Tips for the Poetry Section (Grade 10 NSC Matric English HL): Revision Notes

Tips for the Poetry Section

What are the examiners looking for?

When you answer poetry questions in your NSC exam, the examiners will assess several key skills. Understanding what they're looking for will help you prepare more effectively and answer with confidence.

The five assessment areas

1. Understanding literal meaning

You must show that you can identify information clearly given in the poem. This means recognising facts, details, and explicit statements. For example, if the poem mentions "a red rose," you need to be able to identify this basic information.

2. Reorganising information

Examiners want to see that you can summarise key points and present information in a different way. For instance, you might be asked to reorder events or condense the main ideas of a stanza into a brief statement.

3. Making inferences

This skill involves providing information that may not be clearly stated in the poem. You need to use your knowledge of the whole text to interpret meaning. For example, you might be asked to explain how a figure of speech affects your understanding of the poem's overall message. Inference requires you to "read between the lines" and draw conclusions based on evidence.

4. Making evaluations

You must form your own judgements and opinions about aspects of the poem. Evaluation means critically assessing the poem and taking a position. For instance, you might be asked whether you agree with a statement about the poem, and you'll need to justify your viewpoint with evidence.

5. Showing appreciation

This involves responding to the emotional level of the poem. Appreciation asks you to connect personally with the text. You might discuss what you would have done in a situation described in the poem, or explain how the writer's style creates a particular tone and mood. This demonstrates your emotional and aesthetic engagement with the poem.

Understanding poetry terminology

To analyse poetry effectively, you need to understand key terms. These concepts help you describe what poets do and explain how poems create meaning.

Core concepts in poetry

Theme

The theme is the subject, central idea, or underlying message of a poem. Think of it as what the poem is fundamentally about. Themes might include love, loss, nature, identity, or social justice. A single poem can have multiple themes working together.

Intention

The poet's intention is their reason or purpose for writing the poem. Poets write with various aims. They might want to:

• Express admiration or love
• Defend a position or person
• Enrage or incite action
• Mock or criticise
• Protest injustice
• Persuade readers
• Praise someone or something
• Evoke sympathy or compassion
• Warn about danger
• Flatter or compliment

Style

Style refers to the distinctive way a poet expresses themselves and uses language. It includes the poet's individual manner of writing and their characteristic traits. Sometimes it helps to consider the historical period when the poem was written, as this influences style.

Common style descriptors include:

• Colloquial (everyday, conversational language)
• Conversational (informal, like natural speech)
• Emotive (expressing strong feelings)
• Factual (based on facts, straightforward)
• Humorous (funny, amusing)
• Idiomatic (using phrases with non-literal meanings)
• Sensational (dramatic, shocking)
• Succinct (brief, concise)
• Terse (short, abrupt)
• Technical (using specialised vocabulary)
• Clichéd (using overused expressions)

Diction

Diction means the poet's choice of words. Every word in a poem is deliberate and serves the poet's intention. Paying attention to word choice helps you understand deeper meanings and effects.

Tone

Tone is the poet's attitude towards their subject and their readers. You can only determine tone after examining the poem thoroughly. The tone might change within a single poem.

Examples of tone include:

• Sincere, humorous, forceful, critical, sarcastic
• Ironical, loving, sentimental, joyful, melancholy, bitter
• Mocking (and many others)

Mood

Mood describes the atmosphere or feeling the poet creates in their work. It's closely related to tone, and in some ways, mood reflects the poet's attitude towards their subject matter. The mood affects how readers experience the poem emotionally.

Form in poetry

Form refers to a poem's structure. It may be rigid and prescribed (like a sonnet) or loose and undefined (like free verse).

Ballad

Ballads started as songs passed down through generations. Their characteristics include:

• Fast-moving story (narrative quality)
• Pronounced rhythm
• Rhyme pattern (usually rhyming couplets or alternate rhymes)
• Metre that's typically iambic
• Short stanzas narrating popular stories
• Some ballads have no rhyme pattern or unpronounced rhythm (narrative poetry)

Ballads entertain readers by telling dramatic stories.

