Unseen Texts A Master Class

Responding to a Poem
1. Read the poem and make notes on the following…

 What is the title? What are the key words in the title? Can you make any
guesses about the poem?
 What is the poem about?
o What is the story?
o Is there a particular setting?
o What happens?
o What/who is described?
o Are there any characters? Are there any relationships you can identify?
o Is this literal or a metaphor for something else?
o What are the themes?
 Look at the first and last lines. Is there any relationship between them?
o Structure – linear or circular?
 Track the language/structure/form of the poem – go through and highlight the
devices that you can spot.
 Who is the speaker/persona? What are their attitudes/feelings?
 What is the message? What are the big ideas? Is there a moral?
 Using MASSTT
Message

A
nalysis of language/structure/form

Story – what is happening in the poem?

S
peaker Use the acronym
MASSTT to help you

T
hemes
decide on your key
ideas for your essay.

T
one
 Top Tips
f o rm t h r oughout
n y pa t t e r ns that , et c .
d e n t i f y a s , r h y m e
 Try to i a g e s, w o rd classe
im
the poem: the poem develops.
how
 Look at ny changes? y?
a h
o Are there i n t h e p o em and w
o in t
o At what p w , w h y e n u sed? How
at , h o h a s b e
 Use wh of word or technique ect?
d ff
o What kin sed? What is the e o w h a s it been
n u ? H
has it bee n t e d t o the reader ted in this way?
pre s e
o What is h a s i t b een presen
? Why
presented pproach. is about,
U s e t h e 2 step a t o w h a t t he poem
 n g ba c k
L i n k e ve r y t hi
o e t ’s i n t e ntions.

i d e a s a n d t he p n s e by o ffering
the bi g nal respo
yo u r p e r so
 Build up interpretations.
a l t e r na t i ve
 The 2 Step Approach
Zoom In Zoom Out
Discussing the
Analysing the effect on the reader
quotation and the poet’s
intention

Step 1. Identify a technique and analyse

the effect of it. Step 1. Effect on reader, thoughts,
feelings and understandings.
Step 2. Within the same quotation, add
2. Zoom in on to a key word in the quote and
another layerinferences.
make some of analysis by zooming in
on a key word and analysing it.
Step 2. Poet’s
Link this to theorpoet’s
intention message
Identify the word class and discuss why intention or message – this could be
this particular
1. Analyse word of
the effect hasthebeen used;
technique embedded into the effect on the
what
on thethe effect is; and how it reinforces,
reader reader.
adds or develops the meaning. 1. Effect on the reader
 Word Classes
We group words into classes and categories according to the ways that they
are used in sentences. ​

There are eight major word classes:​

Nou ns
PREPOSITIONS
TYPES
TYPES TYPES
OF
CONJUNCTIONS
TYPES OF
OF VERBS
OF ADVERBS
ADJECTIVES
PRONOUNS Verbs
COMMON NOUNS
d j e c t i v e s
DETERMINERS
•These
Manner:
Main arehow
verb:
Co-ordinating
Comparative:
NOUNS:
something
used
where
before
theis done is
a verb
Conjunctions​
express the noun
idea
(e.g.
oforthe
a and
more A
A d v e rb s
Personal: used instead of the subject
rapidly)​
Common nouns can be subdivided
focus
pronoun
Joins words,
•usually
ofhave
the
to convey
clause.
phrases
‘er’ on and
thehow things
clauses​
end, e.g. are
faster,
or
For, object
Time:
and,when in a sentence
something
nor,verb: is done (e.g.
further…
Auxiliary
connected
Also
smarter,
Proper known tobut,
harder
Nouns: as
eachor,ayet,
articles.
begin so​ An article
other.​
secondary
with verb that
abelongs
capital
tomorrow)​
Possessive:
​Superlative:
Concrete
​‘helps’
precedes
•letter
you,
the
Frequency:
e.g
Subordinating
a
andMine,
something
Nouns:
expresses
main
noun.
refer
how toverb,
often Things
names,
conjunctions​
thethat
e.g.
something you
idea
do, of
places can
the
will,
and
is done
to
see
P r o n o u n s
most, e.g. fastest, smartest, hardest
and
have
Where:
Definite
(e.g.
yours,
touch, In
frequently)​
organisations.
Introduces his,
e.g.
article: chair,
the garden,
a subordinate
hers, ours,
tiger,
‘the’clauseon the
theirs
house
and table,
ties it to a
p o s i t i o n s
•Descriptive:
Place:
Abstract
Modal
under
Indefinite
main where
the
Verbs:
clause​
Reflexive:
size,
or
Nouns:
stairs​ in
article: shape,
what
Things
express colour,
direction
‘a’ ‘an’ you material,
something
degrees of can’t
Pre
is height,
done
​certainty,
Because,
Common
depth,
(e.g.
touch physically, e.g.
although,
weight
backwards)​
Nouns:can, e.g.
could,
however
refer friendship,
tomay,
etc.​
types might,
of
u n c t i o n s
Co n j
•Evaluative:
Singular:
Degree: to These
what Myself,adjectives
intensity/how add
yourself, a biased
oneself,
​democracy,
should
Movement:
Determiners excitement.
into
can the
be room,
articles through
or theonthe
people, places, isobjects etc.
much positivesomething
Correlative
Collective
•following…
Dynamic
crowds​
or
himself, negative
herself,done
conjunctions​
Nouns:
of verbs:
(e.g.
opinion,
itself​
refer
express
very, quite)​
focusing
tophysical
groups ofor
t e r m i n e r s
•Comment: De
any kind adding
good/bad an opinion
musttobe
evaluation, a e.g.
clause
usedthin
A Plural:
pair
people, ourselves,
of conjunctions
animals and
that yourselves,
objects, e.g. team,
actions,
​vs
phrase
Most This, my, e.g.
(e.g.
scrawny
nouns
together​ these,
kick, its,jump,
fortunately)​
are common our, some,
smile
nouns. both​
•family, themselves
Linking: used
flock. asice
connectives (e.g. however)
Stative
Time:
Emotive:
Eg: since
verbs:
I either convey
want last express
aweek​
strongly
cream non-physical
or emotive
yoghurt​
opinion
actions,eg, terrible,
e.g. love, horrific
​
hope, wish.
Tapestry

