Tips for the Poetry Section (Grade 11 NSC Matric English HL): Revision Notes

Tips for the Poetry Section

What examiners are looking for

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

Understanding the literal meaning is your foundation. This means you need to identify information that is clearly stated in the poem. You should be able to point out specific details, characters, settings, or events that the poet has described directly.

Reorganising information is another key skill. You may be asked to summarise key points from the poem or arrange ideas in a different order than they appear in the text. This shows that you can process and present information logically.

Making inferences involves reading between the lines. This is the process of providing information that may not be clearly stated in the extract by using what you already know about the text as a whole. For example, you might be asked to explain how a figure of speech affects your understanding of the entire poem, not just the line where it appears.

Forming judgements and evaluations requires you to make your own decisions about aspects of the poem. You need to form opinions and decide whether you agree with statements about the poem. Always support your views with evidence from the text.

Appreciation means responding to the emotional level of a poem. You might be asked what you would have done in the situation described in the poem, or how the writer's style helps describe the tone and mood. This skill shows your ability to connect with the poem on a deeper, more personal level.

Essential poetry terminology

Understanding poetry terms is crucial for analysing and discussing poems effectively. Let's explore the most important concepts you need to know.

Theme

The theme is the subject, central idea or underlying thought of a poem. It represents what the poem is fundamentally about. Sometimes the theme can also be understood as the meaning or message of the piece of writing. For example, common themes include love, death, nature, identity, or social justice. When identifying themes, look for ideas that recur throughout the poem and ask yourself what bigger message the poet wants to convey.

Intention

Intention refers to the reason or motive the poet had for writing the poem. Understanding intention helps you grasp why the poem exists and what the poet hoped to achieve. A poet may want to:

• Express admiration or love for someone or something
• Defend a person, idea, or cause
• Enrage or anger readers about an issue
• Mock or ridicule something
• Protest against injustice
• Criticise problems in society
• Praise someone or something worthy
• Evoke sympathy for a situation or person
• Express hatred or scorn
• Incite action or warn about dangers
• Persuade readers to adopt a viewpoint
• Flatter or compliment
• Incite emotional responses

Style

Style describes the manner in which a poet or writer expresses themselves. It encompasses their distinctive traits and the individual way they use language. Style includes many aspects, and sometimes it helps to look at the period in which the poem was written to determine the poet's style.

You can often sum up a poet's style in one or two descriptive words. Consider whether the style is:

• Colloquial (conversational, everyday language)
• Conversational (like natural speech)
• Emotive (full of emotion)
• Factual (based on facts)
• Humorous (funny, light-hearted)
• Idiomatic (using common expressions)
• Sensational (dramatic, attention-grabbing)
• Succinct (brief and to the point)
• Terse (very brief, possibly abrupt)
• Technical (using specialised vocabulary)
• Clichéd (using overused expressions)

Diction

Diction refers to the poet's choice of words. Every word used by the poet must be seen as a deliberate choice to enhance their intention. When analysing diction, ask yourself why the poet chose that particular word instead of a synonym. Consider the connotations (associated meanings) and emotional weight of words. Strong diction analysis focuses on how specific word choices contribute to the poem's overall meaning and effect.

Tone

Tone represents the poet's attitude towards their subject and towards their readers. The tone can only be determined once you have examined the poem thoroughly. Importantly, the tone may vary within a poem, shifting from one section to another.

Examples of tone include:

• Sincere (genuine, heartfelt)
• Humorous (funny, playful)
• Forceful (strong, commanding)
• Critical (fault-finding, analytical)
• Sarcastic (mocking, ironic)
• Ironical (saying opposite of what is meant)
• Loving (affectionate, caring)
• Sentimental (emotional, nostalgic)
• Joyful (happy, celebratory)
• Melancholy (sad, reflective)
• Bitter (resentful, harsh)
• Mocking (ridiculing, making fun of)

Mood

Mood refers to the atmosphere the poet creates within their work. It is related to tone, and in some ways mood may be said to reflect the poet's attitude towards their subject matter. The mood influences how readers feel when reading the poem. A poem might create a mood that is peaceful, tense, mysterious, joyful, or melancholic. The mood is built through diction, imagery, rhythm, and other poetic devices working together.

