Shooting Stars
Notes on poem and
critical essay advice
Shooting Stars – key features of form and why
used.
Dramatic Monologue – Duffy adopts persona of a Jewish
prisoner so that she can better understand what these women
endured during WWII to help prevent such horror being
repeated in today’s society. Makes it easier for us to identify
with character. Conveys first-hand experience = thoughts
and feelings
Use of first person narration (‘I’) – third person narration is
detached, we can’t identify with a specific person as he/she is
used – more anonymous, first person makes us aware that we
are focusing on a specific person, their thoughts/emotions/
plight and helps bring more gravitas to the woman’s suffering.
Duffy is giving this woman a face/individuality/identity when
ironically the Nazis see her only as part of a collective identity
– Jewish.
Use of present tense/second person (you)
Present tense – whole point of poem is to make us aware we
cannot forget the Holocaust otherwise such horrors could
be repeated. She doesn’t use past tense as it locks these
events in the past. Present tense gives events sense of
immediacy and confronts us with the horror. It makes it
appear as if these events (rape/torture etc) of the women are
happening as we read poem – horrific/deeply unsettling –
also suggests this is still occurring throughout the world
today.
Link with second person – puts us in the camp/situation of
the women and asks how we would feel – prevents us from
being passive as we almost find ourselves in the camp looking
on in the situation (and almost participating by failing to
prevent it) and forces us to be more active in finding
solutions to these issues in today’s society.
Shooting Stars
Significance of the title:
The title has multiple meanings which engage the readers’ emotions
and convey the horror of the situation:
1. Shooting of the Jews adorned with the Star of David – had to wear
on their clothes to identify them as Jewish – they were seen as
having no individuality – see poem.
2. Metaphoric comparison of the Jews with meteors called shooting
stars, which are beautiful and unique, but also short-lived.
3. Sarcastic reading = reference to the Nazis themselves. This
reading implies that the soldiers were ‘stars’ at shooting the Jews.
Rebecca Rachel Ruth
Aaron Emmanuel David, stars on all our brows
beneath the gaze of men with guns.
Use of first person - First person is more direct – it engages the
emotions
moreofeffectively
thewishes
use of to
a detached
‘our’readers’
suggests
the number
sufferers –than
Duffy
convey that
Use
of
present
tense
(‘speak’,
‘break’
etc.)

makes
usto
feel
narrator
simply recounts events.
It brings
the situation
life;as
this
is notwho
an unusual/individual
occurrence
– there
were countless
if this
is‘No
just
takingspeak’
place,
againtoincreases
the
horror,or
longer
which
pretends
be events
dead to
makes
it during
seem
more
to the
reader
ofsurvive
poem
more
sufferers
WWIIreal
punished
for
their(makes
cultural/religious
identity.
revulsion
and pity
we
feel.
Suggests
torture,
rape, murder
shocked
intoetc.
silence
by us
what
she has
experienced
or
disturbing/immediate).
This
helps
to realise
the
suffering
which
etc.
is already
experienced
by
many
women
today = D’s main
point
deadthey
and
Duffy
is reanimating
give
her the
wasour
caused.
‘break
fingers’
– shows
are
holding
hands to her
offertoone
another
womenvoice/life
are still suffering/being
oppressed
learnt
that their
was compassion/gentility
taken from
her? we have
solace/comfort
– reveals
despite the
nothing from the past.
atrocity/violence they are enduring.
After I no longer speak they break our fingers
to salvage my wedding ring. Rebecca Rachel Ruth
Aaron Emmanuel David, stars on all our brows
beneath the gaze of men with guns. Mourn for our daughters,
D’s uses
of alliteration
– furthers
the contrast
the Nazis/Jews:
the
Star
of David
metaphorically
described
by DThese
asbetween
being
tattooed
onthem
prisoners’
All
Jewish
names.
Names identify
people.
names
identify
as
soft ‘b’ sound
used
the
Jews,
whereas
thebe
harsh
‘g’
sound
is used
to
foreheads
asso
ifisaUse
target
for
the
soldiers
who
will
doing
the
shooting
–
again
offor
personal
possessive
pronoun
–
emphasises
how
being
Jewish
draws
attention
to
their
cultural
ID
which
sentences
them
Daughters
Shows
(poem the
is about
male
aggression,
soto
describe
the
Nazis
(guns
=
violent).
nature
of
each:
the
Jews
are
‘Salvage’
– names
interesting
choice
-–usually
means
to
save
something
builds
on idea
that
religious/cultural
identity
marks
them
for
death.
littletheir
thelexical
women
have
no
identity,
no
freedom,
and
her
death.