If I could take a brush and paint the mountains

and the moors,
I would splash the hillsides yellow and cover
them in gorse.
I'd take the finest needle and the darkest thread of
green and sew a line of bracken along the
landscape

Then I'd take a ball of soft, white wool and stitch

a mass of daisy chains
Around the lush green meadows and up the sides
of winding lanes.
I would stencil on the marshes, just like pure
white china cups, some fragile water lilies
and by the ponds, sweet buttercups.

I'd mix orange, reds and yellows planting

poppies wild and free
Onto nature's coloured canvas, my own
rich tapestry.
When We Two Parted​
​
When we two parted​
In silence and tears,​
Half broken-hearted​
To sever for years,​
Pale grew thy cheek and cold,​
Colder thy kiss;​
Truly that hour foretold​
Sorrow to this.​
​ ​
The dew of the morning​
Sunk chill on my brow— ​
It felt like the warning​
Of what I feel now.​
Thy vows are all broken,​
And light is thy fame;​
I hear thy name spoken,​
And share in its shame.​
They name thee before me,​
A knell to mine ear;​
A shudder comes o'er me—​
Why wert thou so dear?​
They know not I knew thee,​
Who knew thee too well—​
Long, long shall I rue thee,​
Too deeply to tell.​
In secret we met—​
In silence I grieve,​
That thy heart could forget,​
Thy spirit deceive.​
If I should meet thee​
After long years,​
How should I greet thee?—​
With silence and tears.​
Oh God​
​
spilling water from my back,​
you call and i come.​
that exhausted walk to reach you​
breathless and no i didn’t run​
to see you, i’ve been smoking​
too much, same thing.​
​
another awkward hug in the car​
as my face smashes your cheek​
that i can feel it leaving now​
is the saddest, a beautiful eruption​
you could have picked it off the tree​
and chowed​
​
but you weren’t hungry.​
feeling it dying away all day​
much worse than the straining​
against the leash, another gorgeous​
thing that should not have happened,​
gone again.
 Responding to Prose
1. Read the extract and make notes on the following…

 Highlight the key words of the question and write them at the top of your
answer booklet.
 Find quotations and key words that will help you to answer the question.
Make sure that they are focused specifically on your question key words.
 Label these quotes for techniques.
 Mark the different sections of the text and consider how it is structured –
linear or non-linear narrative, flashbacks, changes of focus etc.
 Write a brief paragraph plan – what will you include in your 3 main body
paragraphs. It is more logical to work through the text chronologically, ie.
Beginning, middle and end.
 Begin to write your answer.
 Language Devices
Fiction Writing:
AAAMOPSS
Adjectives – words that describe nouns. E.g. Beige table.
Adverbs and verbs – Doing words and the words that
describe them. E.g. He whistled cheerfully.
Alliteration – when the beginning consonant letters of
words are the same. E.g. Sam smothered his sizzling sausages
with sauce.
Metaphors – saying something ‘is’ something else when
it cannot physically be possible. E.g. John’s bedroom was a tip.
Onomatopoeia – sound words. E.g. bang, crash, whip
Personification – when an object or thing does
something only a human can do. E.g. The lamp blinked on and
off.
Similes – comparing two things using ‘like’ or ‘as’. E.g.
He leapt into the air like a kangaroo.
Sensory imagery – what you can hear, see, taste, touch
or smell. E.g. The delicious smell of cooking chicken filled the
air.
Non-Fiction Writing:
MADFOREST
Metaphors – saying something ‘is’ something else when it cannot
physically be possible. E.g. John’s bedroom was a tip.
Alliteration – when the beginning consonant letters of words are the
same. E.g. Sam smothered his sizzling sausages with sauce.
Anecdote – a short story or example told from your point of view. E.g.
I once had a friend who…..
Direct address – addressing the reader by using 2 nd
person pronouns.
E.g. You need to act now!
Facts – something that can be proven to be true. E.g. Paris is the
capital of France.
Opinion/Expert opinion – A personal point of view. E.g. Professor
Jones of Oxford University has stated…
Rhetorical question – a question that does not require an answer but
just to make the reader think. E.g. How would you feel?
Repetition – Saying something more than once for emphasis.
once we need to listen. Just once.
E.g. Just
Emotive language – Choosing words to show strong emotions. E.g.
This shooting was a massacre.
Exaggeration – a statement that presents something as better or
worse than it really is. E.g. I nearly died laughing.
Statistics – Number facts. E.g. 75% of students agree with me.
Triples – Placing three things together for effect. E.g. He was tall, dark
and handsome.
 Structural Devices
id e a c h a r a c te r ’s mind​
 Ins th e ti c f allacy​
d i n g p a
 Setting – inclu
o m in o r z o o m out​
Z o
c ti o n o f d ia lo g u e​
 Introdu ters​
u c tio n o f c h a r a c
 Introd
 Enigma​ a tiv e​
r li n e a r n a r r
 Circular o w a r d​
o r f la s h fo r
 Flashback p a ra g r ap hs ​
w o r d
 1 sentence or 1
ip s is o r c li ff h a nger​
 Ell
r​
 Types of narrato
​
 Change in pace l ir o n y​
s it u a ti o n a
 Dramatic or