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Sample GCSE English Literature poetry essay

So, what should you write? How should you write? You’ve got 45 minutes to write about two poems, answering a given question, like this one:

Compare how the results of war are shown in Futility and one other poem from Conflict

I start by making sure I’ve written about both language and structure. Usually, I try to make four big points. One of these is usually about structure.

I also try to make sure I keep using the words of the question and make sure that both the beginning of each paragraph and the end of it goes back to the words of the question as well. This makes sure I stay focused on the question. I’m not supposed to just write about the two poems.

I try to focus on the connections, not the differences. Of course the poems are different. Otherwise they’d be the same. Duh! So I start with what they do the same, and then I say how they’re different, so I do both.

I try and write confidently and back up what I say with quotes. Usually, I’ve got the quotes highlighted before I even start.

I make sure I pick another poem that helps me answer the question. I like to compare Futility with The Fallen Leaves or next to of course god america i but it didn’t fit. Neither of those poems are really about the ‘results’ of conflict – whereas Come on, Come back is really about the results – the aftermath

I tried to make sure I had a conclusion that brought everything together and I picked out the four key ideas and rephrased them in my answer.

This is my 45 minutes to show off to the examiner. This is it. My one chance. I need to make sure I have the right vocabulary to express what I think. So I’m going to use words like nihilistic and existence because they’re better than any alternative I’ve come across. I get nothing by dumbing down.

I know the mark scheme inside out. I know what I need to show and I know if I can’t, I can’t get the full range of marks. So, I know I need to explore the poems and analyse the language and/or structure and/or form.

I know I need to use quotes to support my response. And I know I need to pick out the best quotes – something really insightful. If it’s not that important in the poem, why am I including it?

I know I need to write about ideas and/or themes.

I need to compare analytically and compare ideas/themes/language/structure/form.

This is my response:

In Futility and Come on, Come back, we see the results of wars past and wars future. Futility shows how war affects the living, how it makes them contemplate life, how it makes you question everything, particularly existence. In Come on, Come back, we see how war devastates the mind, how it leaves people longing for peace and salvation, even if they can’t remember what it is they have done or seen.

Owen uses the structure of Futility to convey a single event and the subsequent thoughts it evokes. He uses the simple sonnet form to find the essence of what a death brings to him – the feeling of utter pointlessness. Even though it is much more brief than Come on, Come back, he epitomises the feelings of nihilism and emptiness that death can bring. He uses half-rhyme to create a disjointed, unnatural feel that makes the poem feel strange and creates a strange disjointed harmony. It doesn’t quite sound right. This is superbly appropriate for the subject itself. Even though the dead soldier looks as if he is just sleeping, he isn’t. It isn’t quite right. He also builds on the series of questions he asks in the poem to build up to the most profound of all: “Oh what made fatuous sunbeams toil/to break earth’s sleep at all?” Here we see how he cannot understand why the universe bothered to raise anything, to build a civilisation, when it is all for nothing. We destroy each other.

Although Come on, Come back is a narrative poem, it still uses the structure to build up to a climax, just as Owen did. The line lengths and the way the lines fall, as well as the odd rhymes of ‘stone’ in the first stanza are also disjointed and fragmented. Thus we see how the poet uses rhythm and rhyme (or half-rhyme in Owen’s case) to create a sense of a fragmented, confused, disharmonious world.

