Writing Poetry Essay Paragraphs: Poetry (English Literature)

POETRY ESSAY PARAGRAPHING TUTORIAL So what we’re going to be looking at here
is the writing paragraphs for your poetry response. So I’ve been getting a lot of
messages about this, so I think it’s important to cover. So there’s the basic way that you’re going
to write, which we’re going to look at first in the unseen and then there’s the comparative
way that you write, which we’re going to touch upon here – just show you the extension
then we’ll actually go on from this poem – and then we’re going to look at it being
done in an A* essay in the second video. So first and foremost, when you’re answering
this you remember it’s basic English concept that you’ve always done – PEE – make
your point, give some evidence, give some explanation or analysis whichever way you
want to do it, so just to make it make more sense you can have an ‘E’ or an ‘A’
there, it’s completely up to you but they’re the same thing. You explain it or you analysis
it, they mean the same thing in this case, and then you link. So then you keep building
it two, three times. Now for your point what you’re going to
do is you’re going to re-phrase the question as an opening element to a paragraph. So I’ve
made up a mock question here, just with this poem from the anthology ‘Yellow Palm’
and the focus here for us is going to be on this. ‘How do you think the poet feels about
conflict and his experience travelling and how does the poem present these feelings?’
Every question is going to be set out the same, OK? ‘How do you think the poet feels
about whatever it might be, and then how do they present it?’ So that’s the two things
you’re looking for. You’re looking for this section here, because in this section
we’re looking at conflict and this part here, it’s looking at presenting these feelings.
So we know that presenting our feelings all comes through SMILE and obviously we’re
going to demonstrate that know, sorry in a minute. This part here for my point, I’m actually
going to use this opening here and then for my evidence, it’s just going to be a quotation,
preferably embedded and then I’m going to look at analysing it here – that’s going
to be this section here – and then I’m going to be using the links which is this
section here. Now this is for the unseen, but it’s going
to be very very similar for the comparative section. So we’re looking first at section
B, then we’re going to look at section A. So just so I can get this clear to you, I’ll
make a ‘P’ there and then we’re going to have the ‘A’ and then we’re going
to have the ‘L’. So let’s see if we can make this work. So I’m going to get a paragraph going just
under here, just so you can see how you develop it. So I’ve got my SMILE points and you’ve
got them on Facebook if you want to do this, and I would recommend practising doing it
with the notes that are up on Facebook. Please, please make use of them so you can get as
much practice in before the exam. So we’re looking over here, we’ve got
a point. So I’m looking for things about conflict, OK? So we get a sense of…so the
conflict that’s happened, that state of Baghdad – because obviously that’s to
do with conflict in this poem. We get a sense of the state of Baghdad, so that’s the …… in
decay so I don’t copy the whole part. So that’s from the conflict ‘the writer highlights’,
so now I’m going to have my evidence, I don’t have the poem next to me so I’m
not going to be using it but I can take, I know, any of the images I have here are going
to be from evidence so I’m just going to pretend that I had my evidence there and it’s
something to do with blood in a Mosque or something like that. So I’m going to take
this section here in relation to that, OK? So I’m going to say ‘this indicates’
so I’m building into my analysis, it’s the start of my analysis now. ‘This indicates
that even the places that are supposed to be peaceful have not been spared in the conflict
and has had a huge effect on everyone, as it has penetrated their most sacred places’. OK, now that’s my just extension of the
analysis. So we get a sense of the state of Baghdad in decay, there’s blood on the walls
of the sanctuary, this indicates that even the places that are supposed to be peaceful
have not been spared in the conflict and this has had a huge effect on everyone as it has
penetrated their most sacred places. Now to an extent that’s a bit tautology
so I’m saying similar things again but I’m focusing on a slightly different thing. This
is in general, I’m saying these peaceful places have been affected and then I’m actually
saying what happens because of that, I’m saying ‘well this actually has affected
the people because it’s damaged their sacred places’. So first of all I’m saying there’s
no peace and secondly I’m saying basically it’s upsetting people. That’s the two
kinds of levels within that. And that’s just the start of my analysis. Now I want to aid this further by adding more
to it, so this is furthered by – for example I’m just going to take this one – this
is furthered by – so basically you know the idea you’ve got going on here at the
beginning is that of conflict, etc. This is furthered by…and then I’m going to pick
something else. So I’ve answered the question directly but I want to show my skills etc.,
so I’m going to pick on this part here – the references to war – so I’m going to use
my evidence. This is furthered by – so imagine that this is my evidence, whatever reference
that I would have picked up from here – just so you’ve got in your notes, references
to war ‘which remind us again and again that conflict through war is ever present
