MAKING THE
GRADE
GCSE English Literature
Unit 2
Poetry Across Time
Student Revision
Booklet
Unit 2 Literature Exam
24th May 2012 p.m.
(1 hour 15 mins)
Unit 2: Poetry Across Time
Overview
External Exam
35% of the total GCSE marks
Section A: Poetry Cluster from the
Anthology
23% of the total GCSE marks
Section B: Responding to an unseen
poem
12% of the total GCSE marks
1 hour 15 minutes
45 minutes (recommended)
30 minutes (recommended)
54 marks
36 marks
18 marks
Section A: Poetry Cluster from the Anthology
23% GCSE (36 marks)
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


You should spend 45 minutes on this section.
Answer one question only.
You must have an unannotated copy of your Moon on the Tides anthology.
You may annotate and underline key words and phrases in your anthology as you work
and make rough notes in your answer booklet.
+
Section B: Responding to an unseen poem
12% GCSE (18 marks)



You should spend 30 minutes on this section.
Answer parts a) and b) of the set question.
Read the poem through several times and make notes before beginning your response.
Assessment Objectives
AO1: Respond to texts critically and imaginatively; select and evaluate relevant textual detail to
illustrate and support interpretations
AO2: Explain how language, structure and form contribute to writers’ presentation of ideas,
themes and settings
AO3: Make comparisons and explain links between texts, evaluating writers’ different ways of
expressing meaning and achieving effects
Section A: Poetry Cluster from the Anthology
23% GCSE (36 marks)




You should spend 45 minutes on this section.
Answer one question from this section.
You must have an unannotated copy of your Moon on the Tides anthology.
You may annotate and underline key words and phrases in your anthology as you work
and make rough notes in your answer booklet.
The Question
Compare how the poets present a theme or idea in a named poem and one
other poem from the cluster you have studied.
Remember to compare:
 The theme/ idea
 How the poets present these things by the way they write about them.
To get into the top band for this question, you will need to show:
-
A thoughtful response to the text with plenty of evidence used
That you can identify details and explain what they mean
That you can write about how each writer uses language, structure and form and what
the effect might be on the readers
Thoughtful consideration of ideas/ themes
Developed comparison of ideas/themes and/or technique
Well selected words and phrases from the poems for comparison
You will also need to write clearly and express your ideas accurately through the right choice of
words. Your grammar and spelling will need to be generally accurate.
Top tips:
1. Find the right section in the exam paper – you do not need to look at any of the
other poetry clusters apart from the one that you studied in English lessons.
2. Look at your choice of two questions and consider the named poems. Which one
do you have more to say about? Once you have decided this, think about which
other poem from your cluster would compare well with the named one. Remember
that you must answer ONE question only in this section!
3. Plan your answer out before you begin, remembering that you must compare the
two poems i.e. say how they are similar and different.
4. Begin by writing a sentence or two summarising the key themes and ideas in the
named poem.
5. Move on to explain your choice of second poem in your introduction. Explain how
it compares well to the named poem.
6. Remember to write about the techniques the poets use to get their ideas across,
and if you can, say how these are similar and different in the two poems.
7. Focus on two or three short key phrases or quotations from each poem to show
how the writers use language to express their ideas. Try to say a lot about a little.
8. Use connectives carefully to show the examiner how you are comparing the two
poems.
9. Use PEE as a guideline but don’t be afraid to add to or develop your points. The
examiner wants to see individual ideas.
10. Don’t feel you have to write about either of the poems from the beginning to the
end- this will mean you just end up “telling the story” to the examiner.
Your Turn …
Look at Section A in the June 2011 or January 2012
exam paper. Ensure you know whether you will be
taking the higher or foundation tier examination and
find the two questions on the cluster you have been
studying in English lessons.
Higher Tier Examination Questions
January 2012
Character and voice
EITHER:
Question 1
Compare the ways poets present ideas about identity in ‘The Clown Punk’ (page 4) and one
other poem from Character and voice.
OR
Question 2
Compare the ways poets present isolated characters in ‘The Hunchback in the Park’ (page 18)
and one other poem from Character and voice.
Place
EITHER
Question 3
Compare the ways poets show people’s relationship with nature in ‘Below the Green Corrie’
(page 31) and one other poem from Place.
OR
Question 4
Compare how poets use language to present ideas in ‘Storm in the Black Forest’ (page 32) and
one other poem from Place.
Conflict
EITHER
Question 5
Compare how poets use language to present strong feelings in ‘Poppies’ (page 41) and one
other poem from Conflict.
