Poetry Q and A

Before the Easter break you each asked a question about the Poetry exam. I have collated your questions and below are answers to your queries. This is worth a read as I have included quotes from last year’s examiners’ report – this essentially tells you what the examiners like and don’t like! Read it!

How much should I write? 

If we take a look at the break down of the exam, you will need to write more for Section A than you would for Section B. There are more marks available for Section A (Conflict question) so spend 45 minutes on this section. In terms of how much you should write, this is hard to quantify – I would suggest to aim for 3 sides for Section A and at least 1.5 for Section B. However you must ensure you hit the assessment objectives: AO1 – interpretations/quotes, AO2 – language, structure and form and for Section A only, AO3 – comparison.

However you must ensure you hit the assessment objectives: AO1 – interpretations/quotes, AO2 – language, structure and form and for Section A only, AO3 – comparison. In this exam the marks are weighted as follows:

AO1 (quotes and interpretations) – 15%

AO2 (language, structure and/or form)- 10%

AO3 (comparison) – 10%

How should I structure my essay?

You should always try to include some sort of introduction and conclusion (see below Q and A). Then each paragraph of the main body of your essay should offer your own interpretations and ideas. Remember you should also  focus on AO2 – language, structure and form. You may wish to approach this – one paragraph on language, one on structure, one or form or you may wish to embed this throughout your essay. If you struggle to focus on language ensure you are zooming in to key words from the poem and linking them to the question. Remember for Section A you need to compare – you need to do this throughout so ask yourself does each paragraph talk about both poems.

How to write an introduction and conclusion?

You could use the inverted pyramid approach for your introduction and then work on the opposite for your conclusion:

Your introduction and conclusion should always focus on the question – so why not highlight the key words in the question at the start. For Section A ensure you state which 2 poems you will write about and make some reference to the question. So if the question is about ‘effects of conflict’, you could start with: ‘The effects of conflict are explored across the cluster however I will particularly focus on Bayonet Charge and Poppies. Hughes’ poem is set in World War 1 in contrast we can assume Weir’s poem is set after the conflict, showing a mother looking back on her son’s life.’  To conclude ensure you summarise the main points of each paragraph such as: ‘Both poems consider the effect of conflict through the use of individual experiences; Poppies gives a first person account whereas Bayonet Charge a third person account with both using pronouns throughout the poems. Both poets explore the effects of conflict through the use of irregular structures and use of enjambment. Both poets also use imagery – Weir domestic and textile imagery to link with the mother character who is detached from the conflict whereas Hughes uses violent imagery to show the first hand experience of a solider in conflict.’

How do I shorten quotes to ensure they make sense? 

You are using your quote to support your interpretation, therefore your quote needs to be carefully chosen. If you struggle to include quotes there is nothing wrong with introducing your quote using: this can be seen in the quote…, this is demonstrated in the line… or as seen in the opening line… You can them zoom in on key words from your quote such as: ‘The writers use of the word …. suggests ….’ If you feel confident embedding quotes in to you essay, as below, then do otherwise use the approach you feel most confident with.

How do I ensure I answer the question? 

At the start of the exam read the question. For Section A you will need to pick a question from a choice of two – this may be determined by the named poem or perhaps the focus of the question. Read both questions a couple of times, pick one and underline/highlight the key words in the question -these are the words you need to focus on throughout your essay. You may wish to write down similar words around the question to avoid repetition. Kept the question open in front of you throughout the exam. Ensure each paragraph uses either the words from the question or similar words. Same for Section B – pick the key words (remember these will often give aware the focus of the poem) and make reference to them throughout. If you really struggle to focus on the question, you could top and tail each paragraph – start and finish it with reference to the question.

How do I identify comparisons?

The examiners’ report on the June 2013 exam states:

‘Some candidates are increasingly able to form, sustain and develop a strong thread of comparison. However, this remains a key feature of underperformance. There are two ways in which candidates can be inhibited from performing well with AO3: where they have attempted to deal with the poems independently and then ‘stick them together’ at the end, and where they have attempted to root their comparison in AO2. The best comparisons derive from taking an idea, or theme, or topic, and discussing how both poems deal with it.‘

So the examiner is saying focus on ideas, themes or topics that both poems have in common. To help you revise you could create venn diagrams for the poems and clearly focus on the ideas, themes or topics in the poems using key quotes to show similarities and/or differences.

What is rhythm? What is metre?