The personas in the two poems are also different: Owen’s is a first-person narrative whereas Come on, Come back is third-person narrative. Owen’s use of a persona is helpful: it is insightful. We get to see into his mind and see his thoughts. This helps us empathise with him and gain an insight into his feeling of utter despair and despondency. In Come on, Come back Stevie Smith writes about ‘Vaudevue’, the ‘girl soldier’. Using this persona is interesting and thought-provoking. A ‘girl soldier’ is something unusual. Women often don’t fight on the front line, as this girl has, mainly because women are seen as not being able to cope with the front line and what they see. We’re instantly thrown into wondering if it’s acceptable for women to see such things, and if it isn’t, is it any better for men to see such things. Not only this, but Smith calls her a ‘girl’ – something more fragile, more innocent than a man. Naming her makes her identifiable. Unlike ‘him’ in Futility, a soldier who could represent anybody, Vaudevue has a name and we see her actions. Both are powerful. One makes us think that the dead soldier could be anybody. It could be our brother, our father, our husband. The other makes it personal. In fact, Owen doesn’t even say that this man is a soldier, or even that he is dead. There are several things we can take from this. One is that he doesn’t even know who the soldier is – which shows us the absolute tragedy of war. This man will not be remembered as an individual. It is not personal. Either we all mourn his death or nobody does, because he is nameless. The other thought is that by keeping the soldier anonymous, Owen is deliberately trying to show that he could be anyone. Both show the effect of war – one by using an anonymous man to show Owen’s own thoughts, therefore the effect on him personally. Smith shows the effect on one individual. Both take one individual and show the consequences of conflict on them – and by seeing one person, we learn about the effects of war on the individual. It becomes more personal.

The effects in both poems seem largely psychological. In Futility, the damage done by conflict is in how it makes Owen question everything: mostly, it makes him question our existence, the whole point of our lives: “was it for this the clay grew tall?” – in this God-forsaken man-made war, he cannot see God, or the point of existence. Science gives him no comfort. Yes, the sun gave conditions on earth the ability to generate life. And that work all seems pointless. It leaves Owen desperate for answers and despondent about life. In Come on, Come back, Vaudevue comes to the same conclusion. She too asks: “Aye me, why am I here?” and although the question is ostensibly about her memory loss, we sense something much deeper. Conflict has left both Vaudevue and Owen with a profound sense of pointlessness.

The war seems to have more of an effect on Vaudevue, however. She doesn’t just stop at questioning her existence. Her next action is to go to a lake. She removes her uniform, ‘lunges’ into the water and lies, ‘weeping’ before letting the ‘waters close over her head’. Here, Smith uses a deep symbolism. We have the symbolism of the water – something that soothes and cleanses. Water purifies. Water is used in many cultures and religions as a way of cleaning yourself. Indeed, in Christianity, water is the symbol of baptism, whereby the holy water washes away sin and leaves you reborn. Yet this water is ‘black’ like her mind. This water does not clean her or wash away her sins. When the ‘enemy soldier’ calls her back and carves out a pipe from the reeds, we get a sense of something more primeval – something pre-Christian, something pagan. This, too, is a Godless world. Without religion, we have no sense of anything after death, so not only do both question their existence, but without the promise of eternal life, life is completely pointless. Vaudevue, even without a memory, is so affected by her ‘black’ mind that she seeks comfort and protection from the water, which envelops her and protects her from the world, just as the lake did with Syrinx when she sought to escape from Pan. She is safe there. War has left her in need of comfort and solace – something she finds only in death. In contrast, in Futility, Owen is left in need of comfort and solace, though this is provoked by death which provides no comfort and solace at all.

Finally, both poets use natural images to show war and the results of it. In Come on, Come back Smith shows that the natural world is left behind once the war passes over. It might be ‘rutted’ but the moonlight, water and meadows remain. Nature is what consoles Vaudevue, giving her sanctuary. We see how, once war has passed, nature is left. It’s almost as if Vaudevue is the last human on earth – apart from the enemy sentinel. Nature softens the wounds that war makes. In Futility, this is different. Nature doesn’t offer consolation or solace or hope or safety; it simply reminds him of the pointlessness of life. The sun, a powerful and evocative image of life, has no power. Unsown fields remind Owen of the wasted potential of the dead soldier’s life. He is reminded that nature is powerless and pointless against war.

In summary, both poets show similar results to war. War destroys the mind, war provokes nihilistic questions about the whole point to life. War reminds us of our pointlessness and the brevity of our lives. Both poems show how war fragments and fractures, its psychological effects. War leaves us questioning life, questioning existence. Whilst nature may be left, this is cold comfort to Owen, although it comforts and protects Vaudevue.

poetry essay questions gcse

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21 thoughts on “ sample gcse english literature poetry essay ”.

home run on this!

Very helpful advice!

