The Moving Finger by Edith Wharton

The Moving Finger: text

After reading part 3 and 4, answer the following questions:

1. Make a summary of part 3 and Part 4

2. Why did Grancy have the portrait changed? Find a quote to prove your answer

3. What happens to Grancy and Claydon in the end? Quote

4. Explain the title.

5. Can we say Grancy had 3 wives? Why?

6. What is uncanny in the story?

This presentation will help you to summarize the story

Some years ago, a student at Las Cumbres wrote a wonderful essay on this story.

Read and leave a comment below the essay with a quotation supporting your comment or the essay Diochi wrote!

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An Englishman´s Home

About the author


 Evelyn Waugh was a first class snob who writes about the upper echelons of the British Upper Class. While he is often deeply satirical, he writes with a warmth for the traditional, highly structured society that his characters inhabit.
Oddly, you can view this story through a Marxist lens and see a clear criticism of the upper class and how they misuse their power, are often hypocritical and how they idealise country life, appropriating its culture without ever really understanding it. Remember ‘death of the author’ — it doesn’t matter if this was not what Waugh intended.

Arthur Evelyn St. John Waugh was an English writer of novels, biographies and travel books. He was also a prolific journalist and reviewer of books. His most famous works include the early satires Decline and Fall (1928) and A Handful of Dust (1934), the novel Brideshead Revisited (1945) and the Second World War trilogy Sword of Honour (1952–61). As a writer, Waugh is recognised as one of the great prose stylists of the English language in the 20th century, although many critics, uneasy with its cast and its creed, excoriated it for its stylistic excess, its snobbery, and its abandonment of the cool satire they associated with his work.

The story

In a nutshell: The central figure is  Mr Beverly Metcalfe, a wonderful, harmless old humbug who after a successful career abroad, has recently retired with his wife to the country. He fancies himself a country gentleman; everyone else knows better. Waugh sketches in three of Metcalfe’s landowning neighbors — an elitist, artsy-crafty bohemian couple, a relatively poor colonel, and a “rich and kind and rather greedy” widow. The five neighbors are brought together (and quite comically driven apart) by a threat to their property from an outsider. It is rich in individual and social satire, while being an affectionate look at the eccentricities of the British class system. 


Get together (2-3 people) and choose 5 questions to explore in detail. Write the answers in your blog.

1) Compile a list of lexis about social hierarchy. What does this tell the reader about the characters, the setting and the ideas?

2) Later on, when conflict between the characters becomes more obvious, Waugh uses semantic fields of war and battle. Find examples and comment on what this conveys about the changing characters, their relationships and the ideas behind the story.

3) Find examples of how Waugh conveys the importance of maintaining status through appearance and how we can see social hypocrisy through this

4) Look at the binary oppositio between the dialogue of Metcalfe and Boggett. Comment on how this is both comedic and how we are manipulated to view the characters in certain ways as a result. Why is this important? How are the rural working people described throughout the story? What is interesting or unusual and how does Waugh therefore use them as a device?

​5) Waugh sometimes builds long descriptions which seem to lead to a climax but in fact end anticlimatically. For instance, look at the over romanticised ideal of the rural life of a ‘landowner’ on p135 and Metcalfe’s ‘sudden change’ into the ‘Lion of the Rotarians’ on p142. Explore how Waugh builds up his initial crescendo of feeling and what this leads us to expect. Then consider the anticlimactic end and what the effect of the irony is. How can this reflect further ideas about the text?

6) Consider how architectural and other landscape features (of buildings and fields etc) are used to convey the ideas of the text. Compare the rural and industrial imagery.

7) How are the characters shown as outsiders compared to the rural working people? What is the effect of this? How does Waugh show that they view each other as outsiders and what is implied by this? To what extent are the newcomers accepted into society by the end of the story?

8) Explore how Waugh uses language to change the tone when the threat of building development is discovered. What is implied through this use of language? In addition to considering this from the character’s viewpoints, look at this from a societal viewpoint. Why is the difference important and what does the reader therefore feel about the characters as a result? What can this tell us about British society?