Meter

Metre is poetic rhythm determined by the character and number of feet (stressed and unstressed syllables).

• Iambic: unstressed syllable followed by a stressed syllable (da-DUM)
• Trochaic: stressed syllable followed by an unstressed syllable (DUM-da)

Ode

An ode is often written as an address in exalted style, praising something or someone. It's written in rhymed stanzas and expresses both feelings and expression. Odes express the speaker's admiration.

Elegy

An elegy is a song of lamentation or mourning that honours someone or something that has died. The subject matter is treated seriously and respectfully. The tone is sad and mournful with a slow rhythm. Elegies express the speaker's sorrow.

Lyric

Lyric poetry originates from songs. It's much more emotive than most poetry and usually conveys feelings. Typically, a lyric is a short poem dealing with a single theme or idea. Lyrics express the speaker's feelings.

Allegory

An allegory represents abstract ideas or principles through characters. It uses the story form and is long, but contains either a religious theme, a moral warning, or advice to the reader. An example is "Faerie Queen" by Edmund Spencer.

Rhythm and rhyme

Rhythm

Rhythm is the flow of words or 'beat' in a poem. It's the repetition or recurrence of stress. Metre is the term used to describe the measurement of regular rhythm.

Rhythm serves several functions:

• Emphasises or endorses the meaning of words
• Creates a particular mood or atmosphere
• Conveys a particular theme
• Sets a particular pace

Rhyme

Rhyme is the repetition of similar sounds. There are three main types:

a) End rhyme: rhyme occurs at the end of lines (example: time/crime)

b) Half rhyme: words don't fully rhyme but have similarity in sound (example: work/pitchfork)

c) Internal rhyme: a word in the middle of the verse line rhymes with the word at the end (example: "In mist or cloud, on mast or shroud")

Imagery

Imagery involves using word pictures or images that appeal to our senses. While imagery often appeals to sight, it can also engage hearing, touch, taste, and smell. Sometimes imagery appeals to the heart or the mind rather than physical senses.

Poetic devices and figures of speech

Figures of speech are words, phrases, or expressions used in a manner other than their literal meaning to produce a special effect. Understanding how figures of speech work is essential for poetry analysis.

Figures of speech based on associated ideas

Metonymy

Metonymy substitutes the name of something for the thing meant. For example: "And ploughs down palaces, and thrones, and towers" (where "ploughs" represents destruction).

Synecdoche

In synecdoche, a part is named but the whole is meant or understood, OR the whole is named but only part is meant or understood. For example:

• "His back to the five / thin healthy head grazing" (where "head" refers to the whole animal)

Hyperbole

Hyperbole is an exaggerated statement not meant to be taken literally. It emphasises a point through overstatement.

Litotes

Litotes is an ironical understatement, especially expressing an affirmative by the negative of its contrary. It downplays something for effect.

Euphemism

Euphemism substitutes a vague or mild expression for a harsh or direct one. For example, "He passed away" is a euphemism for "He died."

Figures of speech based on comparison or resemblance

Personification

Personification attributes human qualities to things or non-living objects. For example, "The wind whispered through the trees" gives the wind the human ability to whisper.

Simile

A simile compares two things using "like" or "as." For example: "Her smile was like sunshine" or "He ran as fast as a cheetah."

Metaphor

A metaphor calls something by a name that refers to an object or person not literally applicable to it. Unlike a simile, it doesn't use "like" or "as." For example: "Time is a thief" (time isn't literally a thief, but it's described as one).

Figures of speech based on contrast or differences

Pun

A pun uses the double meaning of a word or phrase for suggestive and humorous purposes. It plays on words that sound similar but have different meanings.

Paradox

A paradox is a statement that appears self-contradictory but contains some truth. For example: "One has to be cruel to be kind." The statement seems contradictory, but there's truth in it—sometimes tough love is necessary.

Oxymoron

An oxymoron is a paradox contained in two words. Examples include "rotten beauty" or "deafening silence." A beautiful girl with low morals is outwardly beautiful, but inside she is rotten.