OR
Question 6
Compare how poets show attitudes to war in ‘Futility’ (page 42) and one other poem from
Conflict.
Relationships
EITHER
Question 7
Compare the ways poets use structure to develop ideas about a relationship in ‘Sonnet 43’ (page
58) and one other poem from Relationships.
OR
Question 8
Compare the ways poets present a speaker’s attitudes towards another person in ‘Harmonium’
(page 57) and one other poem from Relationships.
Higher Tier Examination Questions
June 2011
Character and voice
EITHER:
Question 1
Compare the ways poets present powerful characters in ‘My Last Duchess’ (page 15)
and one other poem from Character and voice.
OR
Question 2
Compare the ways poets present strong emotions in ‘Medusa’ (page 8) and one other poem from
Character and voice.
Place
EITHER
Question 3
Compare how nature is presented as threatening in ‘Wind’ (page 33) and one other
poem from Place.
OR
Question 4
Compare the ways poets present feelings about a place in ‘London’ (page 28) and one other
poem from Place. (36 marks
Conflict
EITHER
Question 5
Compare how poets present the effects of conflict in ‘Belfast Confetti’ (page 40) and one other
poem from Conflict.
OR
Question 6
Compare how poets present the experience of soldiers in ‘Bayonet Charge’ (page 44) and one
other poem from Conflict.
Relationships
EITHER
Question 7
Compare how poets use language to present feelings in ‘The Manhunt’ (page 50) and one other
poem from Relationships.
OR
Question 8
Compare the ways poets portray emotions in ‘Nettles’ (page 63) and one other poem from
Relationships.
Foundation Tier Examination Questions
January 2012
Character and voice
EITHER:
Question 1
Compare how poets present an unusual character in ‘The Clown Punk’ (page 4) and one other
poem from Character and voice.
Remember to compare:
 what the characters are like
 how the poets present the characters by the ways they write about them.
OR
Question 2
Poets sometimes use a speaker to narrate a poem. Compare how poets present
the speaker in ‘My Last Duchess’ (page 15) and the speaker in one other poem from
Character and voice.
Remember to compare:
 what the speakers are like
 how the poets present the speakers by the ways they write.
Place
EITHER
Question 3
Compare how the poets present memories of a place in ‘Cold Knap Lake’ (page 24) and one
other poem from Place.
Remember to compare:
 the memories of the places in the poems
 how the poets present the memories by the ways they write about them.
OR
Question 4
Compare how poets write about weather in ‘Wind’ (page 33) and one other poem from Place.
Remember to compare:
 what weather is like in the poems
 how the poets present weather by the ways they write about it.
Conflict
EITHER
Question 5
Compare how ideas about fighting for a country are shown in ‘Flag’ (page 34) and one other
poem from Conflict.
Remember to compare:
 the ideas about fighting for a country
 how the poets show these ideas by the ways they write.
OR
Question 6
Compare how poets show the effects that conflict has on people’s lives in ‘At the Border, 1979’
(page 39) and one other poem from Conflict.
Remember to compare:
 how the conflicts affect people’s lives
 how the poets show the effects of the conflict on people’s lives by the ways they
write.
Relationships
EITHER
Question 7
Compare how the poets present romantic love in ‘Sonnet 43’ (page 58) and one ther poem from
Relationships.
Remember to compare:
 romantic love in the poems
 how the poets present love by the ways they write.
OR
Question 8
Compare how family relationships are presented in ‘Nettles’ (page 63) and one other poem from
Relationships.
Remember to compare:
 what the family relationships are like
 how the poets present the relationships by the ways they write.
Foundation Tier Examination Questions
June 2011
Character and voice
EITHER:
Question 1
Compare how the poets present characters in ‘Singh Song!’ (page 9) and one other poem from
‘Character and voice’.
Remember to compare:
 the characters in the poems
 how the poets present the characters by the ways they write about them.
OR
Question 2
Compare how the poets present feelings about a person in ‘Brendon Gallacher’ (page 11) and
one other poem from ‘Character and voice’.
Remember to compare:
 the feelings in the poems
 how the feelings are shown by the ways the poets write about them.
Place
EITHER
Question 3
Compare how the poets show places where people live in ‘London’ (page 28) and one other
poem from ‘Place’.
Remember to compare:
 what the places are like
 how the places are shown by the ways the poets write about them.
OR
Question 4
Compare how the poets show ideas about nature in ‘Storm in the Black Forest’
(page 32) and one other poem from ‘Place’.
Remember to compare:
 the different ideas in the poems
 how the poets show these ideas by the ways they write.
