WARNING- answers directly follow the 10 mark question, so if you do not want to see them yet to complete the revision, do not scroll past that. There is only ONE ten mark question here.
‘Hathaway’/’Havisham’
poetry revision
Questions-
‘Hathaway’
1. By referring to two techniques of poetry,
analyse how the first sentence (lines 1-3) establishes the speaker’s passion?
(2)
2. By referring to the same lines, explain how
poetic technique is used to introduce a main theme? (3)
3. Explain the extended metaphor of writing
used in lines 2-10 and how it is used to convey the speaker’s feelings. (4)
4. Evaluate the effectiveness of lines 11-14
as a conclusion to the poem. (4)
Questions-
‘Havisham’
1. By referring to the first stanza, explain
how poetic technique is used to introduce a main theme? (3)
2. Comment on how language has been used to
convey the persona’s emotions in lines 5-8 (4)
3. Evaluate the effectiveness of the final
lines as a conclusion to the poem. (3)
10 mark question-
use both ‘Hathaway’ and ‘Havisham’ in your answer- structure should identify
which one you have chosen as ‘printed’ text.
1. Love is a common theme in Carol Ann Duffy’s
poetry. By referring to this poem and at least one other by her, discuss how
she explores the theme of love.
Answers-
‘Hathaway’
1. 2 marks for detailed/insightful comment, 1
for more basic. Candidates must analyse poetic technique used in lines 1-3. 0
marks for reference/explanation alone.
Answers
could include:
Imagery/word-choice:
Imagery/word-choice:
‘a
spinning world’. Just as spinning is something, exhilarating, dizzy, lively, so
too their bed and hence their passion made her breathless, was exciting and
full of action (excuse the pun)
‘Forests,
hills…’ suggest romantic, exotic, thrilling places…
Seas/where
he would dive…’ Just as diving for pearls is a thrilling experience ending in
wealth/collection of something rare, so too their love-making was something
exhilarating, with depth and was unique.
Sentence
structure:
List-
‘forests’… vast range of different things experienced
2. 2 marks for detailed/insightful comment, 1
for more basic. Candidates must identify a main theme and then analyse poetic
technique used in lines 1-3 to prove this theme. 0 marks for reference/explanation
alone. 1 mark awarded for identifying theme. 2 for analysis.
Main theme- Love (easiest theme
to identify although there may be others)
Backed up with substantial analysis i.e. for ‘love’ any of answers from
previous question would suffice.
3. Candidates must explain the extended
metaphor and then analyse an example of it to show the speaker’s feelings. 1
mark is awarded for correct explanation of extended metaphor, the remaining 3
marks if for analysis and can be built up in the following ways (2 marks for
detailed/insightful comment, 1 for more basic)
i.e
The
extended metaphor compares their love to Shakespeare’s writing. Anne sees their
love as being as vital, important and exciting as her husband’s writing. (1)
‘Words/were
shooting stars’. Just as shooting stars are rare, magical, romantic, so
Shakespeare’s words to Anne were special, … (2)
‘my
body now a softer rhyme’- Just as a rhyme in writing joins two phrases or
sentence together, so their bodies were in unison/joined. (2)
‘now
echo, assonance’- as above, shows them being joined together (imitated by the
assonance in the lines) (2)
‘A
verb dancing in the centre of a noun’- Just as a verb provides action for a
noun and Shakespeare often created verbs from nouns, so their lovemaking is filled
with joyous action and they are able to create something new from the ordinary.
(2)
‘I
dreamed he’s written me’-suggests how her love has sparked her imagination- she
loves him so much that she feels like he has created her- made her whole. (1)
unless fully analysed!
The
bed/a page’- continues the conflation of his creativity and their love-making-
almost punning on the idea of sheets of paper/sheets on a bed- his creativity
on paper is matched by his creativity in bed. (2)
Romance/drama
played- elevates their love to theatrical production as if they are acting out
one of his important and beautifully poetic scripts. (1)
4. Candidates should show understanding of the
function of a conclusion, but must analyse to show it is effective as well as
linking back. Marks should be given for analysis first and foremost with at
least one mark for link back to previous idea.
Answers
could include:
The
alliteration of ‘hold’ and ‘held’ creates a soft, breathing sound and
emphasises her love and the unison between them. This recalls the idea that the
lovers rhymed with each other- or were echoes of one another.
The
imagery of a ‘casket’ suggests that like a strongbox for treasure, her memories
are something precious. This connects to the idea of their love being precious-
like a ‘pearl’ in earlier lines.
The final
rhyming couplet) in imitation of Shakespearean sonnet) brings the poem to a
conclusion in rhythm and form and re-iterates ideas of the power of
Shakespeare’s writing reflecting their love which was seen in earlier lines
(give example).
Answers-
‘Havisham’
1. Candidates must identify a main theme and
then analyse poetic technique used in lines 1-3 to prove this theme. 0 marks
for reference/explanation alone. 1 mark awarded for identifying theme. 2 for
analysis. 2 marks for detailed/insightful comment, 1 for more basic.
Main themes- The
painful/lasting/damaging nature of love/betrayal/ loss/isolation etc.
Backed up with substantial analysis i.e. relevant options from the
following fully analysed:
Oxymoron- ‘Beloved sweetheart bastard’
Enjambment ‘Not a day since then/ I haven’t wished him dead’ ‘Prayed
for it/so hard…’
Word-choice- ‘Prayed’, ‘strangle’
Imagery- ‘I’ve dark green pebbles for eyes’, ‘ropes on the back of my
hands I could strangle with’
2. 2 marks for detailed/insightful comment, 1
for more basic. Candidates must identify the speaker’s emotions and analyse
poetic technique used in lines 5-8 to prove this.
Answers
(fully analysed. 0 marks for reference alone) could include:
Imagery/word-choice:
·
‘Whole
days/ in bed cawing Noooo at the wall’
·
‘the
dress yellowing, tembling…’
·
‘the
slewed mirror’
·
‘Spinster’,
‘Stink’
Sentence
structure:
Minor
one-word sentence: ‘Spinster’
List-
‘full length, her, myself, who did this…’
3. Candidates should show understanding of the
function of a conclusion, but must analyse to show it is effective as well as
linking back. Marks should be given for analysis first and foremost with at
least one mark for link back to previous idea.
Answers
could include:
The plosive
alliteration of ‘balloon’ and ‘bursting’ creates a harsh, sudden explosive
noise, mimicking the sudden heartbreak and the pain endured/emphasises image of
balloon (heart) bursting. This links back to (any idea that shows
pain/heartbreak earlier in poem)
The imagery of a ‘red balloon bursting’. Just
as a red balloon busting…
Symbolic
of heart-break. Links to earlier (give example) reference to heart-break/pain.
The
plosive consonance/repetition of ‘b’ sound in b-b-b-breaks mimicks noise of
sobbing to show lasting pain- link to any reference to lasting pain from
earlier.
‘Give me
a male corpse…’- sinister juxtaposition of longing (perverse) and cruelty micks
earlier ideas of cruelty/revenge but also love.
10
mark question answer
Candidate
should discuss how Duffy explores the theme of love in ‘Anne Hathaway’ and at
least one other poem, and should refer to appropriate textual evidence to
support their discussion.
2
marks for outlining communality in answer to the question
2
marks for ANALYSIS of chosen printed poem
3 x
2 marks for ANALYSIS from other poem(s)
Possible
references include:
The
destructive nature of love in ‘Havisham’
The
unusual take of love/portrayal of reality of love in ‘Valentine’- The relationship between husband and wife in ‘Mrs Midas
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