Answer one question. Refer closely to the works of at least two poets you have studied.
1. Hope and/or pessimism are sometimes reflected in poetry. In the work of at least two poets
you have studied, examine either or both of these attitudes and the way in which the poets have
chosen to convey them.
2. “The language of a poem is often that of one thing compared to another.” In the work of at least
two poets you have studied, explore how poets have made their subjects come alive through
different means of comparing them.
3. “Poets often withhold certitude, which can at the same time empower readers to think creatively.”
Consider the works of at least two poets you have studied in which ambiguity has enabled readers
to reach their own conclusions about meaning and implications.
4. What poets do with historical materials can be delivered with very different intents and effects.
Choosing at least two poets you have studied, compare two approaches found in their work and
discuss in what ways these contribute to the overall effect of the poems.
5. Poets may arrange their material to encourage the reader to move rapidly through the lines or in a
way that encourages reflection. In the work of at least two poets you have studied, consider how
the pace of poems is created and its relation to the way meaning is delivered.
6. Choose a similar subject that is covered by at least two poets you have studied and compare both
1. Hope and/or pessimism are sometimes reflected in poetry. In the work of at least two poets
you have studied, examine either or both of these attitudes and the way in which the poets have
chosen to convey them.
2. “The language of a poem is often that of one thing compared to another.” In the work of at least
two poets you have studied, explore how poets have made their subjects come alive through
different means of comparing them.
3. “Poets often withhold certitude, which can at the same time empower readers to think creatively.”
Consider the works of at least two poets you have studied in which ambiguity has enabled readers
to reach their own conclusions about meaning and implications.
4. What poets do with historical materials can be delivered with very different intents and effects.
Choosing at least two poets you have studied, compare two approaches found in their work and
discuss in what ways these contribute to the overall effect of the poems.
5. Poets may arrange their material to encourage the reader to move rapidly through the lines or in a
way that encourages reflection. In the work of at least two poets you have studied, consider how
the pace of poems is created and its relation to the way meaning is delivered.
6. Choose a similar subject that is covered by at least two poets you have studied and compare both
Answer one question. Refer closely to the works of at least two poets you have studied.
1. Attentive readers discover much about a poem’s meaning though its tone, ie the attitude a
poet takes to the subject or audience of a poem. In the tone, the emotional attitude a poet takes
to a subject, attentive readers hear many clues about the intended meaning. In the work of at
least two poets you have studied, discuss how they have used tone to shape your understanding of
and response to poems.
poet takes to the subject or audience of a poem. In the tone, the emotional attitude a poet takes
to a subject, attentive readers hear many clues about the intended meaning. In the work of at
least two poets you have studied, discuss how they have used tone to shape your understanding of
and response to poems.
2. The passage of time and its significance can be handled in many ways in poetry. Consider
the ways in which at least two poets have included aspects of time in their poetry through their
effective use of stylistic techniques.
the ways in which at least two poets have included aspects of time in their poetry through their
effective use of stylistic techniques.
3. Resistance and rebellion at either a personal or a larger, social level, can lead to very
interesting poetic explorations. By what means and with what effects have at least two poets you
have studied included such impulses and actions in their poetry?
interesting poetic explorations. By what means and with what effects have at least two poets you
have studied included such impulses and actions in their poetry?
4. Colour and sound provide some of the most vivid effects in poetry. How have at least two
poets that you have studied used such visual and auditory aspects as these to enrich their poems?
poets that you have studied used such visual and auditory aspects as these to enrich their poems?
5. Patterns, aimed at the mind, the heart or the ear of the reader, are used by poets to
achieve their purposes. In the work of at least two poets you have studied, examine various
patterns and their effects.
achieve their purposes. In the work of at least two poets you have studied, examine various
patterns and their effects.
6. While some poems focus exclusively on a personal or private experience, others reflect on
the place of the individual in the larger human community. In the work of at least two poets,
explore the ways in which poems have conveyed the poet’s sense of the world beyond the private
sphere.
the place of the individual in the larger human community. In the work of at least two poets,
explore the ways in which poems have conveyed the poet’s sense of the world beyond the private
sphere.
Grading Rubric
Paper 2: Poetry
Criterion A: Knowledge and understanding of texts
- How well does the student know the texts studied?
- How much understanding has the student shown of the texts studied in relation to the question answered?
- How detailed and/or appropriate are the student’s references to the texts studied?
| Marks | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1 | There is limited knowledge of, or familiarity with, the texts used to answer the question. |
| 2 |
There is some knowledge of, or familiarity with, the texts used to answer the question.
