“A hanging” by George Orwell



Eyemouth High School – Department of English and Literacy

Cfe National 5 and cfe Higher

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A Hanging

By George Orwell

Analysis and Evaluation:

Outcome 1: Reading for Understanding Analysis and Evaluation Skills

Outcome 2: Listening skills

Creation and Production

Outcome 1: Writing skills

Outcome 2: Talking skills

“A hanging” by George Orwell

In this extract the writer George Orwell reflects on a hanging he witnessed when he was in Burma.

Read Paragraphs 1 and 2: Establishing the setting

In this section your will learn how Orwell:

a) Uses the pathetic fallacy to create atmosphere

b) Uses first person narrative

c) Uses imagery and vivid description

d) Uses language and inference to convey his attitude

1. Comment of the positioning of the word “it” - what is the effect?

2. a)The writer uses the weather to create an atmosphere (the pathetic fallacy): analyse the following word choice:

a) sodden

b) sickly

b) Analyse the imagery “a sickly light, like yellow tinfoil” for effect.

3. “We” is simply the use of first person narrative in the plural. Why do you think Orwell chooses the word “we” over the word “I”?

4. Analyse the imagery “the condemned cells …. like small animal cages” for effect.

5. What do you think is the writer’s attitude towards these prisoners in the first paragraph? Support your answer with some reference towards the text.

6. In paragraph two Orwell observes the prisoner and his guards in vivid detail. Write down all the adjectives used to describe the prisoner.

7. Explain in your own words what Orwell meant by the description:

a) puny wisp of a man

b) vague liquid eyes

8. What do you think is Orwell’s attitude towards the man who was to be hanged? Explain and support your answer from the first three lines of the paragraph only.

9. Explain how the writer uses sentence structure and word choice in the sentence “Two of them …. tight to his sides” to make the behaviour of the guards seem brutal.

10. Explain how Orwell makes the expression “careful, caressing grip” memorable. You should refer to two techniques.

11. Analyse the imagery “It was like men handling a fish …. water.” For effectiveness.

12. Analyse two examples of word choice from the end of the paragraph to explain the prisoner’s attitude to what was happening.

Summary

Summarise what you have learned so far by completing the following three statements. Highlight them in some way in your jotter:

The pathetic fallacy is important in the story because ….

The writer uses first person narrative to suggest …

The writer writes in vivid detail to ….

Writing Task: Settings

In this opening section the writer uses the pathetic fallacy, first person narrative, attention to detail (vivid detail) and some imagery to describe a scene. In about 200 – 250 words describe a scene of your choice using the same techniques. The scene could be creative or based on a real, personal experience.

Read Paragraphs 3 – 6: Establishing key characters

In this section you will learn how Orwell:

- establishes the character of the Superintendent

- establishes the character of Francis, the Head Jailer

- introduces the role of the dog

- uses incongruity to create a kind of humour

1. Analyse the word choice ‘desolately’. What is unexpected about using this word to describe “a bugle call”?

2. Referring closely to the text in paragraph 3 comment on how Orwell uses word choice to describe the behaviour and character of the Superintendent.

3. What do you think is Orwell’s attitude towards the Superintendent? Refer to at least one example of word choice to support your answer.

4. What do think is Orwell’s attitude towards Francis, the Head Jailer? Explain and support your answer with reference to the text.

5. Explain how Orwell uses sentence structure to draw attention to the arrival of the dog as a turning point in this story.

6. Explain why all of the following descriptions of the behaviour dog are inappropriate to a hanging:

a) bounding amongst us …. leapt round us

b) loud volley of barks

c) wild with glee

d) pranced round us

e) dash for the prisoner …. tried to lick his face

7. Explain in your own words the reaction of the people in the crowd in the last sentence.

NOTE: The behaviour of the dog causes shock because its actions are incongruous (do not fit in with) to the incident. The incongruity creates both humour and shock because it is not appropriate. This is called black humour.

Summary

Summarise what you have learned so far by completing the following three statements. Highlight them in some way in your jotter:

The Superintendent is important to the story because ….