Hopefully it’s useful to someone!

thank you soooooo much!!!! it helped a lot, you’re awesome!!!

Aw, thanks Tanvir! Hope it was useful!

Very helpful! May be even more if it comes up in my exam tomorrow?!

Just out of curiosity, why did you not mention the death of the girl in your answer?

Thanks again!

Are you sure she dies? I’m not. She “sleeps on”, which could be a euphemism for death as it is in the Owen poem, but in a 45 minute essay, you simply don’t have time to write about it all. Not sure what I would say about it either, other than to find it in common with the Owen poem. In my book, I said “whether she’s dead or sleeping, we don’t know”. You could argue that the water is a metaphor for death, but you could equally argue that it is just water. Likewise, you could argue that “sleeping” is a metaphor for death, or that she is just asleep. I don’t like to be definite when the poem is decidedly and purposefully ambiguous. If you have seen ‘Shane’ where Shane rides off, wounded, on horseback, you can see how writers play with us and leave things uncertain. Owen does it, as does she!

Thanks! Never thought about it from another view.

I always assumed she died – “Treacherous undercurrent’, ‘icy-amorous embrace’ and ‘waters which close above her head’.

I thought that in the last stanza when Smith states “In the swift and subtle current’s close embrace’ he was saying that it’s better to drown than to dye through the use of chemicals.

I therefore thought it was ironic when he says “Sleeps on, stirs not, hears not the familiar tune” as he’s saying that she’s now safe from the distress she experienced earlier, but dead.

I also assumed that she died because it’s after “her death” that he stops starting stanzas with verbs.

But I can now see that it could go either way. I really hope I get to compare this tomorrow!

Don’t forget… Stevie Smith is a woman! I’ve sent an email to the account for this with some stuff for you that you might find interesting. Good luck with the exam

how does this really answer the question. I’m a little lost.

I think you can see in each paragraph how I discuss the ‘results’ of war (i.e. the effect, the outcome, the consequences) And the introduction outlines what I think the main results are in each poem, with the conclusion ‘In summary, both poets show similar results to war. War destroys the mind, war provokes nihilistic questions about the whole point to life. War reminds us of our pointlessness and the brevity of our lives. Both poems show how war fragments and fractures, its psychological effects. War leaves us questioning life, questioning existence. Whilst nature may be left, this is cold comfort to Owen, although it comforts and protects Vaudevue.’ taking you through the layers of effects and consequences of war. A result of war is that it makes you question everything, existence even. A result of war is that it leaves psychological consequences. Hope that is a little more clear. Feel free to respond with a genuine email address and I’d be happy to explain further.

Once I read the essay over-and-over, I finally got how you ticked the criteria, perfectly. Thank you so much, this essay has been a great inspiration to me – and I needed this — especially since my mock exam is this week. Any more tips?

I think you’ve got the right idea – you obviously get that you need a tight focus on the question. Pick poems that give you an easy ride for that question, rather than the ones you understand best. Pick out four things in common. The mark scheme specifically mentions FORM (shape & structure/organisation) and language – many people do not talk about how the form contributes (most have got very fragmented structures except, for example, The Charge of the Light Brigade which has a very regular, rhythm to it – more jingoistic, more like a hymn or a rhyme or a ballad) and then pick out two quotes from each poem to exemplify your points. The best revision is practice. Past questions are a superb source of revision. You will find similar questions and become more confident writing. Any particular poem you are worried about?

Yep, one in particular which is Hawk Roosting. I don’t really see the conflict aspect in the poem, just the arrogance. Could you help me please?

Hi, I’ve sent you an email to the address you used to make this comment… you should find a couple of pages of thoughts about Hawk Roosting. You’re right, of course, that conflict is harder to root out in this poem but there are interesting things in it about nature and about killing which work well with other poems, as well as symbols like the hawk (you’ve got the lions in ‘Next to god’ and ‘Charge’…) and with other poems that aren’t particularly about war, like ‘Futility’ or ‘Falling Leaves’ – often the ‘conflict’ context is not clear and it’s almost like you need telling the poem is about war to know that it is.