Rhythm refers to the pattern of sound made by varying stressed and unstressed syllable. The metre is simply the arrangement of syllables creating rhythm through repeated patterns. So this involve stressed (/) and unstressed (x) syllables –  remember the word present. If you stress the first part you get present (gift), stress the second part you get present (stand up in front of people and talk). English poetry has five different recognised patterns of stressed and unstressed syllables – one of which being iambic pentameter. Iambic pentameter uses 10 syllables to a line, every-other syllable stressed(x/x/x/x/x/) thus creating the sound of a heartbeat. For more information take a look at this website – Metre

What is structure and form?

This can be tricky to define but generally:

Form – based on number of lines, rhyme scheme, rhythm/metre. It could be that the poem is a recognised form e.g. elegy, sonnet, ballad. 

Structure – based on how its structured. How is it split? How many stanzas? Also how it develops, for example, the first three stanzas might be calm and the last three might become violent. Think about the order too – is it chronological or random?

You do not need to explicitly mention the form of the poem or the structure of the poem e.g. The form of the poem is…. You could simply say – the poem;s line lengths are irregular. This is interesting to note, from the examiners’ report from last June:

‘AO2 assesses understanding of how language or structure or form links to meaning – not all three, and not if there isn’t anything to say about one particular element.  The questions are constructed to enable candidates to do this: ‘the methods poets use to present ideas about’ is a principle of question construction. The most interesting method, usually, is the language. Examiners are looking for the extent to which candidates can talk about what they think the poem is about, and some of the ways the poet might have presented their ideas to the reader. As ever, candidates who respond with their own ideas tend to produce some surprising, individual and thought-provoking responses…The most interesting method, usually, is the language. Examiners are looking for the extent to which candidates can talk about what they think the poem is about, and some of the ways the poet might have presented their ideas to the reader. As ever, candidates who respond with their own ideas tend to produce some surprising, individual and thought-provoking responses.’ 

What’s a narrative? 

The definition of a narrative is: a spoken or written account of connected events; a story. Therefore some poems may have a narrative – a story, others may not. The Charge of the Light Brigade and Come on, Come Back are strong examples of poems with a story-like quality.

How can I quickly analyse a poem?

I can recommend approaches but to hit those top makes you need to react to the poem and offer your own view. The examiner is looking for your ability react to a poem in front of you – this is different from Section A where you could have essentially ‘learnt’ the poems. The examiners’ report from June last year said:

‘A shared view across the examining team was once again that where candidates are thinking independently, such as with their response to the unseen, they often demonstrate a higher level of skill than in their response to Section A. If candidates are encouraged to think for themselves, rather than merely reciting what they have been taught in lessons, they are then enabled by the task in the exam to demonstrate a higher level of skill.’

Quick approaches to Section B:

1. Read the poem at least three or four times.
2. Read the title. What is the significance? Does it tell you anything?
3. Highlight key language choices that link to the question.
4. If nothing jumps out to you focus on the first and last lines.
5. Is there an extended metaphor occurring throughout the poem?
6. Is there any recurring image?

Those of you who wrote that you were struggling with specific poems I suggest you look at the blog posts on these poems.

Hope this helps.

Miss O

Another Unseen Poem for you to tackle

If you feel you need more practice on Section B of the Poetry exam, have a look at the following Unseen Poem from January 2013.

You are advised to spend 30 minutes on this section. Read the poem below and answer the question that follows:

A Marriage

You are holding up a ceiling
with both arms. It is very heavy,
but you must hold it up, or else
it will fall down on you. Your arms are tired, terribly tired, and, as the day goes on, it feels
as if either your arms or the ceiling
will soon collapse.

But then
unexpectedly,
something wonderful happens: Someone,
a man or a woman,
walks into the room
and holds their arms up
to the ceiling beside you.

So you finally get
to take down your arms.
You feel the relief of respite,
the blood flowing back
to your fingers and arms.
And when your partner’s arms tire, you hold up your own
to relieve him again.

And it can go on like this for many years
without the house falling.

Michael Blumenthal 

What do you think are the feelings about marriage in this poem and how does the poet present these feelings to the reader? (18 marks)

Have a bash. Email to me if you want feedback.

Miss O

Easter Essay Tasks

Please attempt at least 2 of the following questions. I suggest focus on the elements you feel least confident with. Feel free to email work through to me over Easter.

Unit 1 – Exploring Modern Texts

Tuesday 20 May – am

Section A: The Woman in Black – spend 45 minutes on one of the following:

a)      How is Hill’s use of the opening chapter Christmas Eve important to the ghost story genre?

