Year 11 – Poetry
The poetry is covered in your second English Literature GCSE exam: ‘Modern texts and Poetry’
Section A is your modern text.
Section B (anthology) and C (unseen) are on poetry.
Key things to remember:
- Two out of three sections within this exam are dedicated to poetry.
Section B: Worth 30 marks. 45 minutes.
Section B focuses on the 15 anthology poems you have covered. You will answer ONE question on TWO of the poems from the anthology and you will need to COMPARE.
For Section B, you should locate your chosen cluster; i.e. Power and Conflict.
You will be provided with one poem from the anthology in print. The poem you select to compare with this given poem is a choice only you can make, but it is important to remember that you will not have the poem provided.
You are expected to discuss each poem equally and connect the poems through their similarities and differences.
The questions ask you to explore HOW a theme or topic is being presented within each of the poems.
You should use connectives to show whether the poems are similar or different. Use these to demonstrate an obvious comparison:
Similarities / DifferencesLikewise / However
Also / Unlike
As well as / On the other hand
Similarly / Dissimilar
Moreover / In opposition
Just like / In contrast to
Section C: Question One worth 24 marks and Question Two worth 8 marks. 45 minutes
Section C provides you with TWOquestions:
Question One: you are expected to analyse ONE poem that you have never seen before.You will explore a theme within this question.
Question Two: you are expectedtoCOMPARE the first given poem (in question one) to another unseen poem which is provided.
The examiner expects to see the use of connectives and you need to explore how the poems are similar or different. As with the anthology question, the question focuses on a theme.
(See further into the booklet for exam style questions).
The skills needed for the exam:
The skills and the expectations for all poetry questions are the same.
You should use evidence for every point you make – ensure your choices are selective. Single words count as quotations.
You should discuss the use of language, imagery, structure AND tone.
You should give alternative interpretations of the evidence, ensuring that you explore less obvious/hidden meanings.
You should fully analyse the effects of language, structure and form, discussing HOW the poet get their ideas across.
You should use subject terminology (references to the poetic devices) throughout your response.
You should explore the impact on the reader.
You should always think about the influence of the events happening at the time i.e. the social context.
You must answer the given question on the specific focus provided – lose focus; lose marks.
For Section B and the second half of Section C you MUST compare! The examiner expects to see comparative language used.
What devices can I comment on in the poetry?
Simile – comparing something to something else.
Metaphor – saying something is something else.
Onomatopoeia – a sound that represents the sound it’s meant to make.
Personification – bringing something non-human and inanimatealive and allowing it to possess human qualities.
Imagery – using adjectives, simile, metaphors etc. to establish an image in the audience’s mind.
Rhyme – two or more words which echo the same sound patterns.
Rhythm – this refers to the beats and flowing of poetry along with the sounds created when read aloud.
Iambic pentameter: 10 syllables/beats per line used to represent the rhythm of natural/real talk.
Adverbs: words which modifies a verb and/or an adjective.
Refrain: a repeated part of the poem that acts like a chorus.
Enjambment – the process of having sentences run over more than one line.
End-stoppunctuation – when a sentence finishes at the end of a line.
Juxtaposition – two opposing ideas together in the poem or stanza.
Oxymoron – two contradictory or contrasting ideas immediately together; i.e. sharp curve.
Repetition – repeating the same words or phrases.
Imperative – command words.
Symbolism – when something represents something i.e. a love heart symbolises love.
Pronouns – ‘I’, ‘you’, ‘me’, ‘she’, ‘he’, ‘they’
Anthropomorphism- the attribution of human characteristics or behaviour to an animal.
Adjectives – words which describe/modify nouns
Modal verbs – ‘should’, ‘can’, ‘will’, ‘would’.
Stanza – a verse
Punctuation – use of !?-:;,. … /( ) to suggest particular meaning
Internalrhyme – two words or more that rhyme within a line.
Powerfulnouns or verbs.
Rhetoricalquestion – a question that does not require an answer.
Tone – the overall mood or feeling of the poem.
Sonnet form: a poem which uses a 14 line structure with a strict rhyming pattern, ending with a rhyming couplets and usually in iambic pentameter. The expected topic is love.
Poems and their comparison:
Below areall 15 anthology poems with a summary and possible pairings for comparison, connected mostly by similarities. This is not a definitive list. Appropriate selections for comparison need to be judged by the exam question; with conflict and/or power questions, all poems compare to each other.
‘Ozymandias’ by Percy Shelley
Atraveller tells of the remains of a statue he discovers. The statue is of a leader called Ozymandias. He was a tyrant and controlled those around him. He wanted to live on in people’s memories. The statue is a symbol of loss and leadership.
Compare to:
‘The Charge of the Light Brigade’ (being remembered/ following orders)
‘London’ (the treatment of those lower down the social hierarchy/the impact of power on society and individuals/ pride and glory)
‘My Last Duchess’ (pride and glory, ownership and control)
‘Checking Out Me History’ (significant figures in history/power)
‘London’ by William Blake
The poet wanders through London, examining the different areas of society, from the ‘owned’ river to the higher class soldiers, from the lower class captured metaphorically by poverty, to royalty and the church. Blake comments on societal issues and the discrepancies between social classes.
