Poetry
Critical Essay Questions
2001-2006
‘Valentine’
by
Carol Ann Duffy
Teacher Unit
Includes Guidance on Formative
Assessment Strategies
Teacher
Critical Essay Preparation
This is a key preparation aspect, as many of our “D/C pupils” do not
match the extensive knowledge gained in their study to the
demands of the question.
(We could allow about 2 weeks work on this – ensuring that modelling and
paired interactive work is taking place during this time)
The SQA paper advises pupils that
‘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 . . .’
Before teachers choose poems for their Higher class, they must carefully
analyse the questions from recent past papers (2001-2006) in order to ensure
that the chosen poems will actually ‘fit’ the questions asked. Teaching
programmes should be designed to ensure that pupils are knowledgeable
about ‘the central concern(s)/theme(s) of the text(s)’ and are able to write
about ‘appropriate poetic techniques’. Even when this has been done, pupils
may still find picking a question on the day of the exam challenging. Teachers
must, therefore, ensure that their teaching programme prepares pupils for
tackling ‘awkward’ poetry questions.
In the external examination
 many borderline candidates do not select the information to a “line of
thought”
or
 structure their argument according to the demands of the question.
The use of essay plans will help the pupils decide which areas of the study
programme to refer to, in order that they can respond to the structural
demands of the question.
The examination of the questions also indicates to us whether our coverage is
reasonably substantial and whether our headings are helpful in signalling to
pupils how to find and collate the evidence.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
2
Teacher
Making examination preparation interactive and extensive - a
suggested methodology

Cluster questions under appropriate headings. This will indicate the
commonality of demands. This is more difficult to do for Poetry than for
Prose/Drama.

Create and use plans for individual questions.

The class teacher should model on one question, how to use the plan to
select the appropriate information to suit a ‘line of thought’, how to link
ideas, and how to ensure the integration of U.A.E.

The class teacher should model the first 2 paragraphs of one question.

Allocate pupils in pairs to prepare different questions doing first 2
paragraphs.

Peer/Self-Assessment pro-forma should be specific and structured
in such a way that reviewing through this process will mean that the
pupil will improve the work. The pro forma will reflect the criteria which
will be used to judge a piece of writing:
1. Is it answering the question asked? – The question will ask for
2/3 main areas. Has the pupil structured the response round
these demands? Relevance is the key word!
2. Are there topic sentences which relate to the task and to the
main areas covered in the paragraph?
3. Is there evidence of analysis and evaluation (and personal
response to the techniques and/or ideas) which supports the
selected information?
Pupils find it difficult to “mark”/assess the work but they should be asked
to identify those elements which ensure that they are answering the
question well.
.
The above should tackle the issue where pupils are not
addressing the question. (Our C/D pupils in particular)

Pupils as a class discuss the different responses. (On LCD?) The class
should now have starting paragraphs for a number of questions.

Critical Essays could be completed for homework.

Leave one question as a “timed question”. Alternatively use P&N
questions.

