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Poetry
Poetry

Poetry is quite a difficult element to Junior Cycle English. Within this section, two types of questions may be
asked:

Unseen Poetry
Studied Poetry

Marks vary for poetry questions so timing will vary too. In order to be prepared to deal with an unseen poem
on the exam, you must be constantly practising them. This allows you to feel comfortable on the day of the
exam as you know you can deal with anything by now.

For studied questions you should have well explained and backed up points to get full marks. This method of
answer is called PEQ- Point, Explanation , Quote. Use this method of answer for all poetry, fiction and drama
questions.

Unseen Poetry
In this section of the exam you will be required to read a poem you have never seen before and answer
questions on it. You should read the poem carefully first and try get a grasp of the hidden meaning to it.
Almost every poem has a hidden metaphor to it, and once you figure out what it is, then answering questions
on the poem is much easier.

Use the PEQ technique to answer the questions. You are required to understand and interpret the poem.
Your answer should show how you were able to "connect" to the poem.

It is important to know what kind of questions can be asked and also the different poetic terms you must
know to get a high mark.

Types of Questions you can be asked:

Theme

The theme of a poem is what the poem is about. This might be war, love, childhood, nature, beauty etc.
When reading a poem in the exam you must ask yourself what is the poem about and also what is its
purpose? Is there any hidden message? Is the poem a metaphor for something else entirely?. The answers to
these questions will help you understand the theme. An example is the poem Dulce et Decorum est by
Wilfred Owen. The theme is war but there is a purpose to the poem, it tries to get us to understand how war
is not glorious or a nice place to be and is simply a waste of life.

Having said this all poems are not dealing with serious things and are simply written to amuse the reader.
Not every poem has to have a serious message or theme however many do say something insightful and
want you to think about something after reading it.

Tone

You need to be able to comment on the tone of the poem. The tone of a poem is essentially the atmosphere
of the poem and also portrays the feelings of the poet. Imagine if the poet read allowed his poem in what way
would you think he would read it? In a happy/sad tone? In a serious/mock tone? The tone of a person
changes depending on the emotions of that person, the same can be said about a poem. Ask yourself what
kind of emotion does it make you feel after reading it and try to imagine the way the poet says by analysing
the chosen words and imagery. Are they harsh and cruel or upbeat and nice?

Imagery
You will be asked questions referring to the imagery used in the poem. So therefore it is important to be able
to comment on the imagery on a poem you have just read.

The imagery of a poem refers to the pictures in the imagination which form as you read the poem. Poets try
to make their images original in order to convey the true meaning of the poem. A good image will be related
to everyday things so the reader of the poem can draw from their own experiences and make the necessary
connections the poet wants you to make.

Images will be made up of words that appeal to the senses and make you see, hear, touch, smell and taste
the poem. It helps us to paint a picture of what is happening in the poem in our head. A poet may use a
simile, symbol or metaphor to create an image.

A simile : This is when a poet compares something to something else using the words "like" or "as". In Dulce
et Decorum est the poet uses strong similes to help us imagine what the conditions for the soldiers were like,
"like old beggars under sacks…coughing like hags". This helps us to picture how the soldiers were not heroic
as we might expect but similar to a beggar.

A metaphor : This when a poet compares two things to each other without using the words "Like" or "As".
Metaphors can often be a little bit more difficult to spot. An example of the difference between metaphors
and similes is in these two sentences: "the man was like a lion in battle" and "the man was a lion in battle".
This shows us how a metaphor can be stronger than a simile.

A paradox : This is something which appears to be false but in fact is true

A symbol : This is an image which actually represents something else. For example in the poem The Nettles
by Vernon Scannell, the nettles in the poem do not represent literal nettles but instead all of the things
which can hurt or injure you in life. These can often be difficult to spot.

Point of View

Poets do not always speak from their own point of view. You must be able to identify the speaker or voice in
the poem. Essentially this means you must be able to recognize who is actually meant to be telling the
poem. Often poets might adopt a persona (a role or a character, this might be an animal or object even) in
order to tell the poem better. If you're unsure whether a poet is using a persona ask yourself "When the poet
says 'I' is he referring to himself or something else?". It is also important to be able to give evidence to why
you think someone is using a persona.

