Section A: How To Get Full Marks (Cambridge (CIE) IGCSE English Literature)
Revision Note
Written by: Deb Orrock
Reviewed by: Kate Lee
Section A: How To Get Full Marks
The starting point for the analysis of any text is active reading. This means annotating with your own comments and questions about the text as you read. Poems will often contain many layers of meaning, so it is important that you explore beyond any surface meanings to uncover the deeper ideas and themes. Some appreciation of the context in which a poem was written can also help your understanding, but this should never be the main focus of your exploration.
It is tempting to jump straight in and start writing immediately. However, following this guide will ensure you answer the question in the way the examiners are looking for.
Below you will find sections on:
What skills are required
Steps for success
Top tips
What skills are required
Each question on this exam paper assesses all four Assessment Objectives equally. This means it is important that you know what skills these Assessment Objectives require you to demonstrate in order to get the most marks.
AO1 is about demonstrating knowledge of the poem’s content through reference to specific sections of the text:
As you read through the poem, annotate any questions you have
This objective is about working out what is going on in terms of content, structure and word choice
AO2 is about going beyond the surface meaning and story to look for underlying ideas and attitudes – the poet’s and our own:
This requires you to ask “why” the author has made the choices they have
Some elements of the writer’s context can be used to inform your personal response, but only if relevant to the focus of the question
AO3 requires critical engagement and evaluation of how the text works:
“Meanings and effects” suggests that there is more than one meaning for a text, and the language, structure and form of the poem contribute to those meanings
It does not mean just listing the literary techniques the writer has used
AO4 refers to the way you shape your writing in order to communicate your engagement with the text:
A personal response means that you may wish to make comparisons with similar experiences of your own, whether in real life or in your reading
Any comments, comparisons or contextual information should help reinforce your own interpretation, but not replace it
Your own response is valid as long as it is supported by evidence
The following sections explore the skills you will need to demonstrate in more detail:
Analysing a poem
Developing a personal response
Analysing a poem
Poetry gives us an image that is not realistic, but which needs to be interpreted. It is important to remember that the choices a writer has made in terms of how the poem is set out and the language they have used are all deliberate – a poem is a crafted piece of work. It is therefore useful to consider not only the language choices a writer has made, but also what decisions they have taken in terms of structure and form.
What to do when analysing a poet’s methods
Take a whole-text approach to the poem:
This could involve commenting on structure: “at the start”/“this changes when”/“in contrast…”
This could involve commenting on a poet’s choice of form:
How have they conformed to, or subverted, the form of sonnet/dramatic monologue etc.?
What deliberate choices has the poet made with their verse form? Are there reasons there is a regular or irregular rhyme structure?
Think about how tone is presented and develops: why has the poet chosen to present this tone? Why have they included a tonal shift?
Are characters in the poem presented differently from each other? Why? What does each represent?
Do characters’ relationships with each other change? Why might a poet have chosen to do this?
Remember that personas, and characters in a poem, are constructs, not real people:
Think about what each character’s function is in the poem
What does the poet use their persona, or characters, to say about the theme?
Why has the poet chosen to write their poem in first, or third, person?
Is the first-person narrator reliable or unreliable?
Always frame your essay with the poet in mind:
As the examiners say: “writers use methods, including language and structure, to form and express their ideas – the choices the writer makes are conscious and deliberate”
Therefore, write that a poet “highlights X”, “suggests Y”, “challenges Z”
And always use the poet’s (last) name in your essay
Use the words “so” and “because” to push you to explain your own ideas further
Zoom out to big ideas in your analysis:
Go from analysing language, or other writer’s choices, to a poet’s overall intention or message
This should also link to your thesis, and argument, throughout
You can begin these “zoom out” sentences with “The poet could be suggesting that because X, then Y” or “The poet could be using the character of X to challenge contemporary ideas about Y”
Use modal language to present sophisticated ideas:
Using words like “could”, “may” or “perhaps” shows that you are thinking conceptually
Form
The form of the poem can be thought of as “genre”. Poetry itself is a form of text, as are prose and drama. WIthin the form of poetry, there are many subforms. Some of the main forms of poetry are detailed below:
Form | Explanation |
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Sonnet |
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Epic |
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Free verse |
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Villanelle |
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Ode |
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Ballad |
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When writing about form in poetry, it is important to consider why the poet has chosen that particular form, and especially if they have altered the rules of that particular form and why. It is also useful to consider how the form reflects the themes of the poem.
