – Shakespeare is playing with the audience here. ”Thus with a kiss I die” Act 5:3 statement first person – he dies
JULIET – Main Protagonist
“You kiss by the book” Act 1:5 – metaphor – falling in love with Romeo. “My only love sprung from my only hate” Act 1:5 – juxtaposition/Oxymoron – Realising Romeo’s family.  “What’s in a name? That which we call any rose would smell as sweet.” Act 2:2 –metaphor –Juliet questioning Romeo’s family names importance.  “Methinks I see thee now, thou art so low, as are dead in the bottom of the tomb” Act 3:5 –Juliet has a vision of Romeo lying dead. “Proud I can never be of what I hate” Act 3:5 – Juliet saying to her father that she cannot be proud of being paired with Paris. “O happy dagger –let me die!”Act 5:3–Personification – Juliet before she kills herself.
TYBALT – Cousin to Juliet - Antagonist
“What, drawn, and talk of peace! I hate the word, as I hate hell, all Montagues, and thee” –Act 1:1 –Repetition – Tybalt showing his primary character trait of loving fighting.“This, by his voice, should be a Montague.— Fetch me my rapier, boy.” Act 1:5 Tybalt recognises Romeo who has gatecrashed the party and wants to attack him.  “Boy, this shall not excuse the injuries that thou hast done me. Therefore turn and draw.” Act 3:5 – Metaphor – Tybalt emphasising how he feels damaged by Romeo’s behaviour, and is determined to fight.
LORD CAPULET – Juliet’s father
“What noise is this? Give me my long sword, ho!” Act 1:1 – Capulet keen to join in the fighting “And, to say truth, Verona brags of him to be a virtuous and well-governed youth.” – Act 1:5 –Adjectives - At Capulet’s party, he admits that Romeo is an honourable, young man. “hang thee, young baggage.” –Act 3:5 – adjectives - Capulet insulting Juliet.
NURSE – Capulet household
“What lamb? What Ladybird! God forbid, where’s this girl? What Juliet?” – Act 1: 3 – Rhetorical questions - nurse calling Juliet to speak to her mother. “I am so vexed that every part about me quivers.” – Act 2:4 adjectives hyperbole – the nurse is angry about the way Romeo and his friends are speaking to her. “She’s dead decease’d, she’s dead, she’s dead!” – Act 4:5 Repetition –alerts Lady Capulet to Juliet’s pretend death
FRIAR LAURENCE – unaffiliated
“For this alliance may so happy prove/To turn your households rancour to pure love.” A2:3 poetic/hopeful tone – FL agrees to marry R&J hoping it stops the fighting . “O Juliet, I already know thy grief,” Act 4:1 – compassionate tone, connotations, showing FL is aware of how Juliet feels about marrying Paris and that he is complicit in her possible bigamy if she does marry Paris.  “Come, I’ll dispose of thee among a sisterhood of Nuns.” Act 5:3 Friar Laurence plotting even at the end to try and help Juliet escape the marriage to Paris, even when the sleeping drug plan goes wrong.
LADY CAPULET – Juliet’s mum
“Wll think of marriage now; younger than you,” Act 1:3 – cajoling tone – questioning – LC is trying to persuade Juliet to marry Paris. “You are too hot.” – Act 3:5 short sentence - telling her husband not to be so angry with Juliet. “O woeful time!” Act 4:5 exclamation mark, adjective, despairing tone – LC just learnt of her daughter’s death.
LORD MONTAGUE
With tears augmenting the fresh morning dew” Act 1: 1 – metaphor to show he is worried about Romeo. “Who set this new quarrel abroach?” Act 1:1 – Rhetorical question to find out how the fight started. “For I will raise her statue in pure gold,” Act 5:3 hyperbole, persuasion – Montague assures Capulet he’ll erect a gold statue in her memory
MERCUTIO –Romeo’s friend Antagonist
“Nay, gentle Romeo, we must have you dance” Act 1:4 Imperative ‘must’ persuading Romeo to go to the ball.
“O calm, vile dishonourable submission” Act 3:1 – Adjectives – Mercutio not understanding why Romeo is cowardly and backing down from a fight with Tybalt. “A plague a’both your houses!” Act 3: 1 -Metaphor blaming both the Montagues and the Capulets and wishing them the most unpleasant death. Related to the Prince
BENVOLIO – Romeo’s ousin
“I do but keep the peace. Put up thy sword,” Appeasing tone. Short sentence – to show he doesn’t want to fight.  “I’ll pay that doctrine, or else die in debt.” hyperbole/exaggeration, alliteration to show he is loyal to Romeo.  “Go then, for tis in vain/To seek him here” A2:2 – Imperative – leaving Romeo after ball in Juliet’s orchard
PARIS – unaffiliated – Love interest
“Younger than she are happy mothers made” –Act 1:2 – Paris trying to persuade Capulet to allow him to take Juliet as his wife. “That ‘may be’ must be, love, on Thursday next.” – Act 4:1 –Modal into an Imperative. Paris speaking to Juliet about marrying her on Thursday. “O, I am slain! If thou be merciful, open the tomb, lay me with Juliet” –Act 5:3 Paris dying & hoping to be buried alongside Juliet. He isn’t.
PRINCE – unaffiliated - Peacemaker
“If ever you disturb our streets again, your lives shall pay the forfeit of the peace” –Act 1:1 – The Prince saying that execution will result for future fighting. “Let Romeo hence in haste, else when he is found, that hour is his last” Act 3:1 –Prince banishes Romeo. If he returns he will be executed. “Capulet, Montague! See what a scourge is laid upon your hate…All are punished.” Act 5:3 –Prince blaming the heads of both families for the deaths of their children.