Language

You can be asked to comment on the language of the poet. The language is a fancy word for what words
does the poet use. A poet will use words that have literal meaning (denotation), these are the meanings you
would find in a dictionary. A poet will also use words that have associations (connotations), one such word is
fire. We associate things such as heat, comfort, energy, temper, burning and destruction with the word fire
also. Look out for good combinations of both types as they can create extra meaning. Practice being able to
comment on the language of the poet.

Sound

You will often be asked questions regarding the sound of the poem. You will need to be aware of the different
techniques a poet uses to make a poem into verbal music. Often the sound of the poem helps us understand
the theme of the poem. Obviously you will not be able to read the poem aloud in the exam but read it aloud
in your head and imagine what it would sound like. A poet might use the following techniques in a poem:

Alliteration : This is when words begin with the same constant. Poets use alliteration to give different
effects and link ideas. An example of alliteration is "I hear lake water lapping with low sounds by the shore".
The alliteration on the "L" creates a gentle flowing motion just like the water of a lake. A contrasting example
would be "Over the cobbles he clattered and clashed". The alliteration of the letter "C" imitates the harsh
sound of a horse on an uneven surface. You must be able to spot alliteration but also comment on what kind
of effect it has on you.

Assonance : This is a repetition and pattern of vowel sounds. Vowels can be long or short. Take for example
the letter A. The sound of the letter A in cat is short whereas in cage is long. Long vowels slow down the
pace of the poem and the short vowels quicken the pace of the poem. This can show emotions such as long
vowels creating sadness e.g. "Alone, alone, all, all, alone, alone on the wide wise sea" or short vowels
creating quickness and liveliness e.g. "the tedding and the spreading, of the straw for a bedding".
Onomatopoeia : This is when a word imitates the sound e.g. buzzing, ting, tong, cuckoo, splash, crack.
Know how to answer questions on the effect of onomatopoeia on the reader.

Rhyme : This is when words sound the same e.g. hair, lair, spare. It helps to emphasize words and make
them memorable. In past days when poems used to be learnt off to tell future generations rhyming schemes
were necessary to remember the poetry but nowadays this is not needed as much and many modern day
poets just leave out rhyming in their poetry. If there is a rhyme in a poem it makes in more musical and
appealing so you should be able to spot a rhyming scheme if there is one there and comment on it.

How to answer questions step by step:

1. Read the questions to the poem. Take careful note of the amount of marks awarded for each one.
2. Underline or highlight the main tasks in each question so you know exactly what you're looking for when
you read the poem.
3. Read the entire poem once to get a feel for it. Grasp the hidden meaning to it.
4. Begin the answer with an opening sentence with direct focus followed by each of your three points
stated and explained with quotation using the PEQ method. Each point made should have its own
paragraph.
5. Never tell the story of the poem in the answer unless directly asked to.
6. Always include quotation in your answers. Never rewrite massive quotes and look for smaller parts
which display the same thing.
7. Show the examiner you have really understood the poem by including your own comments and can
connect to the poem. Tell the examiner how it made you feel and if its relevant to you.
8. Throughout answering always refer back to the question to make your response focussed.
9. There will be three main things you will be asked to do each year: Respond to the language of the
poem, respond to the imagery of the poem and respond to the sound of the poem.

Example Ordinary Level Question:

Read 'The Rebel' by D.J. Enright and then answer the questions that follow.

The Rebel

When everybody has short hair,

The rebel lets his hair grow long.

When everybody has long hair,

The rebel cuts his hair short.

When everybody talks during the lesson,

The rebel doesn't say a word.

When nobody talks during the lesson,

The rebel creates a disturbance.

When everybody wears a uniform,

The rebel dresses in fantastic clothes.

When everybody wears fantastic clothes,

The rebel dresses soberly*.

When everybody says, yes please,

The rebel says, no thank you.

When everybody says, No thank you,

The rebel says, yes please.

It is very good that we have rebels,

You may not find it very good to be one.

Would you like to be the rebel described in this poem? Give a reason for your answer. Use lines
from the poem to help support your points. (10 Marks)

If you had the chance to give the rebel one piece of advice, what would it be? Explain your
answer. (10 Marks)

Studied Poetry
This section of the exam is often considered the most tedious part to study for. It's not as bad as it seems if
you do the task logically. In this section you will be required to answer questions on previously studied
poetry. You must have a strong knowledge and understand these poems.

