Poetry

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Goals for today 

Feedback on your poetry presentation 

How to approach an unseen poem 

How do contract a introduction for guided textual analysis 

How to construct a conclusion for guided textual analysis (paper 1) 

Example response and examiner's comments 

Word of the day

Fac  = is a root from the Latin word facio which means "to do or make"

Our key word to remember this root is factory 

I hear Smithson's are opening a new factory in Shanghai

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Facsimile

Word of the day

Facsimile (n) - an exact copy, especially of a document

Fun fact: The word 'fax machine" comes from the phrase "facsimile transmission" which was first used in 1948. Fac = make, simile = similar 

Johnson published a fine facsimile of the volume in 1936

criminal, scoundrel, knave, cad, reprobate, desperado, scalawag

In your examination (paper 1 and paper 2) you will be given 5 minutes reading time. You may not annotate or write anything during that time. 

How to focus that time: 

1. Read 'around' the text - introductory information from the IB, the source, the date, the context, the author etc.
   
2. Read the guiding question
   
3. Read the title. 
   
4. Read the text closely keeping your focus on what you discovered in steps 1 - 3.
   
5. Mentally start to determine who the speaker is (poetic persona) and what the subject of the poem is. 
   

Goals for today 

Using an acronym to focus our annotations and analysis 

Constructing a response to an unseen poem 

When you are working at your desk, this is the scene you see out of the window. 

What do you see happening? 

Write down what you see as the day progresses. 

In your examination (paper 1 and paper 2) you will be given 5 minutes reading time. You may not annotate or write anything during that time. 

How to focus that time: 

1. Read 'around' the text - introductory information from the IB, the source, the date, the context, the author etc.
   
2. Read the guiding question
   
3. Read the title. 
   
4. Read the text closely keeping your focus on what you discovered in steps 1 - 3.
   
5. Mentally start to determine who the speaker is (poetic persona) and what the subject of the poem is. 
   

Speaker 

1. Who is the speaker (poetic persona)? 
2. How do you know? Find some evidence. Do not look outside the text to define the speaker. 

Purpose

• Why has the author written this poem? 
  
• What message (theme) does he want to convey? 
  
• Take notes - (do not annotate for technique yet)
  
• Write on the left of the poem topics, concepts, ideas, interesting words that encapsulate some of the big ideas in the poem. 
  

Emotions 

1. What tone and mood do you perceive from the poem? 
   
2. Be as specific as possible in naming the tone and/or mood of the poem. Use the tone and mood vocabulary provided. 
   
3. Do you see a tonal shift? If so, name the different tones. 
   

Authorial choices 

1. Figurative language = Figurative language is a type of communication that does not use a word’s strict or realistic meaning. Comparisons (similes, metaphors, analogies) and exaggerations are the most common. 
   
2.  Imagery - visual, auditory, olfactory, tactile, gustatory, kinaesthetic (movement) 
   

Authorial choices 

1. Language - connotations, denotations, diction choice, register, verbs, adjectives, adverbs, pronoun usage, semantic field, alliteration, assonance, sibilance etc. 
   
2. Rhythm and sound - alliteration, assonance, sibilance etc. Half rhyme, end rhyme, internal rhyme, eye rhyme, 
3. Structure - enjambment, end stop lines, stanzas, punctuation to help rhythm. 

Thesis statement 

• Topic sentences (3 body paragraphs - extra time students 2 body paragraphs) 
  
• Quotations to support all points. Do not repeat your point or use more than one quotation to support the same idea. 
  

The name of the extract is stated

The author or originating source is given

The text type is clearly identified without elaboration

where the text appeared is stated (if known)

When it was produced is stated (if known)

The content is discussed: what does the text actually say (briefly)

The intended audience/reader is stated (if definable) 

The purpose(s) is stated

The social, cultural and temporal context is addressed (if available)

The thesis: what you find most important about the text (without elaboration) (main idea/main theme)

The structure of your analysis is stated 

Introduction

Conclusion 

A literary essay should analyze and evaluate a work of literature or an aspect of a work of literature. A strong conclusion will restate the thesis statement and broaden the scope of the essay in four to six sentences. You should also have an effective last sentence in the essay so you can wrap it up on a high note.

Rephrase your thesis statement

Rephrase your thesis statement. Avoid repeating your thesis statement as it appears in your introduction. Change the language and word choice in the original thesis statement so that it reflects the analysis that you have shown in your literary essay.

Another option is to revise your thesis statement to be more clear, making  edits to it. Go back to your introduction and read your thesis statement again. Then, keep your thesis statement in mind as you read over your body paragraphs. Consider whether your thesis statement still feels relevant to your essay, or if it could be revised. 

Rephrase but do not repeat

Start with your revised/ rephrased thesis statement. The middle section of your conclusion should be three to five sentences long. It should broaden the scope of your essay. 

• Important themes or ideas 
• summarize your most important findings 
• No new information in your conclusion 

Answer the question 'so what?'

Think about why someone would care about what you are addressing in your essay and why the focus of your essay is important. Answering the question “so what?” can help you generate interesting things to finish your essay within the conclusion. Possible final sentences: 

• Finish with a powerful image or detail from the text
• End with a simple sentence straightforward sentence
• Set your findings in a larger context

CRITERION A: UNDERSTANDING AND INTERPRETATION

• How well does the candidate demonstrate an understanding of the text and draw reasoned conclusions from implications in it? 
  
• How well are ideas supported by references to the text?
  
• 3 out of 5
• There is just about enough detail for a mark of 3 here, but only just. The candidate makes a range of points about the presentation of the tyre shop man, the feelings of the speaker towards him and some sense of poem's atmopshere. However, not much is said about the poem's exploration of the act of writing and the analogy the speaker draws betwen his work and that of the man. The discussion is far less sure in reference to the second half of the poem. 
  

CRITERION B: ANALYSIS AND EVALUATION

• To what extent does the candidate analyse and evaluate how textual features and/or authorial choices shape meaning?
  
• 3 out of 5
  
• Again, just about enough to merit a 3. The candidate explores word choice, imagery, juxtaposition and some of the figurative comparisons. However, analysis is fairly limited and it is a pity s/he did not really do justice to the shift into more figurative expression in the second half. Tone is also notably absent.  
  

CRITERION C: FOCUS AND ORGANIsATION

• How well organised, coherent and focused is the presentation of ideas?
  
• 3 out of 5
  
• The essay is adequately organised - points categorised meaningfully into paragraphs and there is some sense of development.  
  

CRITERION D: LANGUAGE

• How clear, varied and accurate is the language? 
  
• How appropriate is the choice of register and style?
  
• 4 out of 5
• The response is accurately written and language appropriate and clear. Some of it e.g. the repeated references to 'mystery' betray a lack of sophisticated or breadth in word choice, but it is just about cogent enough for the 4.