Poetry – Explore the ways symphaty for and or dislike of character is created in the text you have studied.
Task:
Poetry – Explore the ways symphaty for and or dislike of character is created in the text you have studied.
This essay needs to be written in a specific structure.
I will download and send the Planning Sheet to you which explains everything.
I choose to write about three poems:
-“Medusa” by Carol Ann Duffy
-“Ozymandias” by Percy Shelly
-“The Clown Punk” by Simon Armitage
Planning Sheet
Possible Structure for Poetry Analysis
Title(s):
Structure suggestions:
Your Ideas:
Paragraph 1: introduction
Introduce the poetry you are about to analyse and describe particularly focusing on how dislike and sympathy are evoked.
Brief introduction
REMEMBER: Your opening sentence…does it grab the reader’s attention?
REMEMBER: Try to use sophisticated vocabulary and avoid slang (unless using a quote)
POEM 1:
Introduce your choice of poem with a brief overview of the poem.
What is it about/poet/meaning/basic structure/dramatic monologue/message/symbolic etc
Don’t use quotes here
Analyse the poem concentrating on how either dislike or sympathy have been evoked. Choose just one (dislike/sympathy) to begin. You can use as many paragraphs as you wish. Remember:
Use PEE for structure
Point
Evidence (quote)
Explain
If you want a higher mark, EXPLORE AND DEVELOP different interpretations
Don’t use long quotes
If you use LANGUAGE DEVICES in quotes, explain what they are with the EFFECT on the audience
Use words in your explanation such as INFER/SUGGEST/DEPICT/PRESENT/IMPLY/ILLUSTRATE/
DEMONSTRATE
Capital letters and full stops!!
Discourse markers for flow
You could relate to personal experiences here.
Such as:
Someone you know who is homeless/
Someone who has had a brain injury/suffers from dementia
Now begin to explain how sympathy has been evoked in the poem (or dislike) depending on the chronological sequence of the poem.
Use the same structure and criteria.
Use PEE for structure
Point
Evidence ( quote)
Explain
If you want a higher mark, EXPLORE AND DEVELOP different interpretations
Don’t use long quotes
If you use LANGUAGE DEVICES in quotes, explain what they are with the EFFECT on the audience
Use words in your explanation such as INFER/SUGGEST/DEPICT/PRESENT/IMPLY/ILLUSTRATE/
DEMONSTRATE
Capital letters and full stops!!
Discourse markers for flow
POEM 2:
Introduce your choice of poem with a brief overview of the poem.
What is it about/poet/meaning/basic structure/dramatic monologue/message/symbolic etc
Don’t use quotes here
Analyse the poem concentrating on how either dislike or sympathy have been evoked. Choose just one (dislike/sympathy) to begin. You can use as many paragraphs as you wish. Remember:
Use PEE for structure
Point
Evidence ( quote)
Explain
If you want a higher mark, EXPLORE AND DEVELOP different interpretations
Don’t use long quotes
If you use LANGUAGE DEVICES in quotes, explain what they are with the EFFECT on the audience
Use words in you explanation such as INFER/SUGGEST/DEPICT/PRESENT/IMPLY/ILLUSTRATE/
DEMONSTRATE
Capital letters and full stops!!
Discourse markers for flow
You could relate to personal experiences here.
Such as:
Someone you know who is homeless/
Someone who has had a brain injury/suffers from dementia
Now begin to explain how sympathy has been evoked in the poem (or dislike) depending on the chronological sequence of the poem.
Use the same structure and criteria.
Use PEE for structure
Point
Evidence ( quote)
Explain
If you want a higher mark, EXPLORE AND DEVELOP different interpretations
Don’t use long quotes
If you use LANGUAGE DEVICES in quotes, explain what they are with the EFFECT on the audience
Use words in your explanation such as INFER/SUGGEST/DEPICT/PRESENT/IMPLY/ILLUSTRATE/
DEMONSTRATE
Capital letters and full stops!!
Discourse markers for flow
POEM 3:
Introduce your choice of poem with a brief overview of the poem.
What is about/poet/meaning/basic structure/dramatic monologue/message/symbolic etc
Don’t use quotes here
Analyse the poem concentrating on how either dislike or sympathy have been evoked. Choose just one (dislike/sympathy) to begin. You can use as many paragraphs as you wish. Remember:
Use PEE for structure
Point
Evidence ( quote)
Explain
If you want a higher mark, EXPLORE AND DEVELOP different interpretations
Don’t use long quotes
If you use LANGUAGE DEVICES in quotes, explain what they are with the EFFECT on the audience
Use words in you explanation such as INFER/SUGGEST/DEPICT/PRESENT/IMPLY/ILLUSTRATE/
DEMONSTRATE
Capital letters and full stops!!
Discourse markers for flow
You could relate to personal experiences here.
Such as:
Someone you know who is homeless/
Someone who has had a brain injury/suffers from dementia
Now begin to explain how sympathy has been evoked in the poem (or dislike) depending on the chronological sequence of the poem.
Use the same structure and criteria.
Use PEE for structure
Point
Evidence ( quote)
Explain
If you want a higher mark, EXPLORE AND DEVELOP different interpretations
Don’t use long quotes
If you use LANGUAGE DEVICES in quotes, explain what they are with the EFFECT on the audience
Use words in you explanation such as INFER/SUGGEST/DEPICT/PRESENT/IMPLY/ILLUSTRATE/
DEMONSTRATE
Capital letters and full stops!!
Discourse markers for flow
POEM 4?? If you wish you may repeat the same for a fourth poem( maybe a shorter poem)
Conclusion/summary
Once you have made all your points, and explained these in detail, you need to add a final paragraph reminding the reader of the main points that back up your overall argument
REMEMBER: Try to use sophisticated vocabulary and avoid slang (unless using quotes)
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