Your success criteria: Section C on English Literature Paper two

Q1 – a question on an unseen poem (24 marks 35 minutes)- Focus on the question- Make sure you’ve understood the meaning of the poem.- Explore two or three points in detail – you can’t mention

everything!- Write a brief introduction that sets out the meaning in

relation to the question and offers two/three ways the poet achieves this meaning. Use this as a structure for the rest of your response (write a section on each technique).

- Offer a conclusion – what have you learnt about the theme/idea mentioned in the question.

AND

Q2 – a question comparing this poem to a second unseen poem (8 marks 10 minutes)- Use the main poem as an anchor – then look at the second

unseen poem.- Find two similarities and two differences. Consider the tone

of each poem/methods/meaning to help you.

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THE EXAM:

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Mark scheme:

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Two ways to help annotate poems:

1).

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2). Sophisticated SMILE – linking to essay planning:

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S - structure

M - meaning

I - Imagery

L - language

E - effects

1). What is it about:

What does it mean?

2). Three techniques?

3). Language I want to comment on:

4). Go back and work out effect of each technique and the overall meaning.

EXTENSION: Always consider the tone of the poem – how does the speaker feel? What do they think?

LIST OF POETIC DEVICES

Alliterationthe first letter of a word is repeated in words that follow; the cold, crisp, crust of clean, clear ice.

Assonancethe same vowel sound is repeated but the consonants are different; he passed her a sharp, dark glance, shot a cool, foolish look across the room.

Colloquiallanguage that is used in speech with an informal meaning; 'chill', 'out of this world', 'take a rain check'.

Dialectthe version of language spoken by particular people in a particular area, such as Scots.

Dialogue

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conversation between two people

Dissonancea discordant combinations of sounds; the clash, spew and slow pang of grinding waves against the quay.

Enjambmenta device used in poetry where a sentence continues beyond the end of the line or verse. This technique is often used to maintain a sense of continuation from one stanza to another.

Hyperboleexaggerating something for literary purposes which is not meant to be taken literally; we gorged on the banquet of beans on toast.

Imagerysimiles, metaphors and personification; they all compare something 'real' with something 'imagined'.

Ironythe humorous or sarcastic use of words or ideas, implying the opposite of what they mean.

Metaphora word or phrase used to imply figurative, not literal or 'actual', resemblance; he flew into the room.

Monologuean uninterrupted monologue can show a character's importance or state of mind.

Onomatopoeiaa word that sounds like the noise it is describing: 'splash', 'bang', 'pop', 'hiss'.

OxymoronWhere two words normally not associated are brought together: 'cold heat' 'bitter sweet'.

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Personificationattributing a human quality to a thing or idea: the moon calls me to her darkened world.

Repetitionthe repetition of a word or phrase to achieve a particular effect.

Rhymethe way that words sound the same at the end of lines in poetry. Poems often have a fixed rhyme-scheme (for example, sonnets have 14 lines with fixed rhyme scheme ABAB CDCD EFEF GG). Try to comment as to what contribution the rhyme-scheme is making to the text as a whole. Why do you think the poet has chosen it? Does it add control or imitate the ideas in the poem?

Rhythma repetitive beat or metre within a poem. Tennyson's poem The Lady of Shallot uses a strong internal rhythm to build up the sense of unrelenting monotony in the poem:

There she weaves by night and dayA magic web with colours gay. She has heard a whisper say, A curse is on her if she stay To look down to Camelot. She knows not what the curse may be, And so she weaveth steadily, And little other care hath she, The Lady of Shalott.

Similea phrase which establishes similarity between two things to emphasise the point being made. This usually involves the words 'like' or 'as'; 'he is as quick as an arrow in flight', 'as white as snow', 'like a burning star'.

Symbolismoften objects, colours, sounds and places work as symbols. They can sometimes give us a good insight into the themes. So, snakes are often symbols of temptation as in the story of Adam and Eve, white usually symbolises innocence and a ringing bell can be a symbol for impending doom.