Markings change every year, as do the types of questions.

How many poems should you study? You should aim to study around five different poems with varying
themes but really focus on two of these poems very well. I will give you my suggestions as to what poetry
you should study and write analyses on each one. It is not required to learn off the entire poem off by heart
but instead know how to answer questions on each of them. You must know when to use each of the
different poems in the exam.

The types of questions you can be asked are the same as the types of questions for the unseen poetry so
revise that thoroughly.

In the exam, questions can require you to have studied poetry with different links such as:

Two poems by the same poet

Two poems with the same theme
Two poems with contrasting themes

Some teachers would suggest to learn 5 poems is a bad idea as you have too little choice but it is easier to
learn 5 poems well which can cover any sort of question rather than learn 10 poems which suit different
kinds of questions. You will probably study certain poetry in class but it is worth your while looking at this
selection of poetry and the analyses of it which you could then do on your own poetry if you do not wish to
learn this.

It is essential to know quotation, imagery, the story, tone, sound techniques, similes, metaphors, themes and
point of view of each poem you study. The following notes are what you should learn off by heart for the
Junior Cycle exam and is the minimum needed to score well. The background to the poems and also the
meaning of the poem is necessary to know as well.

Often questions may appear asking you your personal views on poetry and you may have to put yourself in a
poets shoes.

1. Dulce et Decorum Est - Wilfred Owen

Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge,

Till on the haunting flares we turned our backs

And towards our distant rest began to trudge.

Men marched asleep. Many had lost their boots

But limped on, blood-shod. All went lame; all blind;

Drunk with fatigue; deaf even to the hoots

Of tired, outstripped Five-Nines that dropped behind.

Gas! Gas! Quick, boys! – An ecstasy of fumbling,

Fitting the clumsy helmets just in time;

But someone still was yelling out and stumbling,

And flound'ring like a man in fire or lime . . .

Dim, through the misty panes and thick green light,

As under a green sea, I saw him drowning.

In all my dreams, before my helpless sight,

He plunges at me, guttering, choking, drowning.

If in some smothering dreams you too could pace

Behind the wagon that we flung him in,

And watch the white eyes writhing in his face,

His hanging face, like a devil's sick of sin;

If you could hear, at every jolt, the blood

Come gargling from the froth-corrupted lungs,

Obscene as cancer, bitter as the cud

Of vile, incurable sores on innocent tongues,

My friend, you would not tell with such high zest

To children ardent for some desperate glory,

The old Lie; Dulce et Decorum est

Pro patria mori.

Overview: The soldiers are bent over like beggars on the street. They are so tired their knees knock
together and cough like old people. There are flares in the sky behind them and began to walk in mud to
their camp.Men were so tired they nearly fell asleep. and lost their boots. They continued anywaySo tired
they were drunk walking and deaf to the overhead bombs which crashed behindA chlorine gas attack
happens and they all fumble to get their masks on.One soldier cannot get it on in time and begins to fall and
chokes to deathHis eyes are not moving behind the maskThe sea of chlorine is green and he looks as if he
drowns. Owens can't do anything but watches him slowly die in front of himHe then wants us to imagine this
horrific sight of a young man being thrown into a wagon without any identity dying painfully. The chlorine
gas makes you gargle blood and slowly die. This is what he describes and compares it to other horrible
things so we too can understand the atrocities of war.He then tells us if we have seen what he has seen we
would not speak of war so fondly or think of it as a nice place to be. He also tells us children looking for glory
should not go to war.

This poem is set in World War one. It was written by Wilfred Owen and is one of the best known First World
war poems. It speaks of his experiences and how he feels that the way war is perceived by the public is false
and that war is really just a waste of life. He also feels it is not a place where hero's are made and no child
should ever want to go, this is different to the thoughts about war back then. On the right hand side of the
table there is a commentary explaining the poem and what some of the lines mean.

1. DULCE ET DECORUM EST - the first words of a Latin saying (taken from an ode by Horace). The words
were widely understood and often quoted at the start of the First World War. They mean "It is sweet and
right." The full saying ends the poem: Dulce et decorum est pro patria mori - it is sweet and right to die
for your country. In other words, it is a wonderful and great honour to fight and die for your country.

