POEMS

 

Re-read Half-caste and Search For My Tongue.

Compare the ways the writers present societal expectations. You should make reference to language, form and structure. Support your answer with examples from the poems.4

Examiners should be alert to a variety of responses and should reward points that are clearly based on comparison of the two poems. Evidence of a degree of personal response must be given. It is not sufficient to summarise or paraphrase, nor is it sufficient simply to list literary devices.

Half-caste

(AO2) Responses may include:

• the poem challenges the expectations of society to place people into simple categories, especially through the idea of being called ‘half-caste’
• the speaker uses a direct and challenging voice from the opening, ‘Excuse me’, immediately questioning the attitudes of others
• the repeated command ‘Explain yuself’ shows that the speaker refuses to accept society’s way of thinking
• the use of Jamaican Creole challenges expectations about how the speaker should speak and write. It also shows confidence in his own way of speaking
• the examples of Picasso mixing colours and Tchaikovsky mixing music challenge the idea that mixing is something negative or incomplete
• the repeated use of ‘half-caste’ is ironic because the speaker shows that the word itself is based on a narrow way of thinking
• the images of a ‘half-caste canvas’ and ‘half-caste weather’ make the idea of ‘half-caste’ appear unreasonable when applied to art and nature
• the questions throughout the poem make the speaker sound confident and force the reader to think about society’s attitudes
• humour is used to challenge serious social attitudes. The speaker makes the idea of being ‘half-caste’ appear foolish
• the final image of ‘standing on one leg’ suggests that society has unfairly treated the speaker as incomplete
• the ending, ‘come back tomorrow / wid de rest of me’, gives the speaker control and directly challenges the expectations placed on him
• the irregular form and lack of regular rhyme reflect the speaker's refusal to follow fixed rules and expectations
• the non-standard spelling and punctuation help create a strong individual voice and challenge standard expectations of English

Search For My Tongue

(AO2) Responses may include:

• the poem presents societal pressure through the speaker's fear of losing her ‘mother tongue’ while living in a different linguistic environment
• the question ‘What if my mother tongue leaves me?’ shows the speaker's anxiety about losing an important part of her language
• the metaphor of the tongue presents language as something living and connected to the speaker
• the images of the tongue becoming ‘dry’ and beginning to ‘rot’ show the possible effects of pressure to use another language
• the extended plant imagery presents the mother tongue as something with strong roots that cannot easily be removed
• the image of the ‘stump of a shoot’ suggests that the language may survive even when it appears to have been lost
• the growth of the plant reflects the speaker becoming more confident that her mother tongue will survive
• the inclusion of Hindi challenges the expectation that the whole poem should be written in English and gives importance to the speaker's original language
• the movement from fear to confidence shows a change in the speaker's response to external pressure
• the structure moves between English and Hindi, reflecting the speaker's experience of living between different linguistic environments
• the repeated question at the beginning creates uncertainty, while the later images of growth create a more positive tone

Both poems

Both poems have particular merits and features, and therefore there are a number of points of comparison which students will make. Examiners might consider the following areas of comparison where applicable: treatment of subject matter and theme, tone, voice, attitude, diction, imagery including figurative language, poetic form and structure including rhythm, line length and enjambement.

All points of comparison should be developed and supported by close reference and evaluation of specific examples.

(AO3) Responses may include:

• both poems present individuals responding to expectations placed on them by the societies around them
• both speakers challenge the idea that they should change an important part of themselves to meet social expectations
• Half-caste presents a more direct and confrontational response, while Search For My Tongue initially presents fear and uncertainty before becoming more confident
• both writers use language to resist pressure. Agard uses Jamaican Creole, while Bhatt includes Hindi in the poem
• both poems challenge the dominance of standard English. Agard uses non-standard English throughout, while Bhatt gives space to her mother tongue
• both writers use imagery to show that the speakers cannot be easily separated from an important part of themselves. Agard uses images of art and nature, while Bhatt uses the image of a growing plant
• both poems use unusual structures to reflect the speakers' experiences. Half-caste uses an irregular structure and Search For My Tongue moves between two languages
• both speakers become stronger in response to social expectations. Agard openly challenges those who label him, while Bhatt shows that her mother tongue continues to grow
• the endings of both poems are powerful. Agard ends with a direct challenge to the reader, while Bhatt ends with the image of her mother tongue growing again
• both poems suggest that societal expectations can place pressure on individuals, but the speakers refuse to allow these expectations to completely control them

These examples are suggestions only. Accept any valid responses.

