The exorcist

1. The exorcist Easter School 2012 Higher

2. The Blurb • Who are the intended audiences? • Does this give clues as to content or stance?

3. Passage 1 • Trevor Johnston • Begins with excitement generated by film’s first release paralleled with re-release • No detail of content of film until line 39 • Summary of story – most sensational aspects then contrasted with how achieved (reference to filming) • Verdict: study of good v. evil which should not be censored

4. a) • Look carefully at the sentence structure of paragraph 1 and explain how it contributes to the writer’s argument. 4A/U • Question type? • Identify argument • Sentence structure x 3

5. a) • What should you consider when asked about sentence structure? • Punctuation • Pattern • Type • Length

6. a) • Question marks • Colon • Repetition • ‘But’ at start of sentence • Anti-climax • Short sentence Link these to the writer’s argument

7. b) • Look at lines 9-16 and explain what kind of problems are anticipated when ‘The Exorcist’ is shown. 4U • Question type?

8. b) • It terrifies the audience • People have heard of the negative aspects of the film before they see it • It can make the audience sick • Emergency services have to be prepared to deal with ill audience members • It can traumatise the audience • Anecdotes spread about the negative aspects of the film

9. c) • Explain carefully James Perman’s argument for not allowing a video of ‘The Exorcist’ to be released. (lines 20-25) 4U • Question type?

10. c) • The film is extremely influential and potent • Therefore, if it can be viewed by young people in their houses • It could scare them so much • That they would end up severely traumatised

11. d) • What is suggested about Hammer horror movies by the expression ‘tongue in its cheek’(line 36)? 2A/U • Question type?

12. d) • Tongue in cheek means silly, comical, ironic, flippant. • It suggests that Hammer horror films were not truly frightening, they were more light-hearted entertainment.

13. e) • Explain how one of the special effects was achieved (lines 50-57). 2U • Question type?

14. e) • The girl’s spinning head was a mannequin/model/replica... • The nasty groaning noise of the moving head was created by scrunching an animal skin purse • The cold air steam made by the actors was created by making the set freezing cold. • The actors’ scared expressions were created by the director startling them with fake gunfire

15. f) • Look at lines 56-57. Comment on the structure and explain whether you think it is effective. 3A/E • Question type?

16. f) • For a How Effective question, make a point, select a quote to support, then explain. • If U/E, explain by summarising the writer’s point etc. • If A/E, select a word, image, aspect of sentence structure etc, then follow formula as usual.

17. f) • It is effective in highlighting the extremes the director went to to make his film look authentic. • Sentence begins with ‘And...’ • One sentence paragraph

18. g) • Explain the use of the word ‘unironic’ as used in line 69. 2A/U • Question type?

19. g) • To be ironic is to be satirical or mocking, so ‘unironic’ must be the opposite – genuine, respectful • The film is not making fun of faith, it is supporting it

20. h) • Explain carefully James Friedman’s views on the refusal of the BBFC to permit a video of ‘The Exorcist’ to be released (lines 71-79) 3U • Question type?

21. h) • He is annoyed • He does not think countries should choose what people are allowed to view • That is the duty of mothers and fathers where their children are concerned • He thinks it is ridiculous that adults are banned from watching ‘The Exorcist’ in their houses

22. i) • Comment on the effectiveness of the final paragraph as a conclusion to this article. 2E • Question type?

23. i) • For an Effective Conclusion question, you should make a point, quote from the concluding paragraph/sentence, then explain. • Consider: • Links to ideas mentioned before/title • Finality of language • Reuse of tone used elsewhere

24. i) • ‘Twenty-five years on...’ returns to the opening paragraphs depiction of the film’s release in 1973 - sense of full circle, closure • ‘turn heads’ – refers back the earlier description of one of the film’s most powerful moments – the girl’s head revolving – draws on the power/impact of the film for an effective conclusion • Final sentence puns on the phrase ‘to turn heads’ – double meaning – link to film content and the effect of it – attention grabbing • Sums up writer’s attitude throughout the passage – that the film has ‘power’

25. j) • Drawing your information from lines 20-70, explain what makes ‘The Exorcist’ a good film which will always appeal to audiences. 6U • Question type?

26. j) • It’s a very influential film • It has the potential to petrify audiences for fun • Its subject matter is fascinating • It was filmed in a lifelike, convincing way • The audience could accept it as true • The special effects were incredible • The fundamental theological issues the film explores are compelling • It was endorsed by the Catholic Church • The censorship may have increased the film’s reputation

27. k) • By looking carefully at word choice in paragraph 1, explain how the writer helps us to imagine the sound effects in the opening sequence of the film “The Exorcist”. 4 A/U • Question type? • What sort of words should you look for?

28. k) • Word choice strategy: • Circle ALL possible words in the lines identified. • Choose the ones you understand and can explain • 2 detailed, insightful comments • 4 short, simple ones

29. k) • The word choice suggest a frightening, ominous opening • Discordant screeching • Creaking bedsprings • Demonic scratching • Atonal screech • Arabic prayer • Dysrhythmic throb • Clanging hammers

30. l) • Look at lines 17-24. Explain the symbolic importance of the St Joseph’s medal in both the prologue and the rest of the film. 2U • Question type?

31. l) • The opening establishes the medal as mystical amulet which will be important in the film. • When it is seen later in the film, its purpose is to tie together seemingly random people and happenings.

32. m) • ‘As the prologue climaxes...house of Chris MacNeil (Ellen Burtyn).’ (lines 35-37). Explain how this sentence acts as a link in the structure of the article. 2U • Question type?

33. m) • ‘the sound of the raging dogs’ links back to the description of the growling dogs in the film’s prologue in the previous paragraph. • ‘slow zoom towards the Georgetown house of Chris MacNeil’ links forward to the introduction of the film’s main setting and character.

34. n) • Look carefully at the imagery in lines 31-47. By analysing at least two examples, explain what they suggest about the mood of the film. 3A • Question type? • Name mood • Choose 2 images and link

35. n) • Mood = mythical, supernatural, paranormal, • “Merrin’sHigh Noon – style stand-off with an ancient enemy” • “conjured an ancient, exotic battleground between good and evil.” • “…injected it directly into the home of a modern, wealthy, single, white mother with no apparent religious connections” • ‘...contest between science and religion’ • ‘...doctors and priests will battle’

36. o) • How does paragraph 6 explain the meaning of ‘paradoxical’ as used in line 56? 3A/U • Question type?

37. o) • Paradoxical – two things which appear to contradict, inconsistent, illogical • The hero, moral character (‘messenger of good’) is portrayed as a malevolent force (‘dark, brooding presence’) and is bathed in a pure blue glow, which actually comes from the room where the wicked spirit is (‘the seat of evil’) • ‘inevitable yet unexpected • ‘foretold yet undetermined’

38. p) • Do you think that the comments of Linda Blair, the young actress who played the part of Regan, the girl possessed, make a good conclusion to this extract? 4E • Question type?

39. p)