2. Flares - rockets which were sent up to burn with a brilliant glare to light up men and other targets in the
area between the front lines

3. Distant rest - a camp away from the front line where exhausted soldiers might rest for a few days, or
longer
 4. Hoots - the noise made by the shells rushing through the air

5. Outstripped - outpaced, the soldiers have struggled beyond the reach of these shells which are now
falling behind them as they struggle away from the scene of battle

6. Five-Nines - 5.9 calibre explosive shells

7. Gas! - poison gas. From the symptoms it would appear to be chlorine or phosgene gas. The filling of the
lungs with fluid had the same effects as when a person drowned

8. Helmets - the early name for gas masks

9. Lime - a white chalky substance which can burn live tissue

10. Panes - the glass in the eyepieces of the gas masks

11. Guttering - Owen probably meant flickering out like a candle or gurgling like water draining down a
gutter, referring to the sounds in the throat of the choking man, or it might be a sound partly like
stuttering and partly like gurgling

12. Cud - normally the regurgitated grass that cows chew usually green and bubbling. Here a similar looking
material was issuing from the soldier's mouth

13. High zest - idealistic enthusiasm, keenly believing in the rightness of the idea

14. ardent - keen

Analysis of the Poem:

Alliteration:

"Knock kneed" It is used to show us just how tired the men were that their knees were knocking
together.

"White eyes writhing" It is used to illustrate the horrific pain the young soldier is in by the fact he is
nearly passing out and his eyes are rolling in his skull because of the pain.

Assonance

"Many had lost their boots" By using the ‘o’ sound it creates a mournful effect. It shows the bad
conditions that the soldiers had to put up with.

Metaphor

"Drunk with fatigue" This metaphor is used to show us just how tired the soldiers were and uses good
imagery. It helps us to imagine the soldiers tripping up and falling around the place.

Simile

"Bent double, like old beggars under sacks" This gives us the image of old beggars too tired to do
anything

"And flound'ring like a man in fire or lime" This gives us the image of the choking man struggling to stay
alive and slowly dying.

"As under a green sea" This simile is used to show the vastness of the chlorine gas and comparing it to
a vast ocean

"Obscene as cancer, bitter as the cud" Used to show just how horrific the death of the young soldier was
and comparing them both to an evil things such as cancer.
Paradox

"Men marched asleep" This is used to show us just how tired the men were and that they were so tired
that they were nearly asleep.

Onomatopoeia

"Deaf even to the hoots" The use of the word hoots shows us that the men were so deaf due to the
overhead bombs and other explosions that they now could not actually hear the bombs which produce
a "hooting" sound when whistling through the air.

"He plunges at me guttering, choking" This use of onomatopoeia is used to show how the soldier was
suffering slowly due to the inhalation of the chlorine gas.

"The blood come, gargling from the froth-corrupted lungs" The use of the word gargling gives us the
image of the man slowly dying and losing his life. It better conveys the emotion Owens is trying to put
behind his heart felt beliefs on war.

Imagery

"Of vile, incurable sores on innocent tongues" This imagery gives us the horrendous description of the
death of the soldier and comparing it to the sores an innocent child would have on its mouth after using
an old form of medicine common in Owens time.

Why do you like the poem?

Very descriptive
Written in the first person therefore giving a better insight
There are many emotions, it is very emotionally written and conveys emotion well.
The anxiety and suspense created makes the poem more interesting.

Tone of the Poem

In the first part of the poem there is a tone of tiredness.

In the second part it changes to a tone of rush when he is faced with death
In the third part there is a tone of sadness after the death of the soldier.

Mood of the poem

The mood of the poem is one of sadness as it looks at how terrible the lives of soldiers are.

Theme

Soldiers
War
death
hardship
lies

Key Quote:

"To children ardent for some desperate glory, The Old Lie; Dulce et decorum est pro, pro patria mori"
2. Mid-Term Break - Seamus Heaney

I sat all morning in the college sick bay

Counting bells knelling classes to a close.

At two o'clock our neighbours drove me home.

In the porch I met my father crying–

He had always taken funerals in his stride–

And Big Jim Evans saying it was a hard blow.

The baby cooed and laughed and rocked the pram

When I came in, and I was embarrassed

By old men standing up to shake my hand

And tell me they were "sorry for my trouble,"

Whispers informed strangers I was the eldest,

Away at school, as my mother held my hand

In hers and coughed out angry tearless sighs.

