AO1 Read, understand and respond to texts.

Students should be able to:• maintain a critical

style and develop an informed personal response •use textual references, including
quotations, to support and illustrate interpretations AO2 Analyse the language, form and
structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.

AO2 Use of AO2 Use of

Q1 AO1 Use of Q2
Level terminology terminology and
24 mark comparison and 8 mark
Band and effect of effect of
question quotations question
techniques techniques

Critical, exploratory, 7-8

6 Judicious, Exploratory,
21-24 conceptualised; Band 4
Top Judicious, precise. analysed convincing
Top

Thoughtful,
5 Examined,
17-21 developed; Apt,
High effective
integrated

Clear, explained; 5-6

4 Clear, Thoughtful,
13-16 Effective, Band 3
Mid understanding comparative
supportive Mid

Some explained;
3 Explained,
9-12 References to
Low mid identified effects
support, range

Some references 3-4

Supported,
2 terminology, Band 2 Relevant, some
5-8 relevant; Comments
Low Identifies Low comparison
on references
methods

Possibly uses
Simple, relevant; 1-2 Some links
1 terminology,
1-4 Reference to Band 1 between text and
Bottom awareness of
relevant detail(s) Bottom reader
choices

0 0 No work worthy of any marks

 Are there groups of
Narrative viewpoint How the sentence
Repeated symbols words that belong
structures or
Sentence structure and to a particular
specific punctuation
punctuation semantic field?
Opening and Closing reflect feelings or
What difference
Semantic field emotions within the
does this make to
Rhythm text. How does it
the atmosphere of
Timeframe change or develop?
the text?

Considering how
the narrative choice Can you identify a
enhances the Analysing rhythm to the text?
meaning of the text STRUCTURE Is it written in a
overall. WHY do we particular style or
hear the 'story' from could be... form?
that perspective?

Looking at the Is the timeline

straightforward, or is there
PERSONIFICATION Analysing how a opening and closing a flash back or flash
METAPHOR repeated symbol lines to see how forward? Does the event
Look out for words that
SIMILE (motif), idea of they are connected. occur in the distant past,
can have more than one Which specific emotion are recent past or does it
ALLITERATED SOUND theme runs through What impact do
meaning. What further you encouraged to feel as a describe an ongoing
REPETITION a whole text. they have on the
ideas or images could they result of the words used? event? Why would this
CONTRAST reader?
create? matter?
ONOMATOPOEIA
ASSONANCE

Choose adjectives, adverbs,

Identify the specific
techniques that have been
Analysing verbs and nouns to
explode- how do these
used in the text. Consider LANGUAGE words suggest what the
what impact they have
upon the tone? could be... character or setting is
like?

Consider the language a RHETORIC

Which words help you
character uses in his or her EMOTIVE LANGUAGE
identify the tone or mood
speech. Is it timid? MODAL VERBS
of the character? How do
Authoritative? Apologetic? DIRECT ADDRESS
the words imply his or her
Something else? What PREPOSITIONS
feelings or attitude? What
might this reveal about IMPERATIVE VERBS
are the reasons why?
their character? HYPERBOLE
 Hard Frost by Andrew J Young

Frost called to the water Halt

First Frost by Andrei Vosnesensky
And crusted the moist snow with sparkling salt;
Brooks, their one bridges, stop,
A girl is freezing in a telephone booth,
And icicles in long stalactites drop.
huddled in her flimsy coat,
And tench in water-holes
her face stained by tears
Lurk under gluey glass like fish in bowls.
and smeared with lipstick.
In the hard-rutted lane
She breathes on her thin little fingers.
At every footstep breaks a brittle pane,
Fingers like ice. Glass beads in her ears.
And tinkling trees ice-bound,
Changed into weeping willows, sweep the ground;
She has to beat her way back alone
Dead boughs take root in ponds
down the icy street.
And ferns on windows shoot their ghostly fronds.
First frost. A beginning of losses.
But vainly the fierce frost
The first frost of telephone phrases.
Interns poor fish, ranks trees in an armed host,
Hangs daggers from house-eaves
It is the start of winter glittering on her cheek,
And on the windows ferny ambush weaves;
the first frost of having been hurt.
In the long war grown warmer
The sun will strike him dead and strip his armour.

1. In 'First Frost' how does the poet present the speakers feelings towards love?

24 marks

2. In both ‘First Frost’ and ‘Hard Frost’ the speakers describe the weather. What are the similarities and/or
differences between the ways the poets present those feelings?