Conflict
EITHER
Question 5
Compare how the poets write about death in ‘Mametz Wood’ (page 36) and one other poem from
‘Conflict’.
Remember to compare:
 what the poets write about death in the poems
 how death is presented by the ways the poets write about it.
OR
Question 6
Compare how the poets show the experiences of soldiers in ‘Bayonet Charge’ (page 44) and one
other poem from ‘Conflict’.
Remember to compare:
 the different experiences of soldiers in the poems
 how these experiences are shown by the ways the poets write about them.
Relationships
EITHER
Question 7
Compare the ways the poets present relationships in ‘Brothers’ (page 55) and one other poem
from ‘Relationships’.
Remember to compare:
 what the relationships in the poems are like
 the ways in which the poets write about these relationships.
OR
Question 8
People can sometimes be hurt or damaged in relationships. Compare how the poets show a
person being hurt or damaged in ‘The Farmer’s Bride’ (page 60) and one other poem from
‘Relationships’.
Remember to compare:
 the ways people have been hurt or damaged in the poems
 how the poets show this hurt or damage by the ways they write.
Your Turn …
Decide on which of the two named poems you have
more to say about. Look closely at the theme or idea
mentioned in the question and make sure you have
plenty to say about the poem in relation to the
question.
Now look through your anthology for the poem you will
compare with the named one. Don’t just choose the
one you know the best; make sure it has enough
similarities and differences with the named poem to
allow you to compare in your answer.
Use the grid below as a starting point to help you
consider which poems compare most effectively with
each other in the cluster you have studied. An
example has been included in this table but you will
need to change it depending on the poems you have
been working on.
Conflict
Cluster
Flag
Extract from
Out of the
Blue
Mametz Wood
The Yellow
Palm
The Right
Word
At the
Border, 1979
Belfast
Confetti
Poppies
Futility
The Charge of
the Light
Brigade
Bayonet
Charge
The Falling
Leaves
‘ Come On,
Come Back’
Next to of
course god
America I
Hawk
Roosting
Theme
Language
Structure
Tone/Voice
Your Turn …
Write a brief plan. Use this table to help you if you like:
Named poem
Main ideas in
poem
The tone of
the poem
Key images,
words and
phrases
Structure and
form
My chosen poem
Your Turn …
Write an opening sentence or two about the named
poem, summarising the key ideas in relation to the
question.
So, for example, if I had chosen this question from the
June 2011 paper on “Relationships”…
People can sometimes be hurt or damaged in relationships. Compare how the poets
show a person being hurt or damaged in “The Farmer’s Bride” and one other poem from
“Relationships”.
Remember to compare:
 The ways people have been hurt or damaged in the poems
 How the poets show this hurt or damage by the ways they write.
….I might write:
In “The Farmer’s Bride”, Mew shows the reader how marriage can
sometimes leave people isolated, afraid and alone. The young
bride in the poem is clearly unhappy in her relationship, as she
first of all tries to escape and then becomes withdrawn, with noone to talk to but the animals.
Your Turn …
Now explain your choice of second poem, making sure
that you compare it to the named one.
So, continuing my answer on “The Farmer’s Bride”, I
might write:
In “In Paris With You”, we see that the speaker in the poem has
also been hurt by a relationship and is wary of being hurt again
by his or her new partner. In this poem, the speaker has escaped
the hurtful relationship but is still affected by it, whereas in
“The Farmer’s Bride”, the young woman in the poem is unable to
escape her unhappy situation.
Using Connectives
To get into the top bands for this question, you must
compare the two poems. It is useful to have some
words and phrases which allow you to do this. Be
careful though – make sure you understand how they
should be used before you drop them all into your
answer!
Drawing similarities:
also as well as as with at the same time equally
in the same way like likewise similarly too
Showing contrasts:
alternatively however although except meanwhile
whereas instead of unlike otherwise
on the other hand
Your Turn …
1. Highlight the connectives in the introduction to
the answer on “The Farmer’s Bride” and consider
whether better ones could have been used.
2. Highlight the connectives you used in your own
introduction. If there aren’t any, try to add some in
to make the links and contrasts clear for the
examiner.
3. Remember to draw similarities and differences out
throughout your answer, not just in the
introduction.
Say a lot about a little.
You must write in detail about the language used by
the poets in your two poems. The key though, is to
choose only two or three short quotations from each
poem and say as much as you can about them, without
repeating yourself!
Make sure you choose striking words or phrases
which have lots of meanings you can write about. Use
the “Writing about Poetry” pages to help you.