OR

b)      How does Hill present the character of Arthur in the chapter The Sound of the Pony and Trap?

Section B: Of Mice and Men – spend 45 minutes on the following:

Read the following passage and then answer Part (a) and Part (b).

He led the dog out into the darkness.
George followed to the door and shut the door and set the latch gently in itsplace. Candy lay rigidly on his bed staring at the ceiling.
 Slim said loudly, ‘One of my lead mules got a bad hoof. Got to get some tar onit.’ His voice trailed off. It was silent outside. Carlson’s footsteps died away. The silence came into the room. And the silence lasted.

George chuckled, ‘I bet Lennie’s right out there in the barn with his pup. He won’t want to come in here no more now he’s got a pup.’

Slim said, ‘Candy you can have any one of them pups you want.’

Candy did not answer. The silence fell on the room again. It came out of the night and invaded the room. George said, ‘Anybody like to play a little euchre?’

‘I’ll play out a few with you,’ said Whit.

They took places opposite each other at the table under the light, but George did not shuffle the cards. He rippled the edge of the deck nervously, and the little snapping noise drew the eyes of all the men in the room, so that he stopped doing it. The silence fell on the room again.

Part (a) In this passage, how does Steinbeck create tension? Refer closely to the passage in your answer.

and then Part (b)What does Steinbeck show the reader about friendships in Of Mice and Men and whatdoes this tell you about the society in which the novel is set

Unit 2 – Poetry Across Time

Thursday 22 May – pm

Section A: Conflict Poetry – spend 45 minutes on one of the following :

a)      Compare the way individual experiences are presented in Extract from Out of the Blue and one other poem from the Conflict cluster.

OR

b)      How are the effects of conflict on the lives of people presented in Belfast Confetti and one other poem from the Conflict cluster?

 Section B:Unseen Poetry – spend 30 minutes on the following:

The Sea

The sea is a hungry dog.

Giant and grey.

He rolls on the beach all day.

With his clashing teeth and shaggy jaws

Hour upon hour he gnaws

The rumbling, tumbling stones,

And ‘Bones, bones, bones, bones!’

The giant sea-dog moans,

Licking his greasy paws.

And when the night wind roars

And the moon rocks in the stormy cloud,

He bounds to his feet and snuffs and sniffs,

Shaking his wet sides over the cliffs,

And howls and hollos* long and loud.

But on quiet days in May or June,

When even the grasses on the dune

Play no more their reedy tune,

With his head between his paws

He lies on the sandy shores,

So quiet, so quiet, he scarcely snores.

James Reeves

*’hollos’ : cries or calls used to attract attention or call encouragement

What picture of the sea do you think the poet creates in this poem? How does the poet create this picture by the ways he writes about the sea?

Have a good Easter guys!

Miss O

 

Unseen Poem – Children in Wartime

In Thursday’s lesson you worked on the Unseen question from June 2012 – How does this poet present the ways children are affected by war?

Children In Wartime by Isobel Thrilling

Sirens ripped open
the warm silk of sleep;
we ricocheted to the shelter

moated by streets

that ran with darkness.

People said it was a storm,

but flak*

had not the right sound
for rain;
thunder left such huge craters

of silence,
we knew this was no giant

playing bowls.
And later,
when I saw the jaw of glass,

where once had hung
my window spun with stars;
it seemed the sky
lay broken on my floor.

*flak: anti aircraft fire

Here’s a model answer to this question, produced by one of you guys. This response clearly focuses on AO2 – language, structure and form whilst offering some insightful interpretations linked to the question. I awarded this response an A* grade but suggested that they may wish to make reference to the question in each paragraph – specifically the conclusion. Read it and reflect on your response.

Get cracking with the revision!

See you tomorrow.

 

Revising Unseen Poetry

The Poetry Across Time exam will take place on Thursday 22 May at 1.30pm. The exam consists of:

Section A – Conflict Poetry 

• Choose from two questions – answer only 1.
• Compare 2 poems.
• 45 minutes

Section B – Unseen Poem

• Answer the question.
• 30 minutes.

In order to hit the assessment objectives you must:

• AO1: Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations.
• AO2: Explain how language, structure and form contribute to writers’ presentation of ideas, themes.

The Unseen Poem

• It will be a poem you have probably never seen before
• You are being tested on your ability to “read and respond” thoughtfully
• You are thinking about what the writer is trying to say
• Every word of the poem will count – easy to focus on title/first line/last line.