8 marks
 Last Lesson of the Afternoon by D H Lawrence Mrs Tilscher's Class by Carol Ann Duffy

When will the bell ring, and end this weariness? In Mrs Tilscher's class
How long have they tugged the leash, and strained apart, You could travel up the Blue Nile
My pack of unruly hounds! I cannot start with your finger, tracing the route
while Mrs Tilscher chanted the scenery.
Them again on a quarry of knowledge they hate to hunt,
”Tana. Ethiopia. Khartoum. Aswan.”
I can haul them and urge them no more. That for an hour,
then a skittle of milk
No longer now can I endure the brunt and the chalky Pyramids rubbed into dust.
Of the books that lie out on the desks; a full threescore A window opened with a long pole.
Of several insults of blotted pages, and scrawl The laugh of a bell swung by a running child.
Of slovenly work that they have offered me.
I am sick, and what on earth is the good of it all? This was better than home. Enthralling books.
What good to them or me, I cannot see! The classroom glowed like a sweetshop.
Sugar paper. Coloured shapes. Brady and Hindley
So, shall I take faded, like the faint, uneasy smudge of a mistake.
Mrs Tilscher loved you. Some mornings, you found
My last dear fuel of life to heap on my soul
she'd left a gold star by your name.
And kindle my will to a flame that shall consume The scent of a pencil slowly, carefully, shaved.
Their dross of indifference; and take the toll A xylophone's nonsense heard from another form.
Of their insults in punishment? — I will not! -
Over the Easter term the inky tadpoles changed
I will not waste my soul and my strength for this. from commas into exclamation marks. Three frogs
What do I care for all that they do amiss! hopped in the playground, freed by a dunce
What is the point of this teaching of mine, and of this followed by a line of kids, jumping and croaking
Learning of theirs? It all goes down the same abyss. away from the lunch queue. A rough boy
told you how you were born. You kicked him, but stared
What does it matter to me, if they can write at your parents, appalled, when you got back
home
A description of a dog, or if they can't?
What is the point? To us both, it is all my aunt! That feverish July, the air tasted of electricity.
And yet I'm supposed to care, with all my might. A tangible alarm made you always untidy, hot,
fractious under the heavy, sexy sky. You asked her
I do not, and will not; they won't and they don't; and that's all! how you were born and Mrs Tilscher smiled
I shall keep my strength for myself; they can keep theirs as well. then turned away. Reports were handed out.
Why should we beat our heads against the wall You ran through the gates, impatient to be grown
Of each other? I shall sit and wait for the bell. the sky split open into a thunderstorm.

1. In 'Mrs Tilcher's Class' how does the poet present the speakers feelings towards school?
24 marks
2. In both ‘Last Lesson’ and ‘Mrs Tilcher's Class’ the speakers describe their time at school. What are the similarities and/
or differences between the ways the poets present those feelings?
8 marks
 Abandoned Farmhouse By Ted Kooser
Ex-miner by Adrian Burke
He was a big man, says the size of his shoes
The man next door to me was a miner on a pile of broken dishes by the house;
Until the dust filled his lungs like coal-sacks; a tall man too, says the length of the bed
Now he’s good for nothing so he says. in an upstairs room; and a good, God-fearing man,
says the Bible with a broken back
Now he walks in slippers and leans on walls, on the floor below the window, dusty with sun;
but not a man for farming, say the fields
And eats the clean air while his eyes fix on
cluttered with boulders and the leaky barn.
Reaching the bottom of his garden.
A woman lived with him, says the bedroom wall
His wife hides the Woodbines* ‘for his own good’, papered with lilacs and the kitchen shelves
The pub’s half-a-day’s walk away for him covered with oilcloth, and they had a child,
And it’s cruel crawling to the privy**. says the sandbox made from a tractor tire.
Money was scarce, say the jars of plum preserves
and canned tomatoes sealed in the cellar hole.
So few pleasures remain to him
And the winters cold, say the rags in the window frames.
That he takes a grim-sour joy in rudeness It was lonely here, says the narrow country road.
To neighbours: he savours the honorary title
Something went wrong, says the empty house
Of old misery-guts like a vintage wine. in the weed-choked yard. Stones in the fields
His other treat’s to stand upright each day say he was not a farmer; the still-sealed jars
And not to bang his head against the sky. in the cellar say she left in a nervous haste.
And the child? Its toys are strewn in the yard
like branches after a storm—a rubber cow,
*Woodbines = brand of cigarettes a rusty tractor with a broken plow,
**privy = outside toilet a doll in overalls. Something went wrong, they say.