Their
separate
them
from
everyone
else
–
the
Nazis
see
them
poet’s
sympathies
areare
obviously
withbrutal
women).
gentle
people
who
are
victimised;
the
Nazis
the
harsh,
oppressors.
of
value
from
a
wreckage.
Here,
this
word
shows
the
brutality
of thenames
theasring
=
symbol
of
love/marriage/connection
with
as Jewish and not
individuals
and
that
is
why
speaker
gives
us
Women have sons who go on to perpetratetheir
this –
woman’s
persecutors
as
it
suggests
they
value
the
ring
more
than
her
Again
D
suggests
their
personal
identity
(earlier
use
of
names)
has
been
is taken
due
tosays
the
small
monetary
valuepoem.
the
– so they have a another
voice/ are
notwhy
forgotten
= Duffy’s
point
inthem.
writing
that’s
she
to
mourn
for
‘beneath
the
gaze’
=material
suggests
superiority
of
Nazis
–are
consider
Jews
beneath
life. as
They
value
goods
over
the
lives
others.
Duffy
uses
erased
to the
Nazis
they
are
all marked
by
the of
same
symbol.
Only
identity
Nazis
will
gain
from
it – the
women
left
with
nothing
of
Suggests
Jews
passive/can
to more
escape
the men
Lack
of commas
–the
suggests
more
names
come
and vs.
so
people
will
contrast
to compare
theare
gentle
natureto
ofdo
thenothing
Jews
the brutality
of
=them.
Jewish.
their
own.
deciding
who will
be next
to die
– standing
withetc.
guns.
suffer
because
of their
cultural
identity
– this regarding
continueswomen
today 9/11
Nazis.
Mourn for the daughters,
upright as statues, brave.
Use
simileperson
compares
theiswomen
statues.Another
It tells us
thatOr
they
areDuffy
brave
Use
of of
second
– who
‘you’? to
– soldier?
Jew?
us?
because
like statues
women
don’t
move.
Even
when
they
are facing
could
be blaming
us forthe
doing
so little
to help
those
who
suffer
today
– and here
death,
they
stand
upright
and
do
not
flinch
or
cower.
It
may
also
tell
us of
suggests our complacency in doing nothing and almost watching passively
the fear
theaswomen
They
not be able
to not
move
through
without
care
others experience.
suffer – ‘waited
formay
the bullet’/
‘would
look
at me’ –
fear
–
they
may
be
petrified.
(Petrified
=
from
the
Greek
word
for
stone.
Its
through our own guilt/lack of action to prevent/or even acknowledge how these
literal suffered?
meaning isSuspense/tension
‘turned to stone’. –Statues
are often
stone
sobut
thisare
women
fellow Jews
knowmade
whatof
will
occur
is an effective
comparison).
powerless
to prevent
it – enhances their suffering/pain.
upright as statues, brave. You would not look at me.
You waited for the bullet. Fell. I say Remember.
Remember these appalling days which make the world
for ever bad. One saw I was alive. Loosened
‘Remember.
Remember’
- Repetition
forline/stanza
emphasis and
intensity.
Use of enjambment
– carries
on to next
– Nazi
soldier is
Impersonal
–
shows
they
(Nazis)
are
without
Duffy’s
whole
intowriting
this
poem is
for
us
to
‘Fell’
- Image
ofpurpose
herand
slumping
to the
ground
after
the
shot.
At
start
and
of
line
–
stress
it. loosening
Important
words
go
there.
taunting
his end
victim
starts
slowly
his
belt
–understand
she
knowshow
she will
identity
to
the
Jews
as
the
Nazis
all
treat
the
Jews
such
occurred
and
how
ifher
our
actions/views
on atrocity
others
Connotations
(suggestions)
implies:
to
‘fall’
in such
wartime.
Thosedo
who
Duffy
ishorrors
emphatic
the
fact
she
wants
an
be
raped
and have
he (forceful)
does
this about
toword
increase
fear.
Use
of enjambment
–
in
the
same
way
–
torture/afflict
pain
etc.
It
is
just
not (soldiers
improve,
people
towere
survive.
died
in
battle)
continue
Jews
too
innocent
victims
of
the
war. inthis
remembered.
