Poetry
Critical Essay Questions
2001-2006
’In Mrs Tilscher’s Class’
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
‘In Mrs Tilscher’s Class’ 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
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
3
Poetry
Suitable Critical Essay Questions
2001-2006
‘In Mrs Tilscher’s Class’
by
Carol Ann Duffy
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
4
Higher English
Suitable Critical Essay Questions – Poetry – ‘In Mrs Tilscher’s Class’
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.
Q13
Choose a poem which deal with a childhood experience.
Discuss to what extent the poet’s description of the experience leads you to a
clear understanding of the poet’s theme.
2005 – Q12.
Choose a poem in which a specific setting is strongly evoked.
Show how the poet creates this sense of place and/or time, and then discuss
the relative importance of the setting to the poem as a whole.
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 - Q12.
Choose a poem in which the poet explores the passage of time.
Explain why the passage of time is significant in this poem and discuss the
means by which the poet explores its significance.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
5
2003 - Q15.
Choose a poem which explores either the significance of the past or the
importance of family relationships.
Show how the poet treats the subject, and explain to what extent you find
the treatment convincing.
2002 – Q10.
Choose a poem in which contrast is used to clarify a key idea.
Examine in detail the poet’s use of contrast and show how it was effective in
clarifying this key idea.
2001 – Q10.
Choose a poet who reflects on the idea of change.
Show how the poet explores the subject in one or more his/her poems, and
explain to what extent your appreciation of the subject was deepened.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
6
Poetry
 Critical Essay Plan
 2006 Q13
‘In Mrs Tilscher’s Class’
by
Carol Ann Duffy
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
7
Higher English 2006 Question 13.
Choose a poem which deal with a childhood experience.
Discuss to what extent the poet’s description of the experience leads you to a
clear understanding of the poet’s theme.
*****
There are 2 parts to the question above:
1) How the poet describes a childhood experience.
2) How it leads you to a clear understanding of the main theme.
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
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
8
Plan
Title of text and poet
The subject – Schooldays and growing up- something every
child experiences. Poet shows how early childhood certainties
are replaced by curiosity, emotional turmoil, and the need for
independence with the approach of adolescence.
Introduction How …? – The poet uses a variety of techniques, word
choice, sentence structure, symbolism and imagery.
Clear understanding – is the experience described in the
poem clear?
…does the poet make you aware of the main theme of
the poem . Do you clearly see the main theme ?
Topic Sentence – should contain the idea that a universal
experience is being described. The informal tone invites the
reader to become involved in the experience. Word choice
and Structure are important in bringing this experience to
Paragraph 2 us.
Look back at you Mini Essay and Table.
Show how setting and atmosphere are developed. Mention
that the poet has given you a clear understanding of the
situation.
Topic Sentence – should have the idea that time is moving
on, and how Duffy uses imagery and structure to highlight
this.
Paragraph 3
Paragraph 4
Conclusion
Look back at your table and mini-essay.
Remember to mention how you feel about the way the poet
has dealt with the passage of time.
Topic Sentence – should have the idea that Duffy extends the
theme of the passage of time, how she brings in ideas of
change and growth, and how the atmosphere changes.
Mention the poem coming to a climax.
Look back at table and your mini-essay.
Remember to include your view on the how the poet brings
you to a clear understanding of the poem’s theme.
 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
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
9
Critical Essay
 2006 Q13
Model paragraphs
 Introduction
 Paragraph 2
‘In Mrs Tilscher’s Class’
by
Carol Ann Duffy
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
10
Critical Essay - 2006 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 how the poet describes a childhood experience, and how it
leads you to a clear understanding of the main theme .
