Literature
ENGLISH LITERATURE Y10
MODULE 2
AN INSPECTOR CALLS – CHARACTERS
INTRODUCTION
In this module you get to study the individual characters. Because you have spent so
much time studying the play, you should have many of the necessary facts at your
fingertips and hopefully you will find this module enjoyable.
This module lasts one week. As in the last module, there are Study Tasks that are aimed
at helping you study actively and thus learn more effectively. I suggest you make notes as
you work through the tasks and discuss your opinions with your parent/tutor.
The TMA is an essay and this is possibly the first time that you have attempted to write an
exam-style essay for English Literature. Because of this, I have included a document with
some instructions on how to write a successful essay. When I mark the essays, I will give
you feedback in terms of both content and essay style.
When studying a text for a literature exam, you will always need to support any
answer/argument/opinion you have with evidence from the text. This normally takes the
form of a quotation. Because of this, most of our study will involve you backing up any
answers with quotations.
OBJECTIVES
•
To know all the main characters thoroughly
•
To practice writing exam-type Literature essays
GENERAL POINTS ABOUT STUDYING CHARACTERS
When a play is studied in a classroom situation there is generally quite a bit of discussion
about the characters. This is always an important and often enjoyable part of studying a
play. Imagine that you are directing a play – you have been given the character list and
script and now you need to work out who to cast in the roles and how you will direct them.
If you ever been to see two versions of the same play, you will know that characters are
often interpreted in different ways.
I’ll use a film adaptation of a book to illustrate: Consider the difference between how the
character of Willy Wonka, first created by Roald Dahl in his children’s story Charlie and the
Chocolate Factory, has been interpreted by different film makers: The character was first
played by Gene Wilder in the film Willy Wonka and the Chocolate Factory in 1971 and
then by Johnny Depp in Charlie and the Chocolate Factory in 2005. If you are unfamiliar
with the films, do a quick Google image search on Willy Wonka – the results show two
actors playing the same role that has been interpreted in two completely different ways. If
you’ve seen the films, you will know that not only do they appear different, but they are
also very different characters.
You can see how we can read a play or novel and come to different conclusions about the
characters. These individual opinions are all valid so long as we can provide our evidence
from the play with detailed observations and quotes. You may find that you sympathise
with some characters more than others, or you think some are more convincing than
others. Or, in the case of this highly political play, which characters present the most
compelling argument for Priestley’s message.
That said, characterisation in this play is fairly straightforward as characters are developed
and revealed mostly through dialogue rather than action. They should be fairly easy to
understand as they are (except for the Inspector) more or less realistic.
Priestley uses each character’s response to an event to convey his overall message.
Therefore, each character is chosen for a specific purpose. You need to work out what
function each character has in the text and how this function is worked out in the way the
character is presented.
STUDY TASK 1: BASIC CHARACTER STUDY
This task is an introductory task that will give you an overall knowledge of the characters.
1. Turn to page 160 of your text. On a sheet of paper (or on the computer), write out the
names of the characters, leaving space for notes. If I was doing this task, I’d use a big sheet of
paper and lots of coloured pens but that may just be because I’m a massive fan of coloured pens and
doodling 
2. Write brief notes under each character. Think about the following things:
· What s/he looks like, (if this is mentioned in the text)
· What s/he does
· What s/he says
· What s/he thinks
3. Now look at all of these and find some good SHORT quotes from the play to illustrate
your comments.
4. Finally, go to the character page on BBC Bitesize. Add any information that you have
missed. The link is available on NSWHaiku.
STUDY TASK 2: DELVING DEEPER
Now we will look at each character in more detail. You can either add your notes to you
previous ‘log’ or write your answers out separately. I know the questions are the same for
most characters, but it’s important that we have common points with which to compare
them later. Rather than answer each question in full, the questions are intended to be
thought about/discussed before you make some notes on the character.
I mention PQE (Point, Quotation, Explanation) paragraphs in the questions. Please refer to
the document about writing essays before attempting to do these questions.
