In Mrs Tilscher’s Class

In Mrs Tilschers class – Notes.doc 

In Mrs Tilschers Class – REVISION GRID.doc

In Mrs Tilscher Class – Text.doc

My revision essay on Mrs Tilschers class.doc

Answers to questionMy revision essay on Mrs Tilschers class.doc s on poetry should address relevantly the central concern(s)/theme(s) of
the text(s) and be supported by reference to appropriate poetic techniques such as: imagery,
verse form, structure, mood, tone, sound, rhythm, rhyme, characterisation, contrast, setting,
symbolism, word choice . . .



3 Responses to “In Mrs Tilscher’s Class”

  1.   Higher English Revision » Blog Archive » Revision Request Says:

    [...]  Use the search box – top left for stuff on Mrs Tilscher… [...]

  2.   Lauren Says:

    Why wont it let me into the In Mrs Tilschers Class revision notes? It says the file is not correct>Also, should you know 10 points including quotes for each text you study?

  3.   Brian Says:

    If u could have a loo over this that would be graet tahnks

    Choose a poem which deals with a happy experience.Briefly describe the experience and show how the poet has communicated the feelings of happiness by the use of various poetic techniques.

    ‘In Mrs Tilscher’s Class’ by Carol Ann Duffy takes a nostalgic look back at her past days as a primary school pupil in the 1960’s preparing to make the tribunal transitions into adolescence.
    At the beginning of the poem the poet clearly describes what it felt like to be in Mrs Tilscher’s class. “You could travel up the Blue Nile with your finger, tracing the route while Mrs Tilscher chanted the scenery”. This use of the model verb “You could” suggests that it was feasibly possible to travel up the Nile in this class and that it was brought to life by Mrs Tilscher. The fact that Mrs Tilscher chanted the scenery gives this experience mystical qualities and add to the experience as a whole. So here it is clear that the poet is at a happy point in her primary school memories. Another point backing this up is how she has used transfer epithet of the bell to apply her feelings to the bell. “The laugh of a bell”. This suggests that the bell felt quite happy in where it was situated, everybody was happy at primary school and in Mrs Tilscher’s class.
    Into the next stanza the poet describes what the classroom was like. “classroom glowed like a sweetshop”. This here is a very positive image and creates a sense of enjoyment in being there. This simile relates well with what the poet is saying because everyone knows how much children like sweets and this really adds emphasis on how much the classroom was loved by the pupils. The poet feels very safe in this classroom. However “Brady and Hindley faded, like the faint, uneasy smudge of a mistake”. Here is the mention of danger that lies out with the classroom but during class it is still present but at the back of their minds. When they leave the classroom the are exposed to world and anything could happen. This is a point in the play where her transition into adolescence is beginning and leading into the third stanza is her last days at primary school.
    We start here with “inky tadpoles changed from commas into exclamation marks” Here we realise that the transition has begun and that the poet is maturing but still innocent at this point. This then all changes when “a rough boy told you how you were born” . Here her idyllic picture is shattered and the poet is totally disgusted but also as children are there is a slight fascination with it as well. This really is just another part of her growing up an learning new ideas and ways of life. “stared at your parents, appalled, when you got back home” The poet is clearly in thought and wants to investigate more into this.
    The last stanza in into the very last part of primary school. The poet use a good selection of word choice, “feverish”, “July”, “electricity” and “hot”. this creates a repetition of the ides of heat which links to nerves and embarrassment about what is going to happen ahead of her. At this part in the poem the poet is clearly more grown up, “fractious under the heavy sexy sky”. Here there is clear signs of teen tantrums and an internal storm brewing. We are now in the later part of her schooling, “report were handed out”. This now tells us that school is over and the happy times have ended for Carol Ann Duffy. These reports are a harsh statement and contrast with the idyllic picture created at the beginning of the poem. Now the poet is left for the new start and left with the uncertainty of what lies ahead. “sky split open into a thunderstorm” As the poem ends the reader is eager to embrace the future as she enters the male storm of adolescent uncertainty.
    In conclusion the poet has used many techniques to put across there feelings of a time of happiness and has allowed the reader to really embrace what it was like at the time discussed.

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