Beautiful response, i have my English lit poetry GCSE tomorrow and if this question appears i will be prepared (i wont plagiarize if that even possible).

Also any additional help would be appreciated as I need all the help i can get especiallly for mametz wood and Charge of the …..

p.s you are extremely beautiful

This helped me alot for my exam tomorrow! Thank you! X

I am currently studying conflict poetry and have 3 weeks till my exam, this answer is fanominal! You were insightful and incoporated everything. I just wish I could right like this ! Have you got any other tips ?

I was wondering if you could give us some form of a scheme when it comes to answering such a comparative question. I’m quite stuck as to how to lay my response out and you’r essay seems excellent so any help would be appreciated!

What grade would you give this example? Would it be a 9?

I wrote this example. It was for the old specification, so no doubt there would be some tweaks to the criteria.

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Free worksheets, study guides, essay writing, revision guidance and youtube links. writing styles, fiction and non-fiction reading skills. analysis of plays, novels and poetry. for teachers and independent learners., gcse unseen poetry, how to approach an unseen poem: a step-by step guide.


This page deals with how to approach a GCSE poetry unseen, using the AQA legacy paper GCSE May 2012 paper 2, which was on ‘Children in Wartime’ by Isobel Trilling.

TIP :  As always, the first thing to do is read the question – and read it before you read the poem because in an exam you cannot afford the luxury of first ‘experiencing’ the poem before you know where your focus should be.   You must concentrate on the question because you only have limited time to get something down on paper.  In this case the question is:

How does this poet present the ways children are affected by war?  

All questions on poetry ask you to do two things: (1) look at the content , i.e. one specific  aspect of what the poem about; and (2) look at how the poet presents his/her ideas.

Now the poem …

Children In Wartime

by Isobel Thrilling

So, here is the question broken into parts (2) How does this poet present (1) the ways children are affected by war?  

TIP : Do not think about (2) yet.

TIP : First look at (1) the content.  Here  it is ‘the ways children are affected by war’ .  Each of these different ways will be a Paragraph Starting Point (P) .  Each of your paragraphs will always answer the question , with something about the way children are affected by war.

TIP : Read the poem and break it down into the different sections (sometimes verses) that deal with the different ways children are affected by war and give each ‘section’ an overall summarising phrase/Point .  Do this now.

There is no ‘wrong’ about your choice of summarising phrase/ Point (P) as long as you have the evidence for your view.  When you have finished click here to see if you have marked up the poem as I have done.

TIP :  Start each paragraph with a summarising phrase/ Point (P) .  This is your lead sentence for each new paragraph.  So you answer the question at the start each paragraph.

TIP: Do not write an introductory paragraph if you tend to waffle.  If you can be very disciplined and quick, orientate your reader by listing the Points you intend to cover in a single sentence … but there is no need to do this at GCSE.

Now it’s time to write the rest of the paragraph

TIP :   Support each Point (P) with a quote or example.  This is the Evidence (E) for your Point (P) being a good one.  This alone will take you to Grade 4.

Now for (2): The other part of the question (‘how the author presents’).  Let us say that you have made this Point (P) : The children are affected because their sleep is broken.  Now you introduce a quote/example, which is Evidence (E) to support your view.

TIP :   In the model below a couple of quotes are used (‘ripped’ and ‘soft silk’) but one would be enough Evidence (E).

Once you have the Evidence (E), you can discuss how the author presents that Evidence (E) to give it greater impact.  This is Analysis (A) .

TIP :   Notice how the Analysis (A) can be inserted as you go along.  This is a much quicker way of getting your thoughts down on paper.  So now you have the structure of a PEA paragraph .(Also called PEE PQA etc)

TIP : Put a PEA in every para.


War affects children’s lives by breaking their sleep  .  The noise of the sirens metaphorically tears the material   of sleep.  The sibilant alliteration of ‘soft silk’ draws attention to the peacefulness of children’s sleep and makes its sudden loss seem more sudden and disorientating.

Why is this such a good paragraph?  Well. look at my comments in red ….