Let’s take a look at an example. The following poem is called “Ozymandias” by Percy Bysshe Shelley:
I met a traveller from an antique land Who said: Two vast and trunkless legs of stone Stand in the desert. Near them on the sand, Half sunk, a shatter’d visage lies, whose frown And wrinkled lip and sneer of cold command Tell that its sculptor well those passions read Which yet survive, stamp’d on these lifeless things, The hand that mock’d them and the heart that fed; And on the pedestal these words appear: “My name is Ozymandias, king of kings: Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare, The lone and level sands stretch far away. |
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How to apply this in an exam response:
Exam question | Incorporating analysis of form in your response |
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Explore how Shelley conveys ideas of power in “Ozymandias” | Shelley conveys ideas of power in “Ozymandias” by taking the traditional form of a sonnet and subverting it. He blends Petrarchan and Shakespearean sonnet forms, and alters the rhyme scheme. This reflects the fleeting nature of human power when compared to the overwhelming power of nature, and implies that power does not last and can be broken down and re-arranged |
Structure
The structure of a poem refers to how the poem has been put together in its particular form. The choices a poet can make in terms of how to structure their poem includes stanza length, the use of repetition and refrains, a circular structure, and the use of particular types of punctuation, such as caesura, or a lack of punctuation at the end of a line, called enjambment. Structure also includes rhyme scheme and changes in line length. The poet’s choices regarding structure can affect a poem’s meaning or message.
Let’s look at an example of structural choices made by a writer and how these shape meaning. The following stanzas are taken from John Agard’s poem “Checking Out Me History”:
Dem tell me bout 1066 and all data dem tell me bout Dick Whittington and he cat But Toussaint L’Ouverture no dem never tell me bout dat Toussaint a slave with vision lick back Napoleon battalion and first Black Republic born Toussaint de thorn to de French Toussaint de beacon of de Haitian Revolution |
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How to apply this in an exam response:
Exam question | Incorporating analysis of structure in your response |
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How does Agard strikingly convey the differences in personal experiences of history in “Checking Out Me History”? | Agard structures his poem to show a clear distinction between the white, colonial history he was taught at school, and the history that is more important to him that he was not taught. He does this by deliberately changing the font of the poem between the stanzas. In addition, the stanzas containing “white” history are structured using simple rhyming couplets, giving them a nursery-rhyme and simplistic quality, while the stanzas written in italics and dealing with his history are written in free verse and are longer, suggesting they deal with more complex and unconventional ideas |
Language
When analysing language in a poem, you need to consider the specific choices of words and phrases the writer has used, as well as the imagery they have created and the language techniques they have used, all of which contribute to the themes and meanings in the poem.