9) To what effect are the letters used in terms of character, narrative and reader response? What is interesting about these letters and why is that important in terms of the overall message of the story?

10) What is the effect of the coda (Webster’s says:  Coda – an ending part of  a work of literature or drama that is separate from the earlier parts)? How does Waugh manipulate the reader through the way he structures the events and reveals the motives behind Hargood-Hood’s actions? What is deeply ironic about what has been revealed, given the characters and events of the main narrative? What can Waugh be telling us about British society and the Upper Class? If viewed through Marxism, what can we believe about the Upper Classes?


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S2 and S3 are working together!!

Senior 2 will be writing an essay in pairs on the shrt story The Phoenix.

Senior 3, also in pairs, will be in charge of giving feedback on those essays.

In class, we have already talked about what to take into account when reading and giving feedback.

Please, avoid personal judgements like “It is not nice….I don´t like it…etc”

Senior 2 and Dani Barra prepared this presentation so please, take a look at it so you know what senior 2 worked on.


Here the pairs:

SENIOR 2 – Writing Pairs SENIOR 3 – Correcting Pairs





BULJEVICH, Bautista Guillermo





MULLER, Margui



MELE, Sofía María





MAYOL, Benja







VAGO, Rochi

OKECKI, Marcos Urbano

RIPOLL, Matías


ANANÍA, Martín





PORRETTI, Trinidad Inés




RE, Valentina




MONTOYA, Francisco

de ELIA, Juan




Remember senior 2 will be writing this for June 20 so give feedback between June 21 and June 24.

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IGCSE Literature (Past papers)

Let`s have a look at past papers exams

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Ming´s Biggest Prey

Watch these videos for a review on Ming´s Biggest Prey

Then, write an essay. Read the essay question and follow the hints to answer.

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For Heidi with Blue Hair

Before reading the poem and analysing it, I would like you to tell me what you have investigated in connection to the writer.

Now, let´s have a look at this presentation. Take notes of everything we say about the poem.

Finally, complete the worksheet given.

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Vocabulary on devastated places

Activity 1 (Tuesday 6)

Read these articles in connection to disasters and make a list of words and phrases to describe devastated places.

Resultado de imagen para devastated places

Use google drive  to share the document with all the members of your group and the teacher.

Later, all the lists will posted so you can have good vocabulary to use in your writings.







Activity 2 (Wednesday 7)

Create a mind map (or more than 1) grouping the vocabulary you gathered last class.

Share the link with me.

Tools to create mind maps:

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I Find No Peace: poem analysis


I find no peace, and all my war is done.

I fear and hope. I burn and freeze like ice.

I fly above the wind, yet can I not arise;

And nought I have, and all the world I season.

That loseth nor locketh holdeth me in prison

And holdeth me not—yet can I scape no wise—

Nor letteth me live nor die at my device,

And yet of death it giveth me occasion.

Without eyen I see, and without tongue I plain.

I desire to perish, and yet I ask health.

I love another, and thus I hate myself.

I feed me in sorrow and laugh in all my pain;

Likewise displeaseth me both life and death,

And my delight is causer of this strife.

Follow this link to learn about the poet.

Resultado de imagen para i find no peace poem by thomas wyatt worksheet


  1. What situation is the speaker reflecting on?
  2. What metaphors and similes does he use to express his feelings?
  3. How many separate paradoxes are in the poem?
  4. What is the cumulative effect of so many paradoxes?
  5. What is the general topic of the paradoxes in lines 1-4?
  6. What is the general topic of the paradoxes in lines 5-8?
  7. Why does the speaker in line 11 declare that hating himself is the consequence of loving another?
  8. Why is it ironic that his “delight” is the “causer of this strife”?
  9. To what extent do you think the paradoxes are an accurate expression of the feelings of a person in love, particularly in light of the fact that in the 16th century the completely free and unchaperoned meetings of lovers were not easily arranged?
  10. To what extent do the paradoxes capture the agonies of the speaker?

