Literature Poetry Revision

1. Literature PoetryRevision

2. HalfCaste • What is the main tone of the poem? • The poet is angry but uses an unconventional style with humour to present his anger. • How do we know this? • He is very ironic with the listener and accuses the listener of narrow-mindedness. “yu must come back…wid de whole of yu mind” • Tell me two methods he uses that help highlight his anger. • Assonance – helps orally emphasise the anger in his voice. E.g. “half-caste til dem overcast”. “Ah rass” is an Afro-Caribbean term of disgust. • Comment on the type of English the poet uses. • The first three lines are standard English; perhaps this is to make sure that he is listened to, as he feels that his own accent and dialect may make people judge him. The rest of the poem is in Afro-Caribbean dialect which helps him to reinforce his pride in his own identity and cultural background. It is also perfect for a performance poem.

3. HalfCaste continued… • What is the effect of the repetition of “yu” and “Explain yuself”? • It gives the poem an accusatory feel, so the reader feels spoken to directly. • What three examples does the poet use to show how ridiculous the term “half-caste” is? • If it’s okay to call me “half-caste”, then: As Picasso mixed colours in his paintings, then they should be called “Half-Caste canvases; the mix of grey sky and white/blue sky in England should also be called half-cast and as Tchaikovsky mixed white notes and black notes, his symphonies should be called “half caste”. He is being ironic. • Comment on the poet’s use of punctuation. • He uses punctuation very sparingly and uses / instead of a comma or full stop. Forward slash is often used to separate two different things and this perhaps helps to emphasise the two separate parts of his cultural identity. The lack of punctuation also makes the poem sound more like a rant- which emphasises his anger. • How does the poet structure the poem? • In the first half of the poem, he shows how ridiculous the term “half caste” is by asking the listener to explain what he/she means. In the second half of the poem, he extends the irony by describing himself as only having half a body and then tells the listener to go away and think about what he has said.

4. Exam Practice Questions… • Explain how Agard uses language and form to put forward his views about injustice in “Half-Caste” • Now compare this with how injustice is explored in “The Class Game”. OR 3.Now compare this with one other poem of your choice that presents views about injustice.

5. Parade’s End • What is the tone of the poem? • The tone is one of tension and anxiety • What is the main theme? • The poem shows cultural conflict. The Indian family experience racial abuse from their locals in Yorkshire. • How does the poet show the speaker’s fear? • “my brother’s eyes scanning the men” – suggests he is fearful of what they might do. “Bolted two metal bars”, “caged alarm” and “shutters”, show how the family have to take severe security measures to protect themselves and their property.

6. Parade’s End continued… 4.What is the significance of the “re-sprayed car”? • The car used to be brown and has been re-sprayed due to an earlier racist acid attack. The colour “champagne-gold” suggests wealth and may cause jealousy amongst the community. At the end of the poem, another acid attack has taken place, changing the car “from gold to the brown of our former colour”. This suggests that they will never escape this abuse as they cannot change their skin colour or cultural identity and therefore, will always be judged by those who are racist.

7. Parade’s End continued… 5. How and why does the poet create contrasts in the poem? • The contrast between the colours brown and gold suggests a contrast between wealth and poverty. Are the locals jealous that the Indian family have their own business and therefore make decent money? • This is further shown with reference to “swilling kidneys”, which suggests cheap cuts of meat and the fact that many people are on the “dole”. The Yorkshire lady describes the family as driving “flash caahs!” which could also show jealously.

8. Exam Practice Questions… • Explain how Nagra presents conflict in “Parade’s End”. • Now compare this to how conflict is presented in “Belfast Confetti”. OR • Now compare this to how one other poet presents conflict.

9. Belfast Confetti • What is the main theme of the poem? • The panic and fear that result from a terrorist attack. • What is the tone of the poem? • The theme of the poem is one of fear and confusion. • What is the effect of starting the poem with the word “suddenly”? • It highlights the unexpectedness of the attack. Like the persona, we are thrown into the chaos without any warning.

