Poetry Anthology
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Edexcel GCSE English Literature
GCSE ENGLISH LIT POETRY CLASHES AND COLLISIONS The Exam Structure You will answer two questions on poetry. The exam will last one hour and forty-five minutes and is worth 25% of your total GCSE. The exam is divided into two sections: Section A: Unseen Poetry Section B: Anthology Poems • You will answer 1 question in 2 parts. • You will be presented with a • Each part is worth 15 MARKS poem you have not studied. • This section is worth 30 MARKS • You read through the poem and answer the questions set. • In part (a) you will be asked a question about a named poem from the anthology This section is worth 20 MARKS collection you have studied. • In part (b) you will answer one question from a choice of two in which you will be expected to link/compare two poems. GCSE POETRY: Section B CLASHES AND COLLISIONS Foundation Tier Mark Scheme Section B: Anthology Poems: Part (a) questions Band Mark AO2: Explain how language, structure and form contribute to writer’s presentation of ideas, themes and settings • Little explanation of how the writer conveys his thoughts & feelings. 1 1-3 • Little relevant connection made between the presentation of thoughts & feelings and the language used. • Little relevant textual reference to support response. • Limited explanation of how the writer conveys his thoughts & feelings to create effect. • Limited relevant connection made between the presentation of thoughts & feelings and 2 4-6 the language used. • Limited relevant textual reference to support response. • Some explanation of how the writer conveys his thoughts & feelings to create effect. -
Essays on British Women Poets B Studi Di Letterature Moderne E Comparate Collana Diretta Da Claudia Corti E Arnaldo Pizzorusso 15
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Florence Research ESSAYS ON BRITISH WOMEN POETS B STUDI DI LETTERATURE MODERNE E COMPARATE COLLANA DIRETTA DA CLAUDIA CORTI E ARNALDO PIZZORUSSO 15 SUSAN PAYNE ESSAYS ON BRITISH WOMEN POETS © Copyright 2006 by Pacini Editore SpA ISBN 88-7781-771-2 Pubblicato con un contributo dai Fondi Dipartimento di Storia delle Arti e dello Spettacolo di Firenze Fotocopie per uso personale del lettore possono essere effettuate nei limiti del 15% di ciascun volume/fascicolo di periodico dietro pagamento alla SIAE del compenso previsto dall’art. 68, comma 4, della legge 22 aprile 1941 n. 633 ovvero dall’accordo stipulato tra SIAE, AIE, SNS e CNA, CONFARTIGIANATO, CASA, CLAAI, CONFCOMMERCIO, CONFESERCENTI il 18 dicembre 2000. Le riproduzioni per uso differente da quello personale potranno avvenire solo a seguito di specifica autorizzazione rilasciata dagli aventi diritto/dall’editore. to Jen B CONTENTS Introduction . pag. 7 Renaissance Women Poets and the Sonnet Tradition in England and Italy: Mary Wroth, Vittoria Colonna and Veronica Franco. » 11 The Poet and the Muse: Isabella Lickbarrow and Lakeland Romantic Poetry . » 35 “Stone Walls do not a Prison Make”: Two Poems by Alfred Tennyson and Emily Brontë . » 59 Elizabeth Barrett Browning: The Search for a Poetic Identity . » 77 “Love or Rhyme”: Wendy Cope and the Lightness of Thoughtfulness . » 99 Bibliography. » 121 Index. » 127 B INTRODUCTION 1. These five essays are the result of a series of coincidences rather than a carefully thought out plan of action, but, as is the case with many apparently haphazard choices, they reflect an ongoing interest which has lasted for the past ten years. -
The Cyclone As Trope of Apocalypse and Place in Queensland Literature
ResearchOnline@JCU This file is part of the following work: Spicer, Chrystopher J. (2018) The cyclone written into our place: the cyclone as trope of apocalypse and place in Queensland literature. PhD Thesis, James Cook University. Access to this file is available from: https://doi.org/10.25903/7pjw%2D9y76 Copyright © 2018 Chrystopher J. Spicer. The author has certified to JCU that they have made a reasonable effort to gain permission and acknowledge the owners of any third party copyright material included in this document. If you believe that this is not the case, please email [email protected] The Cyclone Written Into Our Place The cyclone as trope of apocalypse and place in Queensland literature Thesis submitted by Chrystopher J Spicer M.A. July, 2018 For the degree of Doctor of Philosophy College of Arts, Society and Education James Cook University ii Acknowledgements of the Contribution of Others I would like to thank a number of people for their help and encouragement during this research project. Firstly, I would like to thank my wife Marcella whose constant belief that I could accomplish this project, while she was learning to live with her own personal trauma at the same time, encouraged me to persevere with this thesis project when the tide of my own faith would ebb. I could not have come this far without her faith in me and her determination to journey with me on this path. I would also like to thank my supervisors, Professors Stephen Torre and Richard Landsdown, for their valuable support, constructive criticism and suggestions during the course of our work together. -
