Nonfiction texts - H is for hawk, 127 hours and game of polo with headless goat

Question 1

What is the tone of H is for hawk?

Answer 1

Quite informal and as it’s written in first person it evokes sympathy from the reader. Pathos can be highlighted throughout

Question 2

How is structure used to build tension in H is for hawk?

Answer 2

• “another hinge untied. Concentration. Infinite caution” - short sentences builds tension.
• detached feeling sentances in second para
• syndetic listing (and,and,and) builds tension
• “one, two three” countdown created tension

Question 3

What quote highlight her confusion in H is for hawk?

Answer 3

“It was the wrong bird. This was the younger one. The smaller one. This was not my hawk.” - disjointed sentances creates a sense of confusion.

Question 4

What is the effect of the ellipsis in “ do you think there’s any chance I could take that one instead…”

Answer 4

Highlights her hesitation and and awkwardness.

Question 5

What is the effect of the quote “ a great flood of sunlight drenches us and everything in its brilliance and fury”

Answer 5

Parthetic fallacy gives the bird a god-like image and presents the bird as admirable

Question 6

What is the effect of “like a turkey in a butchers shop”

Answer 6

This simile illustrates the vulnerability of the bird

Question 7

What is the effect of the quote “Oh”

Answer 7

This monosyllabic exclamation, is italicised and isolated on the page. It momentarily suspends the pace of the narrative. Creating a barrier between the two hawks

Question 8

What is the effect of the quote “instead of twittering she wailed” and when she described the noise “like a thing in pain”.

Answer 8

-enhances the contrast with the first bird and highlights how both bird and her are unhappy.
- arguably this bird reflect her and her grief, however the prefers the other bird as she uses it as a coping mechanism to distract her from her grief.

Question 9

What does the writers statement “i didn’t recognise her” give the impression of?

Answer 9

That she has no emotional connection to this bird.

Question 10

What is the effect of the use of italics in “this is my hawk”, “this isn’t my hawk”, “but this isn’t my hawk”.

Answer 10

The repetition of the final two sentances draw attention to the writers feeling of dread and disbelief, highlighting her reluctance to accept the bird.

Question 11

What is the effect of the quote “I come to another drop off.” in 127 hours

Answer 11

There is no emotion as he uses the adjective ‘another’. Very detached tone - he’s done this many times before. Use of short sentance to start off, immediately builds tension.

Question 12

What is the effect of the quote “fear shoots my hands over my head” in 127 hours

Answer 12

Passive voice - he isn’t in control (fear is). Sudden change in tone highlights fear and panic

Question 13

What is the effect of the quote “ the backlit chockstone falling towards my head consumes the sky” in 127 hours

Question 14

How does the structure mirror the quote “walls widening” in 127 hours

Answer 14

As the walls widen the sentances get longer.

Question 15

What is the effect of the quote “if I can step onto it” in 127 hours

Answer 15

This conditional builds tension - isn’t certain he will succeed. Danger

Question 16

What does the repetition of present tense verbs in the 4th para

Question 17

What is the effect of the verb “dangle” in 127 hours

Answer 17

Very precarious, danger , lack of control. Builds tension

Question 18

What is the effect of the implied slowing down of time during the incident?

Answer 18

The references to the slowing down of time and the alliteration used to link how it ‘dilates’ with how his reactions consequently ‘decelerate’ convey sense of horror to the reader.

Question 19

What is the effect of the short sentence “them silence”?

Answer 19

Provides stark contrast with the action and intensity of the incident, makes the reader aware of how isolated and in danger he is

Question 20

What is the effect of the ending “nothing”

Answer 20

This short sentance highlights the danger he is in and leaves the reader imagining what might happen.

Question 21

What is the effect of the tricolon -“heaving …, pushing…., lifting…”

Answer 21

Emphasises the extreme physical effort needed to try to lift the stone.

Question 22

What is the effect of the title “a game of polo with a headless goat”

Answer 22

Juxtaposition of “polo” -sofistication and “a headless goat” - uncultured

Question 23

What is the purpose of “a game of polo with a headless goat”?

Answer 23

It is a travelogue so it is made to relay information and educate yet also she wants to sell books so is also made to entertain. Further as a westerner in Pakistan is she also a bit judgemental/biased towards their culture as she is seeing things through her western lens

Question 24

What is implies when she calls the donkey race “the wacky races”?

Answer 24

We can imply that she views this as quite unusual and maybe even humorous coming from a westerner - quite judgmental

Question 25

What is the effect of the quote “we waited for eternity” in polo with a headless goat?

Answer 25

Hyperbolic statement creates suspense and anticipation for things to begin.

Question 26

What is the effect of “my zoom lens” and wobbly bicycle “ in polo with a headless goat?

Answer 26

Contrast in technology reflects contrast in worlds. She comes from a completely different perspective to the locals on the race.

Question 27

What is the effect of the dialogue “are they coming” … “coming, coming”?

Answer 27

Are they coming - wait ,suspense, excitement
Coming, coming - abiguity - lack of organisation and builds suspense

Question 28

What does the quotes “roaring” and “revved up engines” achieve?