She
doesn’t
want
people
forget
has
happened
slows
down rhythm
aswill
eye
travels
to
thetonext
linewhat
and
we can
imagine
another soldier who will cause more suffering.
the
and waiting
what suffering
could again
in the future
wesee
failwhat
to beis
poorpast,
women
for the inevitable
(asoccur
we passively
readif to
Duffy
asthe
a other
feminist
focuses
onshe
plight
during
war
tolerant
of
races/religions
etc.
happening)
to occur
knowing
is powerless
to helpWWII
it.
D –ismost
deliberately
‘make
world
forever
bad’
–women’s
even
if we
pretend/fail
to acknowledge
poetry
focuses
on
men
theseeing
battle
field.
Shewomen
sees the
graphic
here so
wethe
can
notwho
shy died
away
from
what by
the
such events
occurred,
the
world
willon
forever
be tainted
women
ascapitalised
just aswe
courageous/noble
and
is shocked
atthe
how
they
have
The
‘R’ is
for implicit
emphasis
too.
endured.
Again
are
this
woman’s
suffering
as
thetopresent
power/prejudice
unless
we useinour
understanding
of
past
help
been
forgotten.
tense
draws
in to thefrom
eventbeing
as it repeated.
occurs – deeply traumatic and
prevent
suchussuffering
disturbing to the reader which is what D wants – to shock us in to action.
Remember these appalling days
which make the world forever bad.
Between the gap of corpses I could see a child.
‘gape’ - facial expression – disbelief, surprise. Metaphorically it is applied to
– thisand
lexical
suggests
extreme
violence
(a ragged
edge
is
her‘Ragged’
bowels here,
not choice
her face.
No face
is mentioned
here.
Suggests
she
resulttoofhim,
ripping
here
to the
which is
is the
faceless
onevigorously)
of many, not
an applies
individual.
Herwoman’s
identity flesh
has been
ripped He
apart
the brutality
of thewomen
rape – deeply
harrowing
forshame/guilt
us to think etc
erased.
hasindone
this to many
and causes
him no
about and D
is deliberate
in upsetting
here so we don’t
easily
the
– deplorable
how
the women’s
suffering us
is meaningless
as they
do forget
not view
aggression
of this image.
them
as individuals.
his belt. My bowels opened in a ragged gape of fear.
Between the gap of corpses I could see a child.
The soldiers laughed. Only a matter of days separate
this from acts of torture now. They shot her in the eye.
ALack
gap in
suggests
traffic
ishope/life/vitality
busy;
will
only
last
Children
Again
of traffic
emotion
symbolise/represent
factual
from
statement
the
soldiers
conveying
overgap
their
the
action
inevitable
etc. –which
they
–aDsecond.
is
can
and
echoed
grow
the up
in to
make
D’s
short
reader
a difference
sentence
know that
in/casual
the
thefuture.
women
tone–Here
she
will doesn’t
this
encounter
child’s
need
constant
lifetoiselaborate
cut torment
short on
which
how
As
thefeels
child
is inNazis
the
gap
ofdeath.
corpses
it suggests
there
areso
corpses
again
she
from
suggests
towards
the
D’sthe
doubts
until
soldiers’
of aactions
brighter
Death
–almost
and
shemore
has
appears
been
tolerant
amany
comfort
shocked
society.
– by and
the
be one
in ‘They
shot herdeadened
in the eye’by
– the
thechild
Jews’
seewill
stanza
suffering
5. soon
that sheconfirmed
too has been
emotionally
statement
emotion attached to it – the Jews have seen this happen
repetition–oflack
the of
atrocities.
so many times before, they have had to shut down emotions to enable them
to cope – again applies to us here – seeing the same event occur repetitively
in today’s world (e.g. war, famine etc.) it can fail to register an emotion – D
wants to be overwhelmed with sorrow and pity every time it occurs so we see
and empathise with each individual who is in pain.
Only a matter of days separate
this from acts of torture now.
My bare feet felt the earth and urine trickled
down my legs until I heard the click. Not yet.
A trick.
Use of rhetorical question/ second person - invokes the reader directly. It
places us right there in the horror of the situation and asks us to consider
how we would face death – again puts us in a very uncomfortable position
as D is asking us how we would try to cope in this situation/environment –
again to provoke us in to reaction – wanting us to avoid intolerance in the
present.
How would you prepare to die, on a perfect April evening
with young men gossiping and smoking by the graves?
My bare feet felt the earth and urine trickled
down my legs until I heard the click. Not yet. A trick.
