Lord of The Flies revision guide

Transcription

Lord Of The Flies
English Literature Unit 1 exam
Section A
40% GCSE
Candidates will be expected to
consider:
Section A offers a choice of ten texts which includes literary
non-fiction and drama texts. This allows teachers to select the
genre that is most suitable for their candidates.
• ideas, themes and issues
• characterisation
• settings.
These must be underpinned by understanding the writers’
language and techniques. Section A offers a choice of ten
texts which includes literary non-fiction and drama texts.
Click the sides to this study guide:
Questions to think
about for each chapter
P2
A Study guide on
themes and ‘readings’
P32
Crash Exercise
Read Chapter 1
Chapter 1
E
1. Write a 50 word summary of the happenings in C1
2. Just who are these guys?
D
• Create a list of characteristics for Piggy and Ralph
C
B
3. Assign the following words to the characters:
Realist, fun-loving, democratic, intelligent
4. What words of exclaim (excitement, joy) locate this as a ’50
novel?
5. What moments of the story suggest the excitement of
power?
Chapter 1
A
Ext:
The opening few pages of the book and some
other places paint the picture of this as a garden
of Eden.
Where are the similarities and what is being
implied?
4. LOTF is an allegory which means things in the
story represent an idea in civilisation. Start to
theorise;
• What could the conch represent? - evidence
• Why is this opening similar to the Garden of
Eden? - evidence
• What does the fruit that gives them diarrhoea
represent (think about garden of Eden)? evidence
Chapter 2
D
C
B
1. Piggy has a sense of priorities, what are they?
2. “Ralph’s natural inclination is towards order
and democratic assembly” – can you find
evidence for this?
3. Ralph and Piggy represent something from our
society, what do you think this is and why?
4. The conch plays into the things that Ralph and
Piggy represent, what do you think the conch
has come to represent from modern society?
Chapter 2
A
Golding thought that a moral story had to be
sugar coated, and put into an entertaining
parable.
From what you have seen in the story so far,
what do you think Golding’s main concern was
within society?
Dictatorship
One person rules the masses and
they are often unrestricted by laws
or political factors
Who represents a
democratic society?
Small groups are elected to
represent the wishes of the masses
and to see that ideas, arrived at
collectively, are implemented.
Democracy
Who represents a
Dictatorship?
What is the thing in the middle of all of
this?
• Piggy represents something too;
• He found the conch, he knew how
to use it, he knew the importance
of getting people’s names; of order,
of everyone’s right to speak,
equality, he frequently reminds
people of what grown-ups would
think of their behaviour.
• His ideas are naturally part of
democracy, but what is he in
society?
What has the bigger influence on the success of
the following people…
What you were
born with has
the bigger
influence on
your behaviour
/ skills
What you were
taught has the
bigger
influence on
your behaviour
/ skills
Read Chapter 3
1. To which type of order (civilisation / savagery) is
the group leaning to at this point?
2. What things indicate that they want democracy
and civilisation?
3. Do you think that the children (people in
general) are naturally drawn towards order or is
it a challenge for them? Explain
4. Why is Simon different to the children (society)?
Character profiling
Jack
Ralph
What is each character most concerned with?
How much respect does each character have?
Who is most concerned with the following: power,
primal instincts, order, laws,
Piggy
Read Chapter 4
1. What event shows piggy to be rational and
clever? (p60)
2. To which way does the group seem to be leaning
now; civilisation / savagery?
3. Jack sees himself with his mask and his
personality seems changed – what importance
does the reflection hold for him?
4. The ritual dance, missing the boat and the
eating of the meat signify their final change to
savages, explain what each moment represents.
Read Chapter 4
Extension; What do we do in ‘civilised’ society
which is the same ritualistic behaviour?
Changing of the guard
Opening of Parliament
Burning of Guy Faulks
New Years celebrations
Chapter 5
D
C
B
A
LO: To witness the groups
descent from civilisation
1. The boys are becoming increasingly scared of:
2. Who doesn’t believe in the Beast?
3. Why does it suit Jack to suggest the Beast can be
found and killed?