War affects children’s lives by breaking their sleep  [Point (P)] .  The noise of the sirens metaphorically tears the material [use of literary term and Analysis (A) showing understanding of the link between ‘ripped’ and ‘silk’ Evidence (E)] of sleep.  The sibilant alliteration [Literary term]  of ‘soft silk’ [Evidence (E) embedded within the sentence]  draws attention to the peacefulness [Explanation/Analysis (A) of effect of language] of children’s sleep and makes its sudden loss seem more sudden and disorientating [Explanation and further Analysis (A) of significance] .

Do the the remaining sections and finally …

TIP :   conclude with a short sentence that considers your overall reaction to the way that children are affected or the poet’s overall perspective about the ways children are affected by war.

This last part of your essay is what makes it all worthwhile because it is your chance to give a  personal response.  It stops the exam being just a simple regurgitation.  This is for you: it’s what you get out of the whole process.    Also examiners love to read what you really think about the poem as a result of your analysis .  Some teachers say you must never use ‘I’ in a literary essay but an essay’s conclusion is that one place where you truly can say ‘I’.  In this particular essay, a student might begin the conclusion with: ‘I found the most alarming part of this poem is the children’s disorientating trauma …’  Note: giving a personal perspective should still answer the specific question!

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well done mate good job:0

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poetry essay questions gcse

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Responding to poetry

Writing your response to a poem, or making comparisons between two poems, takes careful planning. These tips show you how to analyse exam questions, structure essays and write in an appropriate style.

Different people will respond to poetry in different ways. You may be asked to write an essay outlining your personal response to, and understanding of, a poem. Sometimes you will be asked to compare one poem with another. Both involve giving a personal response and offering critical analysis . Although, there are many different ways you can respond to poetry, there are some simple steps you can follow.

GCSE Subjects GCSE Subjects up down

Resources for KS4 and upper secondary

Whether you are teaching unseen poetry, power and conflict, love and relationships or nature, we have gathered a selection of knowledge organisers, workbooks and lessons to support your teaching of poetry in the classroom.

Lessons and activities

We have selected a few resources to help your students analyse and identify similarities and differences between poems. So whether you’re looking for lessons on individual poems in the anthology or an activity to introduce poetic terminology, we have you covered.

Unseen Poetry

Unseen Poetry

Poetry comparison planning grid.

Poetry comparison planning grid.

The Prelude - William Wordsworth - AQA Poetry - Power and Conflict

The Prelude - William Wordsworth - AQA Poetry - Power and Conflict

My Last Duchess - Robert Browning - AQA Poetry - Power and Conflict

My Last Duchess - Robert Browning - AQA Poetry - Power and Conflict

POETRY - Effects of Structure and Form

POETRY - Effects of Structure and Form

Power & Conflict Poetry Quizzes (AQA)

Power & Conflict Poetry Quizzes (AQA)

Understanding Meter and Rhythm in Poetry

Understanding Meter and Rhythm in Poetry

Poetry Comparison (Power and Conflict)

Poetry Comparison (Power and Conflict)

Love and Relationships Comparing Poems

Love and Relationships Comparing Poems

Key learning and revision.

Knowledge organisers and poetry comparison charts to help your students prepare for the poetry section of their English literature exams.

AQA Power and Conflict Poetry Knowledge Organiser / Revision Sheet

AQA Power and Conflict Poetry Knowledge Organiser / Revision Sheet

Power and Conflict Poetry Revision Grid: Extended Version

Power and Conflict Poetry Revision Grid: Extended Version

AQA Love and Relationships Poetry Knowledge Organiser / Revision Sheet

AQA Love and Relationships Poetry Knowledge Organiser / Revision Sheet

Power and Conflict Poetry Knowledge Organiser

Power and Conflict Poetry Knowledge Organiser

Comparing Unseen Poetry Knowledge Organiser/ Revision Mat!

Comparing Unseen Poetry Knowledge Organiser/ Revision Mat!

AQA Power and Conflict poetry comparison chart

AQA Power and Conflict poetry comparison chart

AQA Love and Relationships Revision Grid for all 15 poems

AQA Love and Relationships Revision Grid for all 15 poems

Unseen Poetry Knowledge Organiser

Unseen Poetry Knowledge Organiser



Power and Conflict Poetry Booklet

Power and Conflict Poetry Booklet

English collection.

