Not only will you need to analyse an unseen poem, but you will also be required to compare it to another unseen poem. This section of the exam will only be worth 8 marks, which means you need to quickly and effectively analyse the second poem and compare it to the first unseen poem. To improve your analysis skills, see the page on analysing unseen poetry. Once you're confident with analysing, then you should try comparing! Find some poems you enjoy - try searching "football poems" or "poems about growing up" - or even compare song lyrics (they are still poems, just set to music). We suggest either doing a grid analysis, double bubble/spider, or Venn diagram; choose whichever method makes the most sense for you.
No acronym works better than the others as they all contain the same elements, just reworded - it just comes down to personal preference and what students find easier to remember. Students usually prefer to use the one they often use in lessons (typically either SLIME or OSTRIVE), but you can use any acronym or strategy you would like on the exam, but you must use one. Why? Planning out your answer helps students get their ideas organised on the page and makes them less likely to forget them when it comes to writing it down. Taking a moment to analyse and collect your thoughts will ultimately lead to a more coherent and clear response (and more marks!)
O - Overview
S - Structure of Stanzas
T - Techniques
R - Rhythm, Repetition and Rhyme
I - Imagery
V - Voice
E - Emotive Language and Ending
S - Structure
L - Language
I -Imagery
M -Meaning
E - Effect
T - Theme
R - Rhyme Scheme
O - tOne
L - Language
L - Lines
S - Stanzas
S - Statement
P - Purpose
L - Language
L -Layout
A -Audience
T - Tone
T - Technique
Now we are going to practice completing a 5-minute plan. It may take you more than five minutes to plan out your first few poems, but as you revise you will get quicker. Once you are comfortable using the poems below, try it on your own with some poems you find interesting. Want some feedback? Bring your work into your teacher to have them review it (don't forget to bring a copy of the poem too).
These two poems have been randomly chosen and are very unlikely to appear in your exam.
Upper Lambourne (extract)
by John Betjeman (1906-1984)
Up the ash-tree climbs the ivy,
Up the ivy climbs the sun,
With a twenty-thousand pattering
Has a valley breeze begun.
Feather ash, neglected elder,
Shift the shade and make it run -
Shift the shade towards the nettles,
And the nettles set it free
To streak the stained Carrara headstone
Where, in nineteen-twenty-three,
He who trained a hundred winners
Paid the Final Entrance Fee.
Imitated from Ossian (extract)
by Samuel Taylor Coleridge (1772-1834)
The stream with languid murmur creeps,
In Lumin's flowery vale:
Beneath the dew the lily weeps,
Slow-waving to the gale.
'Cease, restless gale!' it seems to say,
'Nor wake me with thy sighing;
The honours of my vernal day
On rapid wing are flying.
Tomorrow shall the traveller come
Who late beheld me blooming:
His searching eye shall vainly roam
The dreary vale of Lumin.'
Structure: 3 stanzas, 4 lines per stanza, free verse (occasional rhyme in second and fourth lines) Enjambment
Language:
Repetition of "Up the..."
Personification (and repetition) in the lines "climbs the ivy" and "ivy climbs"
Alliteration of "twenty-thousand" and "breeze begun"
Sibilance (and repetition) of "shift the shade" and "streak the stained"
Metaphors in the lines, "Feather ash" and "Paid the Final Entrance Fee"
Hyperbole in the line "He who trained a hundred winners"
Double meaning in the phrase "neglected elder" (rotten tree or forgotten older person)
Imagery: nature (plants, weather, light), death (headstone)
Meaning: success is transitory, nature is timeless and life goes on.
Effect: the reader is meant to feel a sense of loss and also a sense of nostalgia in looking back fondly on achievements and a life now past.
Structure
Language
Imagery
Meaning
Effect
Structure: 3 stanzas, 4 lines per stanza, ABAB rhyme scheme. Enjambment and caesura. Cyclical structure with "Lumin" mentioned at the beginning and end.