Summative Assessment Criteria are included
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
3
Poetry
Suitable Critical Essay Questions
2001-2006
‘Valentine’
by
Carol Ann Duffy
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
4
Higher English
Suitable Critical Essay Questions – Poetry – ‘Valentine’ by Carol Ann
Duffy
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 . . .
2006 - Q12.
Choose a poem in which there is a noticeable change of mood at one or more
than one point in the poem.
Show how the poet conveys the change(s) of mood and discuss the
importance of the change(s) to the central idea of the poem.
2005 - Q13.
Choose a poem which you feel is particularly relevant to a teenage audience.
Make clear why you think the poem is so relevant to this age group and show
how the poetic techniques used in the poem help to achieve this.
In your answer you must refer closely to the text and to at least two of:
theme, mood, imagery, rhythm, or any other appropriate feature.
2004 - Q14.
Choose a poem in which a chance encounter or a seemingly unimportant
incident acquires increased significance by the end of the poem.
Show how the poet's development of the encounter or incident leads you to a
deeper understanding of the poem's theme.
In your answer you must refer closely to the text and to at least two of:
theme, atmosphere, word choice, rhythm, or any other appropriate feature.
2003 - Q13.
Choose a poem in which you feel there is a significant moment which reveals
the central idea of the poem.
Show how the poet achieves this in an effective way.
In your answer you must refer closely to the text and to at least two of:
structure, mood, imagery, ideas, or any other appropriate feature.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
5
2002 - Q13.
Choose a poem which presents a character who provokes you to contempt or
anger or irritation.
Show how the poet arouses this response from you and discuss how
important it is to the overall impact of the poem.
In your answer you must refer closely to the text and to at least two of:
tone, characterisation, verse form, point of view, or any other appropriate
feature.
2001 - Q9.
Choose a poem which creates a sense of menace.
Show how the poet achieves this and discuss how it adds to your appreciation
of the poem.
In your answer you must refer closely to the text and to at least two of:
mood, theme, imagery, sound, or any other appropriate feature.
2001 – Q10.
Choose a poem on the subject of love.
Show how the poet treats the subject, and explain to what extent you find
the treatment convincing.
In your answer you must refer closely to the text and to at least two of:
theme, imagery, form, tone, or any other appropriate feature.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
6
Poetry
Critical Essay Plan
 2001 Q13
‘Valentine’
by
Carol Ann Duffy
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
7
Higher English 2001 Question 13.
Choose a poem on the subject of love.
Show how the poet treats the subject, and explain to what extent you find
the treatment convincing.
In your answer you must refer closely to the text and to at least two of:
theme, imagery, form, tone, or any other appropriate feature.
*****
There are 2 parts to the question above:
1. Show how the poet treats the subject (of love)
2. explain to what extent you find the treatment convincing.
You must ensure that you address both parts in your answer.
*****
Your plan should be very detailed and should indicate…



what you will write about in the Introduction
Topic Sentences for each paragraph
What you will deal with in each paragraph (There is no need to
copy out all the information from the Tables and mini-essays as
long as you have indicated that this is where you will find the
information).
what you will write about in the Conclusion