Level | Mark | Assessment objectives

AO2 Analyse the language, form and structure used by a writer to create meanings and effects. (15 marks)

AO3 Explore links and connections between texts. (15 marks)

 

 

Re-read Remember. (Total for Question 2 = 30 marks)

Compare the ways the writers present separation in Remember and one other poem from the anthology. You should make reference to language, form and structure. Support your answer with examples from the poems.

Examiners should be alert to a variety of responses and should reward points that are clearly based on comparison of the two poems. Evidence of a degree of personal response must be given. It is not sufficient to summarise or paraphrase, nor is it sufficient simply to list literary devices.

Remember

(AO2) Responses may include:

·       separation is presented through the speaker's instructions to someone she loves, asking them to remember her after they are no longer together

·       the poem begins with the repeated command ‘Remember’, immediately making separation an important part of the speaker's thoughts

·       the speaker uses images of death and departure, such as ‘silent land’, to suggest a permanent separation from the person she loves

·       the phrase ‘when you can no more hold me by the hand’ presents separation as the loss of physical closeness and human contact

·       the speaker describes the relationship through the image of holding hands, making the coming separation personal and emotional

·       the repetition of ‘Remember’ shows the speaker's wish to remain connected even after separation

·       the speaker initially asks the other person to remember her, but later changes her attitude and tells them not to feel guilty if they forget

·       the contrast between ‘remember’ and ‘forget’ shows the speaker's changing attitude towards separation

·       the speaker's question, ‘For if the darkness and corruption leave / A vestige of the thoughts that once I had’, suggests that death may separate her from her thoughts and memories

·       the image of ‘darkness and corruption’ creates a negative and final picture of death and separation

·       the speaker presents separation as something that cannot be avoided, using the phrase ‘turning yet to turn to go’

·       the repeated references to ‘remembering’ and ‘forgetting’ show the emotional difficulty of accepting separation

·       the change in tone in the second half of the poem makes the speaker appear more accepting. She says, ‘Yet if you should forget me for a while / And afterwards remember, do not grieve’

·       the final lines suggest that the speaker would rather the other person be happy than remain trapped by memories of her: ‘Better by far you should forget and smile’

·       the final contrast between ‘forget’ and ‘smile’ suggests that love can continue even when people are separated

·       the sonnet form provides a clear structure for the speaker's changing thoughts. The poem moves from a strong request to remember towards acceptance of possible forgetting

·       the regular structure and controlled rhythm reflect the speaker's calm and thoughtful approach to separation

·       the use of enjambment allows the speaker's thoughts to continue across lines, reflecting the movement of her thoughts about death, memory and separation

Remember and one other poem

Both poems have particular merits and features, and therefore there are a number of points of comparison that students will make. Examiners might consider the following areas of comparison where applicable: treatment of subject matter and theme, tone, voice, attitude, character, diction, imagery including figurative language, poetic form/structure including rhythm, line length and enjambement.

All points of comparison should be developed and supported by close reference and evaluation of specific examples.

(AO3) Responses may include:

·       the poem chosen must be one in which separation is significant, such as Piano, Poem at Thirty-Nine, Hide and Seek, Search For My Tongue, La Belle Dame sans Merci, Do not go gentle into that good night, or any other appropriate poem from the collection

·       the similarities and differences in the ways separation is presented in each poem will be considered

·       comparisons may be made between the reasons for separation, such as separation through death, loss, growing up, distance or emotional isolation

·       comparisons may be made between the speakers' feelings towards separation, including sadness, fear, acceptance, anger or loneliness

·       comparative links made between techniques, such as specific comparisons of imagery, repetition, metaphor or word choice, and supported with relevant evidence from both poems, will be evident

·       comparisons of how the writers use form and structure to present separation will be considered

·       comparisons may be made between the openings and endings of the poems and how they present the experience of separation

·       comparisons of how the poems affect the reader may be considered

These examples are suggestions only. Accept any valid responses.

