An Inspector Calls

Revision Booklet

In this exam you will have one hour to answer two questions about An Inspector Calls.

What will the questions be like?

You will have to answer an extract question worth ten marks. You should spend 20 minutes on this question.

You will have a choice of two whole text questions. You answer one of these questions – whichever one you think you can answer best. It is worth twenty marks. You should spend forty minutes on this question.

What shall I do?

Read the instructions carefully Divide your time carefully and write something for both tasks Read the questions carefully Don’t spend ages choosing which whole text question to answer! Once you have chosen which whole text question to answer, stick with

your choice! Make sure you are answering the question you have been asked When you have finished your writing read through your work and check

for errors

How will I be marked?

The examiner is looking for you to:

Incorporate detail in your answers Evaluate characters and their relationships, attitudes and motives Show understanding of themes and ideas in the play Show understanding of how language and staging are used for effect Show understanding of how the play is structured for effect Show understanding of the social and historical context of the play Explain Priestley’s intent when writing his play Evaluate how the play would affect an audience

The examiner is also looking at the accuracy of your writing: Expression will be clear and fluent The answer will be well structured Paragraphs will be used Spelling and punctuation will be accurate Specialist vocabulary will be used accurately

ContextFill the post-it notes with what you know about life in 1912 (when the play is set) and life in 1945 (when the play was written).

How do I include context?Without context (grades D-G) With context (grades A*-C)

Mr Birling fires Eva Smith. Mr Birling fires Eva Smith as he is a capitalist and mainly concerned with making money and less about caring

for others. This would have been a traditional view and would have represented the views of many businesses at the time.

Mr Birling is only concerned with himself and does not believe in community.

The play was set at a time when the welfare state did not yet exist and written when it was just being introduced and so Mr Birling’s comments about social responsibility would have been seen as very traditional.

Mr Birling wants his daughter to marry Gerald Croft.

Movement between the classes at the time the play was set was both difficult and desirable, hence why Mr Birling wants his daughter to marry Gerald Croft who comes from the Upper Class.

Mr Birling and his son do not get on. Eric sees things from the factory workers’ perspective but Mr Birling doesn’t.

Eric has more modern, liberal views, enabling him to see things from the factory workers’ perspective. However, Mr Birling feels threatened by reform and represents the traditional political views of the time.

The Inspector tries to get Mr Birling to see how important collective social responsibility is but Mr Birling will not take responsibility for the consequences of his actions.

Priestley was a socialist. He uses the contrast between the Inspector’s socialist message and Mr Birling’s traditional ideas to highlight to the audience the dangers of a lack of collective social responsibility.

Mr Birling’s speech about war and The Titanic is dramatically ironic as the audience knows that was happened and The Titanic sank.

Priestley uses dramatic irony to highlight the folly of Mr Birling’s comments about society, war and The Titanic. A post-1945 audience can clearly see how short sighted Mr Birling is and his ideas about responsibility look foolish.

Plot

Reduce your learning about each act from An Inspector Calls into a Tweet. Consider how an audience member might feel at the end of each act when you are Tweeting. Remember, only 140 characters per act!

Act One:

Act Two:

Act Three:

CharactersYou are marked on the detail you can use about each character. Write a character profile for each character in the play – their name, rough age, appearance, job, connection with Eva Smith, how they link to the context, what Priestley was using them to show, audience feelings towards them, etc.

Key Character QuotationsWhat does each quotation show us about the character? How does Priestley use language? Use these quotations to revise for your response to the whole text question.N.B. Make comments on the context of the quotation- what is happening at the point of the quotation/ what is it in response to?Mr Birling

1. ‘You’ll hear some people say that war’s inevitable. And to that I say – fiddlesticks!’

2. ‘unsinkable, absolutely unsinkable!’

3. ‘a man has to mind his own business and look after himself and his own’

4. ‘Yes, yes. Horrid business. But I don’t understand why you should come here Inspector –‘

5. They wanted the rates raised so they could average about twenty-five shillings a week. I refused, of course.’

6. ‘Still, I can’t accept any responsibility.’

7. ‘(unhappily) Look, Inspector - I’d give thousands – yes, thousands – ‘

8. ‘There’ll be a public scandal…and who here will suffer from that more than I will?’

9. ‘There’s every excuse for what your mother and I did.’

10. ‘(Imitating the Inspector in his final speech) You all helped to kill her. (pointing at SHEILA and ERIC and laughing)’

Mrs Birling

1. ‘When you’re married you’ll realize that men with important work to do sometimes have to spend nearly all their time and energy on their business. You’ll have to get used to that, just as I had.’