GCSE English Literature Poetry Anthology
IN THE THIRD-CLASS SEAT SAT THE JOURNEYING BOY, AND THE ROOF-LAMP’S OILY FLAME PLAYED DOWN ON HIS LISTLESS FORM AND FACE, BEWRAPT PAST KNOWING TO WHAT HE WAS GOING, INOR THE WHENCEBAND OF HIS HAT THE HE JOURNEYING CAME. BOY HAD A TICKET STUCK; AND A STRING AROUND HIS NECK BORE THE KEY OF HIS BOX, THAT TWINKLED GLEAMS OF THE LAMP’S SAD BEAMS WHATLIKE PAST A CAN LIVING BE YOURS, O JOURNEYING THING. BOY TOWARDS A WORLD UNKNOWN,UNKNOWN, WHO CALMLY, AS IF INCURIOUS QUITE ON ALL AT STAKE, CAN UNDERTAKE KNOWSTHIS YOUR PLUNGE SOUL A SPHERE, 0ALONE? JOURNEYING BOY, OUR RUDE REALMS FAR ABOVE, WHENCE WITH SPACIOUS VISION YOU MARK AND METE THIS REGION OF SIN THAT YOU FIND YOU IN, BUTUPDATED EDITION: ARE SEPTEMBER 2020 NOT OF? 1 OCR (Oxford, Cambridge and RSA Examinations) The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA © Oxford, Cambridge and RSA Examinations 2020 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of the publisher, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organisation. This book must not be circulated in any other binding or cover and this same condition must be imposed on any acquirer. ISBN 978 019 834090 4 Designed and produced by Oxford University Press Printed by Rotolito SpA 10 9 8 7 6 5 4 3 ACKNOWLEDGEMENTS We are grateful for permission to reprint the following copyright material in this anthology. -
English Literature - Poetry Anthology
CCEA GCSE English Literature - Poetry Anthology Poetry Anthology GCSE ENGLISH LITERATURE For use with the Specification for first teaching from Autumn 2017 and first examination in Summer 2018 Issued: August 2017 Poetry Anthology For use with the Specification for first teaching from Autumn 2017 and first examination in Summer 2018 Issued: August 2017 English 1 Literature CCEA GCSE English Literature - Poetry Anthology 2 CCEA GCSE English Literature - Poetry Anthology Contents Page Anthology One: IDENTITY 5 Anthology Two: RELATIONSHIPS 23 Anthology Three: CONFLICT 37 3 CCEA GCSE English Literature - Poetry Anthology 4 CCEA GCSE English Literature - Poetry Anthology Anthology One: IDENTITY 5 CCEA GCSE English Literature - Poetry Anthology SONNET 29 When, in disgrace with fortune and men’s eyes, I all alone beweep my outcast state, And trouble deaf heaven with my bootless cries, And look upon myself and curse my fate, Wishing me like to one more rich in hope, Featured like him, like him with friends possessed, Desiring this man’s art and that man’s scope, With what I most enjoy contented least: Yet in these thoughts myself almost despising, Haply I think on thee, and then my state, Like to the lark at break of day arising From sullen earth, sings hymns at heaven’s gate; For thy sweet love remembered such wealth brings That then I scorn to change my state with kings. William Shakespeare 6 CCEA GCSE English Literature - Poetry Anthology DOVER BEACH The sea is calm to-night, The tide is full, the moon lies fair Upon the Straits;―on the French coast, the light Gleams, and is gone; the cliffs of England stand, Glimmering and vast, out in the tranquil bay. -
Poetry from Different Cultures Year 9, Spring Term
English Literature- Poetry from Different Cultures Year 9, Spring Term. Key poems: Language Devices: Key Themes: ‘Not My Business’ by Niyi Osundare Sensory language is language that connects to the five Ignorance, choices, community, exploitation, discrimination, The narrator watches each night as people are mistreated senses (sight, sound, smell, taste, touch) to create an image prejudice, identity, heritage, responsibility but decides to do nothing to interfere as long as he is safe. or description (including onomatopoeia a word that sounds Contextual Information: similar to its sound “Imagine the drip of it, the small Apartheid – a political and social system in South Africa while ‘Nothing’s Changed’ by Tatamkhulu Afrika splash…”) it was under white minority rule from 1948 to the early An autobiographical poem about the apartheid system in IMAGERY: 1990s. The word apartheid means "apartness" in Afrikaans. South Africa. This explores racism and the irony that nothing Personification giving an inanimate object human attributes The civil rights movement in America was a decades-long has changed. “It took a hurricane to bring her closer” movement with the goal of securing legal rights for African Metaphor referring to person or object by referring to Americans that other Americans already held. ‘Search for my Tongue’ by Sujata Bhatt something with similar characteristics “Sometimes the Key words A poem about living in a foreign country and feeling sudden rush of fortune” Identity the perception you develop about yourself disconnected from your cultural background and your first Extended Metaphor a comparison between two unlike Culture ideas, customs, social behaviour or a particular group language. -