4. THE SIGN OF FOUR KO Chapter & Title Summary Synonyms for intelligent
Vocabulary
Definition
Deduction /deduces
The power of making a suggestion / makes an educated suggestion
Opulently
Bright/over the top
Pontificates
Thinks carefully
Ensues
Starts
Deceased
Dead
Mystery
Events that need solving
Irrepressible
Not able to be controlled
Ally
Supporter
Detective
An investigator
Quest
Search
Chapter & Title
Summary
Ch1 – The Science of deduction
Introduction to Holmes & Watson – Holmes as a drug addict, deep thinker & detective whose mind is never still, he is established as an intelligent thinker, who will look at obscure clues & make a deduction. Watson introduced as his sidekick/sounding board.
Ch2 – The Statement of the Case
Miss Morstan arrives distressed & upset. She explains the disappearance of her father, mysterious pearls being sent to her & a summons without police to a mysterious meeting.
Ch3 – In Quest of a Solution
Holmes takes the case, Dr. Watson assists. Holmes investigates the pearl & connections to Major Sholto (now deceased). The 3 – Holmes, Watson & Morston go to the meeting place & take a mystery tour of London to a secretive meeting place.
Ch4 – The Story of the Bald-Headed Man
In a rundown house, furnished opulently with Indian furnishings, juxtaposing the drab setting, the son (Thaddeus) of Major Sholto introduces himself & explains he & his twin brother were privy to a deathbed confession of murder by their father (Miss Morstan’ s father). During the confession a wild looking man was spying through the window & Major Sholto was a suspicious character afraid of a one-legged man! They travel to see the twin (Bartholomew) at Pondicherry Lane – it is now late at night. The story of the treasure unfolds & the sending of the pearls.
Ch5 – The Tragedy of Pondicherry Lane
The quartet (Holmes, Watson, Morstan & T. Sholto) arrive at B. Sholto’s house & are refused entry by McMurdo (employee of B. Sholto). McMurdo recognises Holmes & concedes entry. Bartholomew has not been out of his rooms all day, A female scream occurs (Mrs Bernstone- the housekeeper), Thaddeus investigates & calls on Holmes/Watson’s help, they break into B. rooms & discover his death. A puncture wound in the head with no sign of breaking & entering. Thaddeus fears being arrested but reports to the police the events.
Ch6 – Sherlock Holmes gives a Demonstration
Holmes pontificates on the murder, explores the room for clues, makes an assumption that their were two men, investigate the trapdoor in the roof, discover the missing treasure & orders Holmes to collect a sniffer dog. Inspector Athelney Jones arrives & casts doubts on Holmes detective work.
Ch7 – The episode of the Barrel
Watson escorts Miss Morstan home to Mrs Forrester & begins to fall in love. Watson leaves, retrieves the sniffer-dog & returns to Pondicherry Lane. Holmes has deduced the murderer is Jonathon Small (a convict) with an unusual accomplice. They begin to search.
Ch8 – The Baker Street Irregulars
Holmes deduces Small has taken a steam launch & moored/hid on the river upon talking to the bargemaster’s wife, enlists a ragtag bunch of children (Baker Street Irregulars) to seek the boat on the Thames, they wait, Holmes discovers identity of the accomplice & Holmes dreams of Miss Morstan.
Ch9 – A Break in the Chain
Holmes visits Miss Morstan to update her, returns Toby (sniffer-dog), Holmes is despondent & goes out dressed as a sailor, Jones (Inspector) arrives at Baker Street, Holmes arrives in disguise, fools Watson & Jones & explains the plan. Jones has let his suspects go (McMurdo & Thaddeus Sholto).
Ch10 – The End of the Islander
(Holmes, Watson & Jones) have a bonding dinner & set out to find the criminals on an unmarked police boat, a chase ensues, accomplice is killed & in the river, Small tries to escape & is captured.
Ch11 – The Great Agra Treasure
Small is captured, the death of B. Sholto is uncovered, the accomplice did it, Holmes takes the treasure to Miss Morstan, discovers it is gone & professes his love for her.
Ch12 – The Strange Story of Jonathan Small
Small explains the mystery of the Agra treasure, the pact made, the double crossing regarding the treasure, how the accomplice (Tonga) came to be with Small, the death of Major Morstan & the mystery is solved.
Terminology
Definition
Imagery
visually descriptive or figurative language
Protagonist
Main character who drives the action forward
Metaphor
a comparison as if a thing is something else
Symbolism
the use of symbols to represent ideas or qualities
Noun
the name of something
Personification
Giving human qualities to inanimate objects
Adjective
a word used to describe
Verb
a word used to describe an action
Adverb
often ly words which describes how things are done
Pronoun
Pronouns are used instead of names
Connotations
implied or suggested meanings of words or phrases
Juxtaposition
placing contrasting ideas close together in a text
Oxymoron
using two terms together, that normally contradict each other
Repetition
when words or phrases are used more than once in texts
Foreshadowing
a hint or suggestion of what might happen later in the story
Synonyms for intelligent
Clever, astute, intuitive, quick-witted, sharp, insightful, perceptive, canny, alert, discerning, penetrating, smart, bright.
EXAM REQUIREMENTS FOR AQA
You will have an extract in front of you and will need to explore the whole text as well as the extract and include your knowledge of context
45 mins (including planning time)
Intro – link to question. Explain the text briefly. Mention time period/context. Throughout the essay– choose relevant quotes from the whole text and analyse the language, structure and effect of these quotes. Place the extract analysis where is suits chronologically in the essay. Refer to the question and link to the context regularly.