10. Belfast Confetti continued… 4. Explain how the poet uses punctuation as a metaphor. • Belfast confetti was a name given to the home-made bombs that were made of metal shrapnel. As the shrapnel flies through the air, the poet describes it as looking like punctuation marks on the skyline. At the same time though, this helps to emphasise the chaos “It was raining exclamation marks” could describe what the shrapnel looks like but could also reflect the cries and screams, which if written down, would most likely be followed by an exclamation mark. • What is the effect of the ellipsis on line 3? • It suggests that the firing is on-going and also suggests that the persona cannot escape from it.

11. jBelfast Confetti continued… 6. What is the effect of the caesura in the poem? • It highlights how he cannot escape. The punctuation marks acts like a dead-end, as the persona seeks an escape route. “Why can’t I escape? Every move is punctuated. Crimea Street. Dead end again.” • How does the poet show his panic and confusion at the end of the poem? • The rapid use of questions reflects his confusion, showing that he does not know what to do. “What is //My name? Where am I coming from? Where am I going?” • How does the poet show that he feels that this type of terrorist attack is like being at war? • References to battles from the Crimean War “Balaclava, Raglan” and references to weapons of war “Saracen”, “Makrolen face-shields”. This helps to highlight the sense of a battle.

12. Exam Practice Questions… • Explain how Carson presents ideas of fear and chaos in “Belfast confetti”. • Now compare this to how the poet presents fear in “Our Sharpeville” OR • Now compare this to another poem that explores feelings of fear and or chaos.

13. Our Sharpeville • What is the theme of the poem? • The fear and deceit that was experienced by white South African children in the aftermath of the Sharpeville Massacre. • What is the tone of the poem? • Secrecy and fear • How does the poet emphasise the childishness of the persona? • “hopscotch”, “I ran to the gate to watch them pass” – shows child-like curiosity because she knows she is not meant to.

14. Our Sharpeville continued… • What is the effect of the alliteration in “foreign and familiar”? • It shows the conflict between the fact that seeing them is an everyday occurrence but at the same time threatening because they are “foreign”. (i.e. black) • Explain the metaphor used in stanza one? • “building hot arteries” – the mines that the men build are described as arteries because they help to provide the life-blood to the town (i.e. fuel)

15. Our Sharpeville continued… • How does the poet use language to suggests childish excitement in stanza two? • Her language reminds us of bible stories: “Great caravan”, “olive trees, a deep jade pool” etc. She links the silver stars in the sky to the stars she used to be given in bible classes. Her language is full of colour imagery, which makes her imaginings seem exotic and exciting. • How is the colour imagery continued in the next stanza? • “a pool of blood that already had a living name”. The persona is brought back to reality as she remembers why she is supposed to fear the men – The pool of blood represents the loss of lives at Sharpeville.

16. Our Sharpeville continued… • What does the poet mean when she says “these were not heroes in my town, // but maulers of children”? • In her story book imaginings, the men would be the heroes of the story but she remembers that she has been taught that the men are dangerous to children. She is told this as a way of scaring her into keeping away from the black people. • How does the poet emphasise that The Sharpeville massacre is not talked about? • “had to remain nameless”, “this fearful thing” • How does the poet use language to reflect secrecy and concealment in the last stanza? • “curtains drawn tightly”, “locked yard”, “closed rooms”

17. Our Sharpeville continued… • What do you think the girl feels about this situation and what evidence can you provide to support this? • She feels “shame” that she is curious about the blacks as her family have made her feel this way. She knows that she has been lied to “my grandmother lie” which suggests that she is beginning to question the fear of the white community. However, at the same time, she is worried that the lies might be true.

18. Exam Practice Questions… • Explore how de Kok depicts fear and conflict through the eyes of a child in the poem “Our Sharpeville”. • Now compare this to how conflict and fear are explored in “Exposure”. OR • Now compare this to how conflict and fear are explored in another poem.

19. Exposure • What is the theme of the poem? • War and the effects of war on the soldiers. • What is the tone of the poem? • The tone is pessimistic, one of hopelessness and despair. • Why does the poet start with the word “our”? • He shows that this is an event that affected many.

