Part 1 - "Could you do your child's homework" 3
Part 2 - Letters from George and William Heritage 3
In this lesson, you are going to mark your assignment answers.
Below you will find a full mark scheme. For any questions that you get wrong, make sure to copy out the full correct solutions neatly into your notebook.
- Re-read the first paragraph, find and write down two abstract nouns.
Any two of:
- In the third paragraph, why do you think Eddie raised his eyebrows?
Eddie raised his eyebrows because he didn’t believe that his father knew what a metaphor was.
- A colloquialism is an informal word that is used in conversations between people who know each other well. Re-read the fourth paragraph, find and write a word that is a colloquialism?
‘Flunked’ is a colloquialism.
- Re-read the fourth paragraph, what makes us think that the writer didn’t enjoy doing homework when he was younger? Support your answer with evidence from the text.
At least two from:
- The memories of homework came ‘flooding’ back (metaphor). Floods are not good things – they are unwelcome and cause a lot of damage. This metaphor suggests that the memories of homework are unwelcome and painful. Floods also involve a lot of water, so this metaphor suggests that the father had a lot of bad memories.
- His evenings were ‘ruined’ by homework (emotive adjective): when something is ruined it is completely destroyed – this means the homework destroyed his evenings.
- Homework was an ‘imposition’ (powerful noun) – an imposition is an unwelcome disturbance – this means his homework was forced onto him, it was an obligation not a choice.
- He ‘flunked’ his assignment (colloquialism) – he failed his assignments – no one likes failing.
- He felt a ‘chilly emptiness’ (emotive noun-phrase) – this emphasises just how negatively he felt about his homework – it was haunting and drained him of joy.
- In your own words, describe the relationship between the father and his son.
The father takes an interest in his son’s homework which shows that he is engaged with his son’s education. He is trying to get closer to his son by trying to understand what he is doing at school. The son is a little disrespectful to his father, teasing him and making it clear that he knows more than his father. He also ignores his father when his father goes into his room, showing that he doesn’t really take his father seriously.
- Re-read the second and third paragraphs. There are some short sentences used. Identify them and explain how the short sentences help the writer to make his point.
‘I only have myself to blame’ – this sentence is emphasising the father’s regret that he suggested he would try the homework. By separating the sentence out from the wider text, the writer draws attention to the his regret, further highlighting just how difficult he finds the homework.
‘He raised his eyebrows’ – this highlights that the son doesn’t believe the father knows the answer. This shows the reader the son’s cheeky personality.
- The writer writes, ‘But with the next one I am firmly back in the weeds’ – what language technique is this, what is the writer trying to tell us and how does the technique help him to make his point?
This is a metaphor and an idiom. The writer is trying to tell us that he doesn’t know how to do the homework. Weeds are unwanted plants that grow very quickly, taking over an area and becoming out of control. This tells us that the father felt overwhelmed by the homework – he was no longer in control and he didn’t know what he was doing anymore.
- Re-read the fourth paragraph, find two metaphors and explain how they help the writer to make his point.
‘I couldn’t think of a single metaphor worth dragging out and slapping on the table’ – to drag and slap something out means to remove it and throw it with force. This shows that the father couldn’t think of even one metaphor just to show his son that he could do it. This emphasises the father’s frustration as well as how challenging he is finding the tasks.
the memories ‘came flooding back’ – Floods are not good things – they are unwelcome and cause a lot of damage. This metaphor suggests that the memories of homework are unwelcome and painful.
- The writer uses these three words: ‘remorselessly’, ‘shamelessly’ and ‘irritatingly’ – what kinds of words are these and explain for each one why it is a powerful word.
These are all adverbs.
‘remorselessly’ means to do something without any regret, guilt or care. In the sentence it emphasises how badly the son’s mocking makes the father feel.
‘shamelessly’ means to do something without caring what others think about it, even when you are doing a bad thing. In the sentence it shows that the father had really given up because, even though he knew it wasn’t the right thing to do, he used the internet to help himself.
‘irritatingly’ means to do something with annoyance and mild anger. In the sentence it emphasises that the father is a little annoyed about the fact that his son is better than him at maths.
- The writer writes, ‘Hmmm. Right. Yes. I mean…’ – what technique is the writer using here and what do you think he is trying to tell us?
The writer is using a series of short sentences. They are being used to show the father’s confusion – he moves quickly from one thought to the next as his confusion builds. This emphasises how difficult he finds the work.
- Re-read lines 4-15, analyse how the writer has used structure to emphasise what is happening and how he is feeling. Make sure to include an analysis of the writer’s use of (if applicable):
- short sentences
- long sentences
- varying sentence length
The writer has used a number of short sentences to emphasise how hard he finds the homework. By saying ‘I only have myself to blame’, the writer draws attention to the fact that he regrets suggesting he would try his son’s homework, emphasising how difficult he finds it. In addition, when he writes ‘He was right. I didn’t’, the father is showing that he really didn’t know how to do the son’s homework. The short sentences create a sense of shame and disappointment.
The writer has used a long sentence to emphasise the anxiety and frustration he used to feel as a child when he had to do homework. In the sentence starting ‘And so the memories of homework came flooding back…’, the writer lists a number of negative feeling he had about homework. The long sentence allows the writer to give the reader a lot of information, emphasising the father’s bad feelings and making us sympathise with him.
The mix of short and long sentences helps the writer to convey different emotions and keep the reader interested and engaged with the text.