4. How does a belief in the Beast compare with
their level of civility (civilisation)?
5. The Beast represents something about humanity,
what do you think it could be?
6. What is Ralphs difficult decision and how is he
maintaining power?
Rate their level of order in each
chapter from civilised to savage
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 6
LO: Be able to discuss
the similarities between
society and the island.
The dog fight suggests the struggle between good and
evil on the island, but also reminds us of the crises in the
real world context.
Using the following terms, explain what Golding is trying
to tell us:
Chapter 6
LO: Be able to discuss
the similarities between
society and the island.
Using the following terms, explain what Golding is trying to tell us:
Chapter 8 – Gift for the darkness
LO:
Developing a deeper analysis of the story.
Plot – The Beast – Language - Structure
Re-order the events of chapter 8
1.
Jack calls for a meeting about their sighting of the ‘beast’.
2.
Jack says that Ralph should not be chief and demands that the group should vote against Ralph’s leadership.
3.
Jack leaves the group, crying. He says that he will start his own group. No one follows him.
4.
Simon raises a point at the meeting: that they should go to the top of the mountain.
5.
Piggy and Ralph are concerned with making a fire on the beach so that they may stay away from the beast on
the mountain.
6.
Ralph realises that many of the biguns have disappeared to join Jack.
7.
Simon disappears on his own.
8.
Jack and his group discuss hunting and agree to leave the ‘beast’ alone: “When we kill we’ll leave some of the
kill for it. Then it won’t bother us, maybe.”
9.
They hunt and kill a pig. Jack puts the pig’s head on a stick as a gift to the ‘beast’.
10.
Simon is in front of the pig’s head. The flies swarm around the ‘Lord of the Flies’ and then begin to swarm
around Simon.
11.
Piggy and Ralph talk about the state of the island and how Jack is the root of the problems.
12.
Jack and his hunters raid Ralph’s camp for the fire.
13.
The Lord of the Flies is ‘talking’ to Simon. It tells Simon how the beast is part of everyone; how it is the reason
why things are the way they are on the island. Simon loses consciousness.
• Why do the boys kill the pig and put its head on a
stick?
• Simon is confused but he still understands that he
is talking to a pig’s head on a stick.
– Note down three quotations which show this.
• Simon appears to be having a fit.
– Note down two or more quotations which show this.
– Write a PEEE paragraph based on one of them,
commenting on how the reader might react.
• The pig’s head says that it is the beast that the boys are so afraid
of. It then boasts that it cannot be killed. Note down a quotation to
show this.
• The hunters manage to kill pigs, so why can they not kill the beast?
• Simon sees the pig as the ‘Lord of the Flies’. If the pig is the beast, it
is easy to understand why he should be a Lord. But who are the
flies?
• In chapter 5 the boys discussed the possibility of a beast on the
island; Simon said: ‘What I mean is… maybe it’s only us.’
• How does this link to this section of Chapter 8?
• Look at the sentences beginning with ‘Simon’ or
‘Simon’s’.
Choose one of these sentences and write a PEEE
paragraph suggesting what it tells the reader about
the state Simon is in.
• Draw a table of two columns in your book, as below:
Schoolboy slang
Schoolmaster
In the first column, list examples of words used by
the pig similar to the schoolboy slang used by the boys.
In the second column, list examples of the pig
talking like a strict schoolmaster.
•What is the significance of the two types of language
used by the pig’s head?
• The pig’s head often repeats words and phrases
as it speaks to Simon. List some examples.
• Write a PEE paragraph suggesting the effect of
this repetition.
• Golding uses several very short sentences in this
section. Choose one example and write a PEEE
paragraph explaining its effect.
Chapter 9
1. What does Jack’s throne indicate?
2. Why is Jack having drink brought to him interesting
(remember that Ralph wanted to fresh water stored att he
camp in shells, but the boys never did it)?
3. What indications are there that Jack has to rule by fear?
4. How does Jack deliberately manipulate the children by
asking them ‘who wants to have fun?’