Level | Mark | Assessment objectives

AO2 Analyse the language, form and structure used by a writer to create meanings and effects. (15 marks)

AO3 Explore links and connections between texts. (15 marks)

 

 

 

Poem	How separation connects	Suitability
Piano – D. H. Lawrence	Separation from childhood/past; the adult speaker is emotionally separated from his mother and childhood	⭐⭐⭐⭐⭐
Hide and Seek – Vernon Scannell	Separation from the mother/family and the child's experience of being left alone	⭐⭐⭐⭐⭐
Poem at Thirty-Nine – Alice Walker	Separation through the death of the father; memory keeps the relationship alive	⭐⭐⭐⭐⭐
Search For My Tongue – Sujata Bhatt	Separation from one's mother tongue and the fear of losing an important part of oneself	⭐⭐⭐⭐
La Belle Dame sans Merci – John Keats	Emotional isolation and separation after the knight's encounter with the mysterious woman	⭐⭐⭐⭐
Do not go gentle into that good night – Dylan Thomas	Separation caused by death; the speaker desperately resists losing his father	⭐⭐⭐⭐
Prayer Before Birth – Louis MacNeice	Separation from safety/protection before entering a threatening world	⭐⭐⭐

 

Re-read Remember**. (Total for Question 2 = 30 marks)**

Compare the ways the writers present the difficulty of letting go in Remember and one other poem from the anthology. You should make reference to language, form and structure. Support your answer with examples from the poems.

 

Examiners should be alert to a variety of responses and should reward points that are clearly based on comparison of the two poems. Indicative content is offered for Remember but, because candidates are asked to choose any other appropriate poem from the selection, it is not always possible to indicate content for the second except in generic ways.

Remember (AO2)

Responses may include:

·       the difficulty of letting go is presented through the speaker’s repeated request to be remembered after she has gone: “Remember me when I am gone away”, showing her desire to maintain a connection even after separation

·       the repetition of “Remember” emphasises the speaker’s emotional attachment and her wish not to be forgotten

·       “Gone far away into the silent land” presents death as a permanent separation, making letting go particularly difficult

·       “When you can no more hold me by the hand” shows the loss of physical closeness and suggests that letting go involves losing an important relationship

·       “Nor I half turn to go yet turning stay” presents hesitation, suggesting that leaving is emotionally difficult even when the speaker knows she must leave

·       the speaker finds it difficult to let go because of the shared future they have imagined: “our future that you planned” suggests that hopes and plans make separation more painful

·       the repetition of “Only remember me” reinforces the speaker’s desire to hold on to the relationship

·       the contrast between “remember” and “forget” presents the conflict between holding on and letting go

·       “Yet if you should forget me for a while” shows the speaker beginning to accept that the other person may need to move forward

·       “And afterwards remember, do not grieve” suggests that remembering should not prevent the loved one from moving on with life

·       the final contrast, “Better by far you should forget and smile / Than that you should remember and be sad”, shows the speaker finally accepting that letting go may be better than remaining trapped in sadness

·       the sonnet form provides a controlled structure for the speaker’s changing thoughts, moving from a strong desire to be remembered towards acceptance

·       the structure of the poem reflects the emotional movement from attachment to acceptance

·       enjambment allows thoughts and feelings to continue across lines, reflecting the speaker’s difficulty in bringing the relationship to an end

·       the ending contrasts with the beginning: the speaker initially asks to be remembered but finally accepts that forgetting may be necessary for happiness

Remember and one other poem

Both poems have particular merits and features, and therefore there are a number of points of comparison that students will make. Examiners might consider the following areas of comparison where applicable: treatment of subject matter and theme, tone, voice, attitude, character, diction, imagery including figurative language, poetic form/structure including rhythm, line length, enjambement.