At ten o'clock the ambulance arrived

With the corpse, stanched and bandaged by the nurses.

Next morning I went up into the room. Snowdrops

And candles soothed the bedside; I saw him

For the first time in six weeks. Paler now,

Wearing a poppy bruise on his left temple,

He lay in the four foot box as in his cot.

No gaudy scars, the bumper knocked him clear.

A four foot box, a foot for every year.

Overview: Seamus was sitting in the sick bay waiting for his neighbours to pick him up to see his dead
brother as he is in boarding school. He waits. As he enters his house his dad is crying and his father usually
never cries. Also a "Big" man saying it was a hard blow (colloquial language, similar to I'm sorry for your
lost)Another baby laughs without knowing what's going on. Seamus is shy and embarrassed by meeting all
the people shaking his hand The men say sorry for his loss and inform the others who don't know him who he
is as his mother held his hand She has cried so much there is no tears left. At ten the ambulance carrying the
death brother comes and is bandaged up. The next morning he goes into the room where his brother is laid
out and there are flowers and candles beside the bed. He looks pale. He has a red bruise on his head and is
lying in his small coffin as he did in his cot.The hit did not cut him but knocked him with pure force. His coffin
in feet is the same as his age.

This poem is told from his own personal experience. It is telling us the story of when he was in secondary
school boarding in Belfast away from his family and he got a call that his 4 year old brother died in a car
accident. It gives us details of the events what happened after this call and his emotions towards his little
brothers death. In the right hand side of the table there is a commentary to the poem

Analysis of the Poem:

Alliteration/Assonance:

"He lay in the four foot box as in his cot" the assonance of the "o" creates a mournful effect.

"A four foot box a foot for every year" The "f" sounds are harsh and angry which give the emotion of the
death.

Foreshadowing

"Counting bells knelling classes to a close" Heaneys heavy use of foreshadowing of these bells leads us
to think something is wrong. The way he describes how the school bells "knell" are similar to how you
would describe a funeral bells sound.

Enjambment

"As my mother held my hand, in hers" The way this is split between two different stanzas gives us a
rush effect and almost a tension and anxiety of what is going to happen next

Simile

"He lay in the four foot box as in his cot" It shows us how his dead brother is lying in a coffin just as he
did in his own cot, this is powerful imagery.

Sibilance

"Snowdrops, And candles soothed the beside; I saw him, For the first time in six weeks" The soft "s"
sound softens the room and gives a peaceful, calm mood. This mood created helps us to imagine
Seamus looking at his brother in his coffin in silence.

Onomatopoeia

"The baby cooed and laughed and rocked in the pram" The word "cooed" better describes the silent
scene in the house and it shows us how the baby is so innocent and is oblivious to what is happening
outside the pram

Imagery

"Wearing a poppy bruise on his left temple" This imagery shows us the result of the collision and the
bruise which has killed the child is still on his head.

Juxtaposition

"Coughed out angry tearless sighs" The placement of the two words angry and tearless show us that
the mother is so devastated that she has cried herself dry. This helps us to imagine the emotion in the
poem and sets the mood

Why do you like the poem?

Very descriptive
 Written in the first person therefore giving a better insight
There are many emotions, it is very emotionally written and conveys emotion well. There is also very
strong imagery

Tone of the Poem

The tone is one of anger from the death of his brother but is also one of sadness as it is such a tragedy

Mood of the poem

The Mood would be one of sadness as everyone in the poem is mournful towards the death

Themes

youth
death
sadness
accidents

Key Quote:

"A four foot box, a foot for every year" This gives the finish of the poem and sums it up at an emotional end

3. Digging - Seamus Heaney

Between my finger and my thumb

The squat pen rests; snug as a gun.

Under my window, a clean rasping sound

When the spade sinks into gravelly ground:

My father, digging. I look down

Till his straining rump among the flowerbeds

Bends low, comes up twenty years away

Stooping in rhythm through potato drills

Where he was digging.

The coarse boot nestled on the lug, the shaft

Against the inside knee was levered firmly.

He rooted out tall tops, buried the bright edge deep

To scatter new potatoes that we picked,

Loving their cool hardness in our hands.

By God, the old man could handle a spade.

Just like his old man.

My grandfather cut more turf in a day

Than any other man on Toner’s bog.