2. ‘Girls of that class – ‘

3. ‘Women of the town?’

4. ‘What business is it of yours?’

5. ‘I’m very sorry. But I think she only had herself to blame.’

6. ‘I did nothing I’m ashamed of or that won’t bear investigation.’

7. ‘Certainly. And he ought to be dealt with very severely.’

8. ‘But surely…I mean…It’s ridiculous…’

9. ‘(Very distressed now) No – Eric – please – I didn’t know – I didn’t understand – ‘

10. ‘And I must say Gerald, you’ve argued this very cleverly, and I’m most grateful.’

Sheila Birling

1. ‘(taking out the ring) Oh – it’s wonderful! Look – Mummy – isn’t it a beauty? Oh – darling – (she kisses Gerald hastily)’

2. ‘(rather distressed) Sorry! It’s just that I can’t help thinking about this girl – destroying herself so horribly – and I’ve been so happy tonight. Oh I wish you hadn’t told me.’

3. ‘She looks at it closely, recognises it with a little cry, gives a half-stifled sob, and then runs out.’

4. ‘I felt rotten about it at the time and now I feel a lot worse.’

5. ‘I’ll never, never do it again to anybody.’

6. ‘Well, we didn’t think you meant Buckingham Palace.’

7. ‘Mother, I think it was cruel and vile.’

8. ‘(with sudden alarm) Mother – stop – stop!’

9. ‘The point is, you don’t seem to have learnt anything.’

10. ‘Everything we said had happened really had happened. If it didn’t end tragically, then that’s lucky for us. But it might have done.’

Eric Birling

1. ‘Eric suddenly guffaws. His parents look at him….I don’t know – really. Suddenly I felt I just had to laugh.’

2. ‘(involuntarily) My God!’

3. ‘Why shouldn’t they try for higher wages? We try for the highest possible prices.’

4. ‘I’ve had a few drinks, including rather a lot of champagne – and I’ve got a headache – and as I’m only in the way here – I think I’d better turn in.’

5. ‘Eric enters, looking extremely pale and distressed.’

6. ‘In the Palace Bar. I’d been there an hour or so with two or three chaps. I was a bit squiffy.’

7. ‘(nearly at breaking point) Then – you killed her. She came to you to protect me – and you turned her away – yes, and you killed her – and the child she’d have had too – my child – your own grandchild – you killed them both – damn you, damn you –‘

8. ‘(unhappily) My God – I’m not likely to forget.’

9. ‘For God’s sake! What does it matter now whether they give you a knighthood or not?’

10. ‘Whoever that chap was, the fact remains that I did what I did. And mother did what she did. And the rest of you did what you did to her. It’s still the same rotten story whether it’s been told to a police inspector or to somebody else.’

Gerald Croft

1. ‘I hope I can make you as happy as you deserve to be.’

2. ‘You seem to be a nice well-behaved family – ‘

3. ‘Unless Eric’s been up to something (nodding confidentially to Birling). And that would be awkward, wouldn’t it.’

4. ‘Not if it was after the holidays. They’d all be broke - if I know them.’

5. ‘(startled) What?’

6. ‘All right. I knew her. Let’s leave it at that.’

7. ‘(distressed) Sorry – I – well, I’ve suddenly realised – taken it in properly – that she’s dead – ‘

8. ‘She was young and pretty and warm-hearted – and intensely grateful. I became at once the most important person in her life –‘

9. ‘he bluffs us into confessing that we’ve all been mixed up in this girl’s life in one way or another.’

10. ‘Everything’s all right now, Sheila (holds up the ring). What about this ring?’

Inspector Goole

1. ‘I’d like some information if you don’t mind, Mr Birling. Two hours ago a young woman died in the Infirmary. She’d been taken there this afternoon because she’d swallowed a lot of strong disinfectant. Burnt her inside out, of course.’

2. ‘after two months, with no work, no money coming in, and living in lodgings, with no relatives to help her, few friends, lonely, half-starved, she was feeling desperate.’

3. ‘(harshly) Yes, but you can’t. It’s too late. She’s dead.’

4. ‘(coolly) We often do on the young ones. They’re more impressionable.’

5. ‘Public men, Mr Birling, have responsibilities as well as privileges.’

6. ‘You have no hope of not discussing it Mrs Birling.’

7. ‘(very sternly) Her position now is that she lies with a burnt out inside on a slab. (As Birling tires to protest, turns on him) Don’t stammer and yammer at me again, man. I’m losing all patience with you people. What did she say?’