20. Exposure continued… • Find an example of images in stanza one and explain their effect. • “iced east winds that knive us” – personifies the wind as being like a killer. • Find two more examples of images in stanza two. • “mad gusts tugging on the wire, // like twitching agonies of men” – simile personifies the wind making it sound more dangerous. • “like a dull rumour of some other war” – suggests the noise of the guns has become so constant they are barely conscious of it.

21. Exposure continued… • What emotion is conveyed most strongly in stanza three? Give examples. • Words that suggest sadness – “poignant”, “misery”, “melancholy” • Words that suggests hopelessness – “We only know war lasts”, “But nothing happens” • How is nature personified in stanza three? • “Dawn massing in the east her melancholy army // attacks once more in ranks on ranks of shivering grey” - the poet presents nature as a military force. The words “melancholy” and “shivering grey” suggest that the weather is no happier to be fighting than the men themselves.

22. Exposure continued… • Comment on the effect created in line 16. • Use of alliteration and hard consonant sounds (consonance) sounds like the bullets themselves. • How and why does Owen personify the snow? • “flowing flakes that flock, pause and renew” and “Pale flakes with fingering stealth come feeling for our faces”. Owen makes the snow sound like a deadly enemy. The alliteration reflects its deadly silence and softness.

23. Exposure continued… • Where and why does Owen refer to the past in the poem? • In stanzas five and six, the soldiers dream of being back home before the war started. “Slowly our ghosts drag home” shows how hard it is to summon up these memories that they seem so far away from. “on us the doors are closed” suggests that they will never be able to return. Does this mean that people at home have forgotten about them? Or don’t appreciate what they’re doing?

24. Exposure continued… • How does Own finish the poem on a negative and pessimistic note? • “For love of God seems dying” – the men cannot believe that God could let them suffer like this. • “All their eyes are ice” – could suggest soldiers who are now dead or soldiers whose expressions are now fixed in pain and hopelessness. • What is the effect of the repetition of “But nothing happens?” • It helps to reinforce the hopelessness and pointlessness of what the men are going through. • The repetition also reflects the monotony of the men’s experiences.

25. Exam Practice Questions… • Explain how Wilfred Owen presents the horror of war in “Exposure”. • Now compare this to how the horror of war is explored in August 6, 1945. OR • Now compare this to another poem that explores the horror of war.

26. Catrin • What is the theme of the poem? • The conflict that can arise between mother and daughter. • What is the tone of the poem? • Pain in the first half and admiration and frustration in the second half. • How does the poet suggest that birth can be like a conflict? • Both mother and child fight for the child to be born. The mother’s pain and effort make the baby seem like an adversary that she must be free of, while the baby, tied by the umbilical cord struggles to emerge.

27. Catrin continued… • Why does the poet repeat “I can remember”? • To show that she is thinking back to an earlier time in their relationship. • How does the poet describe the hospital room? • “hot white room” – suggests it is uncomfortable • “Environmental blank, disinfected” – suggests it is sterile and lacks soul.

28. Catrin continued…. • What is the “Red rope of love”? • This represents the umbilical cord • Why do you think they both “fought over” it? • The umbilical cord has held mother and child together since conception. If the struggle is like a tug of war and they were fighting over the rope, this suggests that the mother wants the baby to be born, while the other (the baby) wants to stay where it is. This implies that the mother has to fight extremely hard to give birth while the baby resists it.

29. Catrin continued… • What does the poet mean in lines 11-14? • This could be a metaphor to show the words she screams while in labour, filling the room. • What does the poet mean by “wild tender circles // Of our struggle”? • Perhaps ‘circles’ suggests the shape of the birth canal through which the baby emerges. In shape they contrast with squareness of the room. ‘Wild’ suggests to us that the struggle is intense and painful, almost out of control, yet paradoxically it is ‘tender’ at the same time. ‘Tender’ might refer to the type of physical sensation the speaker feels, or it could refer to the sort of love between the mother and baby.

30. Catrin continued… • Comment on the effect of line 16. • The caesura, “Separate.” reinforces the separation between mother and child. The word “shouted” is a metaphor to show that they both want their own way (they are not really shouting). • What does the poet mean when she says “Still I am fighting you off”? • This could refer to the every day conflicts that arise between mother and daughter.