Language:
Personification in the lines, "stream...creeps", "the lily weeps" and "slow-waving to the gale", as well as the implication that the "gale" is "sighing"
Sibilance in the lines "seems to say" and "searching eye shall"
Alliteration in the lines "beheld me blooming" and "tomorrow shall the traveller"
Juxtaposition of positive language "flowery vale" and "dreary vale"
Imagery: nature (flowers, weather)
Meaning: everything grows old and changes, spring passes and nothing remains perfect forever.
Effect: the reader is meant to gain a sense of perspective and scale to worries of growing older and of time passing and to take comfort from the continual presence of nature.
Please note, this is a lite version, so your response is likely to be more thorough given full poems to analyse.
Upper Lambourne is a poem that suggests that success is transitory, while nature is timeless and will continue to live and thrive. By contrast, Imitated from Ossian conveys the idea that everything grows old or changes over time and nothing remains perfect forever.
Both poems seem to indicate a sense of control as they are tightly structured into 3 stanzas and 4 lines per stanza. However, Upper Lambourne breaks from this structure and utilises freeverse with occasional rhyme, along with enjambment. This break from the expectations of grammar and structure might be indicative of how nature breaks free from human rules and restrictions. On the other hand, Imitated from Ossian has an even tighter structure with a consistent abab rhyme scheme, which might be used to indicate the predictability of time - it always continues in the same, expected manner. However, this is broken with the use of enjambment and caesura, which might echo the decay of structure and power at the hands of time. There is also a sense of a cyclical structure with the repeated use of "lumin", which might again emphasise how time never stops.
Coleridge and Betjeman also use strong language to convey their ideas. In Upper Lambourne, the repetition of "up the" gives the reader a sense of climbing and moving higher, which might be a way to demonstrate transition. Likewise, we see personification in the phrase, "climbs the ivy". Ivy is largely associated with being a very hardy plant and one that easily takes over whatever space is given to it. Is this perhaps a metaphor for humans who are constantly trying to achieve greater things at the expense of the environment around us? We can also see another stark use of language in the phrase "neglected elder" which has a double meaning: a rotten tree or a forgotten older person. If readers return to the ideas of the ivy, this might then be interpreted more as the latter idea, as we again focus on our success and not those around us. Imitated from Ossian also uses nature and personification to convey its meaning. Such lines as, "stream...creeps", "lily weeps", and "slow-waving to the gale" creates a negative and sad tone to the work. Readers might then feel remorseful at the implied loss that nature feels as things slowly change. There is also a use of alliteration in the line, "tomorrow shall the traveller" which might mimic the sound of the tapping of shoes as the person enters and comes in.
Finally, both poems use vivid imagery in their lines, especially that of nature. Upper Lambourne uses plants like "ivy" and "nettles", both of which do not have purely positive connotations. This is somewhat reflected in the weather as well, in which sibilance is used in the line "shift the shade". Shade is not entirely negative as it is not dark, but it is also not as positive as sunlight. We also associate shade with a reprieve in hot weather, so perhaps the author is suggesting that calm or sadder times help protect us or give us a moment to reflect on the good in our lives. We also see flowers and weather in Imitated from Ossian, where there is a semantic field of a floral note. A "lily" is mentioned, along with "flowering vale" and "blooming". This might make us think of a space filled with flowers, which would bring us comfort and peace. This might stress his message to enjoy the good while it lasts, as it won't remain forever.
When reading Upper Lambourne, the reader is meant to feel a sense of loss and nostalgia as they look back fondly on achievements in a life now past. Meanwhile, in Imitated from Ossian, the reader is meant to gain a sense of perspective and scale in their life. Worries of growing older and time passing should not consume them, but rather they should take comfort from the continual presence of nature.
Differences of Opinion
Two-part poem first published Poetry Magazine in 2006.
He Tells Her
by Wendy Cope
He tells her that the earth is flat —
He knows the facts, and that is that.
In altercations fierce and long
She tries her best to prove him wrong.
But he has learned to argue well.
He calls her arguments unsound
And often asks her not to yell.