Answer 28

This onomatopoeia builds suspense and gives a sense of rising action

Question 29

What can we imply when she marvels at how the donkeys are going at 40 kph

Answer 29

She later likens the race to f1 without rules. Which highlights the unimpressiveness of the donkeys speeds - she is maybe being a bit patronising.

Question 30

How is a sense of excitement and chaos created during the race?

Answer 30

-Onomatopoeia- of horns, bells, rattles.
-list of active verbs
-

Question 31

What is the effect of the quote “like f1 without rules, or a city centre rush hour gone anarchic; a complete flouting of every traffic rule and common sense”

Answer 31

Slightly judgemental tone- comparing this to the western world. She is unable to view it though an unbiased lense

Question 32

What is the effect of describing the race as survival of the fittest?

Answer 32

Gives a sense of lawlessness.

Question 33

What is the purpose of using short sentences in the passage?

Answer 33

Short sentences build tension and urgency, creating a sense of emotional intensity and suspense. They reflect the narrator’s heightened concentration and the importance of the moment, engaging the reader by making them feel the pressure of the scene.

Question 34

What does the repetition of words like “enormous, enormous” achieve in the passage?

Answer 34

The repetition emphasizes the power and presence of the hawk, suggesting its overwhelming and intimidating nature. It builds a sense of awe and fear, which draws the reader into the narrator’s emotional experience of the bird’s imposing presence.

Question 35

Why does the writer use metaphors and similes such as “a griffon from the pages of an illuminated bestiary”?

Answer 35

The metaphors elevate the hawk to a mythical status, suggesting that the narrator is grappling with something almost otherworldly. This helps the reader understand the narrator’s emotional disorientation, highlighting the tension between the familiar and the unknown.

Question 36

How does the use of polysyndeton (“and”) affect the tone and mood of the passage?

Answer 36

Polysyndeton, the repetition of “and,” mirrors the narrator’s emotional overwhelm and the chaotic experience of encountering the hawk. It conveys the frantic pace and disordered nature of the scene, pulling the reader into the narrator’s sense of confusion and sensory overload.

Question 37

What is the purpose of the internal dialogue in the text, such as “Oh” and “This isn’t my hawk”?

Answer 37

Internal dialogue provides direct access to the narrator’s inner thoughts, allowing the reader to experience her confusion and internal conflict. It deepens the emotional engagement, making the reader more connected to her personal struggle and emotional journey.

Question 38

What effect does the use of a countdown (“One, two, three”) have on the reader?

Answer 38

The countdown creates a sense of rhythm and anticipation, signaling a critical moment. It heightens the tension and suspense, making the reader eager to see what will happen next, and emphasizing the significance of the upcoming action.

Question 39

How does the use of a cliffhanger ending, such as “There was a moment of total silence,” engage the reader?

Answer 39

The cliffhanger creates suspense and leaves the reader with unanswered questions, urging them to continue reading. It emphasizes the gravity of the moment and draws attention to the emotional weight of the decision, keeping the reader hooked.

Question 40

Why does the writer use italics for phrases like “This isn’t my hawk”?

Answer 40

Italics highlight the narrator’s inner thoughts and emotions, indicating a shift in her mental state. This stylistic choice draws attention to her internal conflict and helps convey the depth of her personal struggle with the situation.

Question 41

How does the vivid imagery and sensory detail affect the reader?

Answer 41

The detailed descriptions of the hawk’s physical characteristics and the surroundings make the experience feel real and tangible to the reader. This sensory engagement immerses the reader in the narrator’s emotional and physical world, enhancing their connection to the narrative.

Question 42

How does the structure of the passage, with its fragmented sentences and the gradual build-up of tension, contribute to the reader’s engagement?

Answer 42

The fragmented structure mirrors the narrator’s fragmented emotional state, creating a sense of disorientation. The gradual build-up of tension through this structure keeps the reader engaged by maintaining suspense and gradually drawing them into the narrator’s inner turmoil.

Question 43

What effect does the contrast between the two hawks (one smaller and more appealing, the other larger and unsettling) have on the reader?

Answer 43

The contrast between the hawks underscores the narrator’s emotional conflict. The first hawk, which she wants, represents a sense of control and familiarity, while the second hawk symbolizes confusion and fear. This contrast deepens the reader’s understanding of the narrator’s internal struggle.

Question 44

How does the title “H is for Hawk” contribute to the reader’s engagement with the text?

Answer 44

The title’s simplicity contrasts with the complex emotions and experiences described in the text. The use of “H” for Hawk also suggests a symbolic connection, implying that the hawk might represent something deeper for the narrator, such as a source of healing or a reflection of her emotional state. This piques the reader’s curiosity about the narrator’s relationship with the bird.

Question 45

What is the purpose of the silence described at the end of the passage?

Answer 45

Silence emphasizes the emotional weight of the moment. It serves as a dramatic pause, leaving the reader in suspense and highlighting the significance of the decision at hand. The lack of immediate action adds to the tension and engages the reader’s curiosity about what will happen next.

Question 46

How does the chronological order of the narrative impact the reader’s engagement?

Answer 46

The chronological order allows the reader to experience the narrator’s emotions in real-time, as she navigates through her grief and uncertainty. This makes the emotional journey more relatable and immersive, encouraging the reader to invest in her unfolding experience.