Your Turn …
Make notes about your chosen quotations here:
Named poem: quotation 1 Chosen poem: quotation 2
Named poem: quotation 2 Chosen poem: quotation 2
Named poem: quotation 3 Chosen poem: quotation 3
Writing about poetry
POETIC TECHNIQUE
DEFINITION AND EFFECT
alliteration
Repetition of the same consonant sounds, often at the
beginning of words. Draws our attention to a line. Can
sometimes sound “hard” or “soft” depending on the letter
repeated.
assonance
Repetition of a vowel sound within a line of poetry or a
phrase. e.g. “hear the mellow wedding bells”. Helps to
speed up or slow down a line and can add rhythm.
ballad
A poem that tells a story, similar to a folk tale or legend and
often has a repeated refrain. The continuous rhythm and
rhyme help to drive the story forward.
couplet
A pair of lines that are of the same length and usually
rhyme (rhyming couplet). Often used at the end of a poem
to give a sense of finality.
elegy
A poem which expresses sorrow at the death of someone,
or one which is simply sad and thoughtful.
enjambement
A sentence or phrase which continues with no punctuation
into the next line of the poem. e.g. “But in contentment I
still feel/ The need of some imperishable bliss.” This can
create a flowing effect, or it can speed the poem up or
make it sound more like speech than poetry.
hyperbole
Where deliberate exaggeration is used for effect. e.g. “a
flood of tears”. Helps to emphasise a point.
imagery
The use of vivid description, usually rich in sensory words,
to create an emotional response in the reader.
metaphor
A figure of speech when two things are compared, usually
by saying one thing is another. e.g. “he was a lion in
battle”. Helps to emphasise an idea and present it in a
more interesting way.
narrative
A narrative poem is one which tells a story. Ballads are a
type of narrative poem.
onomatopoeia
A figure of speech in which words are used to imitate
sounds. e.g. “thump”, “murmuring”. Helps to create a more
vivid picture for the reader, appealing to all of their senses.
personification
A figure of speech in which non-human things are given
human qualities or characteristics. e.g. “the leaves danced
in the wind”. Brings objects to life and allows the reader to
relate more to what is described.
refrain
A phrase or line which is repeated throughout a poem,
usually at the end of each stanza. Helps to draw our
attention to the central idea of a poem.
rhyme
The same or similar sounds at the end of two or more
words. Poets often use a rhyme scheme for different
effects.
simile
A figure of speech in which two things are compared using
the word “like” or “as”. e.g. “What happens to a dream
deferred? / Does it dry up / like a raisin in the sun?”
sonnet
A poem of exactly fourteen lines. Have a strong rhyme
scheme and usually contain a change of idea after the
eighth line (this is called the “volta”).
stanza
Two or more lines of poetry that together form one of the
sections of a poem. Help to separate ideas out and make
each point clear.
stress
The emphasis given to particular syllables in a word, which
occur naturally when read aloud. Stressed syllables stand
out to the reader and help to emphasise them.
Your Turn …
Now use your notes to write a paragraph about the
language in the named poem. See if you can make some
comparisons (using your connectives) to your chosen
poem.
Have a look at the phrases below if you are unsure
how to start.
Useful phrases for writing about poetry
This image creates a feeling of……….in the reader
The writer includes ………… to show…….
These words emphasise the feeling of…..in the poem
The tone in the poem is one of….
The structure of the poem helps to…
This image reveals to us that….
This interpretation is supported by the words…..
This image is made clear by the words……
This is demonstrated by …………
………………. shows this idea clearly
The words ………….. are effective and suggest to me…….
This description ……… highlights the speaker’s ……….
In my opinion this shows that …………..
This reveals that ……….
The writer uses this simile to show…..
The verbs used here help me to imagine………..
These words imply …………
This line makes it clear……….…
The poet’s message is made clearer by……….
It is interesting that the writer uses…………….
The writer includes ……………. to show………..
Section B – Responding to an Unseen Poem:
12% GCSE (18 marks)



You should spend 30 minutes on this section.
Answer parts a) and b) of the set question.
Read the poem through several times and make notes before beginning your
response.
The Question
a) WHAT?
b) HOW?
This question will ask you to write about the themes and ideas in the poem
(the WHAT) and then to move on to write about HOW the writer gets these
ideas across to the reader through the way he or she writes.
To get into the top band for this question, you will need to show:
-
A thoughtful response to the text with plenty of evidence used.
That you can identify details and explain what they mean.
That you can write about how the writer uses language, structure and form and what the
effect might be on the readers.
You will also need to write clearly and express your ideas accurately through the right choice of
words. Your grammar and spelling will need to be generally accurate.