SKILLS: Analysis Points to consider/use
Link to the question
Link to the terminology (Lang/Structure – evaluating choice)
Short Quote(s)
Explain meaning and effect – both obvious and hidden (explicit and implicit)
Zoom in on words/explore connotations and effect
Suggest what other readers might think/feel (offering an alternative opinion)
Link to the writer’s intentions (step out from close analysis & give overview of meaning)
Explore a linking quote/supporting idea
Explore the context relevant to section of text that you are studying

5. Damsel in distress, young, beautiful, astute
Characters
Characteristics
Quotes
Sherlock Holmes
Main protagonist, intelligent, detective, pragmatic, ponderous nature, drug taker, deep thinker
CH1 “long, white, nervous fingers”, “detection is, or ought to be, an exact Science” “To the trained eye…” “Don’t go, Doctor.” CH2 “A singular case” “Holmes shook his head” CH3 “native Indian manufacture.” he remarked, CH5 “treasure hunters…six years looking for it” “slow and methodical manner”
Dr. Watson
Holmes’ partner/sidekick/ally, reflective, thoughtful, emotional, war veteran,
CH1 “Afghan campaign yet” CH2 “I shall be proud and happy” “my mind ran upon our late visitor.” CH3 “bright, eager and in excellent spirits…alternated with fits of the blackest depression” “took his revolver and slipped it into his pocket” “I endeavoured to cheer and amuse her” “Sherlock Holmes was never at fault and he rattled the names” Ch5 “a wonderous subtle thing is love” CH6 “How then? I persisted” Ch8 “play some low, dreamy, melodious air” CH8 “unofficial force” “pattering of naked feet”
Miss Morstan
Damsel in distress, young, beautiful, astute
CH2 “a clearer promise of a refined and sensitive nature” “to find some peace, some comfort, and instead…” “choking sob” “correct intuition” CH3 “muffled in a dark cloak” “I give you my word on that”
Mrs Forrester
Employee & friend to Miss Morstan (minor)
“how tenderly…how motherly” “an honoured friend”
Major Morstan
Deceased father of Miss Morstan, disappeared in mysterious circumstances
CH3 “full of allusions to the major” CH4 “paroxysm of anger”
Major Sholto
Friend of Major Morstan, died recently, suspicious & fearful
CH4 “a considerable sum of money, a large collection of valuable curiosities and a staff of native servants.” “fired his revolver at a wooden-legged man,” “I found, to my horror he was dead”
Thaddeus Sholto
Moral, son of Major Sholto, kind, fair, twin
CH4 “small man, with a very high head, a bristle of red hair… and a bald shining scalp” “still palpitating Thaddeus Sholto”
Bartholomew Sholto
Twin, immoral, fearful, greedy, treasure hunter, deceased
Ch4 “B is a clever fellow.” “he computes the value of the jewels at not less than half a million sterling” CH5 “murder” “set, however, in a horrible smile, a fixed and unnatural grin”
McMurdo Lal Roa
Porter/gatekeeper to B. Sholto & Butler
CH5 “cried a gruff voice” McM
Mrs Bernstone
Housekeeper to Bartholomew Sholto,
CH5 “the shrill broken whimpering of a frightened woman” “sway with pleasure at the sight of him”
Jonathon Small
Convict, treasure hunter, wild, wooden legged, vengeful
CH4 “It was a bearded, hairy face, with wild cruel eyes” “The sign of four scrawled over it” CH12 “cursed him as a hairy faced chimp” “manage the thing easily through Tonga” “how innocent I am of the death of his son”
Tonga
Black, feared, murderer, Small’s sidekick/ally, deceased
CH5 “scarce half the size of an ordinary man” CH8 “from a blow pipe” “savage” Ch10 “huddled bundle on the deck” “great, misshapen head and a shock of tangled, dishevelled hair” “venomous, menacing eyes” “stuck one of those murderous darts we knew so well” CH12 “bloodthirsty little imp”
Athelnay Jones
The Police Inspector, suspicious, methodical
Ch6 “wheezed” “by good luck that good guidance.” “can’t deny you hit the nail on the head sometimes” “the fat detective” “Ah, you rogue” Ch9 “Well, you are the master of the situation” “Where to” asked Jones CH12 “Well Holmes, you are a man to be humoured”
Toby, Mr Sherman
The sniffer dog, owner
CH7 & 8 “Toby has lost his character for infallibility” “the scent appeared much stronger than before” “We took the wrong one”
The Smith Family
Family that own the boat, Mordecai the father), the mother, and son Jim
Ch8 “I am sorry Mrs Smith, I wanted a steam launch”
Dost Akbhar, Mohomet Singh, Abdullah Khan, Dr Somerton,
First three characters were members of The Sign of Four. Dr Somerton was Dr. on the convict island.
CH3 “rough and coarse characters, “The sign of Four – Jonathon Small, Mohomet Singh, Abdullah Khan, Dost Akbhar.” “My Sikh friends”
Context
Victorian Society were suspicious of Police & felt they were unintelligent & not able to effectively solve crimes. London Metropolitan Police established 1828.
Newspapers of the day sensationalised the criminal news meaning there became an appetite for a move away from the criminal to a new genre – detective fiction
Penny dreadful or shilling shockers were books published with little care or attention to the literary merit of the writing, instead to appeal to the shock factor
Class system was prevalent – Upper, Middle & Working and this is evident throughout the novel.
East India Company: after colonisation (British ruling over colonies in far away places) this company established trade and were important in export/import and the establishing of British customs in these colonies.
Locations: foreign locations add to a sense of intrigue about the characters, India and the Andaman Islands would have seemed exotic and far away to Victorians.
Indian Wars with the British meant the crushing of freedom fighters violently, the forcing of British education onto the Indians and the fall of the Indian economy in contrast to the rise of the British (alluded to in the riches taken by Sholti, the fighting Small was involved in and the English speaking servants taken back to Britain).