Form

Form describes the structure of the poem. It may be rigid and prescribed (following strict rules) or loose and undefined (free verse). Understanding form helps you appreciate how the poet has chosen to present their ideas.

Ballad: Most ballads started as songs passed on from one generation to the next. Characteristics include a fast-moving story, pronounced rhythm patterns (usually rhyming couplets or alternate rhymes), and metre that is usually iambic. Poems in short stanzas narrating popular stories without rhyme pattern or unpronounced rhythm are narrative poetry. Ballads entertain readers by telling a dramatic story.

Meter: Poetic rhythm determined by the character and number of metrical feet.

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

Ode: A poem often in the form of an address, written in exalted style and praising something or someone. It is exalted in both feelings and expression, written in rhymed stanzas. An ode expresses the speaker's admiration.

Elegy: A song of lamentation or mourning that honours someone or something that has died. The subject matter is treated in a suitable serious fashion. The tone is sad and mournful with a slow rhythm. An elegy expresses the speaker's sorrow.

Lyric: Lyric poetry originates from songs. It is much more emotive and usually conveys feelings. It is typically a short poem that deals with a single theme or idea. A lyric expresses the speaker's feelings.

Allegory: This is the representation of abstract ideas or principles by characters. The allegory makes use of story form, and it is long, but it either has a religious theme or contains a moral warning, or offers advice to the reader (e.g. "Faerie Queen" by Edmund Spencer).

Rhythm

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

The function of rhythm is to emphasise or endorse the meaning of the words in a poem. It can also help create a particular mood or atmosphere, convey a particular theme, or set a particular pace. A fast rhythm might create excitement or urgency, while a slow rhythm might create a sense of calm or sadness.

Rhyme

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

• End rhyme: Rhyme occurs at the end of lines of verse (e.g. time/crime)
• Half rhyme: Words do not fully rhyme but there is similarity in sound (e.g. work/pitchfork)
• Internal rhyme: A word in the middle of the verse line rhymes with the word at the end of the verse line (e.g. "In mist or cloud, on mast or shroud")

Imagery

Imagery is the use of word pictures or images that usually appeal to our senses, but they may also appeal to the heart or the mind. Effective imagery helps readers visualise what the poet describes and creates a deeper connection to the poem's meaning. Look for vivid descriptions that engage sight, sound, touch, taste, or smell.

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. It is important to know how figures of speech work and what effects they create.

Figures of speech based on associated ideas

Metonymy: Substitution of the name of something for that of the thing meant.

Synecdoche: A part is named but the whole is meant or understood, OR the whole is named but only part is meant or understood.

Hyperbole: An exaggerated statement that is not meant to be taken literally. It emphasises a point through extreme exaggeration.

Litotes: An ironical understatement, especially expressing an affirmative by the negative of its contrary. For example, saying someone is "not bad" when you mean they are very good.

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

Other useful terminology

Rhetorical question: A question that is asked not for information but to produce an effect. The answer is usually obvious or implied.

Apostrophe: The poet addresses an inanimate object, or an absent person, as if they could respond.

Pathos: A quality in writing that excites pity or sadness in the reader.

Enjambment: Continuation of a sentence beyond the end of a line.

Inversion: Reversal of normal grammatical order of words.

Satire: Writing that 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: Representing something as less than it really is. For example, after floods carried things away, saying "We've had some rain" is an understatement.

Climax: An event or point of greatest intensity or interest in the poem.

Anti-climax: An ineffective ending to anything that suggested it would have a climax.

Allusion: A reference to a specific person, place, event or literary work in the course of a poem.

Elision: Letter(s) left out to intensify the rhythm.

Epigram: A short, concise statement that has a deeper meaning.

Figures of speech based on comparison or resemblance

Personification: Attributing human qualities to a thing or non-living object.

Simile: A comparison between two things using "like" or "as".

Metaphor: Calling something by a name of an object or person which is not literally applicable to it. Unlike similes, metaphors don't use "like" or "as".

Figures of speech based on contrast or differences

Pun: Uses the double meaning of a word or phrase for suggestive and humorous purposes. Puns often create playful effects.

Paradox: A statement which is self-contradictory but which contains some truth.

Oxymoron: A paradox contained in two words.

Antithesis: Opposites are contrasted or balanced in two clauses or phrases.