From schemes of work, lessons and worksheets to revision guides, exam questions and knowledge organisers, our secondary English resources collection has you covered.

GCSE/iGCSE revision resources

Support your students in the run-up to May with this bumper collection of GCSE revision and iGCSE revision resources.

Teacher essentials

Explore this collection of essential resources including starter and plenary activities, templates, marking and feedback tools and much more.

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How can I pay someone to write a paper for me? What are your payment methods??

We accept credit and debit card payments by Visa, MasterCard, Discover, JCB, and American Express. You can use a reliable and secure payment system that keeps your personal and financial information safe to get us to write an essay for you. So you don’t have to worry and ruminate, “Is it safe to pay someone for writing my papers online?” After all, it’s as safe as getting your next coffee batch on Amazon or paying for your Netflix subscription.

How fast can you write my essay for me?

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Sure, our rates start as low as $6.99. Despite inflation and global crises, we keep our prices student-friendly. So anyone who comes asking, “write my paper for cheap” or “write my term paper without breaking the bank” will feel welcome and safe in the knowledge they’ll get the best value for money. At the same time, we urge you to beware of online frauds promising free results, as every “Write my research paper for me for free” may end in a scam.

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Sadly, no. In an ideal world of perfectly honest people, you’d say, “I need help write my research paper”, and we’d have it ready for you for free and rely on your generosity. In the real world, our writers, editors, and support managers are real people who like to have a roof over their heads and meals on their tables. Our refund policy keeps you safe, but only your upfront payment protects our writers from scams. So whenever you ask, “Can you write my essay cheap?”, we say, “Sure”, but we ask you to cover the cost first.

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Every writer on our team holds a degree in one or more majors, possesses years of academic writing experience, and has a solid reputation among our clients. You can be sure that whenever you run asking, “Write essay for me”, we’ll match you with an expert best suited to handling your academic level, class, and topic. Be safe in the knowledge that we only hire seasoned academics to write papers for you.

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You can select a specific expert to deal with your “write my essay” issue or pick a top or pro-level writer. Although either of these options will add to the bottom line, you won’t have to wonder, “Who will write my essay?”. We recommend selecting one of our premium experts for critical assignments that need a special touch to score top grades and improve your class ranking or GPA. Contact our support team to ask, “Can someone write my paper for me with top results?” to learn more about writer options.

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Your every “write my essay” order goes through a plagiarism checker to guarantee originality. After all, our writers know “write my paper” means crafting an original piece from scratch, not rewriting a stale sample found online. But if you want further proof, you’re welcome to order an official plagiarism report with a similarity percentage. All it takes is checking the box in the order form or asking a support agent to add it to the bottom line when you come asking, “I need you to write an essay for me.”

How can I lower the price when ordering an assignment?

Although we keep our online paper help rates as low as possible, you can play around with the order parameters to lower the price. For example, instead of crying, “I need you to write my essay in 12 hours”, set the deadline for two weeks, and your bottom line will be much more affordable. You can also wait for a seasonal promotion with discounts of up to 15% if you’re thinking, “I’m in no hurry to pay someone to write my essay.”

What do I do if you write my paper for me, and I don’t like it?

You can get a revision or a refund, depending on how much your “write my essay for me” order went off track. We know when you pay someone to write your paper you expect the best results, and we strive to follow every instruction to a T when we write a paper for you, but miscommunication can occur. In this case, don’t be shy about requesting a free revision or a new writer to rework your assignment. And if you feel the paper is unsalvageable, you may be liable for a partial or full refund.

How do I know you’ve finished writing my paper?

We’ll notify you via email the moment the writer uploads the first draft for your revision. You can then preview it and approve the piece to download an editable file or get it sent for a revision round with your comments about necessary corrections. Besides, you can always request a progress update from your writer or a support manager. Just ask them, “Any progress since I hired you to write my essay for me?”. As you see, you don’t need to fret, thinking, “How will I know when you write my essay, and it’s ready?”