1. In 'Ex-miner' how does the poet present the speakers feelings towards identity?
24 marks
2. In both ‘Ex-miner’ and ‘Abandoned Farmhouse’ the speakers describe people who are not well known to them. What
are the similarities and/or differences between the ways the poets present those feelings about the people they
describe?
8 marks
The Explosion By Philip Larkin

On the day of the explosion

Shadows pointed towards the pithead:
Belfast Confetti by Ciaran Carson
In thesun the slagheap slept.
Suddenly as the riot squad moved in, it was raining exclamation
Down the lane came men in pitboots
Coughing oath-edged talk and pipe-smoke
marks,
Shouldering off the freshened silence. Nuts, bolts, nails, car keys. A fount of broken type.
And the explosion
One chased after rabbits; lost them;
Came back with a nest of lark's eggs;
Itself – an asterisk on the map. This hyphenated line, a burst of
Showed them; lodged them in the grasses. rapid fire …
I was trying to complete a sentence in my head, but it kept
So they passed in beards and moleskins
Fathers brothers nicknames laughter
stuttering,
Through the tall gates standing open. All the alleyways and side-streets blocked with stops and colons.

At noon there came a tremor; cows

Stopped chewing for a second; sun
I know this labyrinth so well – Balaclava, Raglan, Inkerman,
Scarfed as in a heat-haze dimmed. Odessa Street –
Why can’t I escape? Every move is punctuated.
The dead go on before us they
Are sitting in God's house in comfort
Crimea Street. Dead end again.
We shall see them face to face— A Saracen, Kremlin-2 mesh. Makrolon face-shields.
Walkie-talkies. What is
plain as lettering in the chapels
It was said and for a second
My name? Where am I coming from? Where am I
Wives saw men of the explosion going? A fusillade of question-marks.

Larger than in life they managed—

Gold as on a coin or walking
Makrolon = toughened plastic
Somehow from the sun towards them Fusillade = a series of shots fired rapidly one after another

One showing the eggs unbroken.

1. In 'Belfast Confetti' how does the poet present the speakers feelings towards the explosion?
24 marks
2. In both ‘Belfast Confetti’ and ‘The Explosion’ the speakers describe the impact an explosion has upon the community it
happens to. What are the similarities and/or differences between the ways the poets present those feelings about their
impact?
8 marks
Love is a Losing Game by A Winehouse

For you I was the flame

Love is a losing game
Five story fire as you came
A Vow by Wendy Cope.
Love is losing game

One I wished, I never played I cannot promise never to be angry;

Oh, what a mess we made
And now the final frame I cannot promise always to be kind.
Love is a losing game
You know what you are taking on, my darling –
Played out by the band
Love is a losing hand
It's only at the start that love is blind.
More than I could stand
Love is a losing hand
And yet I'm still the one you want to be with
And you're the one for me – of that I'm sure.
Self-professed profound
Till the chips were down You are my closest friend, my favorite person,
Know you're a gambling man
Love is a losing hand The lover and the home I've waited for.
Though I battled blind I cannot promise that I will deserve you
Love is a fate resigned
Memories mar my mind
From this day on. I hope to pass that test.
Love is a fate resigned I love you and I want to make you happy.
Over futile odds I promise I will do my very best.
And laughed at by the gods
And now the final frame
Love is a losing game

1. In 'Love is a Losing Game' how does the poet present the speakers feelings towards love?
24 marks
2. In both ‘Love is a Losing Game’ and ‘A Vow’ the speakers describe the conflicted feelings that come with love. What are
the similarities and/or differences between the ways the poets present those feelings about their impact?
8 marks
 Kid by Simon Armitage Stanley by Lorraine Mariner
Batman, big shot, when you gave the order
to grow up, then let me loose to wander
Yesterday evening I finished
leeward, freely through the wild blue yonder
as you liked to say, or ditched me, rather, with my imaginary boyfriend.
in the gutter ... well, I turned the corner. He knew what I was going to say
Now I've scotched that 'he was like a father
to me' rumour, sacked it, blown the cover
before I said it which was top of my list
on that 'he was like an elder brother' of reasons why we should end it.
story, let the cat out on that caper
with the married woman, how you took her
downtown on expenses in the motor. My other reasons were as follows:
Holy robin-redbreast-nest-egg-shocker! he always does exactly what I tell him;
Holy roll-me-over-in the-clover,
nothing in our relationship has ever surprised
I'm not playing ball boy any longer
Batman, now I've doffed that off-the-shoulder me;
Sherwood-Forest-green and scarlet number he has no second name.
for a pair of jeans and crew-neck jumper;
now I'm taller, harder, stronger, older.
Batman, it makes a marvellous picture: He took it very well
you without a shadow, stewing over all things considered.
chicken giblets in the pressure cooker,
next to nothing in the walk-in larder, He told me I was to think of him
punching the palm of your hand all winter, as a friend and if I ever need him
you baby, now I'm the real boy wonder.
I know where he is.
1. In 'Kid' how does the poet present the speakers feelings towards being let down by his father?
24 marks
2. In both ‘Kid’ and ‘Stanley’ the speakers describe the way our expectations are not met in reality. What are the
similarities and/or differences between the ways the poets present those feelings about the people who don't live up to
their expectations?
8 marks
Names
By Wendy Cope

