Tag Archives: Unseen Poetry

Onto Character & Voice and Unseen …

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Well done for completing the first exam – I hope that you found it accessible and easy to complete.

Remember that there are loads of blog posts on character & voice and unseen poetry.  Simply write in character and voice in the search box and you will find the links to the relevant blogs. You can search for unseen poetry in the same way.

St Joseph’s Yr 11s …

I am doing some lunch time sessions this week.

Tuesday lunch: Going over the poems – which ones are you struggling with?

Wednesday lunch: Themes – reminder of how to compare – structure your answer

Thursday Lunch: Unseen Poetry

You also have a session period 5 & 6 on Thursday.  11A will be in room 24 and 11B in Room 23.

Mrs P/ Scoffs x

Band 5/6 Unseen Poetry Response

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Hi year 11

This is Harry’s unseen poetry response for ‘Symptoms’ by Sophie Hannah from the 2015 paper. Please see the poem attached.

Mrs P

AQA Higher Poetry and Unseen Poetry 2015

Unseen Poem

In the poem ‘symptoms’ by Sophie Hannah, feelings about being in love are conveyed through manipulation of language, structure and tone.

Firstly, the poet uses assonance to reflect how life when you are not with the person you love is dull and monotonous. “When you are somewhere else, a guilty conscience”; not only does it reflect the dreary life of loneliness when you are not with that person, it also implies the poet is frustrated as she feels “guilty” for not being able to be with that person all the time.

“Monumental”. This is an example of a hyperbole which illustrates how love can make you make irrational decisions which can also be harmful to you and others. By using this word, the poet exaggerates the feelings of love by showing how the voice is willing to accept such a ”phone bill” in order to talk to their lover. However, she could also be suggesting that love is dangerous as impulsive decisions like these could lead to issues if you were to break up with that person.

Sophie Hannah is also able to control and change the structure of the poem in order to emulate the feelings experienced as a result of love. Often caesuras are used to slow down the flow of the poem, however the poet cleverly manages to use very small phrases broken up by caesuras in order to create a frantic and excited tone- “A running joke, a risk, an inspiration”. Moreover this could also convey how the poet believes love can distract you from what you are doing, instead focusing on “bitten nails” and “chattering teeth” which would otherwise appear insignificant.

The title “Symptoms” is also very significant for showing the poets feelings about love. “Symptoms” are often associated with illness, relayed in the poem through “weak knees” and “a fuzzy brain”. This could suggest that the poet believes love controls you in the same way an illness does, taking over your life and impairing your focus.

In addition, the poet is able to use the juxtaposition of tones in order to show the ‘emotional rollercoaster’ of love. The first 7 lines of each stanza have a very manic and disorganised tone, however the “-“ on the 7th line signals the change from mania to a calm and content tone; “life now is better than it was before”. This reflects the constant change in mood and emotion which is onset as a result of love.

In conclusion, the poet suggests love is like an illness with “symptoms” which can have a drastic impact on your day to day life. However through the repetition of “life now is better than it was before” she gives an overall positive outlook on love and sees it as something which enhances your life rather than hindering it. She also gives the impression that love brings about a lot of varying and contradicting emotions, but reinforces that “ life now is better than it was before”.

 

11Y1a – Unseen Poetry – Poets HW: Set Monday 21st September, due Monday 5th October

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The Unseen Poetry section of the exam uses poems from a set list of poets.  So that we have the best chance of doing well in this section of the exam, I would like you to have exposure to their ‘style’ of poetry.

Homework:

  • You will be given a poet to research.
  • You will need to look a little into their history and life, but your main task is to find four or five examples of their poetry (preferably the lesser known poems) and identify their style.
  • You will need to present your ideas in academic writing but this can be either handwritten on paper or on computer (remember that you must be able to print it, if it is completed on computer).
  • You can use images to support your writing if you would like to.
  • There will be other students working on the same poet.  You may work together to research your poet and examine their work but the writing must be your own work.
  • The best work on each poet will then be used to create a class revision guide for you all to use.