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)
A poem which I feel describes a childhood experience is ‘In Mrs Tilcher’s
Class’ by Carol Ann Duffy. In this essay I shall look at how the poet
describes this childhood experience – that of early school days and all its
certainty, to the emotional turmoil of adolescence -and leads us to a clear
understanding of the main theme, change and growth, with reference to
aspects of the writer’s craft such as imagery, theme and word choice.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
11
Model paragraph – Development of main theme through use of
structure and various aspects of writer’s technique,
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 develops the theme of change and growth through structure and
word choice. This poem starts in a very informal way, with the poet engaging
us by the simple use of the word ‘you.’ This informal mood engages the reader,
and we are introduced into the cosy school world where ‘Mrs Tilscher ‘chanted
the scenery’ of the ‘Blue Nile’. The use of this word ‘you’ also makes the reader
feel that the poet is addressing us directly. We are shown the routine of the
school, ‘that for an hour, then a skittle of milk’, the metaphor of ‘skittle’ a very
apt one. Dealing with both the actual shape of the milk bottle and keeping the
idea of children’s toys in our minds. The images come fast, we read about
‘Pyramids rubbed to dust’, and the personification of ‘the laugh of a bell’. We see
in this first stanza a clear description of a universal childhood experience which
everyone can relate to and understand. This description of the safe setting and
secure atmosphere is continued in the short statement, ‘this was better than
home’. It contains all the certainty of a child’s point of view. We read about how
the ‘classroom glowed like a sweetshop’, once more very childish imagery, the
word ‘glowed’ a particularly strong one, it brings to a mind a warm comfortable
image. The short sentences continue,
’Sugar paper. Coloured shapes.’ The images and memories from school are
concisely described in comfortable language.It is a place full attractive memories
and experiences. The outside world does encroach into this perfect world. We
read about, ‘Brady and Hindley’, however, they are dismissed as an ‘uneasy
smudge of a mistake’, and this clever euphemism, describing multiple child
murders, is firmly rooted in the world of school, in this childhood experience that
we all have. We see, however, that awareness is beginning to develop in the
mind of the poet. Behind the simple joy there is an ‘uneasy’ feeling. This is
leading us to the central concerns of the poem, although the poet still has
childhood certainties. ‘Mrs Tilscher loved you’, for example. The poet continues
with sensual images, ‘the scent of a pencil’, and ‘a xylophone’s nonsensense’.
These images help fix the setting – a school classroom, and lead us to the
central idea of the poem, which is growing up. The poet uses the line, ‘ the inky
tadpoles changed from commas into exclamation marks’, this is not only a
physical description of what happened to the tadpoles ‘over the Easter term’, it
also serves as a metaphor for what is happening to the children, as they too are
changing. The fact that the poet also manages to keep the description within the
concerns of the classroom ’commas into exclamation marks’ I found to be
especially effective. Duffy continues to comment on the growing up process, how
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
12
‘a rough boy told you how you were born’. Once more we see the stripping away
of innocence, as we are told how you, the reader, ‘stared at your parents,
appalled’, at the realisation of the world of sexuality. We see the child growing,
the safe world of the early years is disappearing. Duffy describes the onset of
puberty to us in an extended metaphor. We read about ‘that feverish July’, this
pathetic fallacy capturing the feelings of the growing child. A very good example
of synaesthesia, ‘the air tasted of electricity’ reinforces this state of turmoil.We
read about this stage of life as being, ’fractious’, ‘untidy’ and ‘hot’. The choice of
word here conveying this confusing time with great accuracy. Pathetic fallacy
comes into play once more as the poet describes the ‘heavy,sexy sky’ where we
know it is the subject of the poem who is feeling ‘heavy’ and ‘sexy’. At the end of
the poem, the poet writes about how the child would ‘run through the gates’,
these are not merely the physical gates, they are also the gates which lead to
the adult world, as the child is now ‘impatient to be grown’. The extended
metaphor, by which the poet compares the growing child’s emotions to an
approaching storm, is very effectively ended by the last line of the poem, ‘the
sky spilt open into a thunderstorm’. The poet has captured, with, in this writer’s
opinion, great skill, the suddenness and violence of the emotional storm which
puberty is.
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
13
Poetry
Peer and Self-Assessment
Formative
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
14
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
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
15
Poetry
Summative Assessment


Grade C Performance Criteria
Critical Essay Supplementary
advice
Selected Poems for Higher English – Teacher Unit
Critical Essay Questions 2001-2006
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
16
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
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
17
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
‘In Mrs Tilscher’s Class’ 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.
18
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
‘In Mrs Tilscher’s Class’ by Carol Ann Duffy
19