Freak shows or exhibiting of freaks was prevalent in Victorian society. Physical differences or deformities were particularly interesting. (Seen when Small talks of exhibiting Tonga)
Patriarchy: women considered ‘blue stockings’ were seen to be too intellectual, instead the pursuit of grace, knowledge of music/arts etc. was seen as more feminine and becoming a lady (continual references to the demur nature of Miss M)
Cannibalism: Shows Victorian suspicion of otherness (Tonga is described as a cannibal) which is a human eating creature. Victorians seemed fascinated by this type of horror.
Poverty & Child Labour: people lived longer, had more children and were living in urban areas more, meaning that children had to work to help their families or they would be turned out in the streets to fend for themselves (the Baker street irregulars)

6. ANIMAL FARM KO ANTHOLOGY KO CONTEXT KO FOR THE ANTHOLOGY UNSEEN POETRY KO
FOR EVERY YEAR 10 CLASS

7. EXTRACT & ESSAY COMBINED
ANIMAL FARM KO - Y11 AQA
SKILLS
Analysis Points:
Link to the question
Link to the terminology (Lang/Structure – evaluating choice)
Short Quote(s)
Explain meaning and effect – both obvious and hidden (explicit and implicit)
Zoom in on words/explore connotations and effect
Suggest what other readers might think/feel (offering an alternative opinion)
Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)
Explore a linking quote/supporting idea
Context
Orwell was a Socialist.
He despised the cruelties in the Soviet Union model of socialism.
The novel is an anti-totalitarian novel.
Each character represents different historical figures.
Pig represent educated Russians who took power.
Moses exploitation of religion in communism.
The Sheep – Russian Masses. Mr Frederick – Hitler
Mr Pilkington – Capitalist govt of Britain & The USA.
The Hens – collective farmers ordered by Stalin to surrender their livelihoods.
Mr Jones the Tzar
Russian history
And Stalin’s rise to power
CHAPTER
Guide to events
CH1
The animals hold a meeting to discuss overthrowing the humans. They decide on rules if they are successful.
CH2
The animals run the men off the farm & the Jones’ and rename it Animal Farm, destroying signs of slavery
CH3
The animals work hard to collect the harvest, a committee is established & the pigs take more than their share of the rations.
CH4
Jones tries to retake the farm. News of it has spread & neighbouring farmers are worried. The animals win The Battle of the Cowshed.
CH5
Mollie leaves the farm. Napoleon takes over all the decisions.
CH6
The pigs move into the farmhouse, they trade and the animals work hard to farm and build the windmill, overcoming setbacks. A storm destroys the windmill.
CH7
Napolean starves the hens when they refuse to lay more eggs, he convinces them off a different version of The Battle of the Windmill.
CH8
The pigs re-read the commandments, change them and get drunk. Frederick buys timber with forged money & blows up the windmill.
CH9
Th piglets go to school, the farm becomes a republic with Napoleon as the President, Boxer looks forward to retiring, his strength fails and he is sent to the slaughterer. Most animals don’t realise & whiskey arrives from the money confusing them.
CH10
Time passes, animals die, the conditions are poor for most and the pigs act like humans. The other animals can’t tell the animals from the humans.
Vocabulary
Definition
Revolution
Forcible overthrow of a government or social order
Animalism
System designed by Old Major for a happy life free of human interference
Commandments
Seven rules by which the animals will live
Unalterable
Cannot be changed or adapted
Equality
Being equal
Untrustworthy
Not being able to trust someone, deceitful
Capitalism
an economic & political system where a country's trade & industry are controlled privately for profit, rather than by the state.
Socialism
An economic & political system where trade & industry are controlled centrally for the good of all
Patriotic
Being devoted to your country
Corruption
Dishonesty or fraudulent behaviour by rulers
Republic
A state where power is held by the people & their elected officials (America is a republic) (Britain is a Monarchy)
Exploitation
Treating someone unfairly to benefit from their work
Anti – totalitarian
Non-tolerance of people who have different opinions & a system of dictatorship
EXAM REQUIREMENTS
EXTRACT & ESSAY COMBINED
ESSAY: Intro – link to the question with overview of meaning. Explain which events in the play you will focus on. Extract Focus – explore what the extract means using supporting quotes and link to the question Idea 1 - choose a moment from the play to explore with quotes & context Idea 2 - choose a 2nd moment from the play to explore with quotes & context - Idea 3 - choose a moment from the play to explore with quotes & context - Idea 4 – choose a moment to explore with quotes and context
Conclude – Short summary of points
INCLUDE CONTEXT
Terminology
Definition
Symbolism
use of symbols to represent ideas or qualities
Imagery
visually descriptive language
Motif
a recurring set of words/phrases or imagery for effect
Allegory
extended metaphor in which a symbolic story is told
Omniscient third person narrative
All knowing narrator who is not involved in the action but sees it all happening

8. Quotes & Technique Character Clover
Ch 1.‘Clover was a stout motherly mare approaching middle life.’, Ch 2. ‘these two (Clover and Boxer) had great difficulty in thinking anything for themselves,.’ ‘Clover learnt the whole alphabet, but could not put words together.’ ‘Clover warned him sometimes to be careful not to overstrain himself.’‘Clover looked down the hillside her eyes filled with tears. …not what they had aimed at when they had set themselves year ago to work for the overthrow of the human race.’ (ch7) ‘Such were thoughts, though she lacked the words to express them.’(ch7) ‘They accepted everything that they were told about the Rebellion and the principles of Animalism, especially from Clover.’
