As with previous years, examiners noted that there was evidence of strong preparation with
focused arguments that led to good responses. There was continuing evidence, too, of pupils
attempting a range of approaches to the compare/contrast element with many opting to discuss
the anchor poem in depth and then comparing/contrasting their second poem against this. This
proved to be very successful for candidates. Candidates used an effective variety of poems to
compare/contrast with the anchor poem where appropriate. In the main candidates’ selection of
a second poem were appropriate with a minority incorrectly choosing from the same list as the
anchor poem or, simply, making a poor choice that restricted their response.
Some candidates, still, are prone to paraphrase each poem or offer a narrative account without the comment or explanation that is required. Others compare/contrast verse-about ignoring the actual length/structure/understanding of the individual poems. Incorporation of appropriately selected quotation into argument remains a differentiator between higher and lower achieving candidates too.
Examiners noted the increasing and appropriate use of poetry-specific vocabulary which was impressive though not always necessary. However, application of poetic technique still remains a difficulty; as with previous years many candidates are identifying a range of techniques they know but are struggling to discuss the effects of these in relation to the question set. There is some evidence too of candidates focusing more on content and structure rather than on language analysis and a great deal of loose and unfounded speculation on the meaning and effect of rhythm and rhyme.
Candidates seemed most confident and comfortable when choosing to write about poems with more concrete themes, e.g. 10(b) but struggled more with poems whose meaning was elusive and more reliant on symbolism e.g. 9(a) and 10(a). Candidates responded well, also, to the poetry of Thomas Hardy both in 9(b) and 11(a) and (b).
Examiners did note that this section allows candidates the opportunity to reveal their awareness and insights into the human condition and that these comments often continue to surprise and bring renewed appreciation of the poems to even the most experienced examiners.
Finally, AO4, awareness of context, was assessed this year for the first time. Higher achieving candidates were able to make this relevant and incorporate these comments skilfully into the thread of their argument. Others, however, chose to ignore this AO completely or continued to state everything they knew about the poet without relating the material to the key terms of the question.
Some candidates, still, are prone to paraphrase each poem or offer a narrative account without the comment or explanation that is required. Others compare/contrast verse-about ignoring the actual length/structure/understanding of the individual poems. Incorporation of appropriately selected quotation into argument remains a differentiator between higher and lower achieving candidates too.
Examiners noted the increasing and appropriate use of poetry-specific vocabulary which was impressive though not always necessary. However, application of poetic technique still remains a difficulty; as with previous years many candidates are identifying a range of techniques they know but are struggling to discuss the effects of these in relation to the question set. There is some evidence too of candidates focusing more on content and structure rather than on language analysis and a great deal of loose and unfounded speculation on the meaning and effect of rhythm and rhyme.
Candidates seemed most confident and comfortable when choosing to write about poems with more concrete themes, e.g. 10(b) but struggled more with poems whose meaning was elusive and more reliant on symbolism e.g. 9(a) and 10(a). Candidates responded well, also, to the poetry of Thomas Hardy both in 9(b) and 11(a) and (b).
Examiners did note that this section allows candidates the opportunity to reveal their awareness and insights into the human condition and that these comments often continue to surprise and bring renewed appreciation of the poems to even the most experienced examiners.
Finally, AO4, awareness of context, was assessed this year for the first time. Higher achieving candidates were able to make this relevant and incorporate these comments skilfully into the thread of their argument. Others, however, chose to ignore this AO completely or continued to state everything they knew about the poet without relating the material to the key terms of the question.
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