Compare to:
‘Ozymandias’ (the treatment of those lower down the social hierarchy/the impact of power on society and individuals)
‘Tissue’ (the fragility of life/ the stages of life or society)
‘The Charge of the Light Brigade’ (being remembered/ following orders)
‘My Last Duchess’ (pride and glory, ownership and control)
‘Checking Out Me History’ (societal status/ discrimination)
‘Extract from ‘The Prelude’
The poet tells of the time he stole a boat and took it out on a river. As he does so, nature changes around him and he returns the boat, with the experience leaving him uneasy. It focuses on the power of nature and mental conflict.
Compare to:
‘Storm on the Island’ (the power of nature/ mental conflict and regret)
‘Exposure’ (the power of nature and affecting the mind)
‘Remains’ (the internal conflict and guilt/powerful imagery)
‘The Emigree’ (internal conflict and the impact on the individual)
‘Poppies’ (loss of control/ mental conflict/ impact on the individual)
‘War photographer’ (haunting memories/loss/guilt)
‘Kamikaze’ (the power of nature/changing mind)
‘My Last Duchess’ by Robert Browning.
The speaker focuses on his last Duchess, a woman who has died and now exists in the form of a painting. He reflects on her and he alludes to her disapproved behaviour. He alludes to the fact he may have been responsible for her demise.
Compare to:
‘The Emigree’ (failure to let go and move on/ identity)
‘London’ (power and dominance, pride and glory)
‘Ozymandias’ (the impact of power on individuals)
‘The Charge of the Light Brigade’ (being remembered/ following orders/ pride and glory)
‘Poppies’ (role of women, loss and belonging)
‘The Charge of the Light Brigade’ by Alfred Tennyson
In this famous poem published in 1854, Alfred Tennyson recounts the story of a brave but suicidal charge made by the Light Brigade in the Battle of Balaclava, during the Crimean War (1835–1856).
Compare to:
‘My Last Duchess’ (pride and glory)
‘London’ (pride and glory/ power and control)
‘Ozymandias’ (leadership, following orders)
‘Bayonet Charge’ (impact of war on the individual/ mid battle/ nobility)
‘Exposure’ (impact of war on the individual)
‘Kamikaze’ (bravery and honour)
‘Exposure’ by Wilfred Owen
During the winter time on the western front, Owen and his men experience horrific weather conditions. The weather is an extended metaphor for the enemy/war. The men diminish and turn to ghosts.
Compare to:
‘Storm on the Island’ (extended metaphor of the weather representing conflict).
‘Bayonet Charge’ (impact of war on the individual/ mid battle)
‘The Prelude’ (the extended metaphor of the weather/ conflict of the mind and nature affecting minds/ the power of nature)
‘War Photographer’ (being affected internally)
‘Kamikaze’ (the power of the natural world)
‘Storm on the Island’ by Seamus Heaney
It is about a storm hitting an island, possible Ireland as Heaney was Irish. Metaphorically, the storm represents ‘The Troubles’ in Ireland over the last few decades or Heaney’s experience of education. He discusses the exposure felt and the power of the weather
Compare to:
‘Exposure’ (extended metaphor of the weather representing conflict)
‘The Prelude’ (the extended metaphor of the weather/ conflict of the mind and nature affecting minds/ the power of nature)
‘Poppies’ (loss of stability)
‘Kamikaze’ (the power of nature)
‘Bayonet Charge’ by Ted Hughes
Hughes seeks to recreate both the traumatic, physical nature of the bayonet charge and the extreme, almost paralysing, emotional intensity of fear boiling inside the soldier. The personal discomfort indicates that war is an awkward, unnatural thing to do.
Compare to:
‘Exposure’ (extended metaphor of the weather representing conflict)
‘The Charge of the Light Brigade’ (mid action, the impact of war on individual, nobility).
‘Remains’ (affecting a soldier, beautiful or graphic imagery/ violence/ impact of war on the individual)
‘Kamikaze’ (imagery of the land/ impact of war on the individual)
‘Remains’ by Simon Armitage
The speaker is haunted by the images and experiences of conflict. He tries to drown out the graphic imagery that taunts his mind with drugs and drink, but he cannot escape it.
Compare to:
‘The Prelude’ (mental conflict such as guilt and regret)
‘War Photographer’ (memories are lasting and inescapable)
‘The Emigree’ (memories and identity remain or lost)
‘Poppies’ (reminiscing and reflecting/ loss/ impact of conflict on the individual)
‘Exposure’ (conflict affecting physically and mentality)
‘My Last Duchess’ (ever lasting memories/ negative and violent behaviour)
‘Poppies’ by Jane Weir
This is in the voice of a mother thinking back to her times with her son before war took him away. She reminisces and there is a strong sense of loss and longing. The imagery of birds and the repeated references to textures such as the blazer etc. are significant.