Antithesis

Antithesis contrasts or balances opposites in two clauses or phrases. For example:

• "The years to come seemed waste of breath / A waste of breath the years beyond"

Note: Antithesis contains no contradiction or seeming contradiction; it merely presents opposites or contrasts.

Sarcasm

Sarcasm is a bitter or wounding remark, ironically worded as a taunt. It's often hurtful and mocking.

Irony

Irony expresses meaning through language of opposite or different tendency. It says one thing but means another.

Innuendo

Innuendo hints at something without actually saying it directly. It suggests or implies meaning indirectly.

Sound devices

Sound devices aren't strictly figures of speech, but they're important tools where the sound of words is as significant as their meaning.

Alliteration

Alliteration is the repetition of beginning consonant sounds at short intervals in different words. For example: "my dongas and my ever-whirling dust. My death..."

Assonance

Assonance repeats vowel sounds in two or more words without repeating the same consonant. For example: "And all is seared with trade, bleared, smeared with toil..."

Onomatopoeia

Onomatopoeia forms words from sounds that resemble those associated with the object or are suggestive of its qualities. For example: "The buzz saw snarled and rattled in the yard..."

Other useful terminology

Rhetorical question

A rhetorical question is asked not for information but to produce an effect. The answer is implied, and the question makes the reader think.

Apostrophe

The poet addresses an inanimate object or an absent person as if they were present and could respond.

Pathos

Pathos is a quality in writing that excites pity or sadness. It creates an emotional response in the reader.

Enjambment

Enjambment is the continuation of a sentence beyond the end of a line. For example: "His state Is kingly; thousands at his bidding / speed and post o'er land and ocean without rest."

Inversion

Inversion reverses the normal, grammatical order of words. For example:

• "How with this rage shall beauty hold a plea / Whose action is no stronger than a flower..."

Satire

Satire ridicules prevalent vices or follies. For example:

• "'Tis with our judgments as our watches, none / Go just alike, yet each believes his own."

Dramatic irony

The audience or reader is aware of a fact which the speaker is unaware of. This gives the speaker's words a double meaning.

Understatement

Understatement represents something as less than it really is. For example: After floods carry things away, we say "We've had some rain" instead of acknowledging the devastation.

Climax

Climax is the event or point of greatest intensity or interest in a poem.

Anti-climax

Anti-climax is an ineffective end to anything that has a suggested climax. It disappoints expectations.

Allusion

Allusion is a reference to a specific person, place, event, or literary work in the course of a poem. It adds depth by connecting to something outside the poem.

Elision

Elision occurs when letter(s) are left out to intensify the rhythm. For example: "o'er" instead of "over."

Epigram

An epigram is a short, concise statement that has a deeper meaning. It's witty and memorable.

Writing the poetry essay

Understanding the structure

The poetry essay follows the same structure as any other essay: introduction, body, and conclusion. However, this essay differs from creative writing because you're required to read the poem and present an argument about what you've read. The tone of the poetry essay is formal.

How to write a literary essay

Step 1: Analyse the topic

Underline what is asked and make sure you understand what the essay is all about. Identify the key instruction words (like "discuss," "compare," "analyse").

Step 2: Read the poem multiple times

• Read once for overall understanding
• Read again to verify your understanding
• Read a third time to annotate interesting words and phrases

Each reading adds layers to your understanding of the poem.

Step 3: Plan the essay

Use a mind map or format that's easy for you. Planning helps organise your thoughts before writing.

Step 4: Stick to what is asked

The contents of your essay must be directly linked to what the question requires. Don't go off-topic.

Step 5: Structure your essay properly

• Introduction: restate or introduce the topic
• Body: two to three paragraphs as development and discussion
• Conclusion: sum up what has been discussed (the outcome, final decision, or judgement using facts from the essay)

The conclusion rounds off your essay with a strong statement. Don't just rewrite or restate the question.

Step 6: Focus on what the question requires

Don't retell or explain the storyline. Mention the WHAT, but focus on the HOW and WHY (effect).