5. How does the weather affect the boys?
6. What evidence is there that fear is something that comes
from within?
7. What would have to happen for the boys to be saved from
‘fear’ – could Simon have saved himself or did he have to
die for them to realise something?
Final chapters
• LO: To know the conclusion to the story
What is the sea in our story? It seems important
because in the beginning, the passenger tube is
dragged out to sea (p3), Simon’s dead body is
‘moved’ out to sea (170), and the fighter pilot is
caught by the wind and taken to the sea, Piggy is
‘breathed’ into the sea and taken away (201).
Even the rocks crash into the sea and vanish.
Important moments in C11
What is the:
• Significance of ‘the conch ceased to exist’
• Significance of Piggys death
• Significance of ‘anonymous devil’s faces’
• Significance of Roger ‘Weilding a nameless
authority’
Study notes
Lord Of The Flies
Lord Of The Flies
English Literature Unit 1 exam
Section A
40% GCSE
Candidates will be expected to
consider:
• ideas, themes and issues
• characterisation
• settings.
These must be underpinned by understanding
the writers’ language and techniques. Section A
offers a choice of ten texts which includes
literary non-fiction and drama texts.
Section B offers a choice of four texts which
explore different cultures. Candidates should
explore aspects of the text that are specific to
that culture as well as universal ideas.
We will be doing Of Mice and Men as we already
know it from other coursework.
Study notes
Content:
1. Background to the story
2. Assessment focus
1.
2.
3.
Examiners response
AO1
AO2
3. Themes:
a)
b)
c)
Political / good and evil reading
Biblical reading
Psychological reading
4. Focussing on Language (AO2)
5. Other revision material
1. Background and context
William Golding was a teacher of English at Bishop Wordsworth’s
School in Salisbury until the onset of the Second World War
when he joined the Royal Navy. He left the Royal Navy at the
end of the war, profoundly moved by his experiences. He was
shocked by the horror of war and this led him to question the
very nature of humanity. Also, his understanding of the
dynamics of the school playground led him to believe that
children can be incredibly cruel by nature and that human
beings are capable of extremely sadistic behaviour. All of this is
reflected in the behaviour of the boys in the novel.
The setting for Lord of the Flies is a microcosm of the
mounting tensions of post-war Europe, and there is
considerable irony in the fact that the boys are
‘rescued’ from the anarchy and degenerating violence
of the island by a naval officer who will then transport
them back to a world engaged in a nuclear war of its
own. The aftermath of Hiroshima, the possibility of an
atomic war and the legacy of the Holocaust all had their
impact on Golding and the issues raised are expressed
in the themes of this book.
Golding also describes the island as a perfect tropical
paradise, complete with serpent, as a symbolic setting
for the battle between good and evil. The religious
allegory is then carried further by the presentation of a
mystic or prophet in the character of Simon, who learns
the ‘truth’ about the nature of the beast on top of a
mountain, only moments before he is brutally
murdered by the tribe. Golding clearly intended his
novel to be interpreted on a range of different levels,
which will reward the brightest and most able students
with further investigative and analytical study.
1. Questions to consider
1. How does the plot of LOTF reflect the way
Golding felt about people and war?
2. What moments in the story reflect the real
contextual world it was written in?
3. What moments in the story reflect Golding’s
fears for what might happen to humanity?
2. Studying under the objectives
We want to start focusing our answers on what
the examiners are looking for. So, what do they
want to see us do?
AO1 Respond to
texts critically and
imaginatively; select
and evaluate
relevant textual
detail to illustrate
and support
interpretations.
Examiners response
AO2 Explain how
language, structure
and form contribute
to writers’
presentation of ideas,
themes and settings.