8. ‘(grimly) Don’t worry Mrs Birling. I shall do my duty. (looks at his watch).’

9. ‘(taking charge, masterfully). Stop!They are suddenly quiet, staring at him. And be quiet for a moment and listen to me. I don’t need to know any more. Neither do you. This girl killed herself – and died a horrible death. But each of you helped to kill her. Remember that. Never forget it.’

10. ‘We don’t live alone. We are members of one body. We are responsible for one another. And I tell you that the time will soon come when, if men will not learn their lesson, then they will be taught it in fire and blood and anguish.’

Themes

Remorse and Guilt

Although not every character feels remorse or guilt, this theme links to Priestley’s intentions to create a play in which the characters learn something by the end. Sheila shows remorse when she confesses to what she did to Eva Smith and at the end of the play. Eric also shows remorse for what he has done and appears to have learnt from his actions by the end of the play. Gerald appears to be remorseful directly after his confession but seems to forget this quickly once he realises that the Inspector wasn’t real. Mr and Mrs Birling provide a contrast by not feeling remorse at all and making the audience dislike them for this.

1. SHEILA: ‘I’ll never, never do it again to anybody.’

2. GERALD: ‘(distressed) Sorry – I – well, I’ve suddenly realised – taken it in properly – that she’s dead – ‘

3. MRS BIRLING: ‘I did nothing I’m ashamed of or that won’t bear investigation.’

4. ERIC: ‘(Unhappily) My God - I’m not likely to forget.’

5. GERALD: ‘Everything’s alright now Sheila’

6. MR BIRLING: ‘There’s every excuse for what your mother and I did’

Responsibility

Priestley’s socialist beliefs create a clear message for the audience about an individual’s responsibility for their own actions and for the way in which their actions affect others. The Inspector reflects Priestley’s personal beliefs about the importance of caring for those around us.

For Mr Birling, looking after himself, his family and his business is all that matters and his speeches at the start of the play make this clear. The Inspector forces him to see – even if only momentarily – that his actions affect others. His children provide a contrast as they are able to learn the importance of taking responsibility for their actions. They accept that their actions had an impact on Eva Smith’s life and seem to be able to change into more responsible people with a more socialist attitude.

1. MR BIRLING: ‘a man has to mind his own business and look after himself and his own’

2. MR BIRLING: ‘Still, I can’t accept any responsibility.’

3. SHEILA: ‘I’ll never, never do it again to anybody.’

4. ERIC: ‘For God’s sake! What does it matter now whether they give you a knighthood or not?’

5. INSEPCTOR: ‘Public men, Mr Birling, have responsibilities as well as privileges.’

6. INSPECTOR: ‘We don’t live alone. We are members of one body. We are responsible for one another.’

The Law and Morality

The arrival of a police Inspector suggests at first that a legal crime has been committed. However, it is not an illegal incident that the Inspector is investigating, it is immorality. Eric is the only one to have actually committed crimes (theft and rape) but the Inspector views this as equal to the other family members’ immoral behaviour towards Eva Smith. Priestley is trying to suggest that, while immoral behaviour is not illegal, the perpetrators of immoral behaviour should still be held to account.

1. INSPECTOR: ‘I’d like some information if you don’t mind, Mr Birling. Two hours ago a young woman died in the Infirmary. She’d been taken there this afternoon because she’d swallowed a lot of strong disinfectant. Burnt her inside out, of course.’

2. MR BIRLING: ‘Yes, yes. Horrid business. But I don’t understand why you should come here Inspector –‘

3. ERIC: ‘Whoever that chap was, the fact remains that I did what I did. And mother did what she did. And the rest of you did what you did to her. It’s still the same rotten story whether it’s been told to a police inspector or to somebody else.’

4. ERIC: ‘He was our police inspector alright.’

5. MR BIRLING: ‘The whole story’s just a lot of moonshine! Nothing but an elaborate sell!

6. SHEILA: ‘Everything we said had happened really had happened. If it didn’t end tragically, then that’s lucky for us. But it might have done.’

Public Image and Hypocrisy

The play is set at a time when appearances were highly valued. Whatever people did that was shameful did not matter, as long as people did not find out; affairs were commonplace. The elder Birlings and Gerald try to conceal the truth of their actions from the Inspector because of this need to maintain public appearances and Mr Birling’s paramount concern in regard to Eva Smith is of his public image.