In order to do this, you should consider both the denotation and the connotations of particular words:
Denotation = the literal meaning of a word or phrase
Connotation = the associations or implied meanings of the word or phrase
When commenting on words and phrases from the text, you should always try to consider why you think the writer has chosen that particular word to use. Below are some questions that you might ask yourself when analysing the words and phrases in a poem:
Denotations and connotations | Emotional impact | Charactеrisation | Formality and informality |
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How do these layеrs of mеaning add dеpth to thе poem? | How do the words evoke еmotions or fееlings in thе rеаdеr? Do thеy crеatе joy, sadnеss, fеar or еxcitеmеnt? | Do the words rеvеal aspеcts of the narrator's pеrsonality, background or еmotions? | Do the words make the text morе rеlatablе or distant? |
The following table provides you with a list of some terms and definitions to use when analysing individual words and phrases:
Term | Definition | Example |
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Comparative adjectives | Used to compare differences between two nouns, such as “larger”, “smaller”, “faster”, “stronger” | “When you’re small, no one is smaller, You’ll wish you were tall…” |
Superlatives | Words used to express something of the highest quality of its kind | “From fairest creatures we desire increase” |
Emotive language | Emotivе language rеfеrs to words and phrases that arе intentionally usеd to evoke strong emotional responses in thе rеadеr | “Thе voice of the sea is seductive, never ceasing, whispering, clamouring, murmuring, inviting the soul to wander in abysses of solitude” |
Colloquial language | Colloquial languagе is informal, еvеryday languagе that is usеd in casual convеrsations and familiar sеttings | “How can you tell what class I’m from? I can talk posh like some With an ‘Olly in me mouth” |
Imperatives | Imperatives are verb forms or sеntеncеs that are usеd to givе commands | “Gilgamesh, fill your belly, Day and night make merry” |
Once you are able to identify particular words and phrases within a text, you need to develop this skill further by considering why the writer has chosen to include these within their writing.
Rеmеmbеr thе goal of analysing words and phrasеs is to uncovеr layеrs of mеaning, understand thе writer’s intent and explore how languagе contributes to the ovеrall impact of thе poem.
Language features
It is important that you are familiar with key literary terms to support your analysis of the poem. While the examiner will expect you to use relevant subject terminology to support your views, this does not mean that you will secure more marks for demonstrating a wide understanding of literary terms. It is much more important that you clearly articulate the intended effects of any terms that you use.
The table below provides some definitions of key literary terms. This list is not exhaustive, but it is simply a guide to some of the techniques that might be most useful when analysing a poem:
Language technique | Definition | Example |
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Similе | A similе is a figurе of spееch that dirеctly comparеs two diffеrеnt things, using "likе" or "as" to highlight thеir similaritiеs | “I wandered lonely as a cloud” |
Metaphor | A mеtaphor is a figurе of spееch that еquatеs or dеscribеs onе thing in tеrms of anothеr, assеrting that thеy arе thе samе | “Thе moon was a ghostly galleon tossed upon cloudy seas” |
Imagery | Imagеry еngagеs thе rеadеr's sеnsеs by using vivid and dеtailеd languagе to crеatе mеntal imagеs | “When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze” |
Allitеration | Allitеration involvеs thе rеpеtition of consonant sounds, usually at thе bеginning of words or strеssеd syllablеs, within a phrasе or sеntеncе | “Once upon a midnight dreary, while I pondered, weak and weary” |
Pеrsonification | Pеrsonification attributеs human charactеristics or qualitiеs to inanimatе objеcts, animals or abstract concеpts | “Death, be not proud, though some have called thee Mighty and dreadful, for thou art not so” |
Onomatopoеia | Onomatopoеia is the use of words that imitatе or mimic the sounds thеy rеprеsеnt | “I heard the ripple washing in the reeds, And the wild water lapping on the crag” |
Rеpеtition | Rеpеtition involvеs thе dеlibеratе rеpеtition of words, phrasеs, sounds or grammatical structurеs to crеatе еmphasis, rеinforcе idеas or еstablish rhythm | “Dem tell me Dem tell me Wha dem want to tell me” |
Juxtaposition | Juxtaposition placеs two contrasting idеas, imagеs or concеpts sidе by sidе to highlight thеir diffеrеncеs or crеatе a striking еffеct | “Two roads diverged in a wood, and I – I took the one less travelled by, And that has made all the difference” |
Knowing the names of sophisticated language techniques will not gain you any more marks in the exam, especially if these techniques are only “spotted” and the writer’s intentions are not explained. Once you are able to identify and understand different literary techniques, you need to develop this skill further by considering why the writer has chosen to include these techniques in their writing.