Mollie
Ch 1. ‘Mollie, the foolish, pretty white mare’ ‘hoping to draw attention to the red ribbons it was plaited with.’ Ch2. ‘The stupidest questions of all were asked by Mollie, the white mare.’ ‘Shall I still be allowed to wear ribbons in my mane?’ Ch3.‘Mollie, it was true, was not good at getting up in the morning.’ ‘Mollie refused to learn any but the six letters which spelt her own name.’ Ch4. ‘She was found hiding in her stall’ Ch 5. ‘run away from work and go to the drinking pool…stand gazing foolishly at her own reflection.’ 
Benjamin
Ch1. ‘oldest animal on the farm, and the worst tempered. He seldom talked, … usually to make some cynical remark.’ Ch3. ‘Old Benjamin, the donkey, seemed quite unchanged since the Rebellion.’ ‘When asked whether he was not happier now that Jones was gone, he would say only “Donkeys live a long time. None of you has ever seen a dead donkey.”’ “Benjamin was the only animal who did not side with either faction (Ch5) ‘Only old Benjamin refused to grow enthusiastic about the windmill.’ (Ch6)
Boxer
Ch1. ‘Boxer was an enormous beast, nearly eighteen hands high, and as strong as any two ordinary horses put together.’ “universally respected for his steadiness of character and tremendous powers of work.’ Ch3. ‘Boxer with his tremendous muscles always pulled them through. Boxer was the admiration of everybody.’ ‘His answer to every setback, was “I will work harder.”’ ‘Boxer could not get beyond the letter D.’ Ch4 ‘But the most terrifying spectacle of all was Boxer, rearing up on his hind legs and striking out with his great iron-shod hoofs like a stallion.’ “He is dead”, said Boxer sorrowfully. “Ch6. ‘His two slogans, “I will work harder” and “Napoleon is always right”, seemed to him sufficient answer to all problems.’ ‘I do not understand it. I would not have believed that such things could happen on our farm. It must be due to some fault in ourselves.’ (ch7) ‘What victory?’ said Boxer. His knees were bleeding, he had lost a shoe and split his hoof, and a dozen pellets had lodged themselves in his hide.’ (ch8)
Moses
'Mrs. Jones looked out of the bedroom window, saw what was happening, hurriedly flung a few possessions into a carpet bag… Moses sprang off his perch and flapped after her, croaking loudly.’ , ‘He claimed to know of the existence of a mysterious country called Sugarcandy Mountain,’, ‘The animals hated Moses because he told tales and did no work’, ‘Moses the raven suddenly reappeared on the farm, after an absence of several years.’ ‘Many of the animals believed him. Their lives now, they reasoned, were hungry and laborious; was it not right and just that a better world should exist somewhere else?’ ‘They [the pigs] all declared contemptuously that his stories …were lies,’
The three pigs
Napoleon “Never mind the milk, comrades”, “He lifted his leg, urinated over the plans and walked out without uttering a word”, “Napoleon announced that the windmill would be built after all”, “There were piles of corpses lying at Napoleon’s feet” Squealer: “The animals were not sure what the word meant, but Squealer spoke persuasively”, “Surely there is no one among you who wants to see Jones come back?” “Many of us actually dislike milk and apples” Snowball “At the meetings, Snowball often won over the majority by his brilliant speeches”, "Comrade," said Snowball, "those ribbons that you are so devoted to are the badge of slavery.”, “Can you not understand that liberty is worth more than ribbons?“, "Now, comrades," cried Snowball, throwing down the paint-brush, "to the hayfield! Let us make it a point of honour to get in the harvest more quickly than Jones and his men could do.“ [this quotation refers to his being chased from the farm] “…slipped through a hole in the hedge and was seen no more.”
The Sheep
When they had once got it by heart, the sheep developed a great liking for this maxim, … start bleating "Four legs good, two legs bad! Four legs good, two legs bad!“, It went on for five minutes without stopping. … the chance to utter any protest had passed.’
Muriel
Muriel, the goat, could read somewhat’, ‘better than the dogs, and sometimes used to read to the others in the evenings from scraps of newspaper which she found on the rubbish heap’, ‘Finding herself unable to read more than individual letters, she fetched Muriel’. , "It says, 'No animal shall sleep in a bed with sheets,"' she announced finally.’
Mr Frederick
“terrible stories were leaking out from Pinchfield’, ‘He had flogged an old horse to death, he starved his cows, he had killed a dog by throwing it into the furnace, and he amused himself in the evenings by making cocks fight with splinters of razor-blade tied to their spurs.’ ‘The animals' blood boiled with rage’
Mr Pilkington
‘These two [Frederick and Pilkington] disliked each other so much that it was difficult for them to come to any agreement’. ‘But at the moment the four pigeons who had been sent there [Pilkington’s farm] the day before returned bearing a scrap of paper from Pilkington. On it were penciled the words ‘serves you right’.
Jessie and Bluebell
‘a terrible baying sound outside,’ ‘escape their snapping jaws.’, ‘the farm had grown richer without making the animals themselves any richer— except, of course, for the pigs and the dogs.’
The Hens
And you hens, how many eggs have you laid in this last year, and how many of those eggs ever hatched into chickens? The rest have all gone to market to bring in money for Jones and his men?’, ‘Under the guidance of our leader, Comrade Napoleon, I have laid five eggs in six days’., ‘He [Snowball] formed the Egg Production Committee for the hens.’, ‘The hens, who had just come in to lay again, must surrender their eggs. When the hens heard this, they raised a terrible outcry.’
