Poetry Revision work for Eduqas Anthology
The Anthology Poems
We have sub-divided the Anthology into four categories:
War, Nature, Place and Love
War Poems:
The Manhunt by Simon Armitage
Mametz Wood by Owen Sheers
Dulce et Decorum Est by Wilfred Owen
A Wife in London by Thomas Hardy
The Soldier by Rupert Brook
Nature Poems:
Death of a Naturalist by Seamus Heaney
Hawk Roosting by Ted Hughes
To Autumn by John Keats
Excerpt from the Prelude by William Wordsworth
Place Poems
London by William Blake
Ozymandias by Percy Bysshe Shelley
Living Space by Imitiaz Dharker
Love Poems
Valentine by Carol Ann Duffy
Sonnet 43 by Elizabeth Barrett Browning
She Walks in Beauty by Lord Byron
As Imperceptibly as Grief by Emily Dickenson
Cozy Apologia by Rita Dove
Below are files you can download with the poems, resources to work on and revision booklets.
We have sub-divided the Anthology into four categories:
War, Nature, Place and Love
War Poems:
The Manhunt by Simon Armitage
Mametz Wood by Owen Sheers
Dulce et Decorum Est by Wilfred Owen
A Wife in London by Thomas Hardy
The Soldier by Rupert Brook
Nature Poems:
Death of a Naturalist by Seamus Heaney
Hawk Roosting by Ted Hughes
To Autumn by John Keats
Excerpt from the Prelude by William Wordsworth
Place Poems
London by William Blake
Ozymandias by Percy Bysshe Shelley
Living Space by Imitiaz Dharker
Love Poems
Valentine by Carol Ann Duffy
Sonnet 43 by Elizabeth Barrett Browning
She Walks in Beauty by Lord Byron
As Imperceptibly as Grief by Emily Dickenson
Cozy Apologia by Rita Dove
Below are files you can download with the poems, resources to work on and revision booklets.
Revision Resources |
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Assessment Criteria (Highest Band 5) Assessment Objective 1: understanding/knowledge & evidence Criteria
Assessment Objective 3: Context Criteria
- sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register;
- use a sensitive and evaluative approach to the task and analyse the extract and wider text critically;
- show a perceptive understanding of the extract and wider text, engaging fully, perhaps with some originality in their personal response;
- their responses include pertinent, direct references from across the extract and wider text, including quotations.
- analyse and appreciate writers’ use of language, form and structure;
- make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form;
- use precise subject terminology in an appropriate context.
Assessment Objective 3: Context Criteria
- show an assured understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.
How to approach the single poem essay (Lit 1B section a)
A suggestion of how to do this
Introduction – Briefly say what you are going to do (refer to the question) and explain how the meaning of the poem is shown
Section 1 – Write about Language using P.E.A. Write one or two P.E.A paragraphs about the poem. Include context – why was the poet writing it like this? What was important about creating the language in this way?
Section 2 – Write about Structure using P.E.A. Again, write one or two P.E.A paragraphs about the poem. Include context – why was the poet writing it like this? What was important about creating the language in this way?
Conclusion – Briefly say what you think about the poem and why remember this is based on the information you have already said in the essay – Don’t introduce new points. Refer back to the question.
A suggestion of how to do this
Introduction – Briefly say what you are going to do (refer to the question) and explain how the meaning of the poem is shown
Section 1 – Write about Language using P.E.A. Write one or two P.E.A paragraphs about the poem. Include context – why was the poet writing it like this? What was important about creating the language in this way?
Section 2 – Write about Structure using P.E.A. Again, write one or two P.E.A paragraphs about the poem. Include context – why was the poet writing it like this? What was important about creating the language in this way?
Conclusion – Briefly say what you think about the poem and why remember this is based on the information you have already said in the essay – Don’t introduce new points. Refer back to the question.
model_essay_the_manhunt.docx | |
File Size: | 16 kb |
File Type: | docx |
Assessment Objective for the comparison element Lit 1B (b)Section 1B (b) also assesses using the comparison skills criteria as well as AO1, 2 & 3 above.
COMPARISON SKILLS
Comparison is critical, illuminating and sustained across AO1 and AO2. There will be a wide ranging discussion of the similarities and/or differences between the poems.
Coming soon
Comparison Essay Example
Example Essay will be here when uploaded!
COMPARISON SKILLS
Comparison is critical, illuminating and sustained across AO1 and AO2. There will be a wide ranging discussion of the similarities and/or differences between the poems.
Coming soon
Comparison Essay Example
Example Essay will be here when uploaded!