Remember you must…



show Understanding of the central concerns/themes of the
poem
Analyse and Evaluate the techniques used by the poet
make your Personal Response to the ideas and/or techniques
very obvious in each paragraph
Plan
Title of text and poet
The subject – love - the central idea is that the speaker is
trying to be honest about their feelings – persona mainly
uses positive aspects of love symbolized by the onion at start
of poem – as poem progresses imagery/word choice/SS/ tone
become much more brutal, even threatening because the
Introduction persona’s gift has been rejected.
How …? - uses techniques of imagery/word
choice/symbolism/structure/ tone
Convincing = believable – is the situation described in the
poem realistic/believable?
…explain to what extent you find the treatment
convincing. How far do you agree with the ideas expressed?
Selected Poems for Higher English – Teacher Unit
8
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
Paragraph 2
Paragraph 3
Paragraph 4
Conclusion
Topic Sentence – must have idea that there should be
honesty/truth and that structure is important in showing
that the speaker’s attitude changes as the poem progresses.
(Look back at Focus of Close Analysis ‘How Duffy has
conveyed, through structure, that her speaker/persona who
offers the gift of an onion as a representation of their love for
their partner, becomes increasingly frustrated by their lover’s
rejection of the gift and eventually adopts a threatening
attitude.’)
Deal with aspects of structure eg Central line of poem/First
line of poem/last two lines
(Look back at your table and mini-essay.)
Remember to include your view on the degree to which you
find the ‘treatment of love is convincing’.
Topic Sentence – must have idea that there should be
honesty/truth and that imagery/word choice/tone/
symbolism before central idea is unfolded is fairly
‘positive’.
(Look back at Focus of Close Analysis ‘the positive aspects of
love conveyed in the poem and how Duffy has conveyed her
speaker’s positive attitude through imagery, word choice and
symbolism.’)
Deal with 3/4 examples of ‘positive’ imagery and word choice.
(Look back at your table and mini-essay.)
Remember to include your view on the degree to which you
find the ‘treatment of love is convincing’.
Topic Sentence – must have idea that there should be
honesty/truth (treatment of love is convincing)/that the
attitude of the persona has changed and that
imagery/word choice/tone after central idea is unfolded
is brutal/violent/suggests aggression.
(Look back at Focus of Close Analysis ‘the negative aspects of
love conveyed in the poem and how Duffy has conveyed,
through imagery, word choice and tone, that her
speaker/persona becomes increasingly frustrated by their
lover’s rejection of the gift of the onion and eventually adopts
a threatening attitude.’)
Deal with 3/4 examples of ‘aggressive’ word
choice/imagery/tone.
(Look back at table and your mini-essay.)
Remember to include your view on the degree to which you
find the ‘treatment of love is convincing’.
 Sum up what you have written in your essay. (Use
words of task and Topic Sentences from the body of
your essay.)
 Personal Response should be restated
 There should be no ‘new’ ideas in the conclusion.
 Quotes should not be used in the conclusion.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
9
Critical Essay
 2001 Q13
Model paragraphs
 Introduction
 Paragraph 2
‘Valentine’
by
Carol Ann Duffy
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
10
Critical Essay - 2001 Q13
Model paragraph – Introduction
Your introduction should state what you are going to write about in the
Critical Essay – basically, it should shape the structure of your essay
indicating the subject of the paragraphs you intend you include and reveal
your opinion on whether or not you find the poet’s treatment of the subject
(love) is realistic/believable.
Get straight to the point!
Indicate the ideas you will write about (U).
Identify the techniques you will write about (A) & (E).
Make clear your point of view. (PR)
In ‘Valentine’, Carol Ann Duffy deals with the subject of
love in a rather unconventional way which I thought was
very realistic. The central idea of the poem is that
people should be honest and truthful about their
feelings for each other. Duffy uses a persona who has
offered an onion to their lover instead of a conventional
Valentine gift. The lover, however, despite the speaker’s
attempts to justify this unusual symbol of their
feelings, rejects the gift. As the poem progresses, we
see the speaker becoming more irritated and frustrated
by their lover’s refusal to accept the onion. Duffy has
used the structure of the poem to indicate the
speaker’s changing attitude to love; to reflect this
change, the imagery, word choice, sentence structure
and tone become much more brutal until, in the final
lines of the poem, the persona resorts to the language
of threat.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
11
Model paragraph – Structure
Get straight to the point in your Topic Sentence!
Show your knowledge of the text (U).
Identify the techniques you will write about (A) & (E).
Make clear your point of view. (PR)
Keep the question in mind – refer back to the task.
(Relevance)
Duffy has conveyed through the structure of her poem and
effective sentence structure that her speaker’s attitude
towards love changes as the poem progresses. The
persona becomes increasingly frustrated by their lover’s
rejection of the gift of the onion (which represents their
relationship) and eventually adopts a threatening attitude.
Duffy has chosen to place the central idea right in the middle
of of the poem. The speaker has dismissed conventional
symbols of love in an effort to show their partner just how
much love they feel for them. The speaker is very open and
frank – they simply want to show their partner that there is no
dishonesty in their feelings:
‘I am trying to be truthful.’
This line is a very direct statement – a simple sentence.
Before this line the persona has spoken of their love in mainly
gentle terms which shows the sincerity of their feelings. Yet,
after this line, despite the sincerity of the sentiments
previously expressed, the language of the speaker becomes
more brutal, more threatening thus reinforcing the speaker’s
truthfulness. By the use of the first person, Duffy conveys
that the speaker feels very strongly that they want honesty in
their relationship. In the first line of the poem the speaker
immediately dismisses conventional symbols of love:
‘Not a red rose or a satin heart.’
This verbless sentence is a clear indication that the treatment
of the subject of love is not going to be what we expect. The
fact that the word ‘not’ starts the sentence makes it obvious
that there is no doubt that the persona does not wish to show
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
12
their feelings through overly sentimental, conventional
symbols. This idea is repeated in a similarly structured line:
‘Not a cute card or a kissogram.’
Repetition reinforces the speaker’s sincerity and desire to be
truthful. I thought this was entirely convincing as I feel that
Valentine cards and gifts are insincere expressions of our
emotions; many people look for different ways to demonstrate
their devotion and the persona has done exactly that. Yet, as
the lover rejects the gift, the speaker insists on trying to
make them accept it:
‘Here.’
‘Take it.’
The speaker is challenging the person they are talking to.
The tone of these commands is forceful almost aggressive –
there is no room for compromise. The speaker is irritated and
angered by their partner’s rejection of the gift; each command
is a short, direct statement on a line on its own which
reinforces the speaker’s insistence, indicating that they are
desperate for the lover to accept the gift and understand
their feelings. Duffy’s use of the first person helps to
communicate strong feelings to me, as I can imagine a real
person speaking and offering the gift of love – of an onion – to
a lover. The speaker, overwhelmed by the rejection of the gift,
resorts to threatening, almost violent language:
‘Lethal.’
This verbless sentence, a one-word line, uttered, I am sure, in
an aggressive tone, suggests that the speaker may, if
necessary, resort to violence to keep their lover. The final
lines of the poem state quite clearly that powerful love is very
difficult to forget and may lead you into dangerous situations
where the final outcome may be brutal or violent:
‘Its scent will cling to your fingers,
cling to your knife.’
Here there is a very strong sense of menace and this is a very
effective concluding statement. The smell of the onion is
strong and difficult to erase, just like the memory of a deep
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
13
relationship may last after the relationship itself has ended;
Duffy’s word choice - ‘knife’ - indicates that the speaker
threatens violence in the final line. This is very believable –
realistically, this situation could occur when one partner feels
that the other has rejected or slighted them. The speaker’s
mood, in a few short lines, has changed quite dramatically from
tenderness, through irritation, to threat thus showing that
love can take many forms. Duffy has effectively structured
this poem and used sentence structure to show the persona’s
changing mood and attitude to love.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
14
Poetry
Peer and Self-Assessment
Formative
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
15
Peer and Self-Assessment - Formative
How did you get on? Working with a partner, use the checklist below to
assess whether or not you have included all necessary information in your
Critical Essay. (Look back at your Plan, tables and mini-essays.)
There are 2 ways to use the checklist. Either (1) write down the evidence
from your Critical Essay and what you need to improve in the boxes below or
(2) use the key provided to highlight where the evidence can be found on
your Critical Essay. The second method allows you to see at a glance where
there are weaknesses to be addressed.
If you have followed the advice given in this booklet, you should have very
little to improve in your Critical Essay.
Evidence from
your essay…
Is it answering the
question asked? – The
question will ask for 2/3
main areas. Have you
structured the response
round these demands?
Relevance is the key
word!
Are there topic sentences
which relate to the task
and to the main areas
covered in the paragraph?
Have you shown
knowledge of the central
concerns (U) of the text?
Have you used relevant
quotes?
Is there evidence of
analysis (A)? Have you
used critical terminology?
Is there evidence of
evaluation (E)?
Is there evidence of
personal response (PR) to
the techniques and/or
ideas?
Have you referred back to
the task – followed a ‘line
of thought’ in every
paragraph?
What I need to
improve…
Grey
Red
Green
Blue
Yellow
Brown
Grey
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
16
Poetry
Summative Assessment