Once I carried him milk in a bottle

Corked sloppily with paper. He straightened up

To drink it, then fell to right away

Nicking and slicing neatly, heaving sods

Over his shoulder, going down and down

For the good turf. Digging.

The cold smell of potato mould, the squelch and slap

Of soggy peat, the curt cuts of an edge

Through living roots awaken in my head.

But I’ve no spade to follow men like them.

Between my finger and my thumb

The squat pen rests.

I’ll dig with it.

Overview: In this poem Seamus Heaney is looking back at his father and grandfather at how they both used
to dig manually with a spade. He compares this to how he digs for words using a pen. The poem is a
metaphor for Heaney digging when he writes his poetry. He gives us the impression that he too will follow
the family tradition of digging.

Analysis of the Poem:

Alliteration:

"When the spade sinks into gravelly ground " The repetition of the "g" is used to emphasize the difficult
soil.

"the curt cuts of an edge " The repetition of the sharp "c" sound helps us to visualise the sharp cut of
the spade in the turf

Assonance

"The cold smell of potato mold" The repetition of the "o" sound shows us how horrible the smell is and
that it is harshly smelling.

Repetition

"The squat pen rests" The repetition of this sentence emphasizes how comfortable Heaney is at digging
with his pen as his father did with a spade.

Simile

"The squat pen rests; snug as a gun " He is telling us that he is as comfortable with a pen in his hands
as he would be a gun. Guns fit well as they are designed to grip both your hand and shoulder
 "Just like his old man" He is saying he that it is a long tradition in his family and that his father followed
his father who was also an experienced digger.

Onomatopoeia

"Under my window, a clean rasping sound" The use of the word "rasping" helps us to imagine the noise
of the spade going into the ground.

"the squelch and slap, of soggy peat" The use of the word "squelch" helps us imagine the noise of the
spade in the wet peat and also the peat hitting the ground

Metaphor

"The squat pen rests, I'll dig with it." This is comparing Heaney digging for words for his writing
although not the same kind of digging as his father he is still continuing the tradition.

"Over his shoulder, digging down and down, For the good turf. Digging" This also shows us that he has
to dig deep for good words just as his grandfather had to dig deep for the better turf.

Juxtaposition

"Loving their cool hardness" The placement of the two words cool and hardness gives us the visual of
the potatoes and helps us to imagine them freshly coming out of the ground.

Why do you like the poem?

Written in the first person so great detail

Good imagery that helps us to picture what happens
Interesting metaphor
Nice language used

Tone of the Poem

The tone in this poem is one of nostalgia as he looks back happily at his past father and grand father

Mood of the poem

There is a proud mood in this poem as Heaney feels he is carrying on the family tradition but just in his own
way

Theme

Family life
Careers
Generations
Traditions

Key Quote:

"Between my finger and my thumb The squat pen rests; snug as a gun "
4. The Daffodils - William Wordsworth

I wandered lonely as a cloud

That floats on high o’er vales and hills,

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.

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced; but they

Out-did the sparkling waves in glee:

A poet could not but be gay,

In such a jocund company:

I gazed—and gazed—but little thought

What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

Overview: In the poem William Wordsworth is recalling a moment he has when walking through a meadow
lonely and saw a beautiful scene of daffodils (flowers).Wordsworth tells us how this beauty in nature changed
his mood from being lonely to being extremely happy. He then tells us how he can always look back at that
moment in time and it still makes him happy.

Analyses of the Poem:

Alliteration:

"And dances with the daffodils" The repetition of the letter "d" adds a musical quality to the poem which
helps to convey the happiness the poet has when he saw the daffodils
Imagery

"A host, of golden daffodils; beside the lake, beneath the trees, Fluttering and dancing in the breeze"
These words help us to paint a very clear picture in our heads of exactly the beautiful view he saw.

Personification

"dancing in the breeze" He gives the daffodils human like qualities in this sentence and helps us to
imagine the daffodils slowly swaying together as dancers would due to the wind. This helps us to picture
the scene of all the flowers

"Tossing their heads in sprightly dance" He gives the flowers a human quality by saying they dance and
have heads. This gives us a happy tone and mood as the daffodils "dance" although they are not
actually dancing we can imagine the petals swaying in a light breeze

"In such jocund company" jocund=happy, he is making the point that if you are in such a good company
like the daffodils how could you not be happy, this is similar to being surrounded by happy people.

