Unseen Poetry for GCSE

1. Unseen Poetry for GCSE Unit 1 Examination

2. 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

3. Things you need to know

4. Tips for the poetry sectionDid you know…..? • Anything in bold typemust be addressed. • The prompts (italicised and bullet pointed) are necessary pointers towards what the examiner is looking for. They are there to help. • You can and should highlight / underline / write on the poems. • It will always be the same question although – regretfully - not the same poems! • The examiners are on your side and will aim to mark positively. They won’t deduct marks. They will reward what is there according to the depth of understanding and the use of detailed evidence to support points. They are looking for an informed and personal response.

5. Technical terms, device spotting, counting lines and alphabetising rhyme schemes are only of any use if they support your understanding of the poems and the comparisons between them – and you show this. • There is a person behind the poem. What is he / she trying to tell or show you? • The examiner has endeavoured to choose poems that you can access and, hopefully, enjoy writing about. Take it personally! • You shouldn’t try and count the number of comparisons you make. More important is to show an understanding of each poem bearing in mind that there will be some similarities and differences between them. • You might react and respond in similar ways towards the two poems. Or you might feel excited by one – and depressed by the other. But you must explainwhy you have reacted and responded as you have.

6. Marking has to follow criteria laid down by the examining board. The grades go up from simple narration and selection, followed by awareness, followed by understanding, followed by insight, followed by sensitivity to language, theme, purpose, quality of response, clarity of expression. • It’s usually easier to do each poem separately and then make comparisons. • The poem will ‘speak’ to you if you let it do its job. Don’t get panicked at the look of the task and the conditions in which you are attempting it. • Quotations should be focused, useful in support and brief.