1. Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
AS Paper 1: Poetry Lessons 1 and 2 ‘Who so list to hount I knowe where is an hynde’ Sir Thomas Wyatt LQ: Can I analyse a poem for meaning?

2. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
Reminder:
You are studying poetry as part of paper one. You will be expected to answer ONE question on any one of the poems within the anthology.
Paper 1: Love through the ages: Shakespeare and poetry
Study of two texts: one Shakespeare play and one AQA anthology of love poetry through the ages (pre-1900 or post-1900)
Assessed
written exam: 1 hour 30 minutes
closed book
50 marks
50% of AS level
Questions
Section A: Shakespeare. One passage-based question with linked essay (25 marks)
Section B: Poetry. One question on printed poem (25 marks)
LQ: Can I analyse a poem for meaning?

3. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
Outstanding progress: well-chosen quotations, sophisticated language used, analysis of range of literary device, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context
Excellent progress: well-chosen quotations, analysis of range of literary devices, effect on reader discussed, alternative interpretations considered and social context mentioned
Good progress: two quotations, comment on literary device, alternative interpretation offered and social context mentioned
LQ: Can I analyse a poem for meaning?

4. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
Starter:
Look at the first poem in your anthology ‘Who so list to hount I know where is an hynde’
What is this poem about?
Can you summarise its meaning in three words?
Can you narrow this down to one word?
Ext: Look at the date that it was written. What do you know about British monarchs in the 1500s?
LQ: Can I analyse a poem for meaning?

5. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
Whoever Longs to Hunt by Sir Thomas Wyatt modernized by Michael R. Burch Whoever longs to hunt, I know the deer; but as for me, alas!, I may no more. Pursuit of her has left me so bone-sore, I'm one of those who falters far to the rear. Yet friend, how can I draw my anguished mind away from the doe? Thus, as she flees before me, fainting I follow. I must leave off, therefore, since in a net I seek to hold the wind. Whoever seeks her out, I relieve of any doubt, that he, like me, must spend his time in vain. For graven with diamonds, set in letters plain, these words appear, her fair neck ringed about: Touch me not, for Caesar's I am, And wild to hold, though I seem tame.
If students are really struggling with meaning, they can look at translated version
LQ: Can I analyse a poem for meaning?

6. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
What do we know about the poet?
Sir Thomas Wyatt was a 16th-century English ambassador and lyrical poet. He is credited with introducing the sonnet into English literature. Wyatt's professed object was to experiment with the English tongue, to civilise it, to raise its powers to those of its neighbours. As a result, a significant amount of his literary output consists of translations and imitations of sonnets by the Italian poet Petrarch.
Many of his poems deal with the trials of romantic love, and the devotion of the suitor to an unavailable or cruel mistress. Others of his poems are scathing, satirical indictments of the hypocrisies and flat-out pandering required of courtiers ambitious to advance at the Tudor court. His lyrics show tenderness of feeling and purity of diction. He is one of the originators of the convention in love poetry according to which the mistress is painted as hard-hearted and cruel.
Ext: Does this information alter your initial interpretations of the poem?
LQ: Can I analyse a poem for meaning?

7. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
What do you notice about the poem’s structure?
‘Who so…’ is written in the form a sonnet. However, this sonnet is a loose translation of a poem by the fourteenth-century Italian poet Petrarch, who had been the first major poet to use the sonnet form. Petrarch left such a mark on the sonnet that one of the most famous sonnet forms is still often referred to as the ‘Petrarchan sonnet’. Such a poem is fourteen lines long and is divided into two ‘chunks’, an eight-line section (called an ‘octave’) and a six-line section (a ‘sestet’). Often there is a volta or ‘turn’ at the beginning of the sestet: the direction of the sonnet’s argument changes. The octave is rhymed abbaabba (as above) and the sestet adopts many different rhyme schemes; Wyatt, in ‘Whoso List to Hunt’, employs cddcee. This is important because it introduces a couplet at the end of the sonnet that would become a fixture of the English, or ‘Shakespearean’, sonnet some half a century later.
Ext: With what so we tend to synonymise sonnets? Is this similar to any other sonnets you have studied?
LQ: Can I analyse a poem for meaning?

8. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
What can you say about the poem’s rhythmic pattern?
The most common meter of the Elizabethan period was pentameter, wherein a line of verse contains five measures, or feet. If each foot contains two syllables—such as with an iamb, where the second syllable is stressed—each line will contain a total of ten syllables. The resulting rhythm can heighten the reader's aesthetic appreciation of and emotional response to the poem. The best way to understand iambic pentameter is to read a poem aloud, paying close attention to the sounds of the stressed and unstressed syllables. Wyatt's use of iambic pentameter was irregular. In ‘Who so…’ lines 1, 4, 6, and 8 contain eleven syllables, and line 14 contains only nine syllables; the remaining lines all contain the expected ten syllables
Ext: Do you think the irregular metre was intentional? Can you interpret any meaning behind it?
LQ: Can I analyse a poem for meaning?

9. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
What is the poem about?
The poem might be summarised thus: the speaker addresses the world, claiming that if anyone should choose (‘list’) to go hunting, the speaker knows of a hind (female deer), but the speaker must count himself out of the chase. This is all metaphor, of course: the ‘hind’ is really a beautiful woman, and the ‘hunt’ is the courtship of the woman. But this speaker has had enough, and knows he’s lost the chase. However, he cannot entirely give up, since whenever he tries to leave off, he finds himself pursuing her anyway (‘Fainting I follow’). But such pursuit is foolhardy and futile: it’s like trying to contain the wind in a net. The sestet concludes by saying that this hind has already been claimed by ‘Caesar’ (implying a king or other powerful ruler), as revealed by the declaration hanging round the deer’s neck. ‘Noli me tangere‘ is Latin for ‘do not touch me’ – the same words were found around the necks of white stags some 300 years after the death of Caesar (do not touch me, for I am Caesars). The words also have Christ-like overtones, implying that this ‘hind’ is almost divine in her beauty – Christ beseeched Mary Magdalene ‘do not touch me’ when she encountered him after the Resurrection.
Ext: Are you able to offer any further interpretations if adopting the same allegorical approach?
LQ: Can I analyse a poem for meaning?

10. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
How can we relate this to the poem’s historical context?
One biographical note on the poem adds an extra layer of meaning. Wyatt was a poet at the court of Henry VIII, and knew Anne Boleyn, the king’s second wife. Whether Wyatt and Anne were ever sexually or romantically involved remains unknown, but it seems likely that Wyatt admired Anne and the ‘hind’ in this poem can be seen as a veiled reference to her. (It’s even possible to detect her name in ‘an hind’) In this reading, ‘Caesar’ clearly refers to Henry himself, the all-powerful ruler who ‘owns’ Anne. But the poem stands aside from its biographical story as a great early example of the English sonnet. One can provide an analysis of the poem without resorting to speculation about the poet’s biography; but the Anne Boleyn connection does provide another possible meaning to the ‘hind’ of the poem.
Ext: Do you think that there is any validity to this reading or do you instead think that the speaker is more concerned with articulating the tribulations associated with love?
LQ: Can I analyse a poem for meaning?

11. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
Outstanding progress: well-chosen quotations, sophisticated language used, literary devices analysed, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context
Using the information that you have learned this lesson, can you prepare an analytical paragraph in response to the following question:
What is the speaker’s attitude to love?
Excellent progress: well-chosen quotations, literary devices analysed, effect on reader discussed, alternative interpretations considered and social context mentioned
Ext: Have you referred in detail to the poetic devices being used?
Good progress: two quotations, comment on literary device, alternative interpretation offered and social context mentioned
LQ: Can I analyse a poem for meaning?

12. LQ: Can I analyse a poem for meaning?
Love: platonic, courtly, unrequited, godly, familial, illicit, adulterous, lustful
LIT TERMS: pentameter, alliteration, sexual language, Byronic rhyme, Byronic hero, rhyme scheme, tetrameter, trochaic, conceit, metaphysical, idiomatic expression
Outstanding progress: well-chosen quotations, sophisticated language used, analysis of range of literary device, effect on reader argued with perceptive points made, alternative interpretations revealed, developed consideration of social and historical context
Excellent progress: well-chosen quotations, analysis of range of literary devices, effect on reader discussed, alternative interpretations considered and social context mentioned
Good progress: two quotations, comment on literary device, alternative interpretation offered and social context mentioned
LQ: Can I analyse a poem for meaning?