Question Structure and Marking Criteria

This page delves deeper into the structure of the questions and what examiners are looking for in student responses.

Question 1 asks students to analyze how a particular theme or idea is presented in a single poem. Question 2 requires a comparison of how a theme or idea is presented in two poems, focusing on similarities and differences.

The marking criteria are based on two main assessment objectives:

1. AO1: Understanding of the poems and their similarities/differences
2. AO2: Ability to analyze form, structure, and language of the poems

Highlight: The guide emphasizes the importance of focusing on language and structure rather than just the ideas presented in the poems.

The page also provides a strategy for approaching unseen poems, suggesting students treat the poem like an investigation by asking themselves: WHAT, WHO, HOW, and WHY.

Example: To analyze a poem, students should first determine what the poem is about, who is speaking, how the poet has presented their ideas, and why the poet might have written the poem.

Analyzing Unseen Poetry: A Step-by-Step Approach

This page provides a detailed breakdown of the step-by-step approach to analyzing unseen poems. The guide recommends a systematic investigation of the poem using four key questions:

1. WHAT: Determine the poem's subject matter and themes. The question will often provide clues about the themes to focus on.
2. WHO: Identify the narrator or speaker in the poem. Consider whether it's a first-person or third-person perspective and why the poet might have chosen this voice.
3. HOW: Analyze how the poet has presented their ideas. This involves identifying key words, literary techniques, and structural elements.
4. WHY: Reflect on the poet's intentions and the desired effect on the reader. Consider the message or emotions the poet is trying to convey.

Highlight: This systematic approach helps students organize their thoughts and prevents panic when faced with an unfamiliar poem in the exam.

Example: When analyzing the 'WHAT', students are advised to write a brief summary of each stanza's content to ensure they grasp the overall meaning of the poem.

Practice Question 1: Analyzing Jessie Pope's War Poem

This page presents a practice question based on a war poem by Jessie Pope. Students are asked to apply the investigation questions learned earlier to analyze how Pope presents her ideas of war in the poem.

The poem "Who's for the trench-" is provided in full, allowing students to practice their analysis skills on an unseen poem. The question mirrors the format of the actual exam question:

"How does Jessie Pope present her ideas of war in this poem?"

Highlight: This practice question is worth 24 marks, reflecting the weighting of Question 1 in the actual exam.

The page also includes a mark scheme, providing students with clear guidance on what examiners are looking for in high-scoring answers. The mark scheme is divided into levels, with Level 6 $21-24 marks$ being the highest.

Example: A Level 6 answer is expected to explore ideas in the poem thoroughly, use many embedded quotes, analyze subtle techniques, and consider different perspectives and contextual influences.

Mark Scheme and Example Answer

This page continues with the mark scheme for the practice question on Jessie Pope's war poem. It provides detailed descriptions of what constitutes answers at different levels, from Level 6 $highest$ to Level 3.

Key features of high-scoring answers include:

• Thorough exploration of ideas in the poem
• Frequent use of embedded quotes
• Analysis of subtle techniques $e.g., sound devices, structure$
• Consideration of key words, writer's intentions, and reader's response
• Examination of different perspectives and contextual influences

The page also begins to provide an example answer, demonstrating how to structure a response using the PETER $Point, Evidence, Technique, Explanation, Reflect$ paragraph format.

Example: The example answer begins: "Throughout the poem, Pope stresses that war will be a positive experience for young men. She directly addresses 'laddies', making her target readers feel a sense of self-importance and duty to their country."

Highlight: The example answer showcases how to integrate quotes, identify techniques, and analyze their effects, providing a model for students to emulate in their own responses.

Continuation of Example Answer and Analysis

This page continues the example answer for the practice question on Jessie Pope's war poem. It demonstrates how to construct a detailed analysis using the PETER $Point, Evidence, Technique, Explanation, Reflect$ paragraph structure.

The example explores Pope's use of language and structure to present her ideas about war:

• Analysis of rhetorical questions and their effect on the reader
• Discussion of the poem's enthusiastic tone and its implications
• Examination of the regular rhythm and its connection to marching sounds
• Consideration of how the poem appeals to masculinity and patriotism

Quote: "Pope uses an enthusiastic tone in the poem, asking readers 'who's going out to win?'. The rhetorical questions highlight all the positive aspects to war, implying that the soldiers will become stronger, healthier and be seen as heroes."

Technique: The example highlights Pope's use of rhetorical questions, tone, rhythm, and targeted language to create a persuasive effect.

Highlight: The answer demonstrates how to link the poet's techniques to their intended effect on the reader, a crucial skill for scoring high marks in AQA unseen poetry questions.

Conclusion and Further Practice

This final page of the guide would typically provide a conclusion summarizing key points and offering additional practice opportunities. However, the transcript doesn't include this information. In a complete guide, this section might include:

• A recap of the main strategies for approaching unseen poetry
• Additional practice questions with sample answers
• Tips for time management during the exam
• A list of common poetic devices to look out for
• Suggestions for further reading or study resources

Highlight: Regular practice with a variety of unseen poems is crucial for success in the AQA GCSE English Literature unseen poetry section.

Example: Students could be encouraged to analyze poems from different periods and styles to broaden their analytical skills and prepare for any type of poem that might appear in the exam.

AQA GCSE English Literature: Paper 2, Section C Unseen Poetry Revision Guide

This page introduces the key components of the AQA GCSE English Literature unseen poetry section. It outlines the structure of Paper 2, Section C, which accounts for 20% of the overall English Literature grade. The section consists of two questions to be answered in 45 minutes.

Question 1 focuses on a single poem and is worth 24 marks, requiring about 30 minutes to answer. Question 2 involves comparing two poems and is worth 8 marks, with a recommended 15-minute time allocation.

Highlight: Students should prioritize Question 1, as it carries more weight in the overall assessment.

Example: The guide suggests spending 30 minutes on Question 1 and 15 minutes on Question 2 to maximize scoring potential.