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Anthology TargetExample of how to do this DIRT TASK TO DO NOWInclude zoomed out overall meaning of the poem – an introduction to the poem.Ensure you have told the examiner what you think the main meaning of the poem and why you think that before you go in closely to the analysis. This can linked to the question. How is emotional and physical suffering presented in The Manhunt? For Example: Eddie Beddoes is clearly a man who has suffered both emotionally and physically in the poem The Manhunt due to not only the actual scars he bears and the pain that these caused him when they happened, but also as a result of the PTSD that he suffered and the difficulties this caused to his marriage. The wife traces his scars from his face down his body throughout the poem, uncovering both actual scars and emotional scars as she does this. Create a zoomed out overall meaning of the poem introduction to one of the poems you have studied so far. Link to the question If the question is explore how war is presented as difficult in the poem Dulce et Decorum Est: Highlight the key words in the question to make sure you include these Reword the question into your answer Use the following example to help you: War is shown to be difficult in Dulce et Decorum Est due to Owen’s use of traumatic events. Use the following questions to start a response (based on which poems you have studied – the ellipsis is for you to choose a poem): How is love presented in…? How is war presented in…?How is nature presented in…? How is time used in the poem…?What effect do the places have in…? Link to terminology If the quote you use from Death of a Naturalist is “The great slime King”: Replace ‘the quote’ with the terminology Don’t add the terminology as a separate sentence Don’t bolt on the terminology as an afterthought Embed the terminology before the quote to show you know what has been used. Only use the terminology If you know what effect it has.Remember you can use connotations or word class to explore terminology.Use the following example to help you: Heaney uses the metaphor “The great slime King” to present the frog in a menacing way making him sound pompous and self-righteous, as well as creating the effect that he is being sarcastic about the frog and greatly dislikes it. Choose 3 quotes from one of the poems you have studied and use terminology to explore the quote, ensuring you explain the effect. Use a short snappy quoteIf you have selected a very large quote: break it down and only use the relevant few words or phrase – have you analysed only a part of it Make sure you can explain the quote so select only the important bits – for a longer quote you can use … ellipsis to split the quote and choose the parts you want. Practice with one of the poems choosing short snappy quotes – in a sentence explain why the short quote you have selected will be good to analyseLink to the quote or Use a quote Ensure you have put a quote in (for the comparison you can paraphrase – which means you can say roughly what the poem says – but do remember to analyse it still) For example: The poem Valentine explores ideas about love which Duffy may have done using the metaphor of an onion. BECOMES The poem Valentine explores ideas about love which Duffy may have done using the metaphor of a gift “I give you an onion” which is a realistic non-stereotypical present to give to someone, unlike the normal romantic tokens given. Select a quote or two from one of the poems you have studied and write a short analysis paragraph which uses a specific quote and analyses the meaning and effect. Avoid repeating the whole quoteIf you analyse then explore further, but repeat the quote – avoid doing this you can just use the phrases: Another idea” or furthermore, this suggests, other readers may think, As well as this, Also, Alternatively this could For Example: To Autumn presents summer as fulfilling and kind to nature “swell the gourds” shows that summer has allowed the food to ripen and become ready to pick. Other readers may suggest this is just nature taking its course, but Keats takes great pleasure in the minutia of detail and repeats the benevolence of the summer several times, suggesting this is something to rejoice about. Have a go at writing a paragraph which presents a selection of ideas about one of the poems you have studied. Explore obvious meaning When you are exploring the obvious meaning you can use: this suggests, this implies, this infers etc. Or, you can use Literally this means…For Example: In Hawk Roosting the first person “I sit at the top of the trees” literally telling the reader the hawk is immobile waiting in the trees and resting. Take a turn at writing a paragraph about one of the poems that you have studied and makes sure you have explained the obvious meaning. Explore hidden meaning (bold is the hidden meaning) When you are exploring the hidden meaning you add onto the Literal meaning. You can use metaphorical or symbolic meaning to do this: For Example: In Hawk Roosting the first person “I sit at the top of the trees” literally telling the reader the hawk is immobile waiting in the trees and resting. Metaphorically, it could show that the hawk feels on top of the world and is superior to other animals and humanity due the placement of the hawk above other forms of life. Symbolically, hawks hunt for their prey so being high up could show the predatory nature of the hawk. Develop a paragraph where you have only written about the obvious meaning and make sure you have explained the hidden meaning. Use the stems – metaphorically and symbolically to help you. Use triplets to explore the ideas in the poem or to help your analysis Triplets are great at teasing out three ideas and help you to be concise in what you want to say about the poems meaning. Triplets are three things close together about the poem. For Example: In Afternoons by Larkin marriage is seen as dull, the end of fun and a negative event through the use of italics in “Our Wedding, lying” which suggests that the wonderful event of the wedding has been forgotten, ignored and neglected