31. Catrin continued… • How does the poet’s language in stanza two show her admiration of her daughter? • “straight, strong, long // Brown hair”, “rosy, //Defiant glare” The alliteration and rhyme ion these lines, help to highlight her admiration. • Comment on the line “From the heart’s pool that old rope…” • “the heart’s pool” could suggest the depths of the mother’s feelings for her daughter. “that old rope” is a metaphor for the umbilical cord. The daughter is still struggling to break away from her mother in her quest for independence.

32. Exam Practice Questions… • Explore how a conflict between two people is shown in “Catrin”. • Now compare this to how conflict is shown between two people in “Cousin Kate” OR • Now compare this to how conflict is shown between people in another poem of your choice.

33. Your Dad Did What? • What is the theme of the poem? • Conflict that arises through misunderstandings. • What is the tone of the poem? • The tone is of frustration as the teacher does not understand and jumps to the wrong conclusions. • Why does the poet use question marks as the teacher marks the pupil’s work? • They show the teacher’s growing confusion and frustration.

34. Your Dad Did What continued… • Why does the poet give so little information about the pupil? • This implies that the teacher does not really take much notice of the children as an individuals; they are just “essays” to her. • Find evidence from the poem to show that it is written from the point of view of the teacher. • “you make them write about the holiday” • “You find the ‘E you gave him”

35. Your dad Did What continued… • What is the attitude of the teacher towards the pupils? Find evidence to support your answer. • The teacher seems rather bored by the pupils, referring to “reams of what this girl did, what that lad did,” which suggests that she is not interested in what they write. She seems more interested in how they write than in what they write. She often refers to them as “they” which is very impersonal. • Explain the twist at the end of the poem. • The poet puns on the letter “E”, the teacher gives the child an “E” grade for the work, and it is the missing letter “e” that makes the child’s experience clear to the reader. This explains what has happened to the child. We feel sympathy that his father has died yet he still has to write about his holiday. It is unclear whether the teacher finally realises what the child means.

36. Your Dad Did What continued… 8. Why does the poet include the child’s words in italics? • It gives the child a “voice”. The reader can understand the confusion the teacher has in first reading the work. When we understand what it means we sympathise with the child. • What is the effect of the regular rhyme scheme? • This gives the poem a child-like quality but contrasts with the sadness of the topic.

37. Exam Practice Questions… • Explain how Hannah explores the relationship between teacher and pupil in “Your dad did What?”. • Now compare this to how the relationship between mother and daughter is shown in “Catrin”. OR • Now compare this to how the relationship between adults and children is shown in another poem of your choice.

38. The Class Game • What is the main theme of the poem? The narrator is angry at people who judge her because of her class and the way she speaks. The poem is a humorous look at class stereotyping. The narrator is proud of her class. • What is the tone of the poem? The tone is angry but positive at the end

39. The Class Game continued… • How does the speaker feel about her class? Evidence? Proud of her identity and class “proud of the class that I come from” • Find evidence that she is not very well off. “me second hand clothes”/ “live in a corpy” • Find evidence to show that she feels people judge her. “wince when you hear…” • What do the words “Well mate!” suggest about the speaker’s character? She is strong minded – won’t be put down. • How does she show that the working class work hard? “hands are stained with toil” • What do these words suggest about her attitude towards the higher classes?: “crook me little finger when I drink me tea?” She thinks the higher classes are pretentious.

40. The Class Game continued… • What is the effect of the rhyme in the poem? Gives the poem an upbeat feel to help show that the narrator will not be down-trodden. It also highlights the questions – showing that she is standing up for herself. • Where is slang used and what is its effect? “bog”, “belly” Reflects the way the narrator speaks; she is proud of how she speaks. • Where is dialect used and what is the effect? “A cleaner is me mother” “A docker is me brother” Again, this adds to the poet’s pride in her identity and Liverpool roots. • The poem is full of contrasts. Find some examples? What is the effect? “stained” and “soft lily white” Reinforces the difference between the speaker and the person she is speaking to. Reinforces class division.