Grade C Performance Criteria
Critical Essay Supplementary
advice
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
17
Critical Essay
GRADE C
Performance Criteria
a) Understanding
As appropriate to task, the response demonstrates secure understanding of key elements,
central concerns and significant details of the text(s).
b) Analysis
The response explains accurately and in detail ways in which aspects of structure/style/
language contribute to meaning/effect/impact.
c) Evaluation
The response reveals clear engagement with the text(s) or aspects of the text(s) and stated or
implied evaluation of effectiveness, substantiated with detailed and relevant evidence from
the text(s).
d) Expression
Structure, style and language, including appropriate critical terminology, are deployed to
communicate meaning clearly and develop a line of thought which is consistently relevant to
purpose; spelling, syntax and punctuation are sufficiently accurate.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
18
Higher Critical Essay Supplementary advice
This advice, which is supplementary to the Performance Criteria, is designed to assist with the
placing of scripts within the full range of marks. However, the Performance Criteria as
published give the primary definitions. The mark range for each Category is identified.
* IV 8 – 11
III 12 - 15
II 16 - 19
I 20 – 25
An essay which falls
into this category
may do so for a
variety of reasons. It
could be
Understanding

Knowledge of the text(s), and
a secure understanding of the
central concerns will be used. 
………………………………… 

to provide an answer relevant
to the task. 