Compare to:
‘Remains’ (memories/ imagery/ reminiscing)
‘Tissue’ (life is fragile and can be taken away)
‘Extract from The Prelude’ (impact on the individual)
‘Storm on the Island’ (change bought about by conflict)
‘The Emigree’ (references to childhood)
‘Kamikaze’ (loss of a loved one/impact of war on individuals/ memories)
‘War Photographer’ by Carol Ann Duffy
This poem is about a photographer who captures the honest and brutally graphic reality of war. They are developing their images and reflecting on the scenes they experience. The photographer cannot escape the things they have seen and details how the experience they go through is different to what is portrayed to the general public.
Compare to:
‘Remains’ (ever lasting memories and experiences that haunt)
‘Exposure’ (being affected mentality by war)
‘Poppies’ (remembering and experiences of war/ impact of war on the individual)
‘The Prelude’ (mental instability caused by behaviour/experiences)
‘Tissue’ by Imtiaz Dharker
This poem is about the fragility of power and life. She uses an extended metaphor of paper to draw comparisons between paper and life. She makes references to its delicacy and also the different stages of life.
Compare to:
‘The Emigree’ (references to sunlight and hope)
‘London’ (the stages of life or society/ the fragility of life)
‘Checking Out Me History’ (racism/ challenging aspects of life)
‘The Emigree’ by Carol Rumens
The speaker explores the emotions she feels when reflecting on the country/city she emigrated from as a child. She makes references to having hope for her homeland as they experience devastation and she explored the internal conflict she is facing. She has mixed emotions when it comes to reflecting – she wants to return and wants to be connected to her homeland, but at same time feels fear/sadness as she feels disconnected from her own identity.
Compare to:
‘Tissue’ (references to sunlight and hope)
‘Poppies’ (references to childhood)
‘War Photographer’ (identity/ remembering experiences/ internal conflict)
‘Remains’ (lost identity and mental stability)
‘Storm on the Island’ (conflicted emotions and reactions)
‘The Prelude’ (internal conflict)
‘Checking out me history’ (identity, change and society)
‘Checking Out Me History’
The speaker refers to figures and events from both white and black history and is making a comment on racism. The speaker expresses how British schools allow white history and white children’s stories to dominate the curriculum; the speaker in the poem feels mocked by this unfair and uneven emphasis.
Compare to:
‘The Emigree’ (identity, loss, cultural shifts, acceptance)
Ozymandias (leadership/ dominance/ power/ control)
‘London’ (hierarchies in society/ class systems/ acceptance/ societal problems)
‘Tissue’ (racism/challenging aspects of life)
‘Kamikaze’ (standing up for rights/ defiance)
‘Storm on the Island’ (conflicting groups/ identity)
‘Kamikaze’ by Beatrice Garland
In this narrative poem, Beatrice Garland explores the testimony of the daughter of a kamikaze pilot – a Japanese pilot who would complete suicide missions as a form of attack.Unlike many of his comrades, this pilot turns back from his target and returns home.
Compare to:
‘Poppies’ (loss of a loved one/impact of war on individuals/ memories)
‘The Prelude’ (the power of nature)
‘Storm on the Island’ (the power of nature)
‘Checking Out Me History’ (standing up for rights/ defiance)
‘Bayonet Charge’ (imagery of the land/ impact of war on the individual)
‘Exposure’ (the power of the natural world)
Practice Questions for you to try.
Section B - Anthology (30 marks):
In exam conditions, you will only be provided with the first poem; i.e. the one underlined. It may be of use to complete practise questions in timed conditions, without the anthology or with a clean copy of the given poem.
1)How do the poets of ‘Bayonet Charge’ and one another poem of your choice convey feelings on the intensity of war?
2)How do the poets‘Poppies’ and one other poem from the ‘Conflict’ cluster present the impact of conflict on the individual?
3)Compare the way the poets of ‘War Photographer’ and one other poem of your choice show the impact of war on civilians.
4)Compare the ways the poets present on internal conflict in ‘The Emigree’ and in one other poem from the conflict and power cluster.
5)Compare the ways the poets present ideas about power of nature in ‘An extract from The Prelude’and in one other poem of your choice.
6)Compare the ways poets show how conflict and war affect place in ‘Storm on the Island’ and one other poem of your choice.
7)Compare the ways the poets of ‘Kamikaze’and another of your choice convey ideas about loss.
8)How do the poets of ‘London’ and one other poem of your choice present ideas on power?
9)Compare the ways the poet of ‘Checking Out Me History’ and one other poem of your choice present ideas on inequality.
10)How do the poets of ‘Ozymandias’ and one other poem of your choice present ideas on power and conflict?
Section C -Unseen poetry:
With this section, you are provided with two poems you have never seen before.
The first question asks you to explore themes in ONE poem. Here are some sample questions. You will need to source the poem for yourself; these can be found easily online.
Unseen - Question One (24 marks):
1)How does the speaker in the poem ‘Handbag’ by Ruth Fainlight present feelings towards the mother?
2)In the poem ‘I Look into my Glass’ how does Thomas Hardy present his feelings about getting older?
3)In ‘The Dead-Beat’ by Wilfred Owen, how does the poet present ideas on the impact of war?
4)Explore the way John Keats explores autumn in ‘To Autumn’.
5)How does W. B Yeats present feelings on death in the poem ‘An Irish Airman Foresees His Death’?