All points of comparison should be developed and supported by close reference and evaluation of specific examples.

(AO3) Responses may include:

·       the poem chosen must be one in which the difficulty of letting go is significant, such as Piano, Poem at Thirty-Nine, Hide and Seek, La Belle Dame sans Merci, Search For My Tongue, Do not go gentle into that good night, or any other appropriate poem from the collection

·       the similarities and differences of subject matter in each poem will be considered

·       comparisons of why the speakers find it difficult to let go, such as because of love, loss, childhood, death, family, memory or emotional attachment

·       comparative links made between techniques, such as specific comparisons made in relation to language, imagery, repetition and word choice, and supporting these points with relevant evidence from the two poems

·       comparisons of the speakers’ feelings towards the person, experience or part of their lives that they are trying to leave behind

·       comparisons of how the writers present a conflict between holding on and moving forward

·       comparisons and comments will be made on the use of form and structure, including changes in tone, repetition, stanza structure, rhyme, rhythm and enjambement

·       comparisons of the endings of the poems may be considered, particularly whether the speakers finally accept the need to let go or continue to resist it

·       comparisons of how the two poems affect the reader may be considered

These examples are suggestions only. Accept any valid responses.

Level Mark

AO2 Analyse the language, form and structure used by a writer to create meanings and effects. (15 marks)

AO3 Explore links and connections between texts. (15 marks)

 

Why I like this better

It gives you at least four strong comparison choices:

• Piano – the adult speaker cannot let go of his childhood and his memories of his mother.
• Poem at Thirty-Nine – the speaker continues to hold on to memories of her father after his death.
• Hide and Seek – the child struggles with being left behind and the loss of security.
• Do not go gentle into that good night – the speaker refuses to let go of his father and fights against his death.
• Search For My Tongue – the speaker struggles with letting go of her mother tongue.
• La Belle Dame sans Merci – the knight cannot move on from his experience and remains emotionally trapped.

 

Re-read Remember**. (Total for Question 2 = 30 marks)**

·       Compare the ways the writers present the lasting effects of the past in Remember and one other poem from the anthology. You should make reference to language, form and structure. Support your answer with examples from the poems.

Re-read Remember. (Total for Question 2 = 30 marks)

Compare the ways the writers present the lasting effects of the past in Remember and one other poem from the anthology. You should make reference to language, form and structure. Support your answer with examples from the poems.

Remember

(AO2) Responses may include:

• the lasting effects of the past are presented through the speaker’s wish that she will continue to be remembered after she is no longer present: “Remember me when I am gone away”
• the repeated command “Remember” shows how strongly the speaker wants the past relationship and shared experiences to remain important
• the image of the “silent land” suggests death as a permanent separation, showing how the past may become the only connection between the speaker and the person she loves
• “when you can no more hold me by the hand” presents the lasting effect of physical separation. The simple image of holding hands makes the relationship personal and shows what will be lost
• the speaker suggests that memories may survive even when the person is no longer present: “when you can no more hold me by the hand” links physical loss with the importance of remembering
• the phrase “turning yet to turn to go” presents the speaker leaving while still looking back. The repetition of “turn” suggests difficulty in leaving the past behind
• the speaker considers the possibility that memories may become unclear after death: “For if the darkness and corruption leave / A vestige of the thoughts that once I had”
• “darkness and corruption” create negative images of death and suggest that the past may survive only in a limited or incomplete form
• the word “vestige” suggests a small remaining trace, showing that the effects of the past may remain even when much has been lost
• the speaker’s attitude changes in the second part of the poem. “Yet if you should forget me for a while” shows a more accepting attitude towards the possibility that the past may gradually become less important
• the contrast between “remember” and “forget” shows the speaker considering different ways in which the past can affect the future
• “And afterwards remember, do not grieve” suggests that remembering the past should not prevent the person from continuing with life
• the final line, “Better by far you should forget me and smile”, presents the strongest change in the speaker’s attitude. She accepts that the past may be forgotten if this allows the other person to be happy
• the ending shows that the lasting effects of the past do not have to be painful. The speaker values the other person’s future happiness more than preserving her own memory
• the sonnet form gives the poem a controlled and thoughtful structure. The poem moves from the speaker’s first request to remember her towards acceptance that she may eventually be forgotten
• the structure creates a clear change in attitude, from wanting the past to be remembered to accepting that the past should not control the future
• the use of enjambment allows the speaker’s thoughts to continue across lines, reflecting the way memories and thoughts about the past continue to develop