Minimus
‘Animal Farm, Animal Farm, Never through me shalt thou come to harm

9. AQA POWER & CONFLICT KO Vocabulary Sorrowful Tempestuous Arrogant
Poignant
Political
Endemic
Problematic
Encouraging
Articulating
Nightmarish
Rejection
Subverting
Violent
Stereotypical
Confessional
Bereavement
Defiance
Government
Identity
Heroic
Fearful
Counteracting
Blame
Vocabulary
Conscience
Corruption
Power
Philosophical
Significance
Delusion
Youthful
Renaissance
Elegance
Emotional
Commanding
Impotence
Symbolic
Transience
Traumatic
Desperation
Despair
Distress
Flashbacks
Memories
Sympathising
Stealth
Guilt
SKILLS
Analysis Points:
Link to the question
Link to the terminology (Lang/Structure – evaluating choice)
Short Quote(s)
Explain meaning and effect – both obvious and hidden (explicit and implicit)
Zoom in on words/explore connotations and effect
Suggest what other readers might think/feel (offering an alternative opinion)
Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)
Explore a linking quote/supporting idea
COMPARISON SKILLS:
Link to the question for both texts stating the similarity or difference,
Give a quote which links to your idea from poem 1
Explain briefly what the quote means
Use comparative connectives in your answer to then explain a quote from poem 2 and HOW the quotes are different or the same and what they make you think
Terminology
Definition
Imagery
visually descriptive or figurative language
Simile
comparison between two things using like or as
Metaphor
a comparison as if a thing is something else
Onomatopoeia
words that sound like their meaning
Symbolism
the use of symbols to represent ideas or qualities
Noun
the name of something
Personification
Giving human qualities to inanimate objects
Adjective
a word used to describe
Verb
a word used to describe an action
Adverb
often ly words which describes how things are done
Pronoun
Pronouns are used instead of names
Connotations
implied or suggested meanings of words or phrases
Juxtaposition
placing contrasting ideas close together in a text
Oxymoron
using two terms together, that normally contradict each other
Repetition
when words or phrases are used more than once in texts
Enjambment
incomplete sentences at the end of lines in poetry, where the line runs into the next line
Caesura
a break in the middle of a line of poem using punctuation (. , : ; )
End-stopping
punctuation at the end of a line of poetry
Rhythm
A recurring beat in the poem
Stanzas
the way verses are structured
Assonance
repetition of vowel sounds.
Consonance
Repetition of consonant sounds.
EXAM REQUIREMENTS – 30 mark question
You will have one poem in front of you and will need to choose your comparison poem carefully and use your memory to compare it to the poem in front of you
COMPARISON POEM ESSAY – 45 mins (including planning time)
Intro – link to question. Explain the overall meaning of the poem briefly. Mention time period/context. Throughout the essay– choose relevant quotes from the poem and analyse the language, structure and effect of these quotes and then how they link to examples and analysis from the comparison poem you have selected. You must use connectives of comparison. Refer to the question and link to the context regularly.
Comparison Connectives
Tentative Phrases
Similarly
In contrast
/Contrastingly
Could
Maybe
In the same way
On the other hand
Might
Possibly
Also
However
May
Perhaps

10. EXCERPT FROM THE PRELUDE CHECKIN’ OUT ME HISTORY
OZYMANDIAS
“antique land”
“frown…wrinkled lip…sneer”
“the hand that mocked”
“king of kings”
“lone and level sands stretched far away”
LONDON
“chartered street… chartered Thames”
“marks in every face… marks of weakness, marks of woe”
“in every” x 5
“black’ning Churches appals”
“plagues the marriage hearses”
EXCERPT FROM THE PRELUDE
“I unloosed her chains”
“Proud of his skill”
“heaving … like a swan”
“a huge peak, black and huge”
“There hung a darkness, call it solitude Or blank desertion”
“MY LAST DUCHESS
“Looking as if she were alive.”
“none puts by the curtain that I have drawn for you, but I”
“spot of joy”
“I gave commands; then all smiles stopped”
“of mine for dowry”
CHARGE OF THE LIGHT BRIGADE
“half a league,”
“Valley of death”
“Storm’d at with shot and shell”
“When can their glory fade?”
“Rode the six hundred” and “Noble six hundred!”
EXPOSURE
“Merciless iced east winds that knife us…”
“Attacks once more in ranks on ranks of shivering ranks of grey”
“sudden successive flights of bullets streak the silence”
“Slowly our ghosts drag home;”
“All their eyes are ice”
STORM ON THE ISLAND
“The wizened earth has never troubled us”
“Raise a tragic chorus in a gale”
“Exploding comfortably down on the cliffs”
“Spits like a tame cat turned savage”
“bombarded by the empty air”
BAYONET CHARGE
“his sweat heavy”
“The patriotic tear that had brimmed in his eye”
“was he the hand pointing that second?”
“threw up a yellow hare that rolled like a flame”
“King, honour, human dignity etcetc”
REMAINS
“legs it up the road”
“I see every round as it rips through his life –“
“tosses his guts back into his body”
“blood-shadow stays on the street”
“his bloody life in my bloody hands”
POPPIES
“spasms of paper red”
“all my words, flattened, rolled, turned into felt”
“skirting the church yard walls, my stomach busy”
“leaned against it like a wishbone”
“The dove pulled freely against the sky,”
WAR PHOTOGRAPHER
“spools of suffering set out in ordered rows”
“ordinary pain”
“the blood stained into foreign dust”
“a hundred agonies in black and white”
“the reader’s eyeballs prick with tears between the bath and pre-lunch beers”
TISSUE
“Paper that lets the light shine through”
“pages smoothed and stroked and turned”
“they fall away on a sigh”
“Trace a grand design”
“living tissue”
THE EMIGREE
“my memory of it is sunlight-clear”
“it may be sick with tyrants”
“That child’s vocabulary…banned by the state”
“I have no passport”
“My shadow falls as evidence of sunlight”
CHECKIN’ OUT ME HISTORY
“Dem tell em”
“Blind me to my own identity”
“Dick Whittington and he cat But Toussaint L’Ouverture”
“hopeful stream to freedom river”
“I carving out me identity”
KAMIKAZEE
“for a one-way journey”
“little fishing boats strung out like bunting”
“built cairns of pearl-grey pebbles”
“he no longer existed”
“Which had been the better way to die”
CONTEXT: for each of the poems think about; how different audiences would have perceived the poems; think about the obvious clues in the poem to suggest something about the political, historical or social context; think about what you know about the poet.

