1. SECTION A UNSEEN POETRY (35 Marks) Recap: Language/Poetic Techniques IMAGERYSOUND DEVICESOTHER PERSONIFICATIONALLITERATIONINTERESTING VERBS, ADJECTIVES/NOUNS SIMILESASSONANCERHETORICAL QUESTION METAPHORSCONSONANCEEMOTIVE LANGUAGE POSITIVE/NEGATIVE CONTRASTONOMATOPOEIAHYPERBOLE SYMBOLISM SYMBOL SYMBOLIC SIBILANCEREPETITION

2. Consonance is a poetic device characterised by the repetition of the same consonant two or more times in short succession, as in "pitter patter" or in "all mammals named Sam are clammy". Consonance should not be confused with assonance, which is the repetition of vowel sounds. Where’s the consonance? Mike likes his new bike. I will crawl away the ball. He stood on the road and cried. Toss the glass, boss. GCSE: The snake was incessant, insidiously, insightful. What poetic technique is it NOT? What is the effect of the poetic technique that it IS?

3. Quick Checks * How long is the exam? * Each question is ? marks and ?% of your total LIT paper combined Therefore, treat each question equally Aim for around 3-4 pages per response. Therefore, 30-35 minutes writing time and ? planning/annotating time PER QUESTION. This roughly adds up to around 10 minutes per page. (3 pages) However, DO NOT rush. Your response must be quality, too. Remember, the 30-35 minutes writing time should include re-reading your response. However, being more conscious of your writing as you go along may be better than a ‘close read’ or scan check at the end. For both questions, consider WWWWH. This should be annotated around poem or completed in planning comments prior to your response. Section A options? (see website video link THREE if you choose to do prose as a last resort; treat prose similar to LIT analysis and remember AFORREST, if applicable) Section A: Consider/Explain/How? Section A: Besides 2012, all questions have asked for the three elements. Name them. Don’t forget the range of employable poetic techniques and their effect on overall theme/message. Don’t simply feature spot. Section B: One choice or two? Section B: Explore/How. Section B Q1 is usually TWO GIVEN POEMS and Section B Q2 is usually ONE GIVEN POEM and YOU choose one other. Which might be easier?

4. Title: Paper 2 – Approaching the questions The examiner is interested in: Descriptive Skills – Impact/effect Choice of Language – Impact/effect Form and structure – Impact/effect AND:

5. Annotations and Highlights: Your Eight Considerations 1 Descriptive skills 1a 2 Language Choices and Links 2a 3 Form and structure 3a 4 Interpretation of ideas/impact/imagery 1b 5 Themes 2b 6 Settings 3b 7 Examples and Effect (throughout) Finally, the structure of your essay is to use relevant quotations and examples using PEARLS. (Point Evidence Analyse Response Sustain) Explore on all levels (Verse/Line/Word) but for BAND 1/2, ensure you analyse at length and interpret wisely but creatively. Remember: WWWWH? (What Where When Why How?) Work through the poem in line and verse order, except when using ‘forwards and backwards’ and in conclusive comments. 1 Descriptive skills 1a 2 Language Choices and Links 2a 3 Form and structure 3a 4 Interpretation of ideas/impact/imagery 1b 5 Themes 2b 6 Settings 3b 7 Examples and Effect (throughout) Finally, the structure of your essay is to use relevant quotations and examples using PEARLS. (Point Evidence Analyse Response Sustain) Explore on all levels (Verse/Line/Word) but for BAND 1/2, ensure you analyse at length and interpret wisely but creatively. Remember: WWWWH? (What Where When Why How?) Work through the poem in line and verse order, except when using ‘forwards and backwards’ and in conclusive comments.

6. Mrs Badham’s Acronym: The Order and Structure of Your Essay Response Interpretation Language Structure and form Personal Response JT NB: Paragraphs may be split according to verse and linked quotes. Enough analysis should be done in the case of short verses (See slide 9 for further advice)

8. Exemplar Response The Jan 2015 Exemplar Response scored a full 40/40 for both sections! To see Section B, refer to the website. You have been given Section A. As you should on the day, use three colours for: (Write at least one positive note on each page and finish with WWW.) Descriptive Skills – Quotes where phrases are discussed and considered in relation to THEME and poet’s intent Language Choices – Quotes where lines or words are explored in more detail. Connotation, word-class and poetic technique should also be analysed here in terms of impact and effect. Form and structure – This should be not only discussed and referred to, but it should also be LINKED to impact and effect of THEME. If you label something as a ‘villanelle’ then you’ve identified form, but what’s the impact/effect? BE CONSCIOUS OF THE SHAPE OF POEM; LINE LENGTH; STANZA LENGTH; PATTERNS; BREAKS IN PATTERNS – These all help contribute to meaning and impact but it is for YOU to INTERPRET.

9. Creating Your PEAPE Paragraphs INTRO, followed by:  POINT Refer to the KEY POINT in the question (e.g. ‘The poet is feeling...’)  EVIDENCE Select a QUOTE to show this.  ANALYSE ‘This suggests... ‘ (Explain the quote in own words)  POETIC TECHNIQUE What POETIC technique does the poet use in your quote? (E.g. metaphors, similes, repetition, personification etc.) ‘The poet uses....’ What does this technique reveal about the narrator’s feelings? ‘This reveals that....’  EFFECT ‘This would also make us consider/realise/wonder/understand/be aware of..’ LINK back to the KEY POINT in the question

10. Ignore Slide 11 and 12. May be useful but slide 12 would need taught in revision sessions. Check out the links on slide 11 if you wish. END OF PPT.

11. INTERPRETING DETAILS ASK: WWWWH? CAESURA: CAESURA This could indicate a lack of connection, a restriction or a situation which is complicated and in conflict POEM 1 POEM 1 HALF-RHYME: This could show that the situation is incomplete or unresolved or the poet is confused and undecided

12. STRUCTURE AND FORM at Line and Stanza Focus