Bodily
functions
theextremity
of the woman’s
terror – again
here in
April 
Easter –highlights
Crucifixion
Jesus’ sacrifice
to save mankind.
Speaker
DSuggests
further
exemplifies
sensitivity
of
the
the
cruel
Jews
and
– sadistic
in touch nature
with
of the
Nazis
the
soldier
taunts
victim
by
thinktheir
the
gun
is loaded.
theNazi
poem
wants
us tohis
remember
tomaking
preventher
it happening
again.
Duffy believes
who
surroundings/God
remain unaffected
etc. by the torture they have inflicted on the
Jews/these
women
died inand
vainwe
because
haven’t
from
‘Not
yet’ – again
she knows
too arewe
aware
thatlearnt
she will
be it.
shot.
Jews.
Use of ‘bare’ – suggests vulnerability of the Jews –
The
impression
of
mental
torture
the mirrors
woman
suffers
is life
emphasised
by the short
The soldier
takes
sadistic
pleasure
fromtheir
toying
with
his
victim.
exposed/unprotected
etc.
which
position
in
Contrast
of April
and
Death.
Spring
symbolises
new
etc.
and by
sentences
and
the
end
of thethis
line.
Full stop
= strong
punctuation
mark
– and
We naturally
feel
intense
sympathy
for
the
Jews
and hatred
society/the
world
during
time.
contrasting
with
the
women’s
imminent
deaths
it strengthens
thetowards
emotion
creates
and creates tension and a real sense of the experience of the
the aNazis.
makes
itpause
more poignant/powerful.
woman.
Evening
– day– coming
to a‘trick’closeThis
symbolises
of the
Jewsby
within
the
Internal
rhyme
‘click’ and
echoes the
the lives
pauses
created
the full
campand
coming
to an the
endnear
= certainty
which this
will occur
– night mustas
stops,
recreates
silencewith
the woman
would
have experienced
come
etc.to hear the click of the gun. (onomatopoeia)
she
waited
After the history lesson children run to their toys
the world turns in its sleep
D uses parallelism/parallel sentencing to convey that the event has been
forgotten by the world in general – ‘after’ suggests time has passed since these
Again suggests it could be anyone as
events which makes it easy for us to ignore what has happened. Duffy is trying
we know this torment was not an
to create awareness to make us remember (compare with repetition of
isolated case – compare – ‘one’ / ‘they’
‘remember in stanza 2.) parallelism = sentencing / repetition = word choice
(could link to use of present tense)
After immense suffering someone takes tea on the lawn,
After the terrible moans a boy washes his uniform.
After the history lesson children run to their toys the world
turns in its sleep the spades shovel soil Sara Ezra…
The
firsttofour
stanzas
are
horrific
due
to the
ofthe
theextent
action,
Interesting
lexical
choice
– why
do suggests
you
think
D uses
here?
What
does
Links
Ellipsis
(…)
idea
incomplete
of ‘boy’
soldier
sentence:
in previous
linedescription
and
list
of
shows
dead
could
go on
ofbut
and
theit on
Alliteration
Contrast
between
- repeated
the
‘s’
horrific
sound
and
(soft)
the
reinforces
domestic
the
–
clearly
idea
of
alludes
sleepy
to
stanza
5
is
perhaps
even
more
horrific
because
of
the
juxtaposition
of to
the
Again
D
forces
us
too
to
see
them
as
individuals
rather
than
as
a
collective
suggest
about
this
boy
soldier
who
has
committed
rape?
Is
D
trying
Continues
previous
idea
–
idea
of
sleep
=
lack
of
attention/forgetfulness
damage
unless we
ignorance
put an end
cantocause
such –prejudice/
boy knows
suggests
no other
they
wayhave
to treat
been
these
forgetfulness.
the rape
(‘terrible
‘sh’
sound
moans’)
(harsh)
and
torture
to see
help
(‘immense
us remember
suffering’)
what
occurred
thus
D 5-6
– the
horrific
with
the
domestic.
This
contrast
serves
to
heighten
the
horror
of
identity
which
is
how
the
Nazis
too
them
–
we
often
think
of
the
reduce
his
culpability?
over
what
has
occurred
in
the
past
–
‘turns’
–
almost
shunning
those
who
prisoners
forgotten so
andthis
were
propagates
never known
the violence
as individuals
– it keeps
so the
continuing
list of all as
those
it does
who
the
poignantly
reality
of
depicts
it
is
disturbing
how
commonplace
and
this
is
why
these
we
events
strive
so
have
vehemently
become
to
situation
(could
compare
with
April/death
of
stanza
4).