11. Anthology Context KO – AQA Power and Conflict
Ozymandias
Oral tradition of storytelling passed from generation to generation
The story of Pharaoh Rameses – ruler of Egypt who was disliked by his people
Shelley was commenting on figures in power and disliked the role of power played in society
He was a powerful ruler disliked by his subjects
He wasn’t important after he died – death happens to all (Shattered visage reinforces this)
CONTEXT: for each of the poems think about; how different audiences would have perceived the poems; think about the obvious clues in the poem to suggest something about the political, historical or social context; think about what you know about the poet.
The Charge of the Light Brigade
The narrative poem is a reflection of what happened in the Crimean War when soldiers and horses were ordered to go into the valley and were surprised by the ambush
Officers in charge sent them into certain death by mistake – shows how men at the time were seen as dispensable
Ambushed by the enemy and shows the weaponization of the army – which caused many deaths
War never seems to stop and we don’t seem to learn from the mistakes of the past, rather continue to send men to war and to horrific deaths
Tennyson may be criticising the army for sending these men to certain death and exploring the pointlessness of it
Extract from The Prelude
Able to ‘steal’ a boat as it has been moored in a quiet spot by one of the many Lakes in the Lake District
Wordsworth’s childhood was passed in the Lake District and as a romantic poet he enjoyed the great outdoors
Embracing nature and the beauty around him and appreciating the moment – romantic period reference
Nature is very powerful and can impact the emotions of Wordsworth both positively and negatively
Lost his parents as a teen and could have felt abandoned and last as a result, because this is a autobiographical poem it reflects events that happened to him & that remained with him
My Last Duchess
Duke of Ferrara who has had more than one wife and was considered a tyrant
Shows an element of patriarchal society where the man is in charge and more important than women
16th Century Duke who thinks he is able to own and possess anything including a person
Duke is in control and is an authority figure who will control others
16th century a lot of marriages were arranged and was seen as business transaction where the male is in control – patriarchy being shown again
London
Industrial Revolution was changing the landscape of London as more people migrated from the countryside to work in industry and the streets became overcrowded.
Blake was inspired by walking the streets of London and looking upon the misery that was indicated in people that he saw.
The choices made by governments and the wealthy was affecting everyone and changing society into an unrecognisable negative world.
Blake is commenting on the negative aspects of religion and showing that religion has a moral responsibility to help people overcome the difficult circumstances, but he finds them lacking.
Blake wrote this and included it in the Anthology ‘Songs of Experience’ which suggests he had seen the evils in society and wanted to highlight the wrongdoing of Religion, people and the Government and Royalty
Checking out me History
Agard was writing to highlight the lack of voices in black history that were recognised
History books whitewash the truth and Agard wants this to be recognised
Toussaint was a slave who was involved in the Haitian Revolution, but his story is not often told. Shows the colonial education given to black people which eradicated their own historic figures in favour of nursery rhymes
Nanny De maroon was a military leader and was know as a beacon of strength and unity
Showing that black people are looking into and researching their own history and finding the information written down in history books insufficient and insulting to their heritage
Kamikaze
A Kamikaze pilot was a suicide pilot and they were supposed to die by crashing into planes – it was a matter of honour and this is a strong part of Japanese culture
Ordinary life went on for everyone while the suicide fighters undertook their missions
Childhood memories often have a great impact on people and the decisions that they make
Lost honour by not killing himself and patriotism was more important than family
Family honour meant that the narrative in this story values kamikaze pilots who did kill themselves more than those who opted out. A societal conflict is evident

12. Remembrance Sunday Parades are well-known
The Emigree
Heritage is important and the power of memory for individuals
Middle eastern wars are being referenced in the poem and although she is no longer living there she cannot go back as it is not safe
Banning a language from being spoken does happen but people continue to secretly speak their language
Passports create a sense of belonging to a place and although they are only a small booklet they have wider symbolic significance
As a migrant or emigrant there is a sense of belonging that is missing from the new place that you live and a sense that you always long for the past
Poppies
Context of war and remembrance – thinking about remembering those who died in the war
Mothers who have lost a child may make poppies and make themselves busy to fill the gap and the loss
Remembrance Sunday Parades are well-known
War memorials are a symbol of war and the remembrance in most towns across the country and seen as a part of our heritage
Birds are often used as symbols in literature and while the wars happening in Iraq and Afghanistan were still raging when Weir wrote this poem perhaps the wider symbolism is the lack of freedom these men have. The poet has not had a son
Remains
Soldier shoots the bank robber and is haunted by the image – replaying of events in the mind of the soldier
Mental health of soldiers is impacted by events that they
Duty of the soldier to carry on despite the suffering they have endured – PTSD
Gulf War is referenced here, and the experiences are told as an anecdote by Armitage to bring to life the experiences of the soldiers
Macbeth is referenced here – so who is the guilty party and emphasises the guilt of the soldier
Tissue
Could be a reference to religious hope that many people have
Records have been written down for centuries and help us to learn more about the past
We chart our history through buildings as well as through records
Biblically God has a grand design for everyone (if you are religious) and this seems to be alluded to here
Extended metaphor in the whole poem compares the architecture of life and paper and buildings to the construct of living
Bayonet Charge
Telling a story of a bayonet charge and the emotional impact this has on the person at war – his fathers experience in WW1 shaped his childhood
Many soldiers went into war through a sense of patriotic duty, but found the reality very difficult
Individual men wouldn’t make a huge difference and they would have questioned the worth of war
Mustard gas was a horrific new invention that meant many men and animals suffered horrible painful choking deaths like the death of the hare
No reason for going to war seems justifiable. The human sacrifice is too wasteful.