Remember and one other poem

Both poems have particular merits and features, and therefore there are a number of points of comparison that students will make. Examiners might consider the following areas of comparison where applicable: treatment of subject matter and theme, tone, voice, attitude, character, diction, imagery including figurative language, poetic form/structure including rhythm, line length and enjambement.

All points of comparison should be developed and supported by close reference and evaluation of specific examples.

(AO3) Responses may include:

• the poem chosen must be one in which the lasting effects of the past are significant, such as Piano, Poem at Thirty-Nine, Hide and Seek, Search For My Tongue, La Belle Dame sans Merci, Do not go gentle into that good night, or any other appropriate poem from the collection
• the similarities and differences in how the past continues to affect the speakers or characters will be considered
• comparisons may be made between different reasons why the past remains important, such as loss, childhood, family, death, language, love or personal experience
• comparative links may be made between the feelings created by the past, such as sadness, longing, regret, fear, acceptance or emotional attachment
• comparative links may be made between the ways writers use memory, imagery, repetition, metaphor and word choice to show the effects of the past
• comparisons may be made between the ways the speakers look back at the past and their attitudes towards it
• comparisons and comments will be made on the use of form and structure, including changes in tone, stanza structure, repetition, rhyme, rhythm and enjambement
• comparisons of the beginnings and endings of the poems may be considered, particularly where the ending shows whether the speaker remains affected by the past or begins to accept it
• comparisons of how the writers make the reader respond to the lasting effects of the past may be considered

These examples are suggestions only. Accept any valid responses.

 

Question 4: Explore Aunt Alexandra’s influence on the Finch family in the novel. You must consider the context of the novel in your answer.

Examiners should be alert to a variety of responses and should reward points that are clearly based on evidence from the text. This is not an exhaustive list but the following points may be made:

(AO1)

• Aunt Alexandra comes to stay with the Finch family because she believes Jem and Scout need a female influence in their lives.

• she is concerned about the Finch family name and believes that family background is very important. She talks about the importance of being a Finch and having a good family history.

• she expects Scout to behave like a traditional young Southern girl. She dislikes Scout’s tomboy behaviour and wants her to dress and behave more like a lady.

• she tries to influence Scout’s clothes and behaviour, showing that she has strong ideas about how girls should behave.

• she believes that the Finches are different from families such as the Cunninghams and Ewells because of their family background and social position.

• she does not want Scout to mix too closely with people she considers socially unsuitable.

• Aunt Alexandra disagrees with Atticus’ way of raising his children. She feels that he gives Jem and Scout too much freedom.

• she tries to make Scout understand the importance of family history and social position.

• she causes tension in the Finch household because her traditional views are different from Atticus’ more open views.

• however, Aunt Alexandra does care about her family and wants to protect the Finch name.

• after the trial and Tom Robinson’s death, Aunt Alexandra shows that she is capable of understanding and compassion. She is deeply affected by the events even though she normally appears strict.

• when Miss Maudie tells her to be strong, Aunt Alexandra shows that she is worried about Atticus and the family.

• she later allows Scout to understand that being a Finch involves responsibility as well as social status.

• Aunt Alexandra’s influence therefore changes during the novel: at first she mainly represents strict family and social expectations, but later she shows greater understanding of the difficulties faced by Atticus and his children.

(AO4)

• the novel is set in Maycomb, Alabama, in the 1930s, during a period of strong racial prejudice and social inequality.