2a. Examiners response to previous
answers on LOTF
Many students covered the deaths of Piggy and Simon, usually
selecting and explaining details and Golding’s methods whilst
sustaining a response. Better responses were very perceptive,
with students being sensitive to imagery, tracking the
progression of deaths from the first arrival on the island, and
the degeneration of the boys’ morality and humanity into
savagery. Also, Golding’s use of imagery and the presentation of
the themes of sacrifice and death of civilisation through the
characters of Simon and Piggy were explored, as was the
different language used to present each death. Distinctions
between levels of response occurred when students took a more
abstract line of approach, considering the ‘death’ of virtue,
honour, purity and justice. In such responses students
incorporated such deaths as part of Golding’s overall scheme.
answers on LOTF
However, there were other routes towards evolving a complex
and thoughtful response. One technique employed was that of
playing with perspectives. For example, on Simon’s death the
author was seen to focus on the cosmic harmony of his death,
and of Nature taking back one of her own. Suddenly, in this
switch the murderous boys took on the appearance of the black
flies which swarmed around the pig’s head. Simon was obviously
going to a far better place, a place that matched his own
spirituality. This suggestion was reinforced with the parallel
death of Piggy, whose brains were merely the ‘stuff’ that came
out of his head, indicating the total undervaluing of his scientific
skills; along with Simon’s spirituality, such higher virtues were
unrecognised by the boys, representing mankind as a whole.
answers on LOTF
One approach was simply to write about the places and what
happened at each, referring to descriptive details and Golding’s
methods; often, such responses did not address the idea of
‘importance’. Better responses demonstrated detailed
knowledge of the places chosen and connected them
successfully to key characters and ideas. Particularly successful
were the responses to the jungle and its dual nature: a sanctuary
for Simon, yet a place of fear for others. These responses often
developed convincing arguments that it was not the places
themselves which are good or bad but the ways in which the
different characters respond to and perceive them.
2a. Exercises based on examiners
responses
1. Find each death and compare the way the children respond
to it and Golding’s language around it.
– Think about how some characters seem to care and some don’t.
– How does the death reflect the person?
– List some words surrounding the death with create the tone of the
death (look to the tone flower)
2. Find reference to the fire, how it is big at the start and barely
a whisp when Ralf confronts Jack at the end.
–
What does the language used to describe it suggest about the
children’s desire to be saved and their descent into savagery?
want to see us do?
AO1 Respond to
and evaluate
relevant textual
and support
interpretations.
Examiners response
AO2 Explain how
language, structure
and form contribute
to writers’
2b. AO1 Respond to texts critically and imaginatively; select and
evaluate relevant textual detail to illustrate and support
interpretations.
• This is concerned with the way you make interesting
points, remarks, or notice things about the story…
(such as how the sea seems to reclaim all the bodies.)
• And the way you make reference to events in the story,
or use quotes to back up your points.
• To do well here, you should discuss a point (for
instance, the way the sea reclaims everything) and
then refer to many examples from across the text (the
pilot lifted by the wind and taken out to sea, Piggy’s
body being made to vanish and Simon being ‘moved’
out to sea)
want to see us do?
AO1 Respond to
and evaluate
relevant textual
and support
interpretations.
Examiners response
AO2 Explain how
language, structure
and form contribute
to writers’
2c. AO2 Explain how language, structure and form
contribute to writers’ presentation of ideas, themes
and settings.
• To do well here, you should focus in on
exploring very specific features of the way the
story is written.
and settings.
• Thinking about the arrival of the officer, notice
that a great deal of attention is made to his dress;
‘white-topped cap, green shades, crown and
anchor, golds, gilt buttons and a revolver’
• The language here reminds us of the neatness of
order, and that civilisation is meant to be neat
and ordered. It’s a stark contrast to the way the
boys look – though not so long ago, Ralph wanted
to wash, comb his hair and put his socks back on
so that he looked neat and ordered when making
his final argument to the tribe.
and settings.
• But then we think more about the revolver and have to
think, is neat and tidy a representation of civilisation or
of savagery? Afterall, he is a naval officer, someone
involved in the war and is dressed in a uniform for war.
• Though he appears neat and tidy, he has more in
common with Jack who is painted and holding a spear
as both are dressed for battle.