Concern with appearances causes people to lie and act hypocritically. Gerald claims to love Sheila yet has an affair with Daisy Renton; Mrs Birling presents herself as a respectable citizen yet heartlessly refuses Eva Smith help; Mr Birling presents himself as a family man yet his son feels that he cannot talk to him. Mrs Birling claims the father of Eva Smith’s child should endure public humiliation and made to be responsible yet proves herself to be hypocritical when it is revealed that her son is that father.

1. GERALD: ‘You seem to be a nice well-behaved family – ‘

2. GERALD: ‘All right. I knew her. Let’s leave it at that.’

3. MRS BIRLING: ‘Certainly. And he ought to be dealt with very severely.’

4. MRS BIRLING: ‘But surely…I mean…It’s ridiculous…’

5. MR BIRLING: ‘There’ll be a public scandal…and who here will suffer from that more than I will?’

6. ERIC: For God’s sake! What does it matter now whether they give you a knighthood or not?’

Class, Status and Power

The play is set at a time when social status was very important, and to some people defined their worth as human beings. Both Mr and Mrs Birling are very aware of their status in society and attempt to use this to influence the Inspector. Mr Birling also hopes that his daughter’s marriage to Gerald Croft will elevate the family’s social status yet further. Eva Smith, on the other hand, has very little status. She is working class and this is largely why the Birling family treat her in the way they do.

We also see people’s abuse of their power: the way Mr Birling wields his power over his employees; Sheila’s abuse of her power for jealousy, Eric’s abuse of his power for lust. Priestley wants the audience to question a system built on the shallow values of class and, through the Inspector, suggests that a system based on honesty and kindness would be more beneficial to society.

1. MR BIRLING: ‘I have an idea that your mother – Lady Croft – while she doesn’t object to my girl – feels you might have done better for yourself socially – ‘

2. MR BIRLING: ‘I refused, of course.’

3. GERALD: ‘Not if it was after the holidays. They’d all be broke - if I know them.’

4. MR BIRLING: ‘And then she got herself into trouble there, I suppose?’

5. MRS BIRLING: ‘Girls of that class – ‘

6. MRS BIRLING: ‘You know of course that my husband was Lord Mayor only two years ago and that he’s still a magistrate – ‘

Women

The play is set at a time when women had very little power. Working class women would have been lacking in education and had few opportunities for jobs, whereas it was socially unacceptable for middle and upper class women to work and they were reliant on their families and husbands.

However, when the play was actually written, women had successfully fought for emancipation and were starting to be viewed more equally. Sheila is indicative of the beginnings of these changes. Priestley wanted people to reflect on the changes that had happened between when the play was set and when it was written in order to show people that social change can be a positive thing.

1. MRS BIRLING: ‘When you’re married you’ll realise that men with important work to do sometimes have to spend nearly all their time

and energy on their business. You’ll have to get used to that, just as I had.’

2. MR BIRLING: ‘You’ve got to remember, my boy, that clothes mean something quite different to a woman. Not just something to wear – and not only something to make them look prettier – but – well, a sort of sign or token of their self respect.’

3. INSPECTOR: ‘And then you decided to keep her – as your mistress?’

4. MR BIRLING: ‘I protest against the way in which my daughter, a young unmarried girl, is being dragged into this – ‘

5. MR BIRLING: ‘Now Sheila, I’m not defending him. But you must understand that a lot of young men –‘

6. ERIC: ‘I wasn’t in love with her or anything – but I like her – she was pretty and a good sport’

Here are some key words you can use to impress the examiner! Try to find an example from the play to illustrate each term.

Social class The ranking of people according to wealth and power – working class,

middle class, upper classSocial mobility Moving up and down in the class

system

Capitalism A social system that revolves around the earning and spending

of moneySocialism A social system where people take

collective responsibility for everyone in society

Social welfare Benefits distributed by the government to ensure that

everyone in society is able to look after themselves

Stage directions The advice given by Priestley about how the actors should behave

Well-made play The structure of An Inspector Calls – all of the action takes place at

the same time, in the same place, with well-timed entrances and

exitsMorality play A play which teaches the audience

a lesson about the right and wrong way to behave

Omniscient All knowing – the Inspector is omniscient

Monosyllabic words Words of only one syllable

Interruptions When one character stops another talking by saying something

themselvesBroken sentences When a character doesn’t speak in

a full sentence – normally because they are feeling emotional

Euphemism Describing something in a roundabout way in order to avoid

offence or to protect someoneTerm of

endearmentA friendly word used to address

someone, showing friendship or a positive relationship

Imperatives Orders or commands

Exclamatories When a sentence ends with an exclamation mark

Interrogatives Questions

Caesura A pause

Juxtapositioning The arrangement of two differing ideas near to one another

Dramatic irony When the audience knows something that the characters on

stage don’tProleptic irony When something that is hinted at

later comes to fruition – anticipated irony

Choric device When events are re-capped for the benefit of the audience – the

Inspector is used by Priestley as a choric device to remind the

audience what has happened to Eva Smith

How to Answer an Extract Question1. Read the question, identify the keywords.