She was Eliza for a few weeks What I Regret


when she was a baby –
Eliza Lily. Soon it changed to Lil. By Nina Cassian

Later she was Miss Steward in the baker’s shop

And then ‘my love’, ‘my darling’, Mother.
. . . never having heard the voice of the Dodo bird . . .

Widowed at thirty, she went back to work . . . never having smelled the Japanese cherry trees . . .

As Mrs Hand. Her daughter grew up,
Married and gave birth. . . . never having punished the lovers and friends that

               deserted me . . .

Now she was Nanna. ‘Everybody . . . never having asked for honours that I deserved . . .

Calls me Nanna,’ she would say to visitors.
And so they did – friends, tradesmen, the doctor. . . . never having composed a Mozart sonata . . .

. . . never having realised that I'd live long enough to

In the geriatric ward
They used the patients’ Christian names.
               regret all the above . . .

‘Lil,’ we said, ‘or Nanna,’ . . . and much, much more . . .
But it wasn’t in her file
And for those last bewildered weeks
She was Eliza once again.

1. In 'Names' how does the poet present the speakers feelings towards Eliza?

24 marks

2. In both ‘Names’ and ‘What I Regret’ the speakers describe feelings about growing old. What are the similarities and/or
differences between the ways the poets present those feelings?

8 marks
 Band Four Band Five Band Six

In the poem, 'Names' the poet Throughout the entire poem, the poet
In the opening stanzas, the tone adopted by the
keeps quite an informal tone when gives the persona a level of detachment
persona is one of detachment. At no point does
describing Eliza, which could from the story, the entire poem is almost the persona explicitly state the relationship
devoid of emotion, apart from the final between them. There are no adjectives or
suggest she feels quite fond of her. adverbs used, with one exception in the final
stanza where the persona describes
"was a baby- / Eliza Lily" the dash Eliza's final time alive as "final bewildered stanza. The use of the pronoun "she" creates a
makes it sound as if she is weeks".
distance between the persona and Eliza, and by
using this as the first word of the entire poem, it
correcting herself, or chatting to In the poem, 'Names' the poet keeps emphasise the way in which it is almost devoid
someone. This implies a closeness quite an informal tone when describing of emotion- most particularly noticeable when
between the persona and Eliza, as Eliza, which could suggest she feels describing the death of her husband, "widowed
at thirty" is quite abrupt and factual for something
if she is speaking about someone quite fond of her. "was a baby- / Eliza so tragic. This absence of sentimentality
special to her. Lily" the dash makes it sound as if she is amplifies the shift in the final stanza, where the
correcting herself, or chatting to persona describes Eliza's final time alive as "final
someone. This implies a closeness bewildered weeks". The use of the adjective
"bewildered" creates a sense of sadness and
between the persona and Eliza, as if she
tragedy, expressing the way the persona is
is speaking about someone special to mourning Eliza, and the awfulness that the
her. confusion of being called the 'wrong' name would
create.

AO1 Read, understand and respond to texts. Students should be able to:• maintain a critical style and develop an informed personal response
•use textual references, including quotations, to support and illustrate interpretations AO2 Analyse the language, form and structure used by a
writer to create meanings and effects, using relevant subject terminology where appropriate.
Read this answer and consider how well the response demonstrates: an understanding of the poem; selective use of quotations; an
understanding of symbolism and deeper meaning. Highlight and annotate.

The poem Eliza explores the complicated tie between given names, chosen names, and the names we are called by others. Using the
shifting naming of Eliza, the poet highlights how important names are, and the significance of whether you choose the name that is used
for you. The persona's feelings towards Eliza is evident in the tone, language and structure of the poem.