41. Exam Practice Questions • Explore how effectively Casey has used vocabulary and poetic devices to portray differences in social class and her attitudes towards them. Use examples from the poem to support your answer. • Now compare this to how the poet presents the difference between the two characters in “Hitcher” OR 3.Now compare this to how differences are shown in a poem of your choice.

42. Cousin Kate • What are the main ideas of the poem? The narrator of the poem explains how betrayed she has been by her cousin who has married a man who she was in a relationship with. The narrator would have been considered a “fallen woman” in the time the poem was set, as she has slept with a man outside of marriage and had a child as a result. The narrator compares herself as a “fallen woman” to her cousin who now has status in her marriage. • What is the tone of the poem? The tone is one of anger and betrayal • There are many conflicts and contrasts in the poem. How many can you find? “palace-home” and “mean estate” “good and pure” and “an unclean thing” “contented” and “woe” “me an outcast thing” and “you good and pure” • The Poem is a Ballad. What is a ballad? A narrative in verse form; they tell a story and have a song-like quality.

43. Cousin Kate continued… • Find an example of a simile in stanza two. What is the effect? “He wore me like a golden knot, He changed me like a glove:” He thought she made him look good on his arm but he quickly changed her for someone new – like one changes fashion accessories. • What is the effect of the repetition of sentence structure in stanza one? It helps to stress her regret. • Why does the poet make reference to a dove and what words does this contrast with? It is a symbol of purity. An “unclean thing” • What do the following lines mean? “He lifted you from mean estate To sit with him on high.” He raised your status from rich to poor

44. Cousin Kate continued… • How does the poet show the speaker’s contrasting feelings about her son? “my shame, my pride,” • What do the following lines mean? “Your sire would give broad lands for one To wear his coronet.” Your father would give anything for you to have a son

45. Examination Practice Questions • Explain how Rossetti creates sympathy for the narrator in “Cousin Kate”. • Now compare this to how the poet creates sympathy for the pupil in “Your Dad did What?” OR • Now compare it to how the poet creates sympathy in a poem of your choice.

46. The Drum • What are the main ideas of the poem? The poem is about how men are persuaded to go to war by the recruitment methods which suggest that war is glorious. The drum accompanied the men as they marched off to war and was associated with this sense of glory. The poet shows how this idea of glory is false and that the reality of war is horrid. Therefore, he hates the sound of the drum because it reminds him of the lies that are told to soldiers before they go to war. • What is the tone of the poem? The tone is one of anger. • What contrast is shown between the first stanza and the second stanza?

47. The Drum Continued…. • What contrast is shown between the first stanza and the second stanza? The first stanza shows the false associations that people had with the drum sound. It made people think of going to war as being glamorous. The second stanza shows the reality of what, which was not glamorous at all. • What is the effect of the regular rhythm and rhyme? It reflects the steady beat of the drum. The up-beat feel reflects how young men were encouraged to go to war by being promised glory, honour and status. In the second stanza, the regular rhyme and rhythm helps to reflect how constant and continual the real suffering of war was.

48. The Drum Continued… • Which words in line one shows that he does not like the sound of the drum? “hate” and “discordant” • What evidence is provided to show that young men are fooled into going to war? “thoughtless youth”, “lures”, “tawdry lace”, “glistening arms”, “Ambition” • What is the effect of the alliteration in “fight, and fall, in foreign lands.”? Alliteration highlights how quickly they will die

49. The Drum Continued… • What is the effect of repeating the first two lines in stanza two? It helps to reflect the constant beat of the drum. • Can you spot a lexical field in stanza two? Words conveying the horror of war: “burning”, “ruined”, “mangled”, “dying groans”, “widows’ tears”, “orphans’ moans”, “Misery’s” • What is the effect of starting several lines with “And”? Repetition of And suggests that the list of horrors goes on and on.

50. Examination Practice Questions • Explore how Scott uses negative language to convey his attitude towards war. • Compare this to how the poet of “Invasion” conveys attitudes towards war. OR • Compare this to how the poet of another poem from the anthology conveys attitudes towards war.