The
reader
feels
million
Jews
perished
but perhaps
never
truly
think
about
the
livesofof
have
by
metaphorically
turning
our
backs
on
them
and
we are
today
diedsuffered
can’t
through
bewho
completed
lack
of understanding
(mass
graves/incineration/lack
of different
cultures/religions.
or
destruction
Suggests
through
lack
of
education/guidance
this
boy
is
emulating
those
avoid/ignore
and
again
the
it.
lack
of remorse/guilt
in the
Nazis (could
compare
sympathy
and
pity
for
the
Jews.
It
is
horrific
because
it
draws
our
attention
the
victims
each
as
an
individual.
Lack
of
commas
again
to
show
they
are
therefore
notas
honouring/respecting
their
memory.
recordshim
etc.)
around
children/teenagers
do
–
has
no
suitable
role
model
with
stanza
1,as
3, individuals
4 etc.)
– these
truly
abhorrent
children’
here
are
us or
today’s
children
despite
knowing
about
to‘the
the
way
these
atrocities
have
become
commonplace
obviously
not
divided
up
but
rather
only who
everactions
seen(parallels
asagain
a group/one
amongst
the
Nazis
and
subsequently
isthe
doomed
to repeat
Continued
in
line
where
D to
personifies
shovels
– shows
again(‘the
the
provoke
usnext
tocamps
contempt/anger
for
thehe
perpetrators.
WWII
prisoner
still
‘run
[our]
toys’
after
hearing
abouttheir
them
with
today)
identity.
Again lack of punctuation esp. lines 3-4 speeds up the rhythm of the poem
atrocities.
lack
of feeling
attached
to the
burial/deaths
occurred
many
history
lesson’)
as we are
more
focused onas
thehave
triviality
of ourso
own
lives
to echo how frequently these events occurred and again shows how
times
before
and
thismoans
is
exemplified
by
the to
shovels
digging
the
graves
on if
rather
than
the
profundity
ofaothers’
suffering.
D continues
to bring
us
e.g.
‘After
the
terrible
boy
washes
his
uniform’
suggests
rape
or
Likewise
D
suggests
that
we
are
doomed
repeat
the
errors
of
the
past
rapidly lives can be lost through failing to accept other cultures/ one race
their
own
deep
formoans’
the innocent
Jews
directly
in Creates
to
the
poem
tosympathy
force
us to
analyse/contemplate
murder
has
just
taken
place
(‘terrible
of
anguish/distress).
we
too
do
not
have
better
education/guidance
(link
to nextour
lineown
of The
stanza)
believing themselves to be more dominant etc.
actions/ignorance
so we
no longer
complacent.
soldier
casually washes
hisare
uniform
which
shows his lack of guilt/anxiety
over what he has just done etc.
Tell them I sang the ancient psalms at dusk
inside the wire and strong men wept. Turn thee
unto me with mercy, for I am desolate and lost.
Rhetorical question/ second person – we should all consider each other even
if we are far apart/ a different race/culture/religion – (again note how D is
directly appealing to women here to remember each other so women are
treated as equal to the men who fell during the war. )
(Also ‘seas part us’  metaphor for being separated/marked apart from rest of
humanity because of religion/time etc) but D forces us to see that this does
not give us an excuse to forget.
Sister, if seas part us, do you not consider me?
Tell them I sang the ancient psalms at dusk
inside the wire and strong men wept. Turn thee
unto me with mercy, for I am desolate and lost.
Psalms  songs
from Old- Testament.
believe
onlywhen
in the Old
role reversal
it’sJews
more
accepted
‘dusk’
(compareculturally
with ‘evening’
stanza
4 – dusk
= ending of
‘them’
–
everyone
who’s
left
(fellow
Jews
to
affirm
their
faith.)
Itupon
is
likely this
Testament.