Top Tips:
1. Make sure you have a full 30 minutes to answer this question – keep your eye on the
clock!
2. Read the poem several times before you write anything. Try to “hear” the poem in your
head so that you can appreciate any rhyme or rhythm the poet has used.
3. Begin by writing a sentence or two summarising the key themes and ideas in the poem,
but making sure you are also answering part a).
4. Use your knowledge of poetic techniques from the cluster poems and apply them to the
unseen poem.
5. Do NOT just name the techniques the poet has used. The most important thing is being
able to explain what effect those techniques have on the reader and why the poet chose to
use them.
6. Focus on a few short key phrases or quotations from the poem to show how the writer
uses language to express his or her ideas. Try to say a lot about a little.
7. Be confident about what you understand from the poem – the examiner wants to see
individual and original comments and there is never one right answer when it comes to
writing about poetry.
8. Do not worry if you find yourself writing about the “how” in part a) or the “what” in part
b). The question is marked as a whole response and the examiner is looking to reward you
for what you do well, wherever it is included!
Steps to approaching poetry
Before you begin to answer, make sure that you have
thought about…
The
Title
Structur
e
Interpretat
ion
The
Shape
The
Poem
Voice
Your
response
Imagery
Vocabular
y
Your Turn …
Read the poem by Wendy Cope below. Read it several
times and try to “hear” it in your mind as you read.
On Finding an Old Photograph
Yalding, 1912. My father
in an apple orchard, sunlight
patching his stylish bags;
three women dressed in soft,
white blouses, skirts that brush the grass;
a child with curly hair.
If they were strangers
it would calm me – half-drugged
by the atmosphere- but it does moreeases a burden
made of all his sadness
and the things I didn’t give him.
There he is, happy, and I am unborn.
Wendy Cope
Your Turn …
Consider the title.
 What does the title suggest to us before we
read the poem?
 What does it tell us about the possible
themes of the poem?
 Which words in the poem link directly to the
title?
Think about the shape of the poem:
 Does the poem have a recognizable form
such as a ballad or sonnet?
 What can you say about the stanzas and how
they help get the poet’s ideas across?
 Are some lines longer than others? If so, why?




Whose is the voice in the poem? Who seems
to be speaking it?
What tone of voice do you imagine as you
read?
Which parts of the poem are most powerful
when read aloud?
Is there any alliteration or assonance in the
poem? If so, what effect do these create?
Your Turn …
Now read the following poem by Maya Angelou.
Again, try to “hear” the poem and make sure you read
it several times.
Come. And Be My Baby
The highway is full of big cars
going nowhere fast
And folks is smoking anything that’ll burn
Some people wrap their lives around a
cocktail glass
And you sit wondering
where you’re going to turn.
I got it.
Come. And be my baby.
Some prophets say the world is gonna end
tomorrow
But others say we’ve got a week or two
The paper is full of every kind of blooming
horror
And you sit wondering
what you’re gonna do.
I got it.
Come. And be my baby.
Maya Angelou
Your Turn …
Look at the vocabulary in the poem:
 Pick out words and phrases which you find interesting
and comment on the effects of these words.
 Is the poem written in Standard English? If not, what
is the effect of this?
 Is there any repetition? What is the effect of this?
 What kinds of words are used most? e.g. verbs,
pronouns etc. What is the effect?
Consider the imagery in the poem:
 Are there any similes used?
 What is the effect of the metaphor in the
fourth line?
 Are there any other striking visual images? If
so, what is the effect of them?
It is important to be able to explain your response
to the poem:
 Is there a message in the poem?
 Is the poet trying to create an emotional
response from you? If so, how?
Your Turn …
Read this poem by Simon Armitage. Remember, read it
several times and try to “hear” it!
In Clover
This winter, six white geese have settled
near the house.
This morning as she polishes the furniture
and peers across the river to their nesting
place
she finds the gaggle floating off downstream,
and there
instead is one white egg sat upright in the
sand.
The geese, distracted with a crust, are
unaware
as Rose, her eldest, in ankle socks and
sandals
cradles the egg in the lap of her pinafore
and picks a safe way back across the
stepping-stones.
She cracks the contents on a bed of cornflour
and paints policemen on the empty halves of
shell
to sell as plant-pot-men in next month’s
flower show.
Later, the six white geese will crane their
necks to smell
the fine egg-pudding cooling on the windowsill.
Simon Armitage
Your Turn
Think about the structure of the poem:
 How is the poem organised?
 How do the stanzas used help to develop the
ideas in the poem?