in the poem’. OK? So there I’ve taken it to another step, I’ve just extended that
and now I’m going to do it again. Take this one. I just have to change the start so further
emphasis is added through – and now I’m going to look at something else. Now this
one I wouldn’t actually have to put any evidence forward because it’s something
from structure. So this is further emphasis added through the rhyme, scheme – it should
– so basically the only reason I’m extending these is because these were my notes, these
were my SMILE points here, just notes, so I’m extending it so it’s in a proper essay
format here. ‘Further emphasis is added through the rhyme scheme and it should feel
more cheery but it does not. This is cleverly designed to create conflict within the poem
itself, rather than through its message, giving us an altogether inescapable feeling of awkwardness
and conflict throughout’. OK. So you see this is all one point and what
I’ve done is I’ve actually built on it two or three times. So let’s look over what
I’ve done again. Here we’ve got the opening, we get a sense of the decay of Baghdad, blood
on the walls of sanctuary, my quotation. ‘This indicates that even the places that are supposed
to be peaceful have not been spared in the conflict and this has a huge effect on everyone
and it’s penetrated their most sacred places’. So if we can get the colours up on this just
so we can show you why it is different. So this is just my analysis, OK, that’s just
my analysis. This is further by – and then I’ve got my quotation and reference to war,
which reminds us again and again that conflict through war is ever present in the poem, OK,
so I’ve got that again, I’m linking now to stretching it. Now I don’t need to analyse
that too deeply because I’ve kind of touched upon what I’m analysing in that one. I’m
just showing that I can link to a different skill here in language. ‘Further emphasis is added through the rhyme
scheme, it should feel more cheery but it’s not. This is cleverly designed to create conflict
within the reading poem itself, rather than through its message given us an altogether
inescapable of awkwardness and conflict throughout the poem’. OK, and I colour that one differently
again. So I hope you can see that in that, what most people would do is they would stop
right there after they’d done that one, or maybe they’d only put one thing here,
I’ve put two remember. So hopefully what you can see is you’re just building in that
way. Now you don’t have to do this for every
poem or every point, so this bit here is 123 words, so theoretically this is one quarter,
one third of your analysis right there if it’s the unseen one because you only have
to do about a page, a page and half. Or do as much as you feel you can get but I’m
just telling you because you’ve only got 20 minutes to write it so you’re not going
to be writing bucket loads or should I say tree loads. And here you’ve got everything
you need to kind of just show a range of understanding, because if you remember the last video where
we actually looked at how it was marked, this is going to cover virtually all the things
that actually you’re being asked about. So whatever question you get remember, you’re
going to always focus on the meaning first and foremost, which in this the thing we’ve
actually looked at is the conflict and the state of Baghdad, and then you’ve actually
got it broken down in different sections, so that’s how you would build it. I hope that makes sense. Just remember, PEAL
and then link two or three times, however much you feel comfortable with and however
much you feel is strongest. If there’s an original way of putting something then put
it in an original way but just go as safe as houses at the beginning, you can’t go
wrong. Now the only difference that you would do
– and we’ll look at this in an A* video like I said, in a second – the only thing
you would do for the comparison section which is section A which is 36 marks, is you do
as above but within each paragraph swap the focus of your essay to the other poem, showing
how it focuses on something similar or different, in a way that is similar or different. Now
that bits a little bit confusing. So basically if the first poem is about conflict and the
second poem is also about conflict, then that’s great, you’ve got something similar, OK,
in its kind of topic. Now if the first poem’s about
the damage of conflict like this one and the
second one say was to do with the positive messages from conflict, then that would be
completely different. So looking at the same thing in a very different way. Right? So that
would be one way you can talk about comparison and all you’d do is you’d use a switching
phrase for the second one, you say, ‘however’. ‘So the first one focuses on …. However,
the second one focuses on’ …… Or ‘on the other hand focuses on …..’ So the
first one focuses on something and then the second aim of the poem focuses on something
different. So you can see here all the stock phrases that you’ve got here will be useful
to you. Now if they focus on something that’s similar
but they do something different within it, or same within it, this is how we’ll write
about it. So let’s go back. If a poem focuses on say, like this one, the state of decay
in Baghdad and then another one focuses on the state of decay somewhere else, let’s
just take that as a given. And then we say ‘and they similarly use’ – let’s take
a reference from this one – ‘a lot of references to war’. Now if they use a lot
of references to war, again, to remind us of war throughout, then it’s doing a similar
thing in a similar way. Now look, it can do it another way as well.