Step 7: Maintain formal style

• Write in simple sentences
• Write in the PRESENT TENSE
• Use quotations when using direct quotes

Step 8: Proofread

Read through the essay again to correct spelling and language errors. Make sure each paragraph links with the previous one.

What gets assessed

Content is assessed in terms of:

• Interpretation of topic
• Depth of argument
• Justification and grasp of the text

Language and Structure is assessed in terms of:

• Structure and logical flow
• Presentation, language, tone, and style
• Good introduction and conclusion

Answering specific question types

If the essay question asks you to focus on specific aspects (like structure, imagery, or tone), address only those features. However, if the essay is more open-ended and asks for a critical analysis, the following structure will help:

What to remember when writing

Section	Points to Address
Introduction (1-2 sentences)	- Briefly explain what the poem is about (theme, issues, or main message) - You could start with: "The poet describes..." or "This poem is about..."
Body: Structure	- Is the structure formal (like a sonnet) or informal? - Do short sentences suggest abrupt, definite thoughts? - Do longer sentences suggest conversational or lyrical tone? - Are the stanzas unusual in any way?
Body: Poetic devices	- Consider rhyme, rhythm, alliteration, assonance, onomatopoeia - A rhyming poem will have a musical, child-like, sing-song quality - Rhythms can be slow and sleepy or highly energised - Alliterated sounds often link to what they describe
Body: Imagery/figures of speech	- Look for similes, metaphors, personification, or contrast - Think about how the two things compared are similar - Ensure you describe the comparison and its effect
Body: Style	- Look at diction, punctuation, sentence length - Is the style conversational, formal, highly descriptive, straightforward, lyrical, or informal? - Quote a word or phrase as proof
Body: Tone	- What does the poem tell us about the poet's attitude to the subject matter? - Does the tone change at some point? - Use tone adjectives (sincere, humorous, forceful, critical, sarcastic, ironical, loving, sentimental, joyful, melancholy, bitter, mocking)
Conclusion	- What is your response to the poem? - How does it make you feel? - Be honest—if you think the poem failed to deliver on its intention, say so, but provide reasons

Answering contextual questions

In a contextual question, you're given an extract or the full poem. You then answer questions based on it. Some answers can be found in the extract, but most questions test your understanding of other parts of the poem as well. Some questions ask for your own opinion about the poem.

Types of questions

Understanding the different types of questions helps you know what examiners are looking for and how much depth is required in your answer.

Literal questions: Information clearly given in the poem

These questions recall and identify details that are clearly stated. Examples include:

• Name the things/people/places/elements
• State the facts/reasons/points/ideas
• What, where, when, who questions
• Locating/quoting/identifying figures of speech/images/sound devices
• Reading and locating/quoting a word/phrase
• Giving synonyms or antonyms for words used in the poem
• Listing themes/main ideas
• Listing words/images highlighting a theme
• Listing symbols
• Identifying similarities (likenesses) or differences
• Referring to a line to define what is meant by a word/term
• Looking for ideas which support or conflict with each other
• Describing the form of the poem
• Completing a table to indicate similarities and differences
• Finding a line/word/image that explains something
• Finding a pattern: what is presented first, second, or last
• Describing the persona's (speaker's) tone or attitude
• Giving two reasons why something happens
• Identifying the metaphor/poetic device with no discussion around its effect
• Identifying the TONE from a list of options without commenting on the effect

Reorganisation questions: Bringing together different pieces of information

These questions require you to:

• Identify the order of incidents (general sequencing)
• Indicate the sequence of events
• Create a flow diagram to indicate sequence
• Match information in columns
• Put words in order
• Link an illustration/visual to the poem
• Identify the metaphor/poetic device and state how it links to the theme
• Summarise a poem/stanza and draw inferences
• Organise information into a presentable poster, table, mind-map, or thinking-map to promote understanding
• Give a summary or outline main ideas
• Summarise similarities and differences
• Order ideas or information under particular headings (tone, mood, rhyme and rhythm, intention, imagery, sound devices)
• Summarise ideas/stanzas/lines/words that relate to the theme
• Explain the basis of a simile/metaphor in table form or Venn diagram
• Create a mind map/thinking map to illustrate understanding, view, or perspective/poetic devices