Simile

"Iwandered Lonely as a cloud" With this simile he compares his loneliness like a lost cloud in the sky by
itself surrounded by deep blue.

"Continuous as the starts that shine" He compares the amount of daffodils to the amount of stars in the
sky at night. He tries to convey the quantity of daffodils and how they were literally everywhere.

Onomatopoeia

"Under my window, a clean rasping sound" The use of the word "rasping" helps us to imagine the noise
of the spade going into the ground.

"the squelch and slap, of soggy peat" The use of the word "squelch" helps us imagine the noise of the
spade in the wet peat and also the peat hitting the ground

Metaphor

"The squat pen rests, I'll dig with it." This is comparing Heaney digging for words for his writing
although not the same kind of digging as his father he is still continuing the tradition.

"Over his shoulder, digging down and down, For the good turf. Digging" This also shows us that he has
to dig deep for good words just as his grandfather had to dig deep for the better turf.

Juxtaposition

"Loving their cool hardness" The placement of the two words cool and hardness gives us the visual of
the potatoes and helps us to imagine them freshly coming out of the ground.

Why do you like the poem?

Written in the first person so great detail

Good imagery that helps us to picture what happens
Very happy poem
Nice language used
Tone of the Poem

The tone of this poem is one of happiness, amazement and excitement by the way the daffodils are so
amazing.

Mood of the poem

The mood of this poem is clearly a happy/pleasant one as Wordsworth looks back on a happy memory of his
life

Theme

Memories
Beauty
Nature
Happiness

Key Quote:

"A poet could not be but gay"

How to answer questions step by step:

1. First of all read the questions fully
2. Have a look at the amount of marks given for each one.
3. Read the question again thoroughly. Decide what poem you are going to use for the question you think
is easiest and most suited to the questions on the exam
4. Plan your answers, scribble down the three points you're going to make in each of the answers
5. Start your answers with the name of the poem you have studied and the name of the poet e.g. "I have
studied the poem 'Dulce et Decorum Est' by Wilfred Owen"
6. Use the PEQ method to clearly state and explain your points. Make sure to have each point in a
paragraph backed up with learnt off quotation from the poem.
7. Always show off your knowledge of poetic terms and skills.

Essential Poetic Terms:

Image: An image is a mental picture which the poet creates for us with words
Metaphor: This is a type of image where two different things are compared , without using the words
"like" or "as" or "than" e.g. his eyes are coals from the middle of hell
Simile: Yet again this is another type of image where a comparison is made by simply using the words
"as", "like" or "than" e.g. her hands were as soft as silk
Alliteration: This is where a poet runs a number of words together, all beginning with the same letter in
order to create a musical sound effect, e.g. "scrumptious sizzling sausages"
Onomatopoeia: This is where the sound of the word is similar to the meaning of the word, e.g. splash,
squash, patter
Assonance: This is where the poet repeats the vowel sound in words following each other. Assonance
attributes to the musical quality of the poem e.g. "dry clashed his harness in the icy caves and barren
chasms"
Tone: This conveys the way the thing is said i.e. is the poet being cynical, angry, positive etc. The tone
is the attitude of the poet towards the subject matter of the poem
Mood: This is the general atmosphere of the poem. To create this atmosphere imagery, language etc
are used.
Stanza: this is the verse of a poem
Style: A manner of expression that is characteristic to an individual poet or writer.
 Theme: An idea or subject that dominates a poem. What a poem is about.
Sibilants: These are sounds created by using letters "s", "z" or soft "c" sounds. When these letters are
used to create a hissing sound they are referred to as sibilant sounds e.g. he slipped silently out of his
house.
Personification: This is when a poet describes a none human object with human traits
Olfactory imagery: This is imagery used to describe a smell
Colloquial: This is language used by the everyday people of an area
Pathetic Fallacy: When the weather matches the mood
Run on Lines (enjambment): When one stanza runs into another to create tension or a rush effect
Paradox: This is a statement that seems to be a contradiction but actually isn't
Juxtaposition: Putting certain words together for added effect.

Example Higher Level Question:

Choose any two poems you have studied that you feel give you a strong sense of the places they are set in.

In your view, which one of the poets was more successful in conveying a sense of place in his / her poem?
Support your analysis with detailed reference to both of your nominated poems.

(30 Marks)