• We are reminded that society is ruled by savage
actions dressed in a civil manner, and though they
might appear neat and civilised, there is no getting
away from the fact that wars are the reasoning of
savages.
and settings.
Find the officer in the text, and explain in what
ways:
1. Jack is similar to him and they stand for the
same thing.
2. Ralph is similar to him and they stand for the
same thing.
• Try to use reference to the description of the
officer and to events in the story.
2c. AO2 questions on the effects of language
1. At the beginning, compare the way Ralph and
Piggy are described. How did their
appearance and personalities affect the way
people responded to them?
2. P150-151 – how do the boys react to the
prospect of offering the head of the kill to
the Beast? Be sure to give specific examples
from the text.
and settings.
• Structure means the way events gradually
happen – fast, all at once, slowly throughout
the novel, a climactic ending etc…
• The form is a novel – other forms include
magazines, diary, DVD case…
and settings.
• One interesting structure of the story is how the
deaths gradually become more brutal.
• At first, the little’un is lost. No one was really to
blame for his death. Then Simon’s death is
arguably an accident because the boys were
excited – but they were beginning to loose their
reasoning. Finally, Piggy’s death is clearly murder.
• This is structurally interesting (the order in which
they occur) because as they begin to loose their
desire for civilisation, the deaths become more
savage.
and settings.
The third part of this study guide is concerned
with Golding’s ideas and themes.
3. Themes
In general, the following are themes:
3. Readings
A reading is a way of saying an ‘interpretation’,
of what the text could mean. It is to group
meanings or themes together which support
one another. Sometimes a book has a few
‘readings’ whereby we can look for different
meanings and themes within each version of
interpretation.
Political
reading
Psychological
reading
Biblical
reading
3a. Themes of a political reading
The boys quickly take sides in a battle for control of the island,
similarly to WWII. The conch symbolises law and order (the law
and order of the children’s democracy it should be noted), but is
smashed in a struggle for authority as the plot takes a sinister
turn. The boys divide into two camps led by Jack and Ralph.
At Castle Rock, we notice the odd efficiency of this dictatorship,
led through fear, as Jack has a ‘throne’ and for the first time,
fresh water at camp. Ralph struggles to hang on to his sense of
morality, and democracy and realises he can’t ‘call a meeting’
anymore. He is ultimately caught up in a war.
This novel gets to the very heart of what it means to be human,
without the constraints of laws and a justice system that
enforces them (Piggy always refers to what the parents or adults
would say).
3a. Themes of a political reading
Civilisation and savagery
This conflict might be expressed in a number of ways: civilization
vs. savagery, democracy vs. dictatorship, order vs. chaos, reason
vs. impulse, law vs. anarchy, or the broader heading of good vs.
evil.
1. You need to think about where Ralph and Jack fit into this
model and evidence this with reference to events in the
story.
2. What happens when there is no justice to enforce morals?
3. If morals need justice to enforce them, what is suggest about
the nature of morailty?
The Beast
Represents fear, and the way it controls our behaviours.
It suggests that fear is something that is inside of us, we
aren’t taught to be scared, and we find things to be
scared of.
Golding is trying to tell us that all of the problems in human society are caused
by defects in human nature (greed, anger, prejudice). The isn’t physical at the
start they make it physical by giving it a rotting head to look at. If we were to
represent those inner things that make us bad to each other, this is a good
image to choose.
The Conch
A beautiful object, part of the natural world
which is unspoilt by people.
It becomes a symbol of authority, common
sense and democracy.
It loses its colour as the boys gradually lose their
innocence.
Death
There are three human deaths, excluding the pilot.
They represent a time of fear and are a symbol of
evil and degradation.
• The first death is an accident (the littleun)
• The second is Simon (crazed excitement)
• The third is Piggy (savage murder)
It suggest that the more we kill, the more savage
we are, the more we are ignoring those rules which
are there to keep us ‘humane’. This can be applied
to the war outside of the island, the bomb and the
dog fight.