How is dramatic tension created at the close of Act One?

2. Analyse the extract – how does Priestley create effects? Look at what is said (words, silences, interaction) and how it is said (stage directions).

INSPECTOR: (Sternly) That’s what I asked myself tonight, when I was looking at that dead girl. And then I said to myself: ‘Well, we’ll try to understand why it had to happen?’ And that’s why I’m here, and why I’m not going until I know all that happened. Eva Smith lost her job with Birling and Company because the strike failed and they were determined not to have another one. At last she found another job – under what name I don’t know – in a big shop, and had to

leave there because you were annoyed with yourself and passed the annoyance on to her. Now she had to try something else. So first she changed her name to Daisy Renton –

GERALD: (startled) What?

INSPECTOR: (steadily) I said she changed her name to Daisy Renton.

GERALD: (pulling himself together) D’you mind if I give myself a drink Sheila?

SHEILA merely nods, still staring at him, and he goes across to the tantalus on the sideboard for a whisky.

INSPECTOR: Where is your father, Miss Birling?

SHEILA: He went into the drawing room, to tell my mother what was happening here. Eric, take the Inspector along to the drawing room.

As ERIC moves, the INSPECTOR looks from SHEILA to GERALD, then goes out with ERIC.

Well, Gerald?

GERALD: (trying to smile) Well what, Sheila?

SHEILA: How did you come to know this girl – Eva Smith?

GERALD: I didn’t.

SHEILA: Daisy Renton then – it’s the same thing.

GERALD: Why should I have known her?

SHEILA: Oh don’t be stupid. We haven’t much time. You gave yourself away as soon as he mentioned her other name.

GERALD: All right. I knew her. Let’s leave it at that.

SHEILA: We can’t leave it at that.

GERALD: (approaching her) Now listen, darling –

SHEILA: No, that’s no use. You not only knew her but you knew her very well. Otherwise, you wouldn’t look so guilty about it. When did you first get to know her?

He does not reply.

Was it after she left Milwards? When she changed her name, as he said, and began to live a different sort of life? Were you seeing her last spring and summer, during that time when you hardly came near me and said you were so busy? Were you?

He does not reply but looks at her.

Yes, of course you were.

GERALD: I’m sorry, Sheila. But it was all over and done with, last summer. I hadn’t set eyes on the girl for at least six months. I don’t come into this suicide business.

SHEILA: I thought I didn’t, half an hour ago.

GERALD: You don’t. Neither of us does. So – for God’s sake – don’t say anything to the Inspector.

SHEILA: About you and this girl?

GERALD: Yes. We can keep it from him.

SHEILA: (laughs rather hysterically) Why – you fool – he knows. Of course he knows. And I hate to think how much he knows that we don’t know yet. You’ll see. You’ll see.

She looks at him almost in triumph. He looks crushed. The door slowly opens and the INSPECTOR appears, looking steadily and searchingly at them.

INSPECTOR: Well?

END OF ACT ONE

3. Start your response by writing a short introduction to the extract. Include what happens in the extract, what has happened just before and refer to the keywords from the question.

In this extract, the Inspector has just finished questioning Sheila about the death of Eva Smith. It is at this point that the audience begin to realise that Gerald is also knew her, only as Daisy Renton. As a result, dramatic tension is created because Gerald doesn’t want Sheila to know about his affair with Daisy Renton.

4. Write your response- avoid using PEE as it is too restrictive:-

At the start of the extract, tension is created through Gerald’s ‘startled’ interruption when the Inspector says that Eva ‘changed her name to Daisy Renton’. Here, the audience (and Sheila) realise that Gerald was somehow involved with Eva Smith. As Sheila had previously referenced Gerald being very distant the previous summer, we may assume that he was having an affair with Eva during that time. This would create tension as Gerald is due to marry Sheila yet has been unfaithful; this may also create tension as Mr Birling has a professional interest in the marriage, and therefore may create tension between Sheila and the rest of the Birlings...

