Comparison of "A Poison Tree" and "The Class Game"
Structure and Form
"A Poison Tree" and "The Class Game" present contrasting structures that reflect their themes and speakers' attitudes.
"A Poison Tree" follows a regular structure with four quatrain stanzas, which helps to tell the story of the poem. The use of enjambment represents the growing wrath, while end-stopped lines signify the ending of wrath at the start. The poem employs controlled poetic forms, suggesting a more sophisticated and educated speaker.
Highlight: The regular structure of "A Poison Tree" contrasts with the irregular form of "The Class Game," reflecting the different emotional states of their speakers.
In contrast, "The Class Game" has an irregular structure with no stanzas, which effectively conveys the speaker's frustration. The poem uses hypophoric questions to punctuate its flow and employs a refrain that changes towards the end, showing the speaker's evolving attitude.
Example: The use of anaphora with "And" in "A Poison Tree" builds up the sense of unstoppable wrath, while rhyming couplets in "The Class Game" convey a more confident and assertive tone.
Both poems use rhyming couplets, but their effects differ. In "A Poison Tree," they contribute to the poem's controlled form, while in "The Class Game," they emphasize the speaker's growing confidence and assertiveness.
Language and Imagery
The language in both poems is predominantly monosyllabic, but they use this simplicity to different effects.
"A Poison Tree" uses simple language to convey a more complicated message. It employs biblical references and symbolism, such as the apple and tree, alluding to the Garden of Eden. The poem's rhyme scheme (e.g., "fears/tears/smiles/wiles") reflects the speaker's emotional journey.
Vocabulary: Allegorical - A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one.
"The Class Game" uses dialect and slang, making it slightly harder to understand but still conveying a simple message. The use of rhyme (e.g., "toil/oil/way/day") demonstrates the speaker's intelligence despite their working-class background.
Quote: "soft Luty white with perfume and oil" - This line from "The Class Game" uses sensory imagery to describe the upper class, highlighting the speaker's perception of class differences.
Both poems use first-person narration, creating powerful and personal expressions of the speakers' feelings. This technique allows readers to connect more deeply with the speakers' experiences and emotions.
Context and Themes
The poems address different societal issues but share themes of anger and communication.
"A Poison Tree" focuses on the dangers of suppressed anger and the importance of communication. It suggests that anger should be dealt with before it gets out of control and affects not only the angry person but also the object of their anger. The poem's universal message about handling emotions gives it enduring relevance.
Definition: Romantic movement - A literary, artistic, and philosophical movement originating in the 18th century, characterized by a focus on individual emotions, nature, and imagination.
"The Class Game" speaks out about social injustice and class-based prejudice in British society. The poem may be interpreted as a response to Margaret Thatcher's policies and their impact on the working class. It demonstrates the struggle and pride of the working class during a time of significant social and economic change.
Highlight: Both poems deal with anger, but while "A Poison Tree" focuses on personal relationships, "The Class Game" addresses broader societal issues of class conflict.
These poems provide rich material for GCSE poetry comparison essays, allowing students to explore themes of conflict, communication, and social justice through different poetic approaches and contexts.