Usually
psalms
were
about
tolerance,
strength
and
absolute
Comes from
the
‘turnare
thee
me,
have
women
Men
theunto
ones
are
meant
the
daypsalms:
=cry.
symbolises
another
lifewho
isand
about
to mercy
endto–be
again me; for
also
to
the
as deliver
the
woman
wishes
them
to know
that despite
faith
indesolate
God as
deliverer
(to
them
from It’s
evil).
psalms
have a
I amapplies
andNazis
afflicted’

again
suggests
remembrance.
brave,
but
here
they
are
theThus,
women
suggests
endless
cycle
of crying.
suffering,
death
etc. who
everythingsignificance
they
have
herDuffy’s
spirit/taken
her faith/religion –
particular
for beaten/subdued
Jewish
prisoners.
have
thenot
strength
here
shows
admiration.
clearly
D demonstrates
these
women
to
be
as brave
asit the
soldiers
who
purpose
in writing
the
poem
confirmed
here
- returns
to
the
plea for
Also
the
extremity
of
thejust
that
even
IfD’s
you’re
singing
a shows
football
song
– is
what
does
itsuffering
assert?
– who
you
supportso
lost
their
lives
for
their
country/beliefs
and
thus
they
deserve
to
be
as
remembrance
(turnstrong
to me,
looktoattears.
me, remember
men
it’s
somethingbrings
about
your
identity.
Nazis
wanted tome).
wipe out Jews – leave no
honoured/remembered as the men.
trace of them/obliterate their identity. Therefore, she is singing something
that asserts her identity, who she is – this has not been conquered shows
bravery, defiance, championing the culture she was born into.
Key themes explored in ‘SS’
• Brutality and suffering of war
• Intolerance/Prejudice
• Oppression of women by men
Purpose of the Critical Essay
• A DISCURSIVE essay on a text
• Presenting an ARGUMENT – a clear line of thought which
is linked throughout and is fully developed.
• Asserting your genuine personal response/interpretation of
the text.
• Conveying a CLEAR FOCUS and fully addressing the task
– not everything you know or can remember about the text. If
you do not answer the ? – the essay will not achieve a pass.
Features of a Critical Essay
• Don’t forget that you are presenting an ARGUMENT so
you will use the same techniques as in discursive writing:
- Introduction which clearly introduces your line of
argument.
- Clear and fully developed points.
- Justification using evidence (textual evidence such
as quotations) and explanation.
- Clear structure which helps develop argument – topic
sentences, sub-conclusions, linking, transitional markers.
- Conclusion which sums up your argument.
Assessment of a Critical Essay
The assessment criteria is divided into 4 main areas:
• UNDERSTANDING
• ANALYSIS
• EVALUATION
• EXPRESSION
UNDERSTANDING
Display an UNDERSTANDING of WHAT the text is
about.
WHAT happens in the text
THIS INCLUDES: (understanding of the key aspects
and main issues of the text)
• WHAT the text is about (THEMES
and Writer’s PURPOSE – what are
they saying about the themes, what are
the messages to the reader about the
Human Condition?)
Your Understanding of the texts is vital because if you don’t fully understand the
text then you cannot go on and analyse and evaluate effectively.
ANALYSIS
Identify and ANALYSE HOW the writer achieves certain
effects and their overall PURPOSE.
THIS INCLUDES:
• Identifying TECHNIQUES the
writer uses and explaining their
effects.
• Selecting key quotations and textual
evidence and explaining why they are
importance in the text – what is their
effect, what do they show?
Although you will be looking at individual techniques and focussing on specific
aspects of the text to analyse their immediate effects, it is also crucial that your
Analysis has a more holistic dimension to it, looking at the overall effect of all
the techniques and HOW they help the writer achieve their OVERALL
PURPOSE – this will be linked to the focus of the task.
EVALUATION
EVALUATE HOW EFFECTIVE the techniques used by
the writer are in achieving their intended effect and
overall purpose.
THIS INCLUDES:
• Assessing the effectiveness of the
techniques and the text as a whole
and giving a genuine personal
response.
• Using evaluative language:
successfully, clearly, cleverly, is
effective in…
Even though you must give a personal response, remember that it is a formal
essay so you should not write ‘I think…’
EXPRESSION
•Expressing yourself well in an essay requires good writing skills:
word choice, sentencing, punctuation, spelling and paragraphing are
all important. It also refers to your use of appropriate critical
terminology, e.g. reference to characterisation; setting; the use of
rhyme.
• Your expression should be formal
and varied and you should use
technical language competently.
You must take responsibility for any areas of weakness and try to address these
by asking for advice or resources to help you.
Critical Essays:
• Focus on the question as fully as possible.
• Select relevant quotation and analyse fully (the
analysis here is the working out in maths.)
• Always write in present tense (the text still exists).
• Use varied and sophisticated vocabulary/sentencing.
• Fully evaluate what the writer/poet/playwright is doing,
why and how this is effective (e.g. 1st person instead of 3rd
person narration in ‘SS’?)