Hints and Tips:

• Explain where it is in the play/ novel at the start of your response• Analyse in chronological order- but identify links across the extract• Analyse the extract ONLY- but you can cross-reference link with elsewhere• Look at entire extract- should say something from beginning, middle and end• Analyse form, structure and language• Show detailed understanding of characters/ motivations• Always contextualise quotations• Link to the impact on the reader/ audience

Example Extract Questions1. From page 1 ‘At rise of curtain’ to page 3 ‘(clears his throat)’.

What atmosphere does Priestley create at the opening of the play?

2. From page 6 ‘I’m delighted about this engagement’ to page 7 ‘we’ve had experience – and we know.’How does Priestley want the audience to feel about Mr Birling and why?

3. Page 11 ‘The Inspector enters’ to page 12 ‘There might be.’Explore how Priestley introduces the character of the Inspector.

4. Page 17 ‘What’s all this about?’ to page 19 ‘But these girls aren’t cheap labour – they’re people.’What does Priestley show us about the character of Sheila Birling?

5. Page 25 ‘So first she changed her name to Daisy Renton – ‘ to end of scene. How does Priestley create dramatic tension?

6. Opening of Act Two to page 28 ‘And this is just the wrong time not to believe me.’Explore how Priestley develops the relationship between Gerald and Sheila.

7. Page 36 ‘We went along to the County Hotel’ to page 38 ‘You know, it wasn’t disgusting’. How does Priestley present the relationship between Gerald and Eva?

8. Page 47 ‘You’re not even sorry now’ to end of scene.Explore how Priestley creates drama in this extract.

9. Page 54 ‘(Miserably) Yes. That was the worst of all.’ to page 57 (pours himself out a drink, which he hastily swallows.)Evaluate the effect the Inspector has had on The Birling family.

10. Page 57 ‘(angrily to Eric)’ to page 59 ‘he was our police Inspector alright.’Explore the different reactions of the Birling family to what the Inspector has revealed.

11. Page 70 ‘(triumphantly) There you are!’ to end of scene. How does Priestley create an dramatic ending to the play?

How to Answer a Whole Text Question – Essay Style

1. Read the question, identify the keywords.

How does Priestley want the audience to feel about Mr Birling?

2. Plan your answer – brainstorm some ideas. This will ensure you only use your very best ideas in your essay. There are also marks for organization so it’s worth spending time planning!

3. Start your response with an introduction that addresses the question. If it’s a character question, introduce the character, if it’s a thematic question explain what is meant by the theme. Try to refer to the social and historical context.

Mr Birling is a central character in the play An Inspector Calls. He is the head of the Birling Household and the proprietor of Birling and Company, a company which once employed Eva Smith, and this has propelled him into the Upper Middles Classes. At the time the play was set, Mr Birling would have had authority and power as he was both a male and successful in business. Priestley presents Mr Birling in a range of ways designed to provoke different feelings in his audience.

4. You should aim to write 5 / 6 paragraphs in response to the question. Each paragraph should:

- Start with a short point that uses the keyword from the question- Include some relevant evidence, or some relevant detail – embedding a

few very short quotes may be more appropriate.- Mention the audience and how they feel - Mention Priestley and the message he is trying to convey- Try to refer to the historical context- Finish by referring back to the keyword from the question

At the start of the play, Mr Birling is presented as rather arrogant, giving the audience a negative first impression. Although he and his family are gathered to celebrate the engagement of his daughter Sheila to Gerald Croft, he manages to ensure that the attention remains on him. He begins a long speech, ostensibly to celebrate Sheila’s engagement. However, he starts by waiting to ensure all eyes are on him and ‘holds their attention for a moment’ because he enjoys being the centre of attention. His speech is lengthy, again showing that he is self-absorbed, and he quickly veers off onto the topic of business, referring to Gerald’s family business of ‘Crofts Limited’ and how he hopes they can soon become business partners. This shows the audience that, not only does Mr Birling enjoy talking and having his whole family’s attention, he also likes conversation to be centred

around himself. This gives the audience a negative first impression of Mr Birling. However, at the time the play was set, many businessmen would have behaved in a similar way as they would have been used to their family and others in society indulging their desire for attention. Therefore, maybe Priestley presents Mr Birling in a negative light deliberately in order to highlight the selfishness of such people.

Remember - there is no right or wrong way to structure your essay – as long as it makes sense and answers the question, it’s

right!

5. Conclude your essay by summing up your argument and referring back to the question. Mention Priestley and the audience if possible.