Sarcasm: A bitter or wounding remark, ironically worded as a taunt.

Irony: Expression of meaning by language of opposite or different tendency.

Innuendo: When something is hinted at without actually saying it directly.

Sound devices

Sound devices are not strictly figures of speech, although they are often classified as such. They focus on how the sound of words contributes to meaning.

Alliteration: Repetition of beginning consonant sounds, at short intervals, of different words.

Assonance: Repetition of vowel sounds in two or more words, without the repetition of the same consonant.

Onomatopoeia: Forming words from sounds that resemble those associated with the object or are suggestive of its qualities.

Writing the poetry essay

Understanding the structure

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

How to approach the essay

Read strategically:

• Read the poem once for overall understanding
• Read the poem again to verify your understanding
• Read the poem a third time to annotate interesting words and phrases that you could respond to

Plan your essay: Use a mind map or a format that is easy for you. Planning helps you organise your thoughts before you start writing.

Stick to what is asked: The contents of your essay must be directly linked to what the question requires. Don't include irrelevant information just because you know it.

Follow the standard essay structure:

• The essay must have an introduction that restates or introduces the topic
• THEN it should have two to three paragraphs as development and discussion of the topic
• The conclusion must sum up what has been discussed throughout the essay (the outcome, final decision or judgement, using facts stated in the essay)
• The conclusion rounds off your essay with a strong statement - do not just rewrite or restate the question

Focus on HOW and WHY: Mention what happens in the poem, but focus on the HOW (how techniques create effects) and WHY (why the poet made certain choices and what effect they have).

Maintain formal style: Write in simple sentences. Write in the PRESENT TENSE. Keep the style formal throughout.

Use quotations: When using direct quotes from the poem, use quotation marks to show you're quoting.

Proofread: Read through the essay again to correct spelling and language errors.

Link paragraphs: Make sure each paragraph links with the previous one using transition words like "however", "therefore", "thus", "furthermore".

Structuring your response

The number of paragraphs in your poetry essay will depend on what the question asks you to do.

Writing an effective introduction

Your introduction should be brief - one or two sentences explaining what the poem is about (its theme, issues or main message).

You could start with phrases like:

• "The poet describes..."
• "This poem is about..."

Then, make a statement based on the instruction of the topic, showing your intention or aim in this essay. This is your thesis statement that guides the rest of your essay.

Writing the body paragraphs

Here, you must demonstrate your understanding of how the poet conveys the meaning. Address the following elements:

Structure: Consider the length of sentences, enjambment and stanza length. Is the structure formal (like a sonnet) or informal (free verse)? Short sentences suggest abrupt, definite thoughts. Longer sentences are more conversational or lyrical. Are the stanzas unusual in any way?

Poetic devices: Consider rhyme, rhythm, alliteration, assonance, and onomatopoeia. A rhyming poem will have a musical, child-like, sing-song quality to it. Rhythms can be slow and sleepy or highly energised. Alliterated sounds often link in some way to what they describe.

Imagery or figures of speech: Look for similes, metaphors, examples of personification or contrast. Think about how the two things compared are similar. Ensure that you describe the comparison and its effect on meaning.

Style: Look at diction, punctuation, and sentence length. Is the style conversational, formal, highly descriptive, straightforward, lyrical or informal? Quote a word or phrase as proof.

Tone: What does the poem tell us about the poet's attitude to the subject matter? Does the tone change at some point? Use adjectives from the tone list to describe it accurately.

Writing a strong conclusion

What is your response to the poem? How does it make you feel? Be honest about your response. If you think the poem failed to deliver on its intention, say so, but provide reasons for your opinion.

The conclusion ends your argument with the final outcome of your approach. It also establishes whether you have done what you intended to do in your introduction. You must relate your conclusion to the introductory paragraph and the topic.

Understanding the assessment rubric

The poetry essay is marked out of 10 marks, divided into two sections:

CONTENT (6 marks)

This assesses your interpretation of the topic, depth of argument, justification and grasp of the text. You also need to demonstrate excellent understanding of genre and poem.