Inference questions: Interpreting the poem using information not clearly stated

These questions involve thinking about what happened in the poem, looking for clues that tell you more about themes, poetic devices, or symbols, and using your own knowledge to help you understand the poem. Examples include:

• Explaining what is meant by a concept
• Explaining/illustrating in your own words
• Writing a sentence that explains the main idea or main theme in the poem
• Constructing ideas based on what you've read
• Providing reasons for your understanding of themes/images/poetic devices/stanzas/lines/words

Inference questions may also ask you to:

• Undertake guided research to collect information relevant to the poem
• Organise information from guided research into a suitable form (report, memo, visual presentation/PowerPoint)

Inference questions about significance:

• Identify the theme/tone/mood not explicitly stated
• Draw conclusions or information implied from the given poem
• Illustrate in words to construct ideas
• Make inferences from the persona's reaction/response
• Identify what connotation can be made and substantiate such connotation from the poem
• Answer multiple-choice questions which require an educated guess, seeing that THE ANSWER DOES NOT APPEAR in the given text but is rather IMPLIED by the text
• Indicate the relevance of a poem from another era for present-day times
• Work with information which is suggested/insinuated, and make inferences from the given poem/source material
• Find phrases to convey messages, impressions, or implications
• Consider what would be the implications of something

Evaluation questions: Making judgements based on your knowledge and understanding

These questions ask you to form and defend your own opinions. Examples include:

• Indicate whether something is a FACT or OPINION (provide reasons)
• Comment on the style of stanza/line
• Evaluate how effective an image/simile/metaphor is
• Assess whether the persona's (speaker's) viewpoint is valid
• Critically evaluate the attitude or action of the persona (speaker)
• Agree/disagree with the view/perspective/interpretation
• Consider what the attitude/reaction of the persona/speaker suggests about their view of life
• Critically evaluate the effect of the poetic device/image
• Comment on the persona's (speaker's) values and justify your answer
• Determine if the persona's attitude/behaviour/action is justifiable (give reasons)
• Discuss critically or comment on the value judgements made in the poem/stanza
• Comment on the tone
• Consider what a persona's actions/attitude(s)/motives show about them in the context of universal values
• Defend why a poem is a good example of a sonnet/elegy/ballad/free-verse poem
• Propose ideas or make suggestions based on an evaluation
• Question whether something could really happen
• Consider which ideas are still accepted and which are no longer believed, or which ideas are still relevant and which are no longer relevant

Appreciation questions: Your emotional response to the poem

These questions ask about how the poem makes you feel and what you think about it. Examples include:

• Do you like the persona/speaker? Substantiate your view
• Do you identify with the persona/speaker?
• Which part of the poem moved you the most? Provide reasons
• Write a response to a dilemma/conflict in a poem
• Discuss your response to the incident/situation/conflict/dilemma
• Consider on what grounds can you identify with a persona (speaker), or whether you empathise with them
• Reflect on what action you would have taken if you had been in the same situation
• Write a conclusion for a dilemma
• Rewrite a part of the poem as a dialogue/paragraph/poem
• Rewrite information and use applied information in a new applied context
• Write appreciative comments based on observation
• Write a poem on a particular topic
• Comment on the appropriateness of part of a poem
• Discuss the appropriateness of the title, stanza, line(s), tone, mood, intention, diction, or image
• Comment on the appropriateness of a figure of speech/literary device
• Discuss/comment on the poet's use of language
• Critically discuss how the diction and imagery establishes the mood in the line(s)
• Critically comment on how the theme is demonstrated in the poem (refer to the mood in support of your answer)
• Discuss the speaker's observation in a line with reference to the type and form of the poem
• Refer to a line or stanza and discuss how the images establish the mood
• Consider how the structure of the poem reinforces the theme

Exam tips

Remember!