Until the final stanza, the persona adopts a factual and detached tone to describe 'Eliza'. In the opening stanzas, the tone adopted by
the persona is one of detachment. At no point does the persona explicitly state the relationship between them. There are no adjectives
or adverbs used, with the one exception in the final stanza. The repeated use of the pronoun "she" creates a distance between the
persona and Eliza, and by using this as the first word of the entire poem, it emphasises the way in which it is almost devoid of emotion-
most particularly noticeable when describing the death of her husband, "widowed at thirty" is quite abrupt and factual for something so
tragic. This absence of sentimentality amplifies the shift in the final stanza, where the persona describes Eliza's final time alive as "final
bewildered weeks". The use of the adjective "bewildered" creates a sense of sadness and tragedy, expressing the way the persona is
mourning Eliza, and the awfulness that the confusion of being called the 'wrong' name would create. By not expressing distress at the
death of Eliza's husband, but at the incorrect use of her forename, implies that this was a very distressing thing to happen to her.

Each name signifies a different stage in Eliza's life, when she is addressed as "'my love,'" and "'my darling'" the poet uses speech marks
to show this is reported speech, but puts "Mother." on its own. This could suggest that the persona is speaking about her own mother, or
it could be that the persona feels this was the most important one, it wasn't what people called her, it was what she was. The repetition
of "my" implies that these people attempted to take ownership of Eliza, putting her existence in relation to their own perspective. Both
"love" and "darling" are used as diminutives, and contrast to "mother" which simultaneously implies respectability and femininity. From
this we can infer that to the persona, Eliza's motherhood defined her above all else.

When the persona lists the people who call Eliza "Nana", she says "doctor" last. The list becomes progressively more specific- "friends,
tradesman, the Doctor", this suggests that it she is becoming more reliant upon other people as she is getting older. Additionally, the use
of the definitive "the doctor" conveys a sense of formality, and that it is serious that she has to see a doctor. The name Nana is one that
you would typically expect to just be used by grandchildren, the fact that Eliza requested that everyone called her Nana implies that she
was almost an ultra feminine person, who treated everyone she met as if they were in her care. This creates an extra layer of tragedy
that it is now she who needs the care from others.

The use of circular narrative to begin and end the poem with Eliza being born and then dying using her original name could be seen as
symbolic to the universal truth that we start and end our lives with nothing. It also draws a parallel between the helplessness of a baby,
to the helplessness of an old person who is unable to even correct the people caring for her in their misuse of her name. By making this
link, the persona is conveys her disappointment in the care the elderly receive, and the manner in which they are treated.

Overall, the persona feels sympathy for Eliza, and depicts her as a woman who cared for others, and yet was unable to have the care
dignity of the correct name in the weeks leading up to her death. Eliza could be seen as a symbol for all elderly people, and the use of
the incorrect name a metaphor for the way that in old age, the elderly are treated without the respect they deserve or have opted for.
What themes are there? At the beginning the persona/reader feels... What themes are there?
Death Death
Nature Nature
Childhood At the end the persona/reader feels... Childhood
Religion Religion
New life New life
The change has happened because...
Existentialism Existentialism
Relationships Relationships
Communication Communication
Six O’Clock News’ by Tom Leonard Listen Mr Oxford don
How many stanzas? Techniques used:
this is thi
six a clock Me not no Oxford don Simile
Rhyme? news thi
me a simple immigrant
Metaphor
from Clapham Common
man said n
thi reason
I didn’t graduate Triple
Regular/irregular? a talk wia
I immigrate
Alliteration
Patterns BBC accent But listen Mr Oxford don
Anaphora
iz coz yi I’m a man on de run
widny wahnt and a man on de run
is a dangerous one
Assonance
Motifs mi ti talk
Allusion
aboot thi I ent have no gun
trooth wia I ent have no knife Sensory description
Symbols voice lik but mugging de Queen’s English
Oxymoron
wanna yoo is the story of my life
scruff. if
I dont need no axe
a toktaboot
thi trooth
to split/ up yu syntax How many stanzas?
I dont need no hammer
lik wanna yoo to mash/ up yu grammar
scruff yi
widny thingk I warning you Mr Oxford don
Rhyme?
it wuz troo. I’m a wanted man
jist wanna yoo and a wanted man
Techniques used: is a dangerous one Regular/irregular?
scruff tokn.
Simile thirza right Dem accuse me of assault Patterns
Metaphor way ti spell on de Oxford dictionary/
ana right way imagine a concise peaceful man like me/
Triple to tok it. this dem want me serve time Motifs
is me tokn yir for inciting rhyme to riot
Alliteration but I rekking it quiet
right way a
Anaphora spellin. this down here in Clapham Common Symbols
Assonance is ma trooth. I’m not a violent man Mr Oxford don
yooz doant no I only armed wit mih human breath
Allusion thi trooth but human breath
Sensory description yirsellz cawz is a dangerous weapon
yi canny talk
Oxymoron right. this is So mek dem send one big word after me
I ent serving no jail sentence
the six a clock
I slashing suffix in self defence
nyooz. belt up. I bashing future wit present tense
and if necessary

I making de Queen’s English accessory/ to my offence

Interesting words and At the beginning the persona/reader feels... Interesting words and phrases:
phrases:

At the end the persona/reader feels...