 Are the lines end stopped or is there
enjambement? If so, what is the effect of
this? Use specific examples to explain.
Remember, it is your ideas and your interpretation
that count. You need to explain to the examiner
how you see the poem. Try using some of the
phrases “Useful Phrases for Writing about Poetry”
from the end of Section A.
Understanding an Unseen Poem
Use this handy mnemonic to help you
consider the key aspects of any new poem
you use to revise for section B of the exam:
C – Content
A – Audience
P – Purpose
E – Effect
L – Language
O – Organisation
When revising for this section of the exam, make notes on each word in
‘CAPELO’ to help you consider the main aspects of the unseen poem you
are using for revision. These notes can then be used as you plan your
response to a practice question.
Your Turn
Now for the real thing. Read the poem by Gavin Ewart
then try the exam style question which follows. Try to
read the poem and answer the question in 30 minutes.
Remember to consider all the aspects of the poem
which you have just looked at in the other poems.
A
14-Year-Old Convalescent Cat in the Winter
I want him to have another living summer,
to lie in the sun and enjoy the douceur de
vivrebecause the sun, like golden rum in a rummer,
is what makes an idle cat un tout petit peu
ivre-
I want him to lie stretched out, contented,
revelling in the heat, his fur all dry and
warm,
an Old Age Pensioner, retired, resented
by no-one, and happinesses in a beelike swarm
to settle on him – postponed for another
season
that last fated hateful journey to the vet
from which there is no return (and age the
reason),
which must soon come – as I cannot forget.
Gavin Ewart
* douceur de vivre – French for “softness of living”
* un tout petit peu ivre – French for “a little bit drunk”
The Question:
a) What does the speaker wish for his old cat?
b) How does the poet show the speaker’s feelings about the cat by
the way he writes?
18 marks
Mark Schemes
Higher Tier
Section A
Skills
In response to the task, students demonstrate:
Mark Band 6
31-36 marks
6.1 insightful exploratory response to text
6.2 close analysis of detail to support interpretation
6.3 evaluation of writers’ uses of language and/or structure and/or form and effects
on readers
6.4 convincing/imaginative interpretation of ideas/themes
6.5 evaluative comparison of ideas and/or meanings and/or techniques
6.6 evaluative selection of a range of telling details into comparison
Information is presented clearly and accurately. Writing is fluent and focused. Syntax
and spelling are used with a high degree of accuracy.
In response to the task, students demonstrate:
Mark Band 5
25-30 marks
5.1 exploratory response to text
5.2 analytical use of detail to support interpretation
5.3 analysis of writers’ uses of language and/or structure and/or form and effects on
readers
5.4 exploration of ideas/themes
5.5 analytical comparison of ideas and/or meanings and/or techniques
5.6 selection of a range of telling details as the basis for comparison
Structure and style are used effectively to render meaning clear. Syntax and spelling
are used with a high degree of accuracy.
In response to the task, students demonstrate:
Mark Band 4
19-24 marks
4.1 considered/qualified response to text
4.2 details linked to interpretation
4.3 appreciation/consideration of writers’ uses of language and/or structure and/or
form and effects on readers
4.4 thoughtful consideration of ideas/themes
4.5 developed comparison of ideas and/or meanings and/or techniques
4.6 thoughtful selection and consideration of material for comparison
Information is presented in a way which assists with communication of meaning.
Syntax and spelling are generally accurate.
In response to the task, students demonstrate:
Mark Band 3
13-18 marks
3.1 sustained response to elements of text
3.2 effective use of details to support interpretation
3.3 explanation of effect(s) of writers’ uses of language and/or structure and/or form
and effects on readers
3.4 understanding of ideas/themes/feelings/attitudes
3.5 sustained focus on similarities/differences in ideas and/or meanings and/or
techniques
3.6 selection of material for a range of comparisons
Information is usually presented in a way which assists with communication of
meaning. Syntax and spelling are generally accurate.
In response to the task, students demonstrate:
Mark Band 2
7-12 marks
2.1 explained response to element(s) of text
2.2 details used to support a range of comments
2.3 identification of effect(s) of writer’s choices of language and/or structure and/or
form intended/achieved
2.4 awareness of ideas/themes/feelings/attitudes
2.5 structured comments on similarities/differences in ideas and/or meanings and/or
techniques
2.6 selection of material to support structured comparative comment
Information is presented in a way which is generally clear. Syntax and spelling have
some degree of accuracy.