Edexcel Poetry Anthology – ‘Conflict’
Name: ……………………………………………………… Teacher: ………………………………………………………. EDEXCEL POETRY ANTHOLOGY – ‘CONFLICT’ Themes - the poems can be grouped or linked by theme and subject matter. Write the poems below which link together under these headings: The act of war Feelings of emotion, inner Conflict between man and The effects of war and conflict Conflict between people conflict, culture and identity nature on people and places Which poems connect? And how? A Poison Sennacherib The Prelude The Man He Cousin Kate Catrin War Belfast The Class Poppies No Problem What Were Tree Killed Photographe Confetti Game They Like r A Poison Tree Sennacherib The Prelude The Man He Killed Cousin Kate Half-caste Exposure The Charge of… Catrin War Photographe r Belfast Confetti The Class Game Poppies No Problem What Were They Like You are advised to go through the poems and complete this table. Some contextual information has been provided for you. Find key quotations from each poem and try to memorise them – you only need one for each poem. Decide what is the most unusual, interesting, useful or striking line from each poem. Poem Context Key quotation/s Key features of language Key features of structure and form A Poison Tree Blake was an 18th-century painter and printmaker Writer: William as well as a poet. He was part of the early Romantic Blake Movement, which included poets such as Lord Written in 1794 Byron and William Wordsworth (both also featured in the ‘Conflict’ collection). Blake’s work often protested against social injustices and the negative effects of the Industrial Revolution. His two best- known collections, Songs of Innocence (1789) and Songs of Experience (1794), deal with similar subject matter but with a very different tone. -
Carcanet New Books 2011
N EW B OOKS 2 0 1 1 Chinua Achebe John Ashbery Sujata Bhatt Eavan Boland Joseph Brodsky Paul Celan Inger Christensen Gillian Clarke Donald Davie Hilda Doolittle (H.D.) Over forty years of great poetry Iain Crichton Smith Elaine Feinstein Carcanet Celebrates 40 Years...from Carcanet... Louise Glück Jorie Graham W.S. Graham Robert Graves Ivor Gurney Marilyn Hacker Sophie Hannah John Heath-Stubbs Elizabeth Jennings Brigit Pegeen Kelly Mimi Khalvati Thomas Kinsella R. F. Langley Hugh MacDiarmid L ETTER FROM THE E DITOR As this catalogue goes to press, I’m editing New Poetries V, an introductory anthology of work by writers several of whom will publish Carcanet first collections in coming years. They come from the round earth’s imagined corners – from Singapore and Stirling, Cape Town and Cambridge, Dublin and Washington – and from England. They share a vocation for experimenting with form, tone and theme. From India, Europe and America a Collected Poems by Sujata Bhatt, and from South Africa and Yorkshire a new collection by Carola Luther, indicate the geographical scope of the Carcanet list. For eight years readers have waited to accompany Eavan Boland on her critical Journey with Two Maps: in April, at last we set out. We also encounter an anthology of British surrealism that changes our take on the tradition. Translation, classic and contemporary, remains at the heart of our reading. John Ashbery’s embodiment of Rimbaud’s Illuminations is his most ambitious translation project since his versions of Pierre Martory. Fawzi Karim from Iraq, Toon Tellegen from the Netherlands, the Gawain Poet from Middle English and Natalia Gorbanevskaya from Russia explore historical, allegorical and legendary landscapes and bring back trophies… And from America, a first European edition of the most recent US Poet Laureate, Kay Ryan. -
Name Teacher
Anthology Poetry Revision Booklet Name Teacher A Poison Tree by William Blake Quick questions 1. What is the poet’s overall message? 2. What do you think the poem is saying about the effects of anger? 3. Why has Blake used the extended metaphor of the tree? 4. What three relevant links to context can you make? 5. Challenge: why has Blake used the ballad form? Quick comparison task 1. Write five ‘Both…’ statements for A Poison Tree and other poems from the conflict anthology that you could compare it to. e.g. Both the poems A Poison Tree and Half-caste express the strong negative emotion of anger. Sample exam questions 1. Re-read A Poison Tree. Choose one other poem from the conflict anthology. Compare how strong emotions are presented in the two poems. In your answer, you should consider the: • poet’s use of language, form and structure • influence of the contexts in which the poems were written 2. Re-read A Poison Tree. Choose one other poem from the conflict anthology. Compare how the power of humans is presented in the two poems. In your answer, you should consider the: • poet’s use of language, form and structure • influence of the contexts in which the poems were written 3. Re-read A Poison Tree. Choose one other poem from the conflict anthology. Compare how the effect of conflict is presented in the two poems. In your answer, you should consider the: • poet’s use of language, form and structure • influence of the contexts in which the poems were written The Destruction of Sennacherib by Lord Byron Quick questions 1. -