In conclusion, Priestley presents Mr Birling as a character who is foolish, short-sighted and selfish. He is unapproachable even to his own son, refuses to take any responsibility for his own actions and does not learn anything from events in the play. Priestley wants the audience to dislike Mr Birling in order to highlight the foolishness and selfishness of a capitalist viewpoint.

Other Whole Text Essay Question Example Responses

Give advice to the actor playing Eric

When Eric returns to the Birling house, the stage directions reveal him as being ‘pale and distressed’ and the actor playing Eric should perhaps also look scared or apprehensive as Eric would know that his respectable, middle class family are not going to be happy with the confession he is going to have to make. Before Eric tells the Inspector anything he needs to have a drink, which the Inspector permits, over-riding Mr Birling’s refusal. The stage directions state that Eric’s manner of handling the drink shows his ‘familiarity with quick heavy drinking’ and it is important that the actor playing Eric draws attention to this behaviour as it is a major part of Eric’s character, and in particular a major reason for his treatment of Eva Smith. Initially, Eric responds to the Inspector’s questions with short sentences such as ‘One night last November’, ‘The Palace Bar’ and ‘I was a bit squiffy’. These emphasise his reluctance to reveal his involvement with Eva Smith and the actor playing Eric could refuse to meet the Inspector’s eyes as he answers these questions to emphasise this reluctance. In addition, Eric could take a gulp of whisky from his glass before he responds to each question to remind the audience of his reliance on alcohol, as well as further emphasise his reluctance to reveal his involvement with Eva Smith.

To what extent is public image the Birlings’ primary concern?

Public image was very important to middle class families at the time An Inspector Calls was set. Middle class families would have wanted to mobilise themselves further up the social hierarchy and in order to do that they had to appear respectable and present a good public

image. The Birlings were one of these middle class families and therefore public image was important to them, to varying degrees and for different reasons.

Public image is very important to Mrs Birling. Eva Smith went to the Brumley Women’s Charity Organisation to ask for help when she was pregnant with Eric’s child and absolutely desperate. At the time the play was set, there was no social welfare; people like Eva had to rely on charity. However, Mrs Birling turned Eva down, primarily because ‘she called herself Mrs Birling’. Eva had claimed she was a married woman simply because it would have been disgraceful at the time to be unmarried and pregnant so she wanted to appear respectable when presenting herself to the committee, and she chose the Birling name because she knew that Eric Birling was the father of her child. Therefore, she had understandable rationale for presenting herself to the committee as Mrs Birling. However, when speaking to the Inspector, Mrs Birling unfeelingly admits that Eva’s use of the Birling name caused her to be ‘prejudiced against her case’ and that she ‘used my influence to get it refused’. She seems to have no remorse for turning down a desperate woman and continues to believe that she is justified for doing so, simply because the Birling name was used by her. This shows that public image is important to Mrs Birling as she is prepared to behave badly and unsympathetically to other people simply because she believed her name was being used wrongly. Mrs Birling was originally an upper class woman who married down to businessman Arthur Birling and therefore she would have been particularly keen to maintain a good public image; she would not want people to think that she had lost her upper class respectability because of her marriage. As her behaviour to Eva Smith and her lack of remorse for it shows, public image is of paramount importance to Mrs Birling.

How to Answer a Whole Text Question – Empathy Style

This style of question will usually ask you to imagine you are one of the characters at a point in the play.

1. Plan your answer – brainstorm your ideas. This is especially important for the empathy style question as you need to make sure your response is logical!

You are Mrs Birling at the end of Act Two. Write your thoughts.

2. You should start with the most recent ‘thought’ and track backwards through the play. Use detail and as many of the character’s actual words as possible in order to create an accurate narrative voice.

I don’t believe it. I won’t believe it. My boy wouldn’t do something like that, it’s simply ridiculous. My Eric isn’t some drunken idler like that wretched girl described. The sheer impertinence of that Inspector! If he even is a real Inspector. How dare he question me? What business is it of his? Yes, I was chair of the Brumley Women’s Charity Organisation that day but I did nothing I’m ashamed of or that won’t bear investigation.

3. Finish right back at the start of the play and simply stop there.

Everything seemed so wonderful at the start of this evening, before that dreadful Inspector arrived. Gerald gave Sheila a lovely ring and it was awfully clever of him to produce it at just the right moment. I am sure they will get over this silly hiccup though: sometimes men have things to do that we women simply cannot understand, like this disgusting affair Gerald admitted to this evening. But Sheila will simply have to get used to it, just as I had. Oh, I am looking forward to their wedding and finally becoming part of the wonderful Croft family.

