92937
Description
Mind Map by Luke Davies, updated more than 1 year ago
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Created by Luke Davies
over 11 years ago
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Text 28: Oliver Twist
- Purpose is to entertain and inform
- The audience is educated, 19th century citizens
- Field is Oliver Twist Workhouse
- The text is a fiction novel
- Context of production and reception: Famous
incident from Charles Dickens Oliver Twist,
where Oliver Twist asks for ‘more’; Oliver Twist
was first published as a monthly serial in 1837
- Form and structure: The text is separated
into paragraphs, yet is kept cohereted
through the use of repetition of ‘Oliver’ and
the personal pronouns ‘he’
- The use of ‘he’ keeps the text fluid and links in well
and we automatically know that ‘he’ is linking to Oliver
as the text is centred around him, and as the audience
we know that this is Dickens constant description of
what Oliver is doing
- The use of ‘he’ keeps the text fluid and links in well
and we automatically know that ‘he’ is linking to Oliver
as the text is centred around him, and as the audience
we know that this is Dickens constant description of
what Oliver is doing
- Form and Structure: Repetition of the word ‘hunger’ is
used to separate paragraphs, the repetition drums into
the readers mind the famine the boys in the workhouse
suffered as repetition does not let us forget easily
- Wild with hunger’, ‘wild, hungry eye’ and ‘desperate with hunger’
- Wild with hunger’, ‘wild, hungry eye’ and ‘desperate with hunger’
- Figurative language: ‘Wild with hunger’ This is
a metaphor used to portray the hunger boys in
the workhouse were faced with
- Makes us realise how desperate
the boys and Oliver were to eat
- The word ‘wild’ in
animalistic and
dehumanising, and makes
us as the audience think of
animals being fed
- Makes us realise how desperate
the boys and Oliver were to eat
- Figurative language: ‘They would sit staring at
copper with such eager eyes as if they could
have devoured the very bricks of which it was
composed’ Uses a simile to paint a picture of
how desperate the boys were to eat
- ‘devoured the bricks’ bricks are not appealing
and tasty, yet the boys want to eat them which
shows the audience how desperate they are to
eat
- ‘devoured the bricks’ bricks are not appealing
and tasty, yet the boys want to eat them which
shows the audience how desperate they are to
eat
- Sound patterning: ‘Bread besides’ uses
alliteration making plosives sound harsh and
angry, as if somebody was spitting out the
words
- Describing what the boys receive, the harsh sound links to
the harsh way in which the boys are treated
- Describing what the boys receive, the harsh sound links to
the harsh way in which the boys are treated
- Word choice: ‘suffered the tortures of
slow starvation’ the adjectives ‘suffered’,
‘tortured’ and ‘starvation’ all shock the
reader due to the effect of these words
together
- Grammar; ‘The evening arrived; The boys took their
places’ use of the semi colon and subordinate clause
separates the sentence
- This emphasises the
first and second part
of the sentence
- Also, simplistic grammar is
used throughout, with simply
commas
- This makes the text easier for
the reader to comprehend and
understand
- This emphasises the
first and second part
of the sentence
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