• Link to key themes and the purpose of
writer/poet/playwright – shows a full and comprehensive
understanding of the key features of the text.
2003, Q14
Answers to questions on poetry should address relevantly the
central concern(s)/theme(s) of the text(s) and be supported by
reference to appropriate poetic techniques such as: imagery, verse
form, structure, mood, tone, sound, rhythm, rhyme,
characterisation, contrast, setting, symbolism, word choice…
Choose a poem in which the poet has created a perfect
blend of form and content.
Show how the poet achieves this and discuss how it
adds to your appreciation of the poem.
The Critical Essay Structure
INTRODUCTION
The function of the introduction is to clearly introduce the
topic of the essay and set up the line of argument.
KEY COMPONENTS:
• Title of the text, name of writer and type of text
• Introduce focus of essay (the line of argument) – do this by
referring to the task/ use the key words of the ?
• Outline the areas the essay will cover – character, setting etc.
(this ensures you have task and how to approach clear in your
mind.
• Use evaluative/emotive words (e.g. poignantly, harrowing etc)
Introduction
Carol Ann Duffy’s evocative and brutal
poem ‘Shooting Stars’ is the horrific
account of a Jewish woman about to be
killed by Nazi soldiers in World War II.
Duffy’s use of the dramatic monologue
form in harmony with key features of
content reinforces her message that we
should remember the atrocities committed
against the Jews during WW2.
Main Argument
You should ALWAYS clearly plan out the aspects of the text that
you are going to deal with in the main argument before you start
writing. Your argument needs to be clear, logical and well
thought through.
Consider:
• What is relevant to the task
• The key points you want to make in each section
• What quotations or textual evidence are you going to use to
illustrate your points.
• The appropriate order of the points/paragraphs
• How you are going to link the points/paragraphs together.
•Varied and complex sentencing:
•e.g. typical topic sentence (too basic/can become
repetitive)
Duffy uses imagery to convey the horrific torture of the
Jewish women by the Nazis.
Through clever and extensive use of imagery, Duffy
harrowingly depicts the torture the Jewish people
endured within the camps.
 Poignantly, the poet exemplifies the barbarity of the
Nazis towards the Jewish, through the horrific and
graphic imagery employed.
Quotation Layout (you can use a mixture of both methods):
If 2 lines or more or if simply too difficult to integrate:
Poignantly, Duffy exemplifies the barbarity of the Nazis towards
the Jewish, through the horrific and graphic imagery employed.
The atrocities committed are described in vivid detail:
‘One saw I was alive. Loosened
his belt. My bowels opened in a ragged gape of fear.’
The graphic and brutal nature of a rape is expertly conveyed
here through the use of enjambment. By….
Remember to drop down a line and separate out the
quotation by indenting it slightly. DO NOT indent the
analysis that follows – it is not a new paragraph (just drop
to next line and continue writing next to the margin.
Or integrating: (tip - use a conjunction)
Duffy poignantly portrays the brutality of the Nazis by
depicting the graphic rape of one of the prisoners, and the
fear and torment she endured as ‘[her] bowels opened in a
ragged gape of fear.’ Thus, …
Duffy highlights to the reader the consequences of
forgetting the past which has ultimately made ‘the world
forever bad,’ as we cannot hope to avoid the repetition of
such atrocities, without, fully understanding why they
occurred.
Remember to use square brackets to help integrate your
quotations more easily. Use […] if you miss any words
out
The
The
title
title
of of
thethe
poem
poem
‘Shooting
‘Shooting
Stars’
Stars’
creates
creates
many
many
images in
theimages
reader’s
in the
mind
reader’s
which Duffy
mind.cleverly
It couldemploys
mean the
to shooting
suggest the
heroism
of the Jews,
of the adorned
Jews. Although
with the Star
on aof
literal
David,
reading
or could
the poet
suggests
have a much
the sadistic
deepershooting
meaning.
of the
Imagine
Jews,the
adorned
beautiful
withbut
the
Star
ephemeral
of David,burst
thereofislight
a more
flying
profound
throughmeaning
the midnight
also sky
implied.