Francis the Head Jailer is important to the story because …

The dog is important to the story because …

Writing Task: Characterisation

In this section Orwell creates a small group of very different characters. Your attitude towards them is determined by small descriptions or actions. In about 200 – 250 write and imaginative scene where a small action, or detail about their description, or a line of dialogue influences the reader’s attitude towards at least one of the characters.

Read Paragraphs 7 -10: The moment of realisation

In this section you will learn how Orwell:

- uses the behaviour of the dog to draw our attention to the situation of the prisoner

- uses a retelling of a vivid detail to draw attention to his point of view

- has an ‘epiphany’ – a moment of realising a truth / a turning point / seeing a mystery revealed

1. Explain in your own words the Superintendent’s attitude towards the dog in paragraph 7.

2. The happy behaviour of the dog is continued through word choice. Explain how context helps you to understand the meaning of the word “gambolled”.

3. Explain how the following two things take away from “the formality of the hanging”:

a) the language of the Superintendent in paragraph 7

b) the actions of the dog

4. Explain what Orwell does to begin getting personally involved with the incident of the hanging.

5. In what way is the situation of the dog similar to that of the prisoner?

6. How do the actions of the dog at the end of paragraph 8 form a contrast to the behaviour of the prisoner?

7. How does Orwell draw attention to the prisoner as a being full of life in paragraph 9?

8. “He stepped slightly aside to avoid a puddle on the path”

a) What technique does Orwell use (twice) to suggest this detail was memorable?

b) Why do you think Orwell would remember this seemingly minor incident?

9. Rewrite the first sentence in paragraph 10 using as many of your own words as possible.

10. Explain how this sentence forms a link (or turning point) in the structure of the essay.

11. Explain in your own words the “mystery” Orwell “saw”.

12. Analyse the image of “cutting a life short when it is in full tide” for effectiveness.

13. Explain how the word “puddle” is developed in paragraph 10.

14. Explain how Orwell uses three features of sentence structure to draw attention to how the prisoner was “alive”.

15. In what way is Orwell and his group and the prisoner “a party of men walking together”?

16. Analyse the expression “a sudden snap” for effectiveness.

Summary

Summarise what you have learned so far by completing the following three statements. Highlight them in some way in your jotter:

The incident with the puddle is important because ….

The mystery which Orwell sees is ….

“Cutting a life short when it is in full tide” is an important metaphor because it explains …

Read Paragraphs 11 – 15: Disgust at the hanging

In this section you will learn how Orwell:

- Builds up tension as we await the hanging

- Uses word choice and imagery to suggest the horror of the event

-transfers Orwell’s disgust about the hanging onto the reaction of the dog

1. Analyse the word choice “machine” for effectiveness.

2. Analyse the word choice “clumsily” for effectiveness.

3. The cry of “Ram! Ram!...” is a Hindu prayer for heaven to be opened for a dying soul. Explain why “his cry for help … almost like the tolling of a bell” is an effective image.

4. “The dog answered the sound with a whine.” Explain how the sound the dog made might reflect Orwell’s own emotional state.

5. Explain how Orwell uses sound and sentence structure to build up tension at the end of paragraph 12,

6. Explain how Orwell continues to build tension using sentence structure at the start of paragraph 13.

7. Explain how Orwell uses the vivid detail of colour and imagery to express horror as they await the hanging.

8. “Oh, kill him quickly, get it over, stop that abominable noise!”

-Comment on the sentence structure

- type of sentence

- why there are short phrases

- punctuation

- Comment on word choice ‘abominable’

9. Explain how Orwell uses language to make paragraph 14 an effective end to the building tension and horror in this scene.

10. Explain how the first sentence in paragraph 15 forms a link in the structure of this essay.

11. Explain why the reaction of the dog forms an effective emotional climax to the hanging incident.

Summary

Summarise what you have learned so far by completing the following three statements. Highlight them in some way in your jotter:

A good example of where Orwell uses sentence structure to build up tension is …

“Dead silence” is an effective expression because ….

The reaction of the dog after the hanging represents …

Writing Task 3: Expressing Strong Opinion

Choose a subject (however ridiculous!) that you feel strongly about. Write a 200 – 250 rant expressing strong opinions. The discursive section of the BBC Bitesize Website may help:



The title “Hell is others” may also inspire.