Example Whole Text Essay QuestionsCharacter Questions

1. How does Priestley present the change in Sheila throughout the play?

2. Has Gerald Croft learnt anything by the end of the play?

3. What are the similarities and differences between Gerald Croft and Mr Birling?

4. Is Sheila a likeable character?

5. How does Priestley want the audience to feel about Mr Birling?

6. How does Priestley create sympathy for the character of Eva Smith?

7. Give advice to the actor playing Eric.

8. What are your thoughts about Mrs Birling?

9. Imagine you are Sheila at the end of the play. Write your thoughts.

10. ‘Inspector Goole represents Priestley himself.’ To what extent do you agree with this statement?

Thematic Questions

1. Who is most to blame for the death of Eva Smith?

2. What lesson is the Inspector trying to teach the Birlings?

3. What does the play show about responsibility?

4. Which character feels most remorse for what has happened to Eva Smith?

5. To what extent is public image the Birlings’ primary concern?

6. Who is the most morally reprehensible and why?

7. To what extent does Priestley present a difference between the generations?

How Your Work Will be MarkedExtract Question

Whole Text Question

2-4 5-9 Displays some understanding of main features.Makes generalised reference to relevant aspects of the text, echoing and paraphrasing.Begins to select relevant detail.Able to recognise and make simple comments on particular features of style and structure.Shows a limited awareness of social/cultural and historical contexts. Begins to be aware how social/cultural and historical context is relevant to understanding the textsExpression will be reasonably clear and the answer will have a basic structure.Grammar, punctuation and spelling will contain errors but these will not be intrusive.Use of specialist vocabulary will be limited and/or not always appropriate.

5-7 10-14 Makes more detailed reference to text.Discusses thoroughly, and increasingly thoughtfully, characters and relationships.Probes the sub-text with increasing confidence.Selects and evaluates relevant textual details.Understands and demonstrates how writers use ideas.Themes and settings to affect the reader.Conveys ideas clearly and appropriately.Sees how different aspects of style and structure combine to create effects.Shows increasingly clear appreciation of how meanings and ideas are conveyed through language, structure and form.Able to set texts in contexts more securely.Begins to see how texts have been influential.Has a clear grasp of social/cultural and historical context.Begins to be able to relate texts to own and others' experience.Expression will be mainly clear and fluent and the answer will be quite well

structured.There will be some errors in spelling or punctuation.Specialist vocabulary will be used mainly appropriately.

8-10 15-20 Makes increasingly assured selection and incorporation of relevant detail.Able to speculate/offer tentative judgements.Able to evaluate characters/relationships and attitudes/motives.At the highest level, consistently handles texts with confidence.Has an overview and ability to move from the specific to the general.Uses apt textual support.Shows appreciation of how writers use language to achieve specific effects.Makes assured exploration and evaluation of the ways meaning, ideas and feeling are conveyed through language, structure and form;At the highest level, makes assured analysis of stylistic features.Shows a clear understanding of social/cultural and historical contexts; are able to relate texts to own and others' experience.Able to identify and comment on importance of social/cultural and historical contexts.At the highest level, shows a clear understanding of social/cultural and historical contexts.Able to relate details of text to literary background and explain how texts have been / are influential at different times.Expression will be clear and fluent and the answer will be well structured. There will be few errors in grammar, punctuation and spelling; specialist vocabulary will be used appropriately. 

Final Tips… Writing about the structure of the play and its significance / effect on an

audience can help to move you up the grade boundaries.

Show an awareness of the play as a constructed work – make it clear you know that this is a play and the characters are constructs through which Priestley is expressing his thoughts and ideas.

Show that you have thought about the play for yourself – how an audience would respond, what Priestley is trying to show.

Consider how the play is still relevant today – does it deal with some issues which we still face?

Use appropriate critical vocabulary in your responses – conveys, portrays, suggests, demonstrates, reinforces, highlights, illustrates

Don’t just identify language techniques - suggest why they are used and what impression they give.

Practice responding to a range of different tasks in timed conditions.

Practice planning essays in short spaces of time.

Practice timings- Spend 20 minutes on the extract and 40 minutes on the essay.

Look at BBC Bitesize for revision ideas about An Inspector Calls.

Past papers and mark schemes for previous exams are available on wjec.co.uk under the English Literature section.

Email your teacher for help and feedback p.butler@plantbrk.bham.sch.uk

Don’t panic! Be positive – you ARE amazing and you CAN do it!