The Parents
This is an example of the justice system that
presides over all moral choices. We don’t always
want to make moral choices, but have to
because of the consequences. How many times
might you want to hurt someone but know you
can’t because of what would happen to you? Do
you always think first of all ‘what is right?’?
Without the parents, there is no justice on the
island which means civilisation has no leverage.
3a. Symbols of LOTF
Symbolism – mean key things that represent something.
There is a lot of them. Can you complete the list?
Ralph, Piggy, Jack, Simon, and Roger =
Lord of the Flies is an allegorical novel, and many of its characters signify important
ideas or themes. Ralph represents order, leadership, and civilization. Piggy
represents the scientific and intellectual aspects of civilization. Jack represents
unbridled savagery and the desire for power. Simon represents natural human
goodness. Roger represents brutality and bloodlust at their most extreme. To the
extent that the boys’ society resembles a political state, the littluns might be seen
as the common people, while the older boys represent the ruling classes and
political leaders.
The Conch Shell =
Piggy’s glasses =
The signal fire =
The Beast =
The parents =
3. Readings
interpretation.
Political
reading
Psychological
reading
Biblical
reading
3b. Themes of LOTF
Biblical parallel
Many events of the LOTF seem to parallel things that happen in
the Bible. Whilst it isn’t a retelling of the Bible, it seems to
underpin much of LOTF message; that we have to have
something to be scared of, or a reason to be moral; that there
are some very few people who are ‘naturally moral’ (like Jesus
was), naturally evil, and many who need guiding to be moral.
Fruit Trees
Genesis 1:11 - Then God said, "Let the land produce vegetation: seedbearing plants and trees on the land that bear fruit with seed in it, according
to their various kinds." And it was so.
In the first chapter of the book, Ralph tells all the children that this is a
‘good’ island, and that there are animals to hunt, and fruit trees.
However, in the bible we see a tree that God states is not good to eat from,
and they will be punished if they do so.
In the book, the children eat the fruit, and are stricken with diarrhoea, this
mimics the punishment for eating the fruit.
In biblical terms, the eating of the fruit is described as ‘original sin’ as there
was none before that. This is also mirrored in the book, as before this point
the children are innocent, (They are ‘tabula rasa,’ we are told nothing about
their lives before the plane crash.) This is the first scene where they begin to
lose their innocence.
Burning Bush
Exodus 3:2 - And the LORD appeared to him in a flame of fire
out of the midst of a bush. He looked, and behold, the bush
was burning, yet it was not consumed.
The burning bush in the bible is a message to Moses, to rescue
his people from Pharaoh. When the bush is found by Moses, he
is on Mt. Horeb.
In the book, the fire on the mountain is a message to anyone
nearby to come and rescue them.
Mt. Sinaii in the bible was ascended by Moses, and at the top
he communed with god and was given the ten commandments.
When Ralph returns from the mountaintop, he has his one
commandment, to not let the fire go out.
Beastie
Genesis 3:1 - Now the serpent was more crafty than any of the
wild animals the LORD God had made. He said to the woman,
"Did God really say, 'You must not eat from any tree in the
garden'?
The snake in genesis is an representation (avatar) of the devil.
A way he can appear to Eve and tempt her, because he wishes
to bring sin into the world. When everyone gives in to sin, the
devil will rise – This is an important point.
In the book, the beast is described as being snake-like, tying it
to the biblical depiction of the devil. This is also important, that
the beast is tied to the bible.
The Lord Of The Flies
The lord of the flies is quite obviously a depiction of the devil.
Simon to a lesser extent is a Christ-like figure, The Lord says
that the beast is within all the children. The beast we can
therefore guess, is sin. We have seen Jack align himself as a
barbarian, giving in to sin, and linking himself to the Lord.
In this scene, we see Simon murdered by the other children,
who have all given in to sin (become barbaric). This is the scene
where all the children become like Jack, and give in to sin. They
set the island on fire, and hunt down Ralph. This again links
them to the devil, as when the devil rises (in the bible) it is told
the world will burn.
It is interesting to note at this point, that the term ‘Beelzebub’
often given as a secondary name for Satan, translates directly
to ‘Lord Of The Flies.’