I might actually write up some examples in a minute, in another video. Now if it’s
focused on something different but then also they might use something that’s similar,
so let’s take colours, so let’s take ‘images here are used to, for example, make everything
very vivid to us’. Now let’s imagine that we’re looking at a poem and we’re saying
‘these two poems are actually very different. One is focusing on how bad things become because
of conflict and one is focusing on how good something is because of conflict. However,
they’re both similar in that they use colours to really place the reader there or to make
things very vivid in our minds’, etc. etc. etc. So that’s a way you could actually
have something that’s different but that uses similar technique. Now the easiest one to look at – or is straightforward
and makes probably more sense – is if we have a different focus and then we have a
different way of actually using something. So again, if we’ve got a different poem
– so the first one like we said again – sorry to keep repeating it – the first one’s
about the decay that comes about because of conflict, the second one’s because of the
positive consequences of conflict and they both use the references of the visitor taking
everything in, for example, in an image, but it would be different in this case, say the
first one might be because they’re using it to see, as in this one, all the kind of
the bloodshed and how sad everything is and how depressed and decrepit the place is, but
the visitor in the other one could actually be a group and they could be seeing how great
it was. OK? So that could be used that way. Or another way it could actually be different
is that, you know, you could say that it’s not a visitor that’s doing it, we’re hearing
about it second hand from a character. I hope that makes sense, it should do but
I will go through some examples of it with real anthology examples as well to make it
a clearer to it. So remember, something can be similar or different
in a similar and different way. So it’s kind of two levels within it. So you’ve
got the first level where they went ‘right is it similar or different in terms of the
meaning?’ Yes, that’s actually a good way of putting it. Imagine this meaning here
as level one, OK, that’s the most important one, that’s the prime level. So similar
and different in level 1 is grand. Similar and different anywhere else is what we’re
referring to in this second part here. So I’m just going to put a 1 next to this if
you’ve listened to that bit about 1 and prime for meaning, and the second one here
so that makes some sense. Again I’ll do some examples that’ll help you. 1, 2, 3,
4 – any of the four areas there, they’re what’s referenced in area two but similar
or different and that’s for section one. Now all you have to do is add or tag wherever
you want, the second element from here. So let’s say ‘this is furthered by reference
to war which reminds us again and again that conflict through war is ever present in the
poem’ and then I’m just going to say an adding phrase here; ‘so we also see’ and
then I reference in there my second poem. You see? I might not tag into that there,
OK, because I wouldn’t really need to. That would probably be too much, you wouldn’t
really switch and then just kind of return to that first point again, it wouldn’t make
sense. So it would make sense to go from poem A to poem B and then maybe go back to poem
A from whatever you’ve written at the end of poem B, but it wouldn’t make sense for
you to just go back to this point here about conflict unless you’ve linked it to whatever
you’re going to write at the end of this section here. So you can do that part there and then you
can use anything. If it was a switching phrase – it’s a lame name I’m actually calling
him – so imagine it was….instead of this it was something different and we just look
at that…’on the other hand’ and then we can actually discuss that one. So either
way you want to do it, that’s the way to go about it for the comparison one. So bear these in mind, they’re the most
important ones and bear PEAL in mind as well. So when you’re looking at the unseen one
it’s just PEAL on its own. Point, Evidence, Analyse and the Link it two or three times
to something else from SMILE and with the other one, with the original one, the one
worth more marks – remember to spend more time on this one – you’ve got to do exactly
the same thing because that’s the skill you’re trying to do, but then also add in
the linking section of the paragraphs and then keep this all one paragraph. And we’re
going to look at that now in an A* top band essay.

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