Tonethe writer's tone or voice or atmosphere or feeling that pervades the text, such as sadness, gloom, celebration, joy, anxiety, dissatisfaction, regret or anger. Different elements of writing can help to create this; long sentences or verses, with assonance

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(repeated vowel sounds), tend to create a sad, melancholic mood. Short syllabic, alliterative lines can create an upbeat, pacy atmosphere.

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Warm up unseen poetry exercises:

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Exam question exercises: Exercises to do:

Try and complete the sophisticated SMILE grid for the first few poems listed below.

Attempt to write a response to the questions – allow yourself as much time as you need.

Gradually start only giving yourself a set time to finish – 45 minutes first then cut down to 30 minutes.

Show your English teacher anything you have written and ask for feedback – go to the English drop in sessions to improve your writing.

Praise Song for My Mother

You werewater to medeep and bold and fathoming

You weremoon’s eye to mepull and grained and mantling

You weresunrise to merise and warm and streaming

You werethe fishes red gill to methe flame tree’s spread to methe crab’s leg/the fried plantain smell

replenishing replenishing

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Go to your wide futures, you said

Grace Nichols

Question: What are the poet’s thoughts on family relationships and how does she explore these thoughts?

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BROTHERS

Saddled with you for the afternoon, me and Paulambled across the threadbare field to the bus-stop,talking over Sheffield Wednesday’s chances in the cupwhile you skipped beside us in your ridiculous tank-top,spouting six-year-old views on Rotherham United.

Suddenly you froze, said you hadn’t any bus fare.I sighed, said you should go and ask Mumand while you windmilled home I looked at Paul.His smile, like mine, said I was nine and he was tenand we must stroll the town, doing what grown-ups do.

As a bus crested the hill we chased Olympic Gold.Looking back I saw you spring towards the gate,your hand holding out what must have been a coin.I ran on, unable to close the distance I’d set in motion.

Andrew Forster

How does the poet convey an understanding of the complexity of relationships in the poem ‘Brothers’?

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How does the poet convey the feelings of the main character in the poem ‘Horse Whisperer’?

HORSE WHISPERER

They shouted for mewhen their horses snorted, when restlesshooves traced circles in the earthand shimmering muscles refused the plough.My secret was a spongy tissue, pulled bloodyfrom the mouth of a just-born foal,scented with rosemary, cinnamon,a charm to draw the tender giantsto my hands.

They shouted for mewhen their horses reared at burning strawand eyes revolved in stately heads.I would pull a frog’s wishbone,tainted by meat, from a pouch,a new fear to fight the fear of fire,so I could lead the horses,like helpless children, to safety.

I swore I would protectthis legacy of whispersbut the tractor came over the fieldslike a warning. I was the life-bloodno longer. From pulpitsI was scorned as demon and witch.Pitchforks drove me from villages and farms.

My gifts were the tools of revenge.A foul hex above a stable doorso a trusted stallion could be riddenno more. Then I joined the stampede,with others of my kind,to countries far from our trade.

Still I miss them. Shire, Clydesdale, Suffolk.The searing breath, glistening veins,steady tread and the pride,most of all the pride.

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Andrew Forster

Storm in The Black Forest :

Now it is almost night, from the bronzey soft sky

jugfull after jugfull of pure white liquid fire, bright white

tipples over and spills down,

and is gone

and gold-bronze flutters beat through the thick upper air.

And as the electric liquid pours out, sometimes

a still brighter white snake wriggles among it, spilled

and tumbling wriggling down the sky :

and then the heavens cackle with uncouth sounds.

And the rain won’t come, the rain refuses to come!

This is the electricity that man is supposed to have mastered

chained, subjugated to his own use!

supposed to!

D. H. Lawrence

How does the poet build up a sense of place in the poem ‘storm in a black forest’?

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The road not taken by Robert Frost

Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I,I took the one less traveled by,And that has made all the difference.

In this poem, explore how Robert Frost presents the ‘road’ as a symbol of the choices we make in life:

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