What are the things about family, school, being out and about which genuinely annoy you? The students who get away with things but if you so much missed a day … Paying £10 for a cinema ticket and those girls who talk all the way through the film, or have their mobiles on?

The following website is loaded with ideas for the opinionated:



Read Paragraphs 16 – 24 Aftermath of the hanging

In this section you will learn how Orwell:

- Recalls the reactions of several of the spectators in vivid detail

- Uses the reaction of the dog to express his own personal feelings about what had happened

- Recalls his own unexpected response

1. The reaction of the Superintendent. Explain how Orwell uses word choice to suggest that the Superintendent responded in a nervous and then a casual manner towards the hanged man’s body.

2. Why do you think that the exact time of ‘Eight minutes past eight’ is recorded by Orwell?

3. “The dog, sobered and conscious of having misbehaved itself, slipped after them”. Explain how the verbs “sobered …. conscious …. misbehaved … slipped … “ might reflect Orwell’s own reactions to the hanging.

4. What is ironic about the scene with the other convicts on ‘death row’?

5. The last two sentences in paragraph 17 may be surprising. How does it form a contrast to the description of emotions before the hanging? What is surprising about the types of emotions being listed in these sentences?

6. The Eurasian’s boy’s anecdote in paragraph 15 is important, as is the vivid detail about the cigarette case.

- How might this anecdote affect our sympathy for the hanged man?

- How might the offer of a cigarette affect our sympathy for the

Hanged man?

7. Francis’ anecdote is also important in reinforcing the horror of hanging:

a) Compare paragraph 17 with paragraph 4. This is Orwell bringing the structure of the essay round in a circle. In Paragraph 4 the preparations for hanging were called ‘satisfactory’ but here is an anecdote on how they can be ‘unsatisfactory.’

b) Explain how this is another example of ‘black humour’.

8. Note that the Superintendent comes in as a chorus to reinforce that hanging is a terrible and potentially horrific event: “Wriggling about, eh? That’s bad”.

9. Francis adds another anecdote to pile on the horror through the use of black humour.

a) Explain how the context helps you to understand the meaning of “refractory”.

b) What is ironic about the statement “think of all the pain and trouble you are causing to us!”

10. Explain how Orwell creates a sense of unity amongst the witnesses to the execution in paragraphs 23 and 24:

a) Through sentence structure

b) Through word choice

c) Through narrative stance

11. How effective is the last sentence in the story in forming a conclusion to the story?

Summary

Summarise what you have learned so far by completing the following four statements. Highlight them in some way in your jotter:

The dog’s final reaction following the hanging represents Orwell’s …..

Francis’ anecdotes at the end of the story are important because ….

The unity amongst the spectators at the end of the story is important because it represents ….

The last sentence is an effective conclusion because …

Listening and Talking Task

Listen to the One Show presentation on “Capital Punishment”



1. Approximately how many years ago was Capital Punishment abolished in Britain?

2. In the view of the first speaker under what conditions MUST a jury impose a Capital sentence?

3. What evidence is there that in 1994 Parliament was strongly in agreement that there should be no return to Capital Punishment?

4. How reliable is the narrator in this extract? Support your answer from what he says.

5. How balanced do you find his survey of public opinion? Why?

6. Why did the case of Derek Bentley help to change public opinion?

7. Why did the case of Ruth Ellis help to change public opinion?

8. What do you think was the narrator’s attitude to Ellis’ case? Support your answer from what he says.

9. How reliable is Tony Benn’s account of this case? Support your answer from what Tony Benn says.

10. Tony Benn states that Capital Punishment came to an end because all Home Secretaries (the member of the Government responsible for hanging) came to the same point of view. Explain in your own words what that point of view was.

Group Discussion

For the supreme crime the supreme penalty is required.

This was the point of view of one of the politicians from the 1950s. Is this view simply for the archives or the history books? Are there crimes (even unforeseen crimes such as terrorism) for which the death penalty should be restored?

Discuss in your group whether if you had the power to decide whether a criminal should live or die whether you could take that decision.

This discussion should either be filmed or notes should be taken as evidence.

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