as a result of life taking over. Create a paragraph where you consciously use triplets in your analysis to show you can be concise and accurate. Link to context When you are writing about the poem ensure you have included contextual knowledge. This is information about society, the poet, the time, the historical knowledge you have around the poem. If you struggle to remember use clues in the poem. For example in To Autumn – they are discussing harvest time – this is a time before shops were stocked and food was readily available – you can talk about this. For Example: Propaganda is evident in the presentation of war in The Soldier. Brookes, who had not yet been to war wrote the overly patriotic sonnet to persuade men to sign up and fight for their country. He even implies dying is good in “a corner that is forever England” suggesting that any blood shed will give the soldiers a piece of England to the land they fight in, which is presented as a good idea. Propaganda was heavily used in the war to persuade men to fight for their country and this poem was an excellent example. Choose two poems you have studied and write a paragraph for each where you link the context to the analysis of the poem. Explore the writers’ intentions What did the writer intend. Once you have analysed the poem you can make an educated assumption about what the writer wanted to suggest. For Example. Shears in Mametz Wood may be writing to show the horror of the Welsh regiments deaths and that they were largely forgotten and not credited with their efforts in the war, Shears could be using Mametz Wood as a vehicle to ensure that the men’s great sacrifice is not forgotten and not unheard. Write a short sentence or two explaining what you think the writers’ intentions were in one or two of the poems you have studied. Zoom in on words or explore the connotations When you have explored a quote – is there a particular word that stands out or that seems to require further attention?Could you look at the connotations of the word? Or, is there a symbolic meaning that is suggested?Or, is it a word class – noun, adjective, verb, adverb and does this have significance? For Example: In London “Every black’ning Church appals” suggests that religion is a cause of great suffering, pain and has dirt all over it. However, “black’ning” could connote the physical dirt from the Industrial Revolution spreading like a disease over the churches and building of London, or it may connote the inner corruption at the heart of the churches, as they could choose who to help dependent on their wealth and ability to put money into the churches coffers, furthermore, it might have a symbolic meaning in that society is corrupt and even religion cannot save it. Try to zoom in on a word or a short phrase and explore what it has connotations of or what it could symbolise and why? Use an academic register Using an academic register just means that you write like an expert in English. This means that you will use sophisticated subject specific vocabulary to impress the reader, but mixing these up and not always using the same one to show sophistication. Example of this are: Suggests, implies, infers, refers to, creates, demonstratesFurthermore, using connectives to add to a point or move onto another point is a good academic register suggestion. Writing using formal standard English as opposed to slang words is another top way to use an academic registerLook back at the work you have done – check have you used an academic register – if not can you adapt using the green pen to show that you have understood how to do this. Use a tentative style A tentative style is about the way you say what you think. Instead of saying it is you use modality and modal verbs to suggest a nuance of meaning. Examples of this are: May, might, could, should, perhaps, Embed a tentative style into your writing. Write a short introduction to one of the poems using a tentative style. Ensure you have compared Use comparison connectives to compare as you go along. Phrases such as: in both poems, In _________ it is similar/different to, Both poets use. Like the poem ____, _____ suggests are also useful at the start of a comparison paragraph and again at the end to round up what you are saying. For Example: In both London and Living Space the physical place is presented as filled with characters that use hope in different ways. The dark, depressing and excessively negative London “marks of weakness, marks of woe.” uses repetition and sorrow filled language to explore the people of London and how they are being dragged down by the city. However, Living Space is different in the way “bright, thin walls of faith” implying that unlike London the conditions they live in can be overcome with enough faith. Both poems look at the way humanity copes with adversity, however Living Space is hope-filled and positive dissimilarly to London, which has bleakness at the heart of the poem.Do your own comparisons of two poems ensuring you embed comparative language. Love - Valentine and She Walks in Beauty Power – London & OzymandiasPain & suffering – The Manhunt and Dulce Et Decorum Est Use comparison connectives Compare and contrasting connectives can be used. Examples here are: Contrasting: however, on the other hand, although, despite this, on the contrary, instead, as for, whereas, while, Comparison: compared with, in comparison with, similarly, in the same way, likewise, equally, as with, are similar in that Re write a comparison example making sure you include comparison or contrasting connectives. Be careful of the structure of the comparison essay You should compare as you go along. You should use connectives to compare as you write about one poem, then link to the other poem with a reason why they are similar or different. You should still analyse both poems and explain how they are similar or different. Explore the example comparison essay and identify the following: Link to both poems,Quote for Poem 2 Analysis Comparison pointsQuote for Poem 1 Analysis Overall links between the poems. ................
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