What are you waiting for?

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  1. Five Practice Questions for GCSE AQA 9-1 English Literature Unseen Poetry

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  2. Pin on Teaching

    poetry essay questions gcse


    poetry essay questions gcse

  4. AQA GCSE English Literature Poetry exam questions

    poetry essay questions gcse

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    poetry essay questions gcse

  6. AQA GCSE Poetry Anthology Exam Question Essay Plan

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  1. Sample GCSE English Literature poetry essay">Sample GCSE English Literature poetry essay

    Sample GCSE English Literature poetry essay Posted on November 1, 2011 So, what should you write? How should you write? You’ve got 45 minutes to write about two poems, answering a given question, like this one: Compare how the results of war are shown in Futility and one other poem from Conflict

  2. GCSE English Literature Unseen Poetry">Eduqas GCSE English Literature Unseen Poetry

    File previews. ‘Eduqas GCSE English Literature Unseen Poetry’ is a 103-slide PowerPoint presentation with 19 accompanying worksheets and is ideal for teaching approaches to the unseen poetry question on the Eduqas GCSE English Literature exam. Example examination questions with example poems. A mnemonic designed to give students a ...


    All questions on poetry ask you to do two things: (1) look at the content, i.e. one specific aspect of what the poem about; and (2) look at how the poet presents his/her ideas. Now the poem … Children In Wartime Sirens ripped open the warm silk of sleep; we ricocheted to the shelter moated by streets that ran with darkness.

  4. poetry - GCSE English Literature Revision - AQA ...">Writing and analysing poetry - GCSE English Literature Revision -...

    4 learner guides. Commenting on context - AQA. Revise. Comparing poems - AQA. Revise. Responding to poetry - AQA. Revise. Using quotations and textual references - AQA. Revise.

  5. Literature GCSE Exemplar for: Component 1 Section B ...">Eduqas English Literature GCSE Exemplar for: Component 1 Section...

    GCSE ENGLISH LITERATURE Specimen Assessment Materials 18 SECTION B (Poetry) 7. Answer both part (a) and part (b)You are advised to spend about 20 minutes on part (a) and about 40 minutes on part (b). Read the poem below, To Autumn, by John Keats. In this poem Keats explores ideas about nature.

  6. Power and Conflict Exam Practice Book V2

    8. Compare the ways poets present ideas about conflict in Remains and in one other poem from Power and Conflict. Remains On another occasion, we get sent out to tackle looters raiding a bank. And one of them legs it up the road, probably armed, possibly not. Well myself and somebody else and somebody else are all of the same mind,

  7. Overview - Responding to poetry - Edexcel - GCSE English Literature ...">Overview - Responding to poetry - Edexcel - GCSE English ...

    Responding to poetry Writing your response to a poem, or making comparisons between two poems, takes careful planning. These tips show you how to analyse exam questions, structure essays and write ...

  8. AQA GCSE Poetry practice papers - EdPlace">AQA GCSE Poetry practice papers - EdPlace

    The AQA English Literature GCSE consists of two written papers. Paper 1 (40% of the GCSE grade) has a one hour and 45 minute time-limit and assesses students' knowledge of 19th century and Shakespearean literature. Paper 2 (60%) has two hour and 15 minute time-limit and focuses on modern texts (prose or drama), a poetry cluster from the AQA ...

  9. Poetry resources | Tes">Poetry resources | Tes

    Features 15 beautiful and sleek quizzes Over 350 questions Answers included Perfect for independent or group competitions No planning required Thank you for viewing! ... A workbook designed to help students get to grips with writing comparison essays for the poetry portion of AQA GCSE English Literature (Paper 2, Section B). Designed ...

  10. Poetry Essay Questions Gcse | Best Writing Service">Poetry Essay Questions Gcse | Best Writing Service

    Poetry Essay Questions Gcse - 4.8/5. Social Sciences. Annie ABC #14 in Global Rating Nursing Management Business and Economics Communications and Media +96. Do my essay with us and meet all your requirements. We give maximum priority to customer satisfaction and thus, we are completely dedicated to catering to your requirements related to the ...