1. Carol Ann Duffy’s Poems
N6 Textual Analysis
Carol Ann Duffy’s Poems

3. Revision of the Poems
1. Create lists of quotations to learn from each poem. 2. Write a UAE response for each quotation. 3. List the themes for each poem. 4. Link the themes of the 6 poems. 5. List the techniques used in each poem. 6. Link techniques in the 6 poems. 7. Consider the voice and tone in each and match these. 8. Write a mini-essay on each poem in which you cover - form, rhyme, rhythm, content, voice, tone, techniques, themes, analysis and evaluation.
- BBC Bitesize for National 5 (same notes/revision applies to N6)

4. Critical Reading
Textual Analysis makes up 45 mins of the Critical Reading paper, which also includes your critical essay.
20 marks awarded for TA and 20 awarded for essay = 40 marks

5. Breakdown of Marks
Pay close attention to marks offered for each question and use this to help structure your answer.
Example: where a question offers 4 marks, 2 marks will be given for an insightful comment and relevant supporting reference to poem (quote). Alternatively, 1 mark given for a basic comment and reference.
0 marks for quotation alone.

6. ‘War Photographer’ Look at lines 7—12.
2015 paper (on SQA website)
Look at lines 7—12.
Analyse how Duffy conveys the photographer’s perception of the difference between life in Britain and life in the war zones abroad. (4)
For full marks both sides of the contrast should be dealt with but not necessarily in equal measure.

7. Answer(s) (from SQA)
The word choice of “Rural England” suggests the idealised view of England as predominantly countryside which is leafy, peaceful, natural, wholesome. (2)
The juxtaposition of “ordinary pain” suggests how trivial and unimportant the problems faced in Britain are compared to those in war zones. (2)
The word choice of “simple weather” and/or “dispel” suggests how shallow/easily addressed the problems faced in Britain are. (2)
The word choice of “explode” suggests the unpredictability and danger of life in the war zone. (2)
The word choice of “nightmare heat” suggests extreme climactic conditions endured (with suggestion of oppressive or threatening atmosphere). (2)
An extended contrast could be drawn between the stereotypical feature of “rural England” – “fields” and “running children” and how this is contrasted with reality of life in the war zone – “exploded” and “nightmare heat”. (2)
The word choice of “hand, which did not tremble then” - emphasises contrast between his ability to cope with the job at the time and the impact on him now as he reflects on it. (2)

8. ‘Valentine’ Look at lines 18-23.
Analyse how Duffy creates a sinister mood in these lines. (3)
2 marks awarded for detailed/insightful comment plus quotation/reference.
1 mark for more basic comment plus quotation/reference.
0 marks for quotation/reference alone.

9. Answer(s) (SQA Specimen)
Look at lines
Analyse how Duffy creates a sinister mood in these lines. (3)
The imperative “Take it” suggests overbearing/domineering character of the speaker.
The word choice of “shrink” suggests the restrictive/claustrophobic nature of marriage.
The comparison of the inner rings of an onion to a wedding ring suggests the constraining nature of marriage.
The positioning of “Lethal” in a line of its own suggests the dangerous/hurtful nature of love.
Repetition/word choice of “cling” suggests the possessive nature of love (referred to previously in the poem)
The word choice of “knife” suggests a menacing aspect to love (betrayal, hurt, obsession)

10. 10 Mark Question Very similar structure to 8 Mark Q for N5.
Relies on your expert knowledge of all poems, as you can compare paper poem to one or more (if appropriate).
Answers can be extended bullet points or formal continuous prose. (Make it easy for marker!)
You can pick up a max. of 4 marks by dealing with the poem or portion of poem printed on the exam paper.
The other 6 marks must come by way of reference to the other parts of the poem that are not printed in the exam paper.

11. You repeat this process 3 times for all 6 marks
10 Mark Question
Up to 2 marks can be achieved for identifying elements of commonality as identified in the question.
A further 2 marks can be achieved for reference to the extract given.
6 additional marks can be awarded for discussion of similar references to at least one other part of the text (or to another short story or poem by the writer).
The remaining six marks are most likely to be picked up in three pairs of two marks.
All examples and references must come from another poem(s).
Relevant reference to technique/idea/feature = 1 mark
Appropriate explanation of how this example explores or develops the theme/focus of task = 1 mark
You repeat this process 3 times for all 6 marks

12. Finally…
The final 6 marks can be gained by a combination of 3, 2 and 1 marks depending on the level of depth/detail/insight. Focus on quality of comment(s), rather than quantity of references.

13. Examples:
‘Originally’ - Referring closely to this poem and to at least one other poem by Duffy, discuss how she explores the link between the past and the present.
‘Mrs Midas’ - By referring closely to this poem, and to at least one other poem by Duffy, discuss how the poet explores the attempts of characters to cope with life-changing situations.
‘Anne Hathaway’ – Love is a common theme in Carol Ann Duffy’s poetry. By referring to this poem and to at least one other by her, discuss how she explores the theme of love.
‘Valentine’ – By referring to this and at least one other poem, discuss how effective Duffy is in challenging pre-conceived views.
‘War Photographer’ – Referring closely to this poem and to at least one other poem by Duffy, discuss how she explores the link between the past and the present.
‘Havisham’ – Love is a common theme in Carol Ann Duffy’s poetry. By referring to this poem and to at least one other by her, discuss how she explores the theme of the complexity of love/relationships.

14. Any Questions? Good Luck! This PowerPoint is available in
Student NAS Drive > English > Miss Beaton > N6 > Poetry
Good Luck!