How to apply this in an exam response:
Exam question | Incorporating analysis of language in your response |
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How does Hughes create such a compelling portrait of the hawk in “Hawk Roosting”? | The poem begins with the hawk as the narrator, personifying it with the human quality of dreams, as it describes dreaming “about killing my prey perfectly and eating them”. Hughes gives the hawk the powers of conscious thought, but juxtaposes this with the lack of human qualities such as mercy and remorse. This leads to a contradiction that runs throughout the poem: the hawk’s natural instinct is the non-human one to kill, yet it can only express this nature through human language |
Examiner Tips and Tricks
It is more important to explore the effects of the writer’s choices than it is to use over-complicated terminology. You can be just as successful in writing about the effect of a specific word choice as you are in writing about complex language features.
Developing a personal response
A sensitive and personal response to a poem comes from reading the poem closely and knowing the poem thoroughly. You should think critically about meanings and interpretations, and use quotations and references to support your response.
When you consider your response to a poem, it is essential that you provide evidence to support your interpretation. This will make your response well-informed. Here is where you consider the language and structural devices that the poet has used.
You should therefore begin your analysis of the given poem with an exploration of the poet’s meaning and ideas, rather than the methods they have used. This will automatically mean that you are developing a personal response to the poem, rather than just “spotting” the techniques a poet has used. It is also a good idea to consider how the poem’s title helps you understand its content. Then, depending on the focus of the question, find the evidence that supports your understanding and interpretation of the poem.
Ideas and themes, not methods
Examiners warn against structuring your analysis based on the poet’s methods:
They do not reward well when students identify a poet’s method first, and then analyse what it means
For example, spotting that a poem includes sibilance, or caesura, and then attempting to say something relevant about that method
Often, this won’t work because students will fail to identify a convincing link between the method and the theme of the question
Instead, examiners suggest students focus their responses on meaning and ideas, and use the poet’s methods as a means of illustrating meaning:
So your argument should start with the poet’s overarching ideas in terms of the question, and then find evidence from the poem that illustrates these ideas
For example, if the question is about how the poet conveys ideas about marriage, you would not start a point like this:
“The poet uses caesura in line 13. This caesura could show how…”❌
But instead, like this:
“The poet presents marriage as something challenging, which requires mutual respect. The poet shows this when…”✅
Tone
Another way to understand the meaning and ideas of a poem is to consider its tone.
In poetry, tone is the “mood” of a poem:
This could be the mood that:
A speaker expresses in a poem
A poet has towards their speaker
The poet creates in terms of the setting of the poem
The poet creates in terms of the poem’s subject matter
The tone of a poem reflects its ideas and meaning:
It is therefore something you should consider when thinking about how a poet expresses their ideas and meaning
Because a poem’s mood is created by the poet’s language, pace and rhythm, symbolism and grammar, it works perfectly as evidence in your essay:
So think: what is the tone the poet is trying to convey in their poem?
And how – via their choices – do they create this effect?
Another sophisticated way to explore ideas and meanings presented by a poet is to consider whether the tone of a poem changes:
Think: why has the poet created this tonal shift?
And how – via their poetic choices – do they create this shift?
This also enables you to say something relevant about structure
So think first about why a poet has created a certain tone, and what its effect is, before thinking about what methods they have used to create it:
For example, you would not start a point like this:
“The poet uses imagery in line 1. This creates a tone of …”❌
But instead:
“Macrae explores ideas about being contented within your own self through her use of metaphor, “while inside his heart was fat with sun”, which suggests Harry’s life is one that is filled to the brim with joy and pleasure, which…”✅
Examiner Tips and Tricks
A lot of students feel they need to include analysis of language, structure and form in their essays, but this is not a requirement, and actually can make for a less successful response. Indeed, the exam board says: “Students often address structure at the end of a response, as though they feel they must mention it; all too often, it adds absolutely nothing to what they have already achieved.”
You do not get more marks for addressing language, structure and form separately. In fact, if your analysis is irrelevant to the question you have been set, you could lose marks. So only include analysis of a poet’s methods if it is relevant to your argument, and the exam question.
Perspective and tense
Considering perspective is another sophisticated way to explore a poet’s intention and messages.
Perspective in poetry is the point of view from which the poem is being told:
It could be narrated in the first person (using the pronoun “I”)
It could be narrated in the third person (“he”; “she”; “they”, etc.)