39 Steps to Engaging with Poetry
Features: Literature … TO ENGAGING WITH POETRY Reading and writing poems in the English classroom This is the first of a series of articles in which Trevor Millum and Chris Warren suggest 39 enjoyable approaches to poetry in the English classroom. Introduction We also believe that students’ engagement with poetry Poetry is something every pupil or student has a right should begin in Y7 and build from there. Of course, for to. It should be part of every young person’s experience fortunate students, the building will be on good at school: something which brings enjoyment in the foundations from KS 1 and 2. widest sense, something which enhances life. If this seems a long way from the experiences of your Y10 and 11 students and, perhaps, from your own experience, “The experience of a number read on. Please, read on, anyway! of schools suggests that Because of its part in high stakes testing at KS4, poetry has become a hurdle to be leapt over or a holistic and integrated scrambled across, rather than an intrinsic and rewarding part of English teaching and learning. However, the approach to poetry works not experience of a number of schools where a different only to engage students but attitude has been adopted suggests that a holistic approach works not only to engage students but also to also to improve exam results.” improve exam results. This approach means students becoming involved In the same issue of Teaching English, Peter Kahn, with poetry, becoming participants rather than introduces a ‘new poetic form’, the ‘Golden Shovel’, onlookers. -
Poetry Anthology GCSE English and GCSE English Literature
Edexcel GCSE Poetry Anthology GCSE English and GCSE English Literature The Edexcel GCSE Poetry Anthology should be used to prepare students for assessment in: English 2EH01 - Unit 3 English Literature 2ET01 - Unit 2 Published by Pearson Education Limited, a company incorporated in England and Wales, having its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: 872828 Edexcel is a registered trade mark of Edexcel Limited © Pearson Education Limited 2009 First published 2009 12 11 10 09 10 9 8 7 6 5 4 3 2 1 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN 978 1 84690 641 1 Copyright notice All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London, EC1N 8TS (www.cla.co.uk). Applications for the copyright owner’s written permission should be addressed to the publisher. Picture research by Alison Prior Illustrated by Bob Doucet Printed and bound by Ashford Colour Press Ltd., Gosport See page 72 for acknowledgements. Contents Collection A: Relationships 1 Collection B: Clashes and collisions 19 Collection C: Somewhere, anywhere 37 Collection D: Taking a stand 55 Collection A Relationships Valentine 2 Carol Ann Duffy Rubbish at Adultery 3 Sophie Hannah Sonnet 116 4 William Shakespeare Our Love Now 5 Martyn Lowery Even Tho 6 Grace Nichols Kissing 7 Fleur Adcock One Flesh 8 Elizabeth Jennings Song for Last Year’s Wife 9 Brian Patten My Last Duchess 10 Robert Browning Pity me not because the light of day 12 Edna St. -
GCSE English Literature (9-1)
GCSE English Literature (9-1) Mocks Marking Scripts 1 – 7 This pack accompanies the Mocks Marking pre-recorded training. Please download this pack and familiarise yourself with the scripts before starting the recording. Paper 1: Shakespeare SECTION A–Shakespeare Answer the question on ONE text from this section. You should spend about 55 minutes on this section. You should divide your time equally between parts (a) and (b) of the question. Macbeth – from Act 1 Scene 3, lines 128 to 153 In this extract, Macbeth has just been told that he is to become Thane of Cawdor. MACBETH [Aside] Two truths are told As happy prologues to the swelling act Of the imperial theme. (To ROSS and ANGUS) I thank you, gentlemen. 130 (Aside) This supernatural soliciting Cannot be ill – cannot be good. If ill, Why hath it given me earnest of success, Commencing in a truth? I am Thane of Cawdor. If good, why do I yield to that suggestion 135 Whose horrid image doth unfix my hair, And make my seated heart knock at my ribs Against the use of nature? Present fears Are less than horrible imaginings. My thought, whose murder yet is but fantastical, 140 Shakes so my single state of man, that function Is smothered in surmise, and nothing is But what is not. BANQUO (To ROSS and ANGUS) Look how our partner’s rapt. MACBETH (Aside) If chance will have me king, why, chance may crown me, Without my stir. BANQUO New honours come upon him 145 Like our strange garments – cleave not to their mould But with the aid of use.