Link this post to your blog and answer these questions there.

Then, prepare an animation using Animoto to illustrate this poem with pictures.

This will take you two virtual periods. Deadline: June 12

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Poetry for IGCSE 2019

Section A: Poetry Candidates answer on one set text in this section.

Image result for poetry

From Songs of Ourselves Volume 1, Part 5, the following 15 poems:

Fleur Adcock, ‘For Heidi With Blue Hair’

James K Baxter, ‘Elegy For My Father’s Father’

Elizabeth Bishop, ‘One Art’

Boey Kim Cheng, ‘Reservist’

Emily Brontë, ‘Cold In The Earth’

Robert Browning, ‘Meeting At Night’

Emily Dickinson, ‘Because I Could Not Stop For Death’

Philip Larkin, ‘The Trees’

Charlotte Mew, ‘The Trees Are Down’

Grace Nichols, ‘Praise Song For My Mother’

Wilfred Owen, ‘Anthem For Doomed Youth’

Siegfried Sassoon, ‘Attack’

Stephen Spender, ‘My Parents’

Alfred, Lord Tennyson, ‘Song: Tears, Idle Tears’

Hone Tuwhare, ‘Friend’

Let`s do some research to see who these authors are!

In pairs, prepare a with information about the writers:

-A short biography (birth and death dates + 3 important facts)

-Social and historical context (what was going on in the world)

-Group them into categories according to the period in history when they wrote (use a different colour of a sticky post for each group)

Example: War poets (blue sticky notes)

-Post this in your blogs (Also, link this post to your blogs)

Hands on!!

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Senior 1 Term Test 1

Image result for Exams soon

Topics for the Term Test

Poem “Mirror”. Answer some questions

Story “The Fall of the House of Usher”. Analyse quotations

Study Figures of speech (especially the ones that can be applied to the poem and the story read) and Gothic elements.

Image result for Exams soon

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Language Mock Exam

Let´s have a look at this mock exam For Language AS and get down to analysing the different types of texts required!!

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Poem: Rooms



I remember rooms that have had their part

     In the steady slowing down of the heart.

The room in Paris, the room at Geneva,

The little damp room with the seaweed smell,

And that ceaseless maddening sound of the tide—

     Rooms where for good or for ill—things died.

But there is the room where we (two) lie dead,

Though every morning we seem to wake and might just as well seem to sleep again

     As we shall somewhere in the other quieter, dustier bed

     Out there in the sun—in the rain.

Answer the following questions

1. Read about the writer.

Make notes about her life and about what may have influenced her writings.  Why is it said that the life of the writer was a tragedy?

2. Read the poem: how are “rooms” described?

3. “The poem offers us a poignant account of loss as qualified through the depiction of abandoned rooms. Rooms are the physical means to which relationships are developed and consecrated. It entails intimacy and love, as well as abandon and death. It shelters individuals, as well as couples, from the harshness of the natural elements outside, providing them with a private and cosy space. There is also a sense of shifting dependence as the couples travel from room to room, leaving their trails behind and simultaneously having images of the abandoned rooms imprinted upon their memories.”

Account for this with quotation from the poem

4. The poem begins “I remember”. What does this tell you about the voice? And the tone?

5. What is the theme in your opinion? What is the tone?

This video will help you understand the poem a bit more!!


Virtual period Activity (Deadline: May 15)

Read the following poem and compare and contrast it to “Rooms”  in terms of style, language and form, paying special attention to their portrayal of abandoned rooms.

Home is so Sad
by Philip Larkin

Home is so sad. It stays as it was left,
Shaped to the comfort of the last to go
As if to win them back. Instead, bereft
Of anyone to please, it withers so,
Having no heart to put aside the theft

And turn again to what it started as,
A joyous shot at how things ought to be,
Long fallen wide. You can see how it was:
Look at the pictures and the cutlery.
The music in the piano stool. That vase.

Share this activity in your blog. Use one of the following tools:


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