In response to the task, students demonstrate:
Mark Band 1
1-6 marks
1.1 supported response to text
1.2 comment(s) on detail(s)
1.3 awareness of writer making choice(s) of language and/or structure and/or form
1.4 generalisation(s) about ideas/themes/feelings/attitudes
1.5 some comments comparing ideas and/or meanings and/or techniques
1.6 selection of some details for comparison
Despite lapses, information is presented in a way which is usually clear. Syntax and
spelling have some degree of accuracy, although there are likely to be frequent
errors.
0 marks
Nothing worthy of credit
Higher Tier
Section B
Skills
In response to the task, students demonstrate:
Mark band 6
16-18 marks
6.1 insightful exploratory response to ideas/themes
6.2 close analysis of detail to support interpretation
6.3 evaluation of writer’s uses of language and/or structure and/or form and effects
on readers
Information is presented clearly and accurately. Writing is fluent and focused. Syntax
and spelling are used with a high degree of accuracy.
In response to the task, students demonstrate:
Mark band 5
13-15 marks
5.1 exploratory response to ideas/themes
5.2 analytical use of detail
5.3 analysis of writer’s uses of language and/or structure and/or form and effects on
readers
Structure and style are used effectively to render meaning clear. Syntax and spelling
are used with a high degree of accuracy.
In response to the task, students demonstrate:
Mark band 4
10-12 marks
4.1 considered/qualified response to ideas/themes
4.2 details linked to interpretation
4.3 appreciation/consideration of writer’s uses of language and/or structure and/or
form and effects on readers
Information is presented in a way which assists with communication of meaning.
Syntax and spelling are generally accurate.
In response to the task, students demonstrate:
Mark band 3
7-9 marks
3.1 sustained response to ideas/themes/feelings/attitudes
3.2 effective use of details to support interpretation
3.3 explanation of effect(s) of writer’s uses of language and/or structure and/or form
and effects on readers
Information is usually presented in a way which assists with communication of
meaning. Syntax and spelling are generally accurate.
In response to the task, students demonstrate:
Mark band 2
2.1 explained response to element(s) of ideas/themes/feelings/attitudes
2.2 details used to support a range of comments
2.3 identification of effect(s) of writer’s choices of language and/or structure and/or
form intended/achieved
4-6 marks
Information is presented in a way which is generally clear. Syntax and spelling have
some degree of accuracy.
In response to the task, students demonstrate:
Mark band 1
1.1 supported response to ideas/themes/feelings/attitudes
1.2 comment(s) on details
1.3 awareness of writer making choice(s) of language and/or structure and/or form
1-3 marks
Despite lapses, information is presented in a way which is usually clear. Syntax and
spelling have some degree of accuracy, although there are likely to be frequent
errors.
0 marks
Nothing worthy of credit
Foundation Tier
Section A
Skills
In response to the task, candidates demonstrate:
Mark Band 6
31-36 marks
6.1 considered/qualified response to text
6.2 details linked to interpretation
6.3 appreciation/consideration of writers’ uses of language and/or structure and/or form
and effects on readers
6.4 thoughtful consideration of ideas/themes
6.5 developed comparison in terms of ideas/themes and/or technique
6.6 thoughtful selection and consideration of material for comparison
Information is presented in a way which assists with communication of meaning. Syntax
and spelling are generally accurate.
In response to the task, candidates demonstrate:
Mark Band 5
25-30 marks
5.1 sustained response to elements of text
5.2 effective use of details to support interpretation
5.3 explanation of effect(s) of writers’ uses of language and/or structure and/or form
and effects on readers
5.4 understanding of ideas/themes
5.5 sustained focus on similarities/differences in terms of ideas/themes and/or
technique
5.6 selection of material for a range of comparisons
Information is usually presented in a way which assists with communication of
meaning. Syntax and spelling are generally accurate.
In response to the task, candidates demonstrate:
Mark Band 4
19-24 marks
4.1 explained response to element(s) of text
4.2 details used to support a range of comments
4.3 identification of effect(s) of writers’ choices of language and/or structure and/or form
intended/achieved
4.4 awareness of ideas/themes/feelings/attitudes
4.5 structured comments on similarities/differences in terms of ideas/themes and/or
technique
4.6 selection of material to support structured comparative comment
Information is presented in a way which is generally clear. Syntax and spelling have
some degree of accuracy.
In response to the task, candidates demonstrate:
Mark Band 3
13-18 marks
3.1 supported response to text
3.2 comment(s) on details
3.3 awareness of writer making choice(s) of language and/or structure and/or form
3.4 generalisation(s) about ideas/themes/feelings/attitudes
3.5 some comments comparing ideas/themes and/or technique
3.6 selection of some details for comparison
Despite lapses, information is presented in a way which is usually clear. Syntax and
spelling have some degree of accuracy, although there are likely to be frequent errors.