The change has happened because...

What themes are there? At the beginning the persona/reader feels... What themes are there?
Death Death
Nature Nature
Childhood At the end the persona/reader feels... Childhood
Religion Religion
New life New life
The change has happened because...
Existentialism Existentialism
Relationships Relationships
Communication Communication
Dress Sense by David Kitchen
How many stanzas? Techniques used:
You’re not going out in that, are you?
I’ve never seen anything
Simile
Rhyme? More ridiculous in my whole life. I’ve had this shirt by Michael Rosen Metaphor
You look like you’ve been dragged
Through a hedge backwards
Triple
Regular/irregular? And lost half your dress along the way. I’ve had this shirt Alliteration
Patterns That’s covered in dirt Anaphora
What’s wrong with it?
You’re asking me what’s wrong with that? For years and years and years Assonance
Motifs Everything: that’s what.
Allusion
It’s loud, it’s common,
It reveals far too much of your ... It used to be red but I wore it in bed Sensory description
Symbols Your ... well your ‘what you shouldn’t be revealing’.
And it went grey Oxymoron
No, I’m not going to explain; Cos I wore it all day
You know very well what I mean, young lady
But you choose to ignore
For years and years and years How many stanzas?
Every single piece of reasonable helpful advice
That you are offered.
The arms fell off Rhyme?
Techniques used: It’s not just the neckline I’m talking about In the Monday wash
Simile - And you can hardly describe it as a neckline, More like a navel-line
And you can see my vest Regular/irregular?
If you bother to observe the way it plunges. Have you taken a look at the back?
Metaphor (What little there is of it.) Through the holes in my chest Patterns
Triple Have you?
For years and years and years
Alliteration Boys are only going to think Motifs
Anaphora One thing
As my shirt falls apart
When they see you in that outfit.
Assonance Where on earth did you get it? I’ll keep the bits Symbols
Allusion And don’t tell me that my money paid for it
In a biscuit tin
Whatever you do.
Sensory description On the mantelpiece
Oxymoron You found it where?
For years and years and years
Well, it probably looked different on her
And, anyway, you shouldn’t be going through
Your mother’s old clothes.

Interesting words and At the beginning the persona/reader feels... Interesting words and phrases:
phrases:

At the end the persona/reader feels...

The change has happened because...

What themes are there? At the beginning the persona/reader feels... What themes are there?
Death Death
Nature Nature
Childhood At the end the persona/reader feels... Childhood
Religion Religion
New life New life
The change has happened because...
Existentialism Existentialism
Relationships Relationships
Communication Communication

How many stanzas? Techniques used:

Simile
Rhyme? Metaphor
Triple
Regular/irregular? Alliteration
Patterns The Mower by Philip Larkin Anaphora
The mower stalled, twice; kneeling, I found Assonance
Motifs The Learn'd Astronomer by Walt Whitman
A hedgehog jammed up against the blades, Allusion
When I heard the learn’d astronomer,
Killed. It had been in the long grass. Sensory description
Symbols When the proofs, the figures, were ranged in columns
Oxymoron
before me,
I had seen it before, and even fed it, once.
When I was shown the charts and diagrams, to add,
Now I had mauled its unobtrusive world How many stanzas?
divide, and measure them,
Unmendably. Burial was no help:
When I sitting heard the astronomer where he lectured
Techniques used: with much applause in the lecture-room, Rhyme?
Simile Next morning I got up and it did not.
How soon unaccountable I became tired and sick,
Metaphor The first day after a death, the new absence Regular/irregular?
Till rising and gliding out I wander’d off by myself,
Triple Is always the same; we should be careful Patterns
In the mystical moist night-air, and from time to time,
Alliteration Look’d up in perfect silence at the stars.
Anaphora Of each other, we should be kind Motifs
Assonance While there is still time.
Allusion Symbols
Sensory description
Oxymoron

Interesting words and At the beginning the persona/reader feels... Interesting words and phrases:
phrases:

At the end the persona/reader feels...