There is superficial understanding of the texts used.
|
| 3 |
There is adequate understanding of the texts used to answer the question.
There are relevant references to the texts.
|
| 4 |
There is good understanding of the texts used to answer the question.
There are detailed and appropriate references to the texts.
|
| 5 |
There is perceptive understanding of the texts used to answer the question.
There are detailed and well-chosen references to the texts.
|
Criterion B: Response to the question
- How well has the student understood the specific demands of the question?
- To what extent has the student responded to these demands?
- How well has the student illustrated claims?
- To what extent has the student expressed a relevant personal response?
| Marks | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1 |
There is limited awareness of the main implications of the question.
The ideas are mainly insignificant and/or irrelevant, or
The essay consists mainly of paraphrase and/or narration and/or repetition of content.
|
| 2 |
There is some awareness of, or response to, the main implications of the question.
The ideas are sometimes irrelevant.
The essay consists mainly of unsubstantiated generalizations.
|
| 3 |
There is an adequate response to the main implications of the question.
The ideas are generally relevant.
The analysis of the ideas is adequate and sometimes illustrated by relevant examples.
|
| 4 |
There is a good response to the main implications of the question.
The ideas are relevant and include a personal response, where appropriate.
The analysis of the ideas includes some detail and is illustrated by relevant examples.
|
| 5 |
There is an excellent response to the main implications as well as some of the subtleties of the question.
The ideas are carefully considered and show some independence of thought, where appropriate.
The analysis of the ideas is detailed and well illustrated by good examples.
|
Criterion C: Appreciation of literary features
- To what extent is the student aware of the presence of literary features in the texts, such as diction, imagery, tone, structure, style and technique?
- To what extent does the student appreciate the effects of the literary features in relation to the question?
- How well has the student supported claims about the effects of the literary features?
| Marks | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1 | There is limited mention or consideration of some of the literary features of the texts in relation to the question. |
| 2 |
There is mention or consideration of the literary features of the texts in relation to the question.
There is a superficial analysis of the literary features mentioned.
|
| 3 |
There is some analysis of the effects of the literary features of the texts in relation to the question.
The analysis is illustrated by some relevant examples.
|
| 4 |
There is adequate analysis of the effects of the literary features of the texts in relation to the question.
The analysis is appropriately illustrated by relevant examples.
|
| 5 |
There is detailed analysis of the effects of the literary features of the texts in relation to the question.
The analysis is well illustrated by carefully chosen examples.
|
Criterion D: Presentation
- How well organized is the essay?
- How effectively have the student’s thoughts and feelings been presented?
- To what extent are supporting examples integrated into the body of the essay?
| Marks | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1 |
Ideas are presented with limited evidence of a structure to the essay.
The ideas presented are not ordered or in a logical sequence.
|
| 2 |
Ideas are presented with some evidence of a structure to the essay.
Ideas are sometimes presented in an ordered or logical sequence.
|
| 3 |
There is adequate structure to the essay.
Ideas are generally presented in an ordered and logical sequence.
Supporting examples are sometimes appropriately integrated into the body of the essay.
|
| 4 |
There is a clear and logical structure to the essay.
Supporting examples are appropriately integrated into the body of the essay.
|
| 5 |
There is a purposeful and effective structure to the essay.
Supporting examples are well integrated into the body of the essay.
|
Criterion E: Formal use of language
- How accurate, clear and precise is the language used?
- How appropriate is the choice of register and style for this task? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task. Terminology relates to the forms of prose and drama.)
| Marks | Level descriptor |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1 |
Comprehensible language is used to a limited degree.
There are significant lapses in grammar, spelling and sentence construction.
The vocabulary used is rarely accurate or appropriate.
|
| 2 |
There is some degree of clarity and coherence in the use of language.
There is some degree of accuracy in grammar, spelling and sentence construction.
The vocabulary is sometimes appropriate to the literary analysis.
|
| 3 |
There is clear and coherent use of language.
There are only a few significant lapses in grammar, spelling and sentence construction.
Some care is shown in the choice of vocabulary, idiom and style.
The register is generally appropriate for literary analysis.
|
| 4 |
The use of language is clear, varied and precise.
There are no significant lapses in grammar, spelling and sentence construction.
The use of vocabulary, idiom and style is effective and appropriately varied.
The choice of register is suitable for literary analysis.
|
| 5 |
The use of language is clear, varied, precise and concise.
There are no significant lapses in grammar, spelling and sentence construction.
There is precise use of wide vocabulary and varied idiom and style.
The choice of register is effective for literary analysis.
|
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