Imagine
and you
thehave
beautiful
Duffy’s
butmetaphor
ephemeral
for burst
life itself.
of light
The
flying
through
shooting
thestar
midnight
is beautiful
sky and
and
you
unique,
have Duffy’s
but it is metaphor
also dying.for
Jewish
Duffy life
portrays
duringthe
WWII:
life of
the
the
shooting
world itself
star as
is beautiful
a short blast
and of
unique,
passion
butand
it islight,
also which
dying and
all must
thuscome
the poet
to an
portrays
end. The
the life of
thetitle
Jews
reinforces
as a short
the blast
fact that
of passion
any death,
and no
light,
matter
which
how
tragically
comes
dramatic
to a or
premature
small, is and
still heroic
brutal end.
and brave.
Subsequently, the
deaths of these peaceful and noble Jews are made all the
more deplorable due to the violent and horrific manner in
•Strengths?
which
they were obliterated.
•Areas to improve?
The poem begins: ‘After I no longer speak, they break our fingers to
salvage my wedding ring.’ The image in the reader’s mind is
horrific. The word ‘salvage’ shows the brutality and greediness of
the Germans who did this to her. This line is written in the present
tense, bringing the events of the Holocaust closer to us and
shocking us greatly with how this woman’s fingers were broken,
Duffy
whilstcleverly
she wasconveys
actuallythe
stillbravery
alive. and noble heroism of the Jewish
woman as she ‘no longer speak[s],’ wishing not to give any
satisfaction to the soldier who has broken ‘[her] fingers to salvage
[her] wedding ring.’ Here we understand that despite the savagery
of this act, this woman stands brave and resolute determined not to
show her pain. This brutal act juxtaposed with the pathetic greed of
the soldier exemplifies the magnitude of the woman’s suffering as
he ‘salvage[s]’ the only possession she has left. Poignantly, Duffy’s
lexical choice here reflects the true horror of the situation as
ironically ‘salvage’ means to save something of value, and here the
most valuable asset of all, this woman’s identity, valour and courage
However,
the poet
does
on the persona’s
But this poem
is not
justnot
thesolely
tale offocus
the persona’s
acts of acts
of
bravery,She
rather
she is making
a more universal
statement;
bravery.
is unnamed
and therefore,
for me she
could be
the
suchJews
torment
unnamed
and therefore,
anyJew
oneexperiencing
of the six million
whoisdied
in the Holocaust.
for
meisshe
could
be anyofone
of the
six million
JewsThe
who were
This
a sad
reminder
all the
people
who died.
annihilated
in theacross
Holocaust.
Through for
theme,
list of
namesshe
persona comes
as a heroine,
because
‘Rebecca
Rachel
Ruth
Aarona Emmanuel
David’ reminder.
and the lack
attempts to
give the
reader
sad but important
of
anylists
punctuation,
Duffy
skilfully
reminds
the
reader that
She
the names:
‘Rebecca
Rachel
Ruth
Aaron
these
lists were
never
ending,
the people
who died
Emmanuel
David.’
The
lack ofand
anythat
punctuation
reminds
the
were
notthat
justthese
statistics,
they
realand
people
lived and
reader
lists go
onwere
and on,
that who
the people
who
breathed.
therefore
wishes
to honour
all thewho
brave
and
died were She
not just
statistics,
theyus
were
real people
lived
courageous
individuals involved, as if we fail to acknowledge
and breathed.
and respect all the lives that were tragically destroyed, we are
failing to honour their memory appropriately.
Conclusion
The conclusion should bring the essay to a close and sumup the argument in an assertive, clear and concise way.
The conclusion is very similar to the introduction in some
ways:
• Re-state Title, Type and author of text
• Clear reference to the task
• Re-assert argument with particular focus on task
and overall purpose of the text (Evaluative stance)
There should be NO new points of analysis or any quotations in
the conclusion
Conclusion
Duffy creates an intense and
uncomfortable mood in order to stress to
the reader the atrocities and reality of war
from the Jewish woman’s point of view.
The speaker recites the deplorable events
vividly and thus Duffy ensures that they
remain imprinted in our minds, so that we
are better aware of the failings of the past,
and subsequently better prepared to avoid
such horrors reoccurring in the future.
Conclusion
‘Shooting Stars’ is a story of heroic life being destroyed, but it is a
poem with a difference. It does not tell the fanciful tales of the glory
of war, it tells it like it is. It tells of the real heroic people of the
world, the innocent blood of women and children pooling on the
ground in countries such as Iraq and Bosnia. Duffy lets us know
that these events are still going on but ‘the world turns in its sleep’
as if we do not care and have forgotten these terrible events. Yet,
as Duffy says we must ‘Remember’ and her haunting words from
the grave will never be forgotten. We will not forget.