Poems often also contain a persona:
A persona, or speaker, is the invented character through which the poem is narrated
Remember, the persona of a poem is not the same as the poet themselves, and this separation allows poets to explore ideas with more nuance and subtlety
Poets often create a fictional narrator (a persona) when writing in the first person
Sometimes, writing in the first person can give a poem more immediacy
Perspective is therefore a very deliberate choice made by the poet in order to better get across their ideas and message:
As such, it counts as a writer’s method
Just like tone above, it is directly linked to a writer’s intention, and so serves as excellent evidence for a poet’s meaning and ideas
Considering the tense of the poem also contributes to the speaker’s perspective
Different tenses will create a different tone and perspective, and the poet will have made a deliberate choice over which tense and why:
For example, is the speaker looking back (past tense), speaking about now (present tense) or looking forward (future tense)?
How to quote from the poem in your essay
The ability to support your interpretation means selecting relevant quotations from the poem
However, it is the skill of precisely unpicking and selecting textual references, rather than using quotations, that’s important
Therefore, references don’t need to be direct quotations:
They can be references to things that happen in the poem
They can be references to the choices and methods the poet uses (“this idea is expressed when the poet uses first-person narration/a tonal shift/symbolism relating to X in order to…”)
Examiners repeatedly stress that textual references are just as valuable as direct quotations:
The most important thing is that these references are directly related to the ideas and themes you are exploring in your essay, and provide evidence to prove your thesis
When using direct quotations, you should aim to select 6–7 relevant quotations that contain a range of language and/or structure devices that you can comment upon and analyse:
A high-level response will incorporate these quotations into the explanations of meaning
Your quotations should also be embedded into your sentences, rather than separate. For example:
“The poet explores how power does not last by stating that “Nothing beside remains”, which tells us that there is nothing left of this once-powerful ruler except a broken statue standing in the middle of a vast desert” ✅
Rather than:
“The poet explores how power does not last. This is shown in the quote “Nothing beside remains”. This shows…” ❌
Steps for success
Following these steps will give you a strategy for answering this poetry question effectively:
Grab your highlighter and read the question first:
Read carefully and highlight the focus of the question
Read the poem with the focus of the question in mind:
Highlight and annotate as you read
Note down any comments about structure, form and language that will help you to answer the question
Ask yourself: how does what I am noting down show the focus of the question?
Do not just write a list of techniques that the poet has used
Do a brief plan of 3–4 points, linking to the quotations you are going to use
Start your answer using the wording of the question:
For example: “Atwood makes the reader feel as though human activities are pointless in The City Planners by contrasting the mechanical nature of urban planning with the chaos of the natural world”
This demonstrates to the examiner that you have understood both the question and the poem
Go into detail:
Now you need to make as many points as possible, ranging throughout the poem
It is a good idea to make your points in chronological order, if possible
Use the annotations you have made in the margins to form the basis of each point:
Make your point, then support it with quotations and/or direct references to the poem
Explain how the quote highlights the idea in the question
Analyse what the key words and phrases in the quote make the reader feel about the idea in the question
Comment on and analyse language, form and structure
Link your ideas to the theme and the focus of the question:
You should refer back to the keyword in the question throughout your answer
Use “because” or “as” to support your ideas with detailed reasons
Explore the poet’s intention and message
Sum up:
Finish your answer with a “So overall…” statement
Zoom back out to the big idea in the poem
Your finishing statement should sum up what you have discovered, relevant to the focus of the question:
However, it should not just repeat the points you have already made
Top tips
Avoid being too general or vague in your introduction:
Your introduction should address the Assessment Objectives in some way
Avoid simply “re-telling” the story of the poem
Make sure every paragraph answers the question:
Do not just write everything you know about the poem
Respond to the whole of the poem
Avoid unnecessary words
Re-read each of the paragraphs you have written before you write the next:
Check that each paragraph is clear and that it answers the question
Ensure your selection of quotations are directly relevant to the focus of the question
Do not neglect to comment on the final stanza or end of the poem
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