• Aunt Alexandra represents the traditional values of the Southern society in which family background and social class are considered very important.

• her belief in family background reflects the importance of social class in Maycomb.

• her ideas about Scout’s behaviour reflect traditional expectations of women and girls in the society of the time.

• Aunt Alexandra’s concern about the Finch name shows how families were expected to protect their reputation within a small community.

• her attitudes towards the Cunninghams and other families show the class divisions that exist in Maycomb.

• her views can be contrasted with Atticus’ belief that people should be judged by their actions rather than their family background.

• the novel shows that traditional social attitudes can create divisions between people.

• Harper Lee uses Aunt Alexandra to represent some of the older and more traditional values of Southern society.

• the events surrounding Tom Robinson’s trial challenge some of these traditional attitudes and help Aunt Alexandra and the Finch family see the pressures created by Maycomb society.

Level Mark

AO1 Demonstrate a close knowledge and understanding of the texts, maintaining a critical style and presenting an informed personal engagement. (20 marks)

AO4 Show understanding of the relationships between texts and the contexts in which they were written. (20 marks)

Question 5: Explore Jem’s response to the events of the novel. You must consider the context of the novel in your answer.

Examiners should be alert to a variety of responses and should reward points that are clearly based on evidence from the text. This is not an exhaustive list but the following points may be made:

(AO1)

• Jem begins the novel as a confident and imaginative child who enjoys playing with Scout and Dill and creating games about Boo Radley.

• he is interested in Boo Radley but gradually begins to understand that the stories about Boo are not necessarily true.

• Jem becomes more mature as he learns from Atticus and from the events around him.

• he is proud of Atticus after seeing him shoot Tim Johnson, but he also begins to understand that his father does not like using violence or being praised for his skill.

• Jem learns important lessons from Atticus, including the need to understand other people before judging them.

• the events involving Mrs Dubose help Jem understand that courage can take different forms.

• Jem becomes increasingly aware of racial prejudice in Maycomb.

• he is upset when he sees the way Tom Robinson is treated and becomes hopeful that the evidence will lead to Tom being found not guilty.

• Jem believes that the jury will do the right thing because he has listened carefully to the evidence during the trial.

• the guilty verdict deeply shocks Jem because he believes the evidence clearly supports Tom.

• after the verdict, Jem struggles to understand how the jury could find Tom guilty.

• he begins to lose some of his earlier belief that the people of Maycomb will always do what is right.

• he questions the fairness of the justice system and discusses the verdict with Atticus.

• Jem becomes more aware of the difference between what is supposed to happen in society and what actually happens.

• by Chapter 24, Jem and Dill are affected by Tom’s death and the injustice surrounding it.

• Jem’s response to these events shows that he is becoming more mature and more aware of the problems in the society around him.

(AO4)

• the novel is set in the 1930s in the American South, where racial prejudice and segregation were part of society.

• Jem’s shock at the guilty verdict shows the conflict between his belief in fairness and the racial prejudice of Maycomb.

• the trial shows the unequal treatment of Black and white people in the society of the time.

• Jem initially believes that the legal system will be fair because he trusts the evidence and his father’s argument.

• his disappointment reflects the way racial prejudice can affect justice.

• Jem’s changing views show the effect of growing up in a society where social class and race strongly influence people’s attitudes.

• the Finch family’s position in Maycomb allows Jem to see both the advantages and problems of their social position.

• Atticus teaches Jem values such as fairness, empathy and respect, which influence the way Jem responds to the events around him.

• Jem’s changing attitudes can be linked to the wider social divisions in Maycomb.

• Harper Lee uses Jem’s development to show how a young person can begin to question the beliefs and behaviour of the society around him.

• the events of the novel challenge Jem’s early belief that adults and the justice system will always make fair decisions.

Level Mark

AO1 Demonstrate a close knowledge and understanding of the texts, maintaining a critical style and presenting an informed personal engagement. (20 marks)

AO4 Show understanding of the relationships between texts and the contexts in which they were written. (20 marks)