Same approach every time:

1. What is this poem about as a whole and what ideas are being expressed? Person, place, event, situation, theme focus on title/first/last line.
2. How does the poet use language to help get across what he/she is trying to say? Key words, Similes, metaphors, personification, repetition.
3. How does the poet use structure to help get across what he/she is trying to say? How is it divided up? Different stages, different times (past/present), chronological.
4. How does the poet use form to help get across what he/she is trying to say? Use of rhyme, enjambment, end-stopped lines, line lengths – regular/irregular.
5. What is your response to the poem?It makes me think of/realise/appreciate/identify with/sympathise with.

I will produce a handout/guide for you to use for this Thursday’s lesson.

Revising for this section

We have essentially been preparing for the Unseen Poem since the start of the poetry work. The first time you looked at every one of the conflict poems it was an ‘unseen’.

• Use your anthology – look at the other poems. Read the poem and spend 5 minutes annotating for language, structure and form.
• There are revision guides for the Unseen Poem section of the exam – try CGP as they have a revision guide.
• Use the internet – there are millions of poems on the internet. Read a poem and spend 5 minutes making notes on language, structure and form. Try BBC Poetry Season, Poem Hunter, Love Poems, Nation’s Favourite Poems.
• Look at the past papers – AQA Past Papers
• There are loads of videos out there:

Key questions to consider when looking at poems for there first time (courtesy of Wildern English)

1. What does the title tell you?
2. Who is speaking?
3. Who is being addressed?
4. Who/what is it about?
5. What do you think of the person or people it is about?  What do you think the poet feels about them?
6. Where is it taking place?
7. When is it taking place?
8. What happens in the poem?
9. What does it look like on the page?
10. How is it arranged?  Why do you think it’s arranged this way?
11. Does it rhyme?  Can you identify a pattern?
12. What difference does the rhyme or lack of rhyme make?
13. Is there a regular rhythm or beat?  Can you identify it?
14. What difference do the rhyme and rhythm make to the mood of the poem?
15. What would you say the mood is?
16. Is there anything interesting about the language the poet uses?
17. Does the poet use particular literary techniques, such as alliteration, repetition or onomatopoeia?  If so, what effect do they have?
18. Is there any interesting imagery, e.g. similes and metaphors?
19. What does the choice of imagery tell you about the poets feelings?
20. What is the poem really about?
21. What is the poet’s attitude to his/her subject?
22. Has the poet made his/her point successfully?
23. What do you think about the subject?
24. Does the poem remind you in any way of any other poems you have read?

Now is the time to start your revision – use this post and the post on Revising Conflict Poetry to revise for the Unit 2 Poetry Across Time exam.

Miss O

Remaining Lessons

Here’s the plan for the next half term. You will notice I have included a list of the number of the lesson left plus generic focuses for each lesson/weekly homeworks. There is room for negotiation if you want to focus on specific things. After Easter I will offer revision classes based on areas you feel least confident with – as per last time these will be lunchtime and after school. See you tomorrow for The Woman in Black work.

Lessons left	Date	Topic	Homework
25	Monday 24 February	The Woman in Black – Characterisation	The Woman in Black – Character question
24	Tuesday 25 February	Conflict Poetry – Belfast Confetti
23	Thursday 27 February	Conflict Poetry – next to of course…
22	Monday 3 March	Of Mice and Men – Introducing exam/ending
21	Tuesday 4 March	Of Mice and Men – Curley extract	OMAM Part a question
20	Thursday 6 March	Conflict Poetry – Overview of last 8 poems
19	Monday 10 March	Of Mice and Men – Chapter 4 extract
18	Tuesday 11 March	Of Mice and Men – Context
17	Thursday 13 March	Unseen Poetry	Unseen Poetry Question
16	Monday 17 March	Of Mice and Men – Context	OMAM Part b Question
15	Tuesday 18 March	Of Mice and Men – final chapter extract
14	Thursday 20 March	Unseen Poetry
13	Monday 24 March	Of Mice and Men	OMAM Part b Question
12	Tuesday 25 March	Of Mice and Men
11	Thursday 27 March	Poetry
10	Monday 31 March	The Woman in Black – Themes/Ghost Story genre
9	Tuesday 1 April	Of Mice and Men
8	Thursday 3 April	Poetry	Conflict question
7	Monday 7 April	The Woman in Black (MOCK?)
6	Tuesday 8 April	Of Mice and Men
5	Thursday 10 April	Poetry
		Easter Holidays