War Photographer
Newspapers will pay for the pictures that are taken in a war zone in order to publicise it, but don’t take into account the human suffering
Horrors of war remain with the people who have witnessed it
Religious motif and the literary allusion
to The Soldier
The physical act of taking the photographs captures for eternity the suffering and pain caused by war
Life in this country is easy compared to the suffering endured by others in war zones and it is difficult to put yourself in those situations
Storm on the Island
Being in a cottage on the edge of a cliff during a storm in Ireland – feels secure as the cottage has weathered storms before
Tragic chorus is an element of Greek tragedy and commenting on what happens
On the edge watching the storm and seeing the effects of nature on a rugged landscape
Nature being used to show the unpredictability of the weather. Everyone is aware of pets that are tame and malleable but that they are still creatures we can’t control, just like we can’t control the weather
Heaney was Irish and would have been familiar with this landscape
Exposure
WW1 suggests that people suffered not only from injuries but from the terrible weather and not being inside – trenches offered little protection from the harsh reality of winter
The poor weather conditions in the war make the long-standing suffering even worse for the soldiers – Owen was writing from experience as he suffered through the war
War is unpredictable and men were not prepared well enough to cope with the long waits in between a sudden burst of action
War is a slow and long process, and nothing happens immediately almost as if men lose hope through the continued suffering they face and the way that they seen to lose a part of themselves
Owen died just before the end of the war so writing his experiences helped others to understand and relate to the reality of war and how different elements such as the weather played a part in the misery of the men fascinated by the weather and the way nature manipulated the surroundings

13. UNSEEN POETRY KO Paper Two Literature Section C 20% of Lit GCSE
SKILLS
Analysis Points:
Link to the question
Link to the terminology (Lang/Structure – evaluating choice)
Short Quote(s)
Explain meaning and effect – both obvious and hidden (explicit and implicit)
Zoom in on words/explore connotations and effect
Suggest what other readers might think/feel (offering an alternative opinion)
Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)
Explore a linking quote/supporting idea
Paper Two Literature
Section C
20% of Lit GCSE
Two previously unseen poems.
1 single poem essay.
1 comparison essay.
Terminology
Definition
Imagery
visually descriptive language
Simile
comparison between two things using like or as
Metaphor
where one thing becomes another in a comparison
Onomatopoeia
words that sound like their meaning
Symbolism
the use of symbols to represent ideas or qualities
Repetition
when words or phrases are used more than once in a piece of writing
Personification
Giving human qualities to inanimate objects
Persona
The voice/ speaker of the poem. Different from the writer.
Semantic field
A group of words related in meaning.
Sonnet
A 14 line poem, with a clear rhyme scheme. Usually focuses on love.
Free-verse
A poem that doesn’t have any clear rhyme scheme off rhythm.
Alternate rhyme
When alternate lines share the same rhyme scheme (ABAB)
Rhyming couplet
A pair of rhyming lines which follow on from one another (AA, BB)
Juxtaposition
placing contrasting ideas close together in a text
Enjambment
incomplete sentences at the end of lines in poetry, where one line runs on to the next for effect
Caesura
a break in the middle of a line of poem using punctuation (. , : ; )
End-stopping
punctuation at the end of a line of poetry
Rhythm
A recurring beat in the poem
Things to consider comparing:
Ideas
Themes
Effect on reader
Writer’s intentions
Tone
Mood and atmosphere
Imagery
Narrative voice
Language techniques
Structural techniques
Shift of focus
Beginning
End
EXAM REQUIREMENTS
SINGLE POEM ESSAY – 30 mins 24 marks (including planning time)
Intro – link to question. Explain the overall meaning of the poem briefly. Throughout the essay – Choose relevant quotes and analyse the language, structure and effect of these quotes. Refer to the question regularly.
COMPARISON POEM ESSAY – 15 mins 8 marks (including planning time)
Intro – link to question. Explain the overall meaning of the poem briefly. Through the essay– Start with the 2nd poem, choose relevant quotes from the poem and analyse the language, structure and effect of these quotes and then how they link to examples and analysis from poem 1. You must use connectives of comparison. Refer to the question regularly.
Emotions
Synonyms to describe this feeling or emotion
Anger
Irritated, Annoyed, Rage, Hostility, Agitation, Aggravated, Contempt
Fear
Horror, Rage, Mortification, inferiority, Hysterical, Panic, Insecurity
Love
Tenderness, Desire, Longing, Affection, Caring, Passion, Compassion
Joy
Elated, Enthusiastic, Eager, Hopeful, Enchanted, Rapturous, Delighted
Surprise
Confusion, Overcome, Stimulated, Astounded, Speechless, Awe-struck, Dismayed
Sadness
Disappointed, Suffering, Despair, Dismayed, Hurt, Regretful, Isolated
Tension
Tense, fraught, dramatic, nerve-wracking, anxiety, stress, strain, straining, stretching, apprehension, pressure, worry
Comparison Connectives
Similarly
Contrastingly
In the same way
On the other hand
Also
However
In addition
Whereas
Tentative Phrases
Could
Maybe
Might
Possibly
May
Perhaps
Appears
Seems to