Mr Birling
1. How is Mr Birling linked to Eva Smith?
2. What are Mr Birling’s underlying beliefs?
3. What do the audience learn from Mr Birling?
4. What does Mr Birling himself learn?
5. To what extent do you think that Mr Birling is to blame for the death of Eva Smith?
6. Use the following quote in a PQE paragraph on Mr Birling:
“A man has to mind his own business and to look after himself and his own”
Shiela
1. How is Sheila linked to Eva Smith?
2. What are Sheila’s underlying beliefs?
3. What do the audience learn from Sheila?
4. What does Sheila herself learn?
5. To what extent do you think that Sheila is to blame for the death of Eva Smith?
6. Use the following quote in a PQE paragraph on Shelia:
“It’s the only time I’ve ever done anything like that, and I’ll never, never, do it again to
anybody”
Gerald
1. How is Gerald linked to Eva Smith?
2. What are Gerald’s underlying beliefs?
3. What do the audience learn from Gerald?
4. What does Gerald himself learn?
5. To what extent do you think that Gerald is to blame for the death of Eva Smith?
6. Use the following quote in a PQE paragraph on Gerald:
“She told me she’d been happier than she’d ever been before – but that she knew it
couldn’t last – hadn’t expected it to last. She didn’t blame me at all. I wish to God she had
now. Perhaps I’d feel better about it.”
Mrs Birling
1. How is Mrs Birling linked to Eva Smith?
2. What are Mrs Birling’s underlying beliefs?
3. What do the audience learn from Mrs Birling?
4. What does Mrs Birling herself learn?
5. To what extent do you think that Mrs Birling is to blame for the death of Eva Smith?
6. Use the following quote in a PQE paragraph on Mrs Birling:
“I’m sorry she should have to come to such a horrible end. But I accept no blame for it at
all.”
Eric
1.
2.
3.
4.
5.
6.
How is Eric linked to Eva Smith?
What are Eric’s underlying beliefs?
What do the audience learn from Eric?
What does Eric himself learn?
To what extent do you think that Eric is to blame for the death of Eva Smith?
Use the following quote to write a PQE paragraph on Eric:
“And I say the girl’s dead and we all helped to kill her – and that’s what matters…”
Inspector
The Inspector, rather than represent a real person, is more like an abstract character that
represents the human conscience. He is also used to play a type of narrator – he brings
Eva Smith’s life story together by filling in the gaps between the other characters’ fractured
encounters.
1. The inspector doesn’t seem to be of this world and we get the sense that he is
some kind of supernatural force. What makes the inspector ‘unreal’ and not really a
realistic character?
2. Skim through the text and look at some of the things that the Inspector says –
maybe choose 3 quotes. What do they reveal about him? Does he sound to you like
a police inspector?
3. What are the Inspector’s underlying beliefs?
STUDY TASK 3: LANGUAGE
Notice how skillfully Priestley uses language to define his characters – how the way the
characters speak is always in keeping with their personalities. Find an example (a quote)
in the play that backs up the points I make. If you disagree with my point, write your own
point and back it up with a quote.
1. Birling speaks in a relaxed but rather pompous manner – he is very pleased with
himself, clearly sexist in his attitudes and tends to ‘preach’ at his family.
2. At first, Sheila seems to be a rather trivial person. Her language style is provocative,
teasing and flirtatious. She often uses current, fashionable, slang terms.
3. Mrs Birling speaks in a rather reserved way – without enthusiasm or warmth.
4. Gerald Croft speaks in a confident, self-assured manner.
5. Eric Birling’s first utterance is a loud guffaw! Sheila accuses him of being drunk and
he certainly seems to lack control of his speech. He is sometimes put down by his
father when he tries to express a point of view. Like Sheila, Eric often uses informal,
fashionable language.
STUDY TASK 4: ESSAY PREPARATION
Read the TMA below before you do this task. Choose which character you are going to
write about and then complete this task.
There is a character table in NSWHaiku for you to use in your preparation for the essay.
This will help in two ways. Firstly, students are often tempted to jump straight in a write an
essay without planning. Planning is crucial and this will act as a sort of plan. Secondly, It
will help you come to grips with the PQE method of essay writing.
The table has three columns, corresponding with the PQE format that I have covered in
the essay instructions. Your point and quotes should go in the first two columns and then
you need to draw some conclusions about what this character is actually like and put this
in the explanation column.
I suggest you do five points with detailed explanations.
TMA 1
Write fully about ONE of the characters in the play. Take into account what they have done
before the play begins as well as their actions, words and attitudes during the course of
the play. Write about the way attitudes, moods and opinions change and develop during
the course of action on stage.
Don’t forget to consult the document on how to write a lit essay…