The change has happened because...

What themes are there? At the beginning the persona/reader feels... What themes are there?
Death Death
Nature Nature
Childhood At the end the persona/reader feels... Childhood
Religion Religion
New life New life
The change has happened because...
Existentialism Existentialism
Relationships Relationships
Communication Communication

How many stanzas? Techniques used:

Simile
Rhyme? Text By Carol Ann Duffy
Hygge if true by Brian Bilston Metaphor
Triple
Regular/irregular? I tend the mobile now
These are the hyggelige days we live for, Alliteration
Patterns like an injured bird
dark afternoons brightened by simple things; Anaphora
pumpkin soup bubbling on the hob, Assonance
Motifs We text, text, text
logs crackl – sorry, my phone just pinged. Allusion
our significant words.
Sensory description
Symbols Today we crochet socks. Oxymoron
I re-read your first,
We swap knitting patterns and tales
your second, your third,
of meandering pine forest walks How many stanzas?
and the frail beauty of a nightingale’s
look for your small xx,
Techniques used: feeling absurd. Rhyme?
Simile song, as the scent of fresh rosemary clings –
Metaphor I think the wi-fi has just gone down – Regular/irregular?
The codes we send
Triple to our fingers. We shall bathe ourselves Patterns
arrive with a broken chord.
Alliteration in hygge’s warmth; it cosies, it surrounds,
Anaphora I try to picture your hands, Motifs
Assonance and wraps our friendships like a blanket.
their image is blurred.
Allusion The soup is ready upon the aga. Symbols
Sensory description I hope to heaven they will all leave soon.
Nothing my thumbs press
Oxymoron I hear the call of Candy Crush Saga.
will ever be heard.

Interesting words and At the beginning the persona/reader feels... Interesting words and phrases:
phrases:

At the end the persona/reader feels...

The change has happened because...

What themes are there? At the beginning the persona/reader feels... What themes are there?
Death Death
Nature Nature
Childhood At the end the persona/reader feels... Childhood
Religion Religion
New life New life
The change has happened because...
Existentialism Existentialism
Relationships Relationships
Communication Communication

How many stanzas? The Man He Killed America is a Gun Techniques used:
By Thomas Hardy by Brian Bilston Simile
Rhyme? "Had he and I but met Metaphor
By some old ancient inn, England is a cup of tea. Triple
Regular/irregular? We should have sat us down to wet France, a wheel of ripened brie. Alliteration
Patterns Right many a nipperkin! Greece, a short, squat olive tree. Anaphora
America is a gun. Assonance
Motifs "But ranged as infantry, Allusion
And staring face to face, Brazil is football on the sand. Sensory description
Symbols I shot at him as he at me, Argentina, Maradona's hand. Oxymoron
And killed him in his place. Germany, an oompah band.
America is a gun. How many stanzas?
"I shot him dead because —
Because he was my foe, Holland is a wooden shoe.
Techniques used: Rhyme?
Just so: my foe of course he was; Hungary, a goulash stew.
Simile That's clear enough; although Australia, a kangaroo.
Metaphor Regular/irregular?
America is a gun.
Triple Patterns
"He thought he'd 'list, perhaps,
Alliteration Off-hand like — just as I — Japan is a thermal spring.
Anaphora Motifs
Was out of work — had sold his traps — Scotland is a highland fling.
Assonance No other reason why. Oh, better to be anything
Allusion Symbols
than America as a gun.
Sensory description "Yes; quaint and curious war is!
Oxymoron You shoot a fellow down
You'd treat if met where any bar is,
Or help to half-a-crown."

Interesting words and At the beginning the persona/reader feels... Interesting words and phrases:
phrases:

At the end the persona/reader feels...

The change has happened because...

 Find contrasting/complementing links in the feelings, images or experiences.
Structure: perspective, organisation of stanzas, rhyme, shift in focus from beginning to end, tense, enjambment etc
Language: simile, metaphor, alliteration, image, allusions, imagery, use of definitive,

Love Is a Losing Game by Amy Winehouse Valentine by Carol Ann Duffy

For you I was the flame Not a red rose or a satin heart.
Love is a losing game
Five story fire as you came I give you an onion.
Love is losing game It is a moon wrapped in brown paper.
It promises light
One I wished, I never played like the careful undressing of love.
Oh, what a mess we made
And now the final frame Here.
Love is a losing game It will blind you with tears
like a lover.
Played out by the band It will make your reflection
Love is a losing hand a wobbling photo of grief.
More than I could stand
Love is a losing hand I am trying to be truthful.