In response to the task, candidates demonstrate:
Mark Band 2
7-12 marks
2.1 some clear responses
2.2 range of details used
2.3 simple identification of method(s)
2.4 some range of explicit meanings given
2.5 simple linkage in terms of idea(s)/theme(s) and/or technique
2.6 selection of material for comparison
Syntax and spelling are sufficiently clear to convey meaning.
Candidates demonstrate:
Mark Band 1
1-6 marks
1.1 simple response(s)
1.2 familiarity with text/reference to some details
1.3 reference to writers’ method(s)
1.4 simple comment on meaning(s)
1.5 linkage, perhaps implicit, re idea or theme or method
1.6 selection of appropriate poem to compare
Despite frequent lapses in syntax and spelling, meaning can be derived.
0 marks
Nothing worthy of credit
Foundation Tier
Section B
Skills
In response to the task, candidates demonstrate:
Mark band 6
16-18 marks
6.1 considered/qualified response to ideas/themes
6.2 details linked to interpretation
6.3 appreciation/consideration of writers’ uses of language and/or structure and/or form
and effects on readers
Information is presented in a way which assists with communication of meaning.
Syntax and spelling are generally accurate.
In response to the task, candidates demonstrate:
Mark band 5
13-15 marks
5.1 sustained response to ideas/themes
5.2 effective use of details to support interpretation
5.3 explanation of effect(s) of writer’s uses of language and/or way which assists with
structure and/or form and effects on readers
Information is usually presented in a communication of meaning. Syntax and spelling
are generally accurate.
In response to the task, candidates demonstrate:
Mark band 4
10-12 marks
4.1 explained response to ideas/themes/feelings/attitudes
4.2 details used to support a range of comments
4.3 identification of effect(s) of writer’s choices of language and/or structure and/or form
intended/achieved
Information is presented in a way which is generally clear. Syntax and spelling have
some degree of accuracy
In response to the task, candidates demonstrate:
Mark band 3
3.1 supported response ideas/themes/feelings/attitudes
3.2 comment(s) on detail(s)
3.3 awareness of writer making choice(s) of language and/or structure and/or form
7-9 marks
Despite lapses, information is presented in a way which is usually clear. Syntax and
spelling have some degree of accuracy, although there are likely to be frequent errors.
In response to the task, candidates demonstrate:
Mark band 2
4-6 marks
Mark band 1
2.1 some clear responses/and/or explicit meanings
2.2 range of details used
2.3 simple identification of method(s)
Syntax and spelling are sufficiently clear to convey meaning
In response to the task, candidates demonstrate:
1.1 simple response(s) and/or comment(s)
1.2 familiarity with text/reference to some details
1.3 reference to writer’s method(s)
1-3 marks
Despite frequent lapses in syntax and spelling, meaning can be derived.
0 marks
Nothing worthy of credit
Planning
How do I organise my ideas into an answer?
Spend 5 minutes planning …

Create a mind map of your key ideas

Expand your ideas, add notes about the individual words and phrases
from the poems

Decide on your introduction

Put your remaining ideas into a logical order to give your work a solid
structure – each point/topic will form a new paragraph

Think about your sentence structure, spelling and grammar.
mind
map
s
Spend 5 minutes checking …

Your spelling and vocabulary

Punctuation – full stops and capital letters are the essential but also
remember speech marks, apostrophes, commas, colons and semi colons.

If you have answered the question
More connectives
Adding
Cause and Effect
Sequencing
and
because
so
therefore
thus
consequently
next
then
finally
first,
second,
meanwhile
after
also
as well as
moreover
too
Qualifying
Emphasising
however
although
unless
except
if
yet
in particular
especially
significantly
indeed
notably
obviously
clearly
Illustrating
Comparing
for example
equally
similarly
in the same way
likewise
like
as with
such as
for instance
as revealed by
in the case of
Contrasting
whereas
alternatively
instead of
otherwise
unlike
on the other hand
Useful Websites
BBC Bitesize – www.bbc.co.uk/bitesize
Sam Learning – www.samlearning.com
I Am Learning – www.iamlearning.co.uk
School website –
Online newspapers or magazines – www.theguardian.co.uk,
www.thetimes.co.uk, www.theindependent.co.uk, www.bbcnews.co.uk
Examination Board website – www.aqa.co.uk (for information only)
Add your own and tell your teacher any recommendations.
If you follow these tips in your revision, you can
reach your target.
Good luck!
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