Elements of Style to Examine:

    • Lexical Choices (Word choices): Do they favour a particular semantic field? Do they commonly use an abundance of verbs, adjectives? Do they use dialect or dialogue? Does the poet use particular symbolism in their writing.
    • Tone and mood: what is the feeling created in their poetry? How is this achieved?
    • Literary Devices: Are there any literary devices that are commonly used in their poetry? Consider also if they favour certain imagery. Is figurative language (similes, metaphors, personification) used commonly in their work?
    • Form: Does the poet favour a particular form such as a sonnet or dramatic monologue?
    • Rhythm and Rhyme: Does the poet use rhyme? In what way?  Is iambic pentameter, or tetrameter a feature of their work?
    • Repetition: Does the poet use repetition to reinforce certain ideas?
    • Punctuation: The arrangement of the words in a line, as well as the arrangement of lines in the entire poem both contribute to a poet’s style.  Emily Dickinson, for instance, makes uses of dashes and capitalisation as a stylistic device while e.e.cummings never capitalizes any word.  These devices are used because poets wish to bring a sense and a perception of life, widening peoples’ contacts with existence.
    • Structure: How does the poet use stanzas?  Do they frequently use caesura or enjambment?

Remember: This homework will be used for revision in the future so if you do not meet the deadline you will also let your classmates down. (Of course, there will also be the inevitable detention and phone call home)!

  • William Blake – Natasha, Nathan
  • John Keats – Anais, George
  • Thomas Hardy – Brooke, Chloe
  • Christina Rossetti – Graham, Rhys
  • W. H. Auden – Charlie B, Alex
  • Robert Frost – Harry, Gabi
  • Wilfred Owen – Nina, Ted
  • Dorothy Parker – Sam, Izaak
  • Maya Angelou – Mollie, Emily N-R
  • Wendy Cope – Scott, Charlie O, Kathryn
  • Tony Harrison – Caitlin, Liv
  • Jo Shapcott – Bethan, Lucy
  • Sophie Hannah – Molly, Jordan
  • Owen Sheers – Cameron, Steph
  • Brian Patten – Mia, Emily W

11M2 – Unseen Poetry

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To sum up this question (section B of the Lit Unit 2 – Poetry), you can expect:

  • A fairly straight forward poem
  • An extended metaphor or pattern of imagery to interpret
  • A question which requires you to discuss

–a) ideas, attitudes, feelings; and

–b) the writer’s methods (language and structure)

The Examiners’ Report

“It was felt by the majority of examiners that one of the main areas of concern here was lack of reading of the poem. Candidates should be encouraged, through exposure to unseen poems in class, to read the poem through several times before attempting a detailed written response.

Reading aloud is essential to fully appreciate rhyme and rhythm, alliteration etc and it would be helpful if candidates were taught how to achieve this in exam conditions. Whilst individual unique responses are desirable and highly rewarded, when such responses bear no relation to the meaning of the poem, it is generally because they have been too hastily arrived at.”

The Three Ticks Method

  • So, how should you approach a new poem in exam conditions?
  • By using the Three Tick Method! I stole this idea from a well known American edublogger and writer.
  • Here’s how it works:

1.Create three tick boxes in the top corner of the paper like this: 

2.Read the poem. Make notes about the mood/tone. (Perhaps at the beginning and end?) Tick the first box.

3.Re-read the poem. Annotate the techniques (Go for the most obvious ones – e.g. metaphor, rhyme, structure). Tick the second box.

4.Re-read the poem. Make notes about the ‘main idea’ (perhaps the theme or meaning of the poem). Tick the final box.

5.Consider how the techniques help get the message across and achieve the tone.

Challenge:

Look for words that you can take for a walk

Taking a Word for a Walk

  • Taking a word for a walk simply means exploring all of the connotations and associations (linked meanings) of specific words.
  • This will enable you explore the deeper meanings of the poem as some of the words may offer more than on explanation.
Mark Band 6  –

16-18 marks

6.1 insightful exploratory response to ideas/themes 6.2 close analysis of detail to support interpretation 6.3 evaluation of writer’s uses of language and/or structure and/or form and effects on

readers

Information is presented clearly and accurately. Writing is fluent and focused. Syntax and spelling are used with a high degree of accuracy.

Mark Band 5 –

13-15 marks

 5.1 exploratory response to ideas/themes 5.2 analytical use of detail 5.3 analysis of writer’s uses of language and/or structure and/or form and effects on readers

Structure and style are used effectively to render meaning clear. Syntax and spelling are used with a high degree of accuracy.

Happy New Year 11B3a!

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I hope that you’ve had a lovely holiday thus far; I’m very much looking forward to seeing you all on Monday.

If you are bored over the weekend here are some tasks to keep you occupied:

11B3a tasks: reread Journey’s End.

Have a read of the essay detailed below:

Click to access 2JourneysEnd.pdf

I’ve found a good blog about the play.  Have a look here:

http://journeysendenglish.blogspot.co.uk

You could also start to look at revising poetry techniques for unseen poetry

http://www.bbc.co.uk/bitesize/higher/english/critical_essay/techniques/revision/6/