Self-professed profound Not a cute card or a kissogram.

Till the chips were down
Know you're a gambling man I give you an onion.
Love is a losing hand Its fierce kiss will stay on your lips,
possessive and faithful
Though I battled blind as we are,
Love is a fate resigned for as long as we are.
Memories mar my mind
Love is a fate resigned Take it.
Its platinum loops shrink to a wedding ring,
Over futile odds if you like.
And laughed at by the gods Lethal.
And now the final frame Its scent will cling to your fingers,
Love is a losing game cling to your knife.
 Consider how feelings of love are presented in this poem.
1. Highlight all references to gambling: what does this suggest about her feelings towards love?
2. Think about the use of alliteration and plosives: what tone does this create, and what feeling does it convey?
3. Search for a pattern in the rhyme scheme: how does the rhyme scheme mirror the complexity of the persona's feelings?
Love Is a Losing Game by Amy
Winehouse

For you I was the flame

Love is a losing game
Five story fire as you came
Love is losing game

One I wished, I never played

Oh, what a mess we made
And now the final frame
Love is a losing game

Played out by the band

Love is a losing hand
More than I could stand
Love is a losing hand

Self-professed profound
Till the chips were down
Know you're a gambling man
Love is a losing hand

Though I battled blind

Love is a fate resigned
Memories mar my mind
Love is a fate resigned

Over futile odds

And laughed at by the gods
And now the final frame
Love is a losing game
 1. Find three examples of figurative language
2. Decode the writer's meaning
3. What does the figurative language tell us about how the persona of the song feel about the subject they're talking about?

Love Is a Losing Game by Amy

Winehouse
1. "Love is a losing hand" "futile odds" "laughed at by the gods"
For you I was the flame
Love is a losing game
Five story fire as you came
Love is losing game 2. That love always 'loses' and you'll be hurt by the ones you love.
One I wished, I never played
'Futile' implies you never had a chance to be happy. Destiny is
Oh, what a mess we made never in your favour- star crossed lovers, the blame for the failure
And now the final frame of your love isn't within yourselves, but from a higher power (like
Love is a losing game
Romeo and Juliet and other tragic lovers).
Played out by the band
Love is a losing hand
More than I could stand
Love is a losing hand 3. That love is a painful thing that only ever ends in unhappiness,
Self-professed profound
that it is a game you will always lose, all the gambling imagery
Till the chips were down suggests that it is risky and foolish, and that people in love will
Know you're a gambling man always be hurt by the ones they love. That your destiny is not
Love is a losing hand
decided by you, everything is a matter of luck and is 'foretold' and
Though I battled blind we merely suffer at the hands of fate.
Love is a fate resigned
Memories mar my mind
Love is a fate resigned

Over futile odds

And laughed at by the gods
And now the final frame
Love is a losing game
What themes are there? At the beginning the persona/reader feels... What themes are there?
Death Death
Nature Nature
Childhood At the end the persona/reader feels... Childhood
Religion Religion
New life New life
The change has happened because...
Existentialism Existentialism
Relationships Relationships
Communication Communication

How many stanzas? Slow Reader by VICKI FEAVER

Techniques used:
Simile
Rhyme? He can make sculptures
and fabulous machines, Metaphor
invent games, tell jokes, Triple
Regular/irregular? Alliteration
give solemn, adult advice –
Patterns Anaphora
but he is slow to read.
When I take him on my knee Assonance
Motifs with his Ladybird book I - am - in - the - slow Allusion
he gazes into the air, read-ers -group - my -broth Sensory description
Symbols sighing and shaking his head - er - is - in - the -foot Oxymoron
like an old man ball - team - my - sis -ter
who knows the mountains is - a - ser - ver - my How many stanzas?
are impassable.
lit - tle- brother - er - was
He toys with words,
Techniques used: a - wise - man - in - the in-fants - chirst - mas - play Rhyme?
letting them go cold
Simile as gristly meat, I - am - in - the - slow
Metaphor until I relent read - ers - group - that is Regular/irregular?
Triple and let him wriggle free: all - I - am - in - I Patterns
Alliteration a fish returning hate - it.
Anaphora to its element, Motifs
Assonance or a white-eyed colt – shying
Allusion from the bit *– who sees Symbols
Sensory description that if he takes it
in his mouth
Oxymoron
he’ll never run
quite free again.

Interesting words and At the beginning the persona/reader feels... Interesting words and phrases:
phrases:

At the end the persona/reader feels...

The change has happened because...

 Power Up
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