3b. Themes of a biblical reading
Symbolism – means key things that represent
something. There is a lot of them. Can you
complete the list?
Ralph, Jack, Simon= Moses, the Devil, Jesus
The Mountain=
The fire =
The fruit =
The beauty of the island =
3. Readings
interpretation.
Political
reading
Psychological
reading
Biblical
reading
3c. Psychological reading
Id
Born with
Ego
Freud’s idea of what
guided our behaviours
Develop through
childhood
Super ego
3c. Psychological reading
Id
Ego
The id the only bit
The ego tries to
that we are born
balance the id’s
with, it is our natural
wants, and the rules
urges, which are
of society as said by
usually for food and
the super-ego.
Super ego
power.
The super-ego is like a book of rules
that we have to abide by. It is the
opposite of the id and we learn the
rules from society.
3c. Which characters represent the
following and why?
Id
Ego
Jack is clearly the id,
because of his
natural urge for food
and power.
Super ego
Ralph recognises the
need for meat, but sees
that it must come second
to rescue. He also seems
torn between engaging in
Jakes games and civility.
Piggy is like the book of law, he is
always telling people what to do and
reminds them of the expectations the
adults have.
3c. Which characters represent the
following and why?
Id
Ego
1. What examples
are there linking Jack
to ‘natural
animalistic’ urges?
Super ego
3. Find examples of Ralph
trying to allow the Id to
have a little of its own
way, whilst sticking to
the rules of the Super
Ego.
2. Find examples of Piggy as
presenting ‘rule, law, imperatives’ to
the children.
4. Further study on language (AO2)
4. Language of power
• P28 – The finding of the first small pig
• P148 – The killing of the pig
The boys are described as ‘racing, fierce, wedded in lust, laughing’. The
whole scene feels terrible, like mob violence as the boys chase the pig
down and lean a spear ‘inch by inch’ into the animal which it emits a
‘terrifying squeal’. Compared to when they first found a pig, they are
hesitant and Golding says they knew of ‘the enormity of the
downward blow’.
Jack ‘rubs the stuff’ – meaning blood – all over maurice. They seem to
have little regard for the animal and have no respect for nature. They
clearly act like animals.
Interestingly, it’s not the only time we see the word ‘stuff’ used to
show blood and death. When Piggy dies, we read of ‘stuff’ coming
from a wound in his head. The link seems to be that the boys neither
respect the animal, or the intelligence of Piggy which is represented by
his brains now exposed after his death.
4. Other examples of language of
power
• P25 – “not for five minutes could they drag
themselves from the triumph”
• P26 – “this belongs to us”
• P66 – the creation of the ‘savage’ mask
• P19 – the choir proclaimed as ‘hunters’
• P220 - the fire which destroys the island
Any many many more
4. Focus on Language
On page 204, we see just how important Piggy
and Simon were to the island, even though they
were never really credited for it.
Golding writes, ‘The deaths of Piggy and Simon
lay over the island like a vapour’.
The word vapour suggests that their presence is
everywhere, stifling and choking. The loss of the
two boys has struck Ralf hard
Sparknotes is an excellent place to revise from
and has extension notes on LOTF. You should
read through their pages to supplement your
revision.
Past questions:
• What do you think is the importance of Jack in
Lord of the Flies and how does Golding present
him?
• ‘Lord of the Flies is a terrifying novel.’ How far do
you agree with this statement? What methods
does Golding use to lead you to your view?
In your groups, split into two teams. Each team is to take a question
and, on A3, create a mind map of moments in the story that are
relevant, create a list of important points to make in answering the
question, and find some quotes which can be used to back up the
points.
Present your mind map to the other team and explain all of your ideas
and notes to them.
• What do you think is the importance of Jack in Lord of the Flies
and how does Golding present him?
• ‘Lord of the Flies is a terrifying novel.’ How far do you agree with
this statement? What methods does Golding use to lead you to
your view?

Lord of The Flies revision guide

Transcription

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