Detailed reference to the
text(s) to support the
candidate’s argument will be
made.
Understanding
Knowledge and understanding of
the central concerns of the text(s)
will be clearly demonstrated.
…………………………………

and deployed sensibly to form
a sound developed answer
which is relevant to the task.
Understanding
Thorough knowledge and insight
into the central concerns of the
text(s) will be demonstrated at this
level.
…………………………………

and there will be a relevant,
well-structured response to the
demands of the task.






that it fails to
achieve sufficient
technical
accuracy
or that any
knowledge and
understanding of
the text(s) is not
deployed as a
response relevant
to the task. 
or that analysis
and evaluation
attempted are
unconvincing. 
or that the answer
is simply too thin.
Analysis

There will be an accurate
explanation of the contribution
of literary/ linguistic
techniques to the impact of the
text.
Evaluation

There will be a positive
engagement with the text(s)
which will state or imply an
evaluation of its effectiveness.
Expression

Language will communicate
the argument clearly, and there
will be appropriate critical
terminology deployed.
Spelling, grammar and
punctuation will be
sufficiently accurate.

Detailed reference to the
text(s) will be used
appropriately as evidence for
the candidate’s argument.
Analysis 

There will be analysis of
literary/linguistic techniques
and how they affect the impact
of the text(s).
Evaluation 

There will be a positive
engagement with the text(s)
(which may be implicit)
leading to a considered
evaluative stance with respect
to the text(s).
Expression 

Language will be used
confidently and the
deployment of critical
terminology will add to the
strength of the candidate's
argument. At this level there
should be no doubt that the
question has been answered
out of a sound knowledge and
understanding of the text(s).
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy

Extensive and skilful reference
to the text(s) will be used
appropriately as evidence for
the argument.
Analysis

There will be a convincing
evaluative analysis of the
writer’s literary and linguistic
techniques.
Evaluation

There will be an appreciative
response allied to a committed
stance with respect to the
text(s) which may be implicit.
Expression

The language used will be
controlled and fluent, making
accurate and appropriate use
of critical terminology in
pursuit of a skilful analysis.
An answer of this standard
will give the impression that it
is drawing skilfully on an
extensive knowledge of the
text(s) to focus on the
demands of the question.
19
Appendix
Teacher
Pupils learn best when they are having a bit of fun!
Below are some suggestions about how you can give pupils a little
bit of entertainment while ensuring that the structure of a
paragraph in the main body of a Critical Essay is reinforced.
 allow pupils to complete a Poster with the main headings
of each section in a paragraph (Sample attached)
 make ‘snap’ cards and let them play the game – cards
should have main headings of each section in a paragraph
and also a brief explanation of what pupils have to do eg
Topic Sentence – should refer to task and introduce
subject of paragraph; Analysis – comment on technique
used/use critical terminology; etc. When a pupil ‘snaps’,
they are only allowed to take the cards if they can give
the explanation, otherwise the cards are dealt out to the
rest of the group. It does get very noisy!
 Let pupils use the poster or ‘snap’ cards for first
summative Critical Essay
 Teach pupils actions to match the main headings of each
section in a paragraph – see Video included on CD!
Thanks to my S6 Higher class for allowing me to use this
Video.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
20
Paragraph Structure
Critical Essay
Topic Sentence
 Statement
 Quote
This is the
 Analyse
FORMULA.
 Evaluate
 Personal Response
(Use the FORMULA 3 times in
a paragraph!)
Refer back to Task.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
21
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘Valentine’ by Carol Ann Duffy
22