She cannot win. He stands his ground.
The planet goes on being round.
Your Mother Knows
by Wendy Cope
Your mother knows the earth’s a plane
And, challenged, sheds a martyr’s tear.
God give her strength to bear this pain –
A child who says the world’s a sphere!
Challenged, she sheds a martyr’s tear.
It’s bad to make your mother cry
By telling her the world’s a sphere.
It’s very bad to tell a lie.
It’s bad to make your mother cry.
It’s bad to think your mother odd.
It’s very bad to tell a lie.
All this has been ordained by God.
It’s bad to think your mother odd.
The world is round. That’s also true.
All this has been ordained by God.
It’s hard to see what you can do.
The world is round. That must be true.
She’s praying, hoping you will change.
It’s hard to see what you can do.
Already people find you strange.
She’s praying, hoping you will change.
You’re difficult. You don’t fit in.
Already people find you strange.
You know your anger is a sin.
You’re difficult. You don’t fit in.
God give her strength to bear this pain.
You know your anger is a sin.
Your mother knows the earth’s a plane.
Structure: 2 stanzas, 8 lines in stanza 1, then a single line ending, enjambment, AABBCDCD rhyme, caesura
Language:
Juxtaposition of "flat" and "round"
Emotive language of "yell", "argue", fierce"
Sematic field of conflict; "altercations", argue", "stand ground", "yell", "win".
Imagery: Man and woman arguing over the validity of the Earth being round.
Meaning: Man and woman arguing over whether the Earth is flat or round. The dramatic irony is used to show the oppression of the woman by the man.
Effect: the reader is meant to question the treatment of women (and their knowledge/ideas) in a patriarchal society.
Structure
Language
Imagery
Meaning
Effect
Structure: 7 stanzas, 4 lines per stanza, ABAB rhyme scheme. Enjambment and caesura. Cyclical structure with "the earth's a plane".
Language:
Semantic field of religion; "sin", "pray", "God", "martyr"
Direct address of "You"
Juxtaposition of "Plane" and "Round".
Emotive language; "pain", "anger", "sin", "hoping", "cry"
Repetition of "the earth's a plane", "bear this pain", "You don't fit in", "hard to see what you can do"
Imagery: Mother distraught over child's reluctance to listen and believe. Negative accusations towards a contrary child.
Meaning: Mother and child arguing over whether the Earth is flat or round. Dramatic irony is used to show how age and blind tradition (faith) try to suppress new understanding.
Effect: The poem uses a playful, sing-song rhyme scheme and repetition to emphasize the child's exasperation and the perceived absurdity of the mother's viewpoint.
Wendy Cope’s poems “He Tells Her” and “Your Mother Knows” both explore the theme of oppression. In “He Tells Her,” Cope presents a man who constantly explains things to a woman in a patronising way, even though she already understands. This highlights how some men try to control conversations and act as though women are less intelligent. In “Your Mother Knows,” a mother argues that the earth is flat, citing religion as a reason for her beliefs. Both poems deal with the disappointment and frustration experienced as a result of societal oppression.
The tone of “He Tells Her” is dry and ironic. The repeated phrase “He tells her” shows how often the man dominates the conversation. Even when the woman challenges this, she is undermined by him and forcibly put back into her place. In “Your Mother Knows,” the tone is more knowing and uses emotional guilt to try and make her case. The rhyme scheme makes the message sound sing-song and repetitive, emphasising the child's exasperation at this absurd argument.
Both poems focus on how domaneering societal forces suppress scientific knowledge, especially in women, and expect complete compliance in order to continue to remain in power. In "He tells her", the male maintains control by refusing to discuss the subject as an equal, in "Your Mother Knows", the woman has clearly been brainwashed and has no academic foundation to her beliefs (a commentary on the lack of education provided to women).
Overall, Wendy Cope uses irony and simple, clear language to comment on how women are not given the same rights and privileges as their male counterparts. She uses this as a way to expose the damaging effects of oppression and how absurd it is to block or change facts in order to maintain power.