• Exceptional (5-6 marks): In-depth interpretation of topic; range of striking arguments extensively supported from poem; excellent understanding of genre and poem

• Skilful (4 marks): Shows understanding and has interpreted topic well; fairly detailed response; sound arguments given, but not all as well motivated as they could be; understanding of genre and poem

• Moderate (3 marks): Fair interpretation of topic; some good points in support of topic; some arguments supported, but evidence is not always convincing; basic understanding of genre and poem

• Elementary (2 marks): Unsatisfactory interpretation of topic; hardly any points in support of topic; inadequate understanding of genre and poem

• Inadequate (0-1 marks): No understanding of the topic; no reference to the poem; learner has not come to grips with genre and poem

STRUCTURE AND LANGUAGE (4 marks)

This assesses structure, logical flow and presentation, as well as language, tone and style used in the essay.

• Exceptional (4 marks): Coherent structure; arguments well-structured and clearly developed; language, tone and style mature, impressive, correct; virtually error-free grammar, spelling and punctuation

• Skilful (3 marks): Clear structure and logical flow of argument; flow of argument can be followed; language, tone and style largely correct

• Moderate (2 marks): Some evidence of structure; essay lacks a well-structured flow of logic and coherence; language errors minor; tone and style mostly appropriate

• Elementary (1 mark): Structure shows faulty planning; arguments not logically arranged; language errors evident; inappropriate tone and style

• Inadequate (0 marks): Poorly structured; serious language errors and incorrect style

Answering contextual questions

In contextual questions, you are given an extract or the full poem. You then have to answer questions based on the extract or poem. Some answers can be found directly in the extract or poem, but most questions will test your understanding of other parts of the poem as well. Some questions ask for your own opinion about the poem.

Types of questions

Literal questions

These ask about information that is clearly given in the poem. You need to:

• Name things, people, places or elements
• State facts, reasons, points or ideas
• Answer what, where, when, who questions
• Locate, quote or identify figures of speech, images or sound devices
• Read a line and locate or quote a word or phrase
• Give synonyms or antonyms for words used in the poem
• List themes or main ideas
• List words, images or symbols

Re-organisation questions

These need you to bring together different pieces of information clearly stated in the poem in an organised way. You might need to:

• Identify the order of incidents (sequencing)
• Indicate the sequence of events
• Create a flow diagram to indicate sequence
• Match one column with another
• Put words in order
• Look at an illustration or visual and link it to the poem
• Summarise a poem or stanza
• Organise information into a presentable poster, table or mind map
• Give a summary or outline main ideas
• Summarise similarities and differences
• Order ideas or information under particular headings (e.g. tone, mood, rhyme and rhythm, intention, imagery, sound devices)
• Summarise ideas, stanzas, lines or words that relate to the theme of the poem
• Explain the basis of a simile or metaphor in table form or a Venn diagram
• Create a mind map or thinking map to illustrate understanding, view, perspective or poetic devices

Inference questions

These need you to interpret (make meaning of) the poem using information that may not be clearly stated. The answer is NOT FOUND in the given text, but is only IMPLIED by the text. You need to:

• Explain what is meant by particular words or phrases
• Explain or illustrate in your own words
• Write a sentence that explains the main idea or theme
• Construct ideas based on what you have read
• Provide reasons for your understanding of themes, images, poetic devices, stanzas, lines or words

Evaluation questions

These require you to make a judgement based on your knowledge and understanding of the text and your own experience. You need to:

• Indicate whether something is a fact or opinion, providing reasons
• Comment on the style of a stanza or line
• Evaluate how effective an image, simile or metaphor is
• Assess whether the persona's (speaker's) viewpoint is valid
• Critically evaluate the attitude or action of the persona (speaker)
• Agree or disagree with a view, perspective or interpretation
• Evaluate what the attitude or reaction of the persona suggests about their view of life
• Critically evaluate the effect of a poetic device or image
• Comment on the persona's (speaker's) values and justify your answer
• Assess whether the persona's attitude, behaviour or action is justifiable
• Discuss critically or comment on value judgements made in the poem or stanza
• Comment on the tone
• Evaluate what a persona's actions, attitude(s) or motives show about them in the context of universal values
• Defend why a poem is a good example of a particular form (sonnet, elegy, ballad, free-verse poem)
• Propose ideas or make suggestions based on an evaluation

Appreciation questions

These ask about your emotional response to the theme of the poem and how it is written (i.e. poetic devices). You might be asked:

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