poetry essay gcse

How to Write an Essay Comparing Poems

This is Revision World’s guide on how to write an essay or answer an exam question that asks you to compare poems within the poetry anthology you are studying.

Understanding the Task:

Identify the Key Components: Ensure you understand the task requirements, including the poems you're comparing, the themes, and the aspects you need to analyse (e.g., structure, language, tone).

Pre-Writing Stage:

Read and Annotate: Read the poems multiple times, annotating key themes, literary devices, and interesting observations.

Identify Similarities and Differences: Note down similarities and differences in themes, imagery, language, structure, and tone between the two poems.

Structuring Your Essay:

 Introduction:

Introduce the poems and poets, providing context if necessary.

Present your thesis statement, outlining the main points of comparison.

Body Paragraphs:

Topic Sentences: Start each paragraph with a clear topic sentence that states the aspect of comparison.

Comparison: Analyse each poem separately, focusing on the chosen aspect (e.g., theme, structure). Then, compare and contrast the same aspect in both poems.

Use of Evidence: Provide evidence from the poems to support your analysis (quotations).

Analysis: Interpret the significance of the similarities and differences, considering their effects on the reader and the overall meaning of the poems.

Conclusion:

Summarise your main points of comparison.

Reflect on the significance of the comparisons and their implications for the reader.

Offer insights into the broader themes or messages conveyed by the poems.

Writing Tips:

Be Specific: Avoid vague statements and ensure your comparisons are specific and well-supported by evidence.

Consider Poetic Devices: Analyse the poets' use of poetic devices (e.g., imagery, symbolism, metaphor) and how they contribute to the overall effect of the poems.

Focus on Key Themes: Choose a few key themes or aspects to compare rather than attempting to cover everything in the poems.

Maintain Coherence: Ensure your essay flows logically, with clear transitions between paragraphs and ideas.

Proofread: Carefully proofread your essay for grammar, spelling, and punctuation errors.

Example Statement:

"In 'Poem A' and 'Poem B,' both poets utilise imagery and symbolism to explore the theme of loss, but while 'Poem A' uses natural imagery to convey a sense of grief and acceptance, 'Poem B' employs religious symbolism to depict a more existential struggle with loss and faith."

Example Topic Sentences:

"In 'Poem A,' the poet employs vivid natural imagery to convey the speaker's emotional response to loss."

"Conversely, 'Poem B' utilises religious symbolism to explore the theme of loss in a more abstract and existential manner."

By following these steps and incorporating these tips, you can effectively write a well-structured and insightful essay comparing two poems in your GCSE English Literature exam.

Revision Centre

Exam Revision Notes and Online Learning Resources

Poetry Essay Writing

The following subheadings show the different areas that you should focus on when analysing a poem…

Content Subject matter of the poem, or what it is about. Could also be what the message is or what type of poem it is (e.g. love / war poetry)

Language This is the poet’s choice of vocabulary. You need to comment on this choice of words and say how effective you find it.

Style This is how the poet chooses to write – any poetic devices he/she may use.

Tone The mood or voice of the poem. Certain words create a mood, or the use of sarcasm or irony create their own mood.

Structure This is the division of the poem into stanzas. When analyzing the structure, you need to decide why the poet has divided the poem as they have (e.g. If a line or word is isolated, this may be to emphasise it). You also need to consider the rhyme scheme and the rhythm – whether the words / sentences flow or not…

Personal Response Your own personal response should be evident throughout the essay. (e.g. If you identify a simile, you must include how effective you find it, with reasons)

Welcome to Seneca Revision Notes

Short and effective seneca revision notes for a-level & gcse.

1 Ozymandias - Percy Bysshe Shelley (1792-1822)

1.1 Ozymandias Analysis

1.1.1 Summary

1.1.2 Key Ideas

1.1.3 Themes

1.1.4 Irony & Rhythm

1.1.5 Key Quotes & Comparisons

1.1.6 End of Topic Test - Ozymandias

2 London - William Blake (1757-1827)

2.1 London Analysis

2.1.1 Summary

2.1.2 Themes & Structure

2.1.3 Themes & Structure 2

2.1.4 Key Quotes & Comparisons

2.1.5 Exam-Style Questions - London

3 Storm on the Island - Seamus Heaney (1939-2013)

3.1 Storm on the Island Analysis

3.1.1 Summary & Structure

3.1.2 Themes

3.1.3 Themes 2

3.1.4 Key Quotes & Comparisons

3.1.5 End of Topic Test - Blake & Heaney

4 Exposure - Wilfred Owen (1893-1918)

4.1 Exposure Analysis

4.1.1 Summary

4.1.2 Personification

4.1.3 Themes

4.1.4 Structure, Key Quotes & Comparisons

4.1.5 End of Topic Test - Exposure

5 War Photographer - Carol Ann Duffy (born 1955)

5.1 War Photographer Analysis

5.1.1 Summary

5.1.2 Themes

5.1.3 Imagery

5.1.4 Comparisons & Key Quotes

6 My Last Duchess - Robert Browning (1812-1889)

6.1 My Last Duchess Analysis

6.1.1 Summary

6.1.2 Characterisation & Themes

6.1.3 Structure, Key Quotes & Comparisons

6.1.4 End of Topic Test - Duffy & Browning

7 The Prelude - William Wordsworth (1770-1850)

7.1 Extract from The Prelude Analysis

7.1.1 Summary

7.1.2 Personification & Imagery

7.1.3 Themes

7.1.4 Key Quotes & Comparisons

7.1.5 End of Topic Test - The Prelude

8 Charge of the Light Brigade - Alfred Tennyson

8.1 Charge of the Light Brigade Analysis

8.1.1 Summary

8.1.2 Themes

8.1.3 Rhetorical Techniques, Key Quotes & Comparisons

8.1.4 End of Topic Test - Charge of the Light Brigade

8.1.5 Exam-Style Questions - Charge of the Light Brigade

9 Bayonet Charge - Ted Hughes (1930-1998)

9.1 Bayonet Charge Analysis

9.1.1 Summary

9.1.2 Themes

9.1.3 Themes 2

9.1.4 Structure & Key Comparisons

9.1.5 End of Topic Test - Bayonet Charge

10 Poppies - Jane Weir (Born 1963)

10.1 Poppies Analysis

10.1.1 Summary

10.1.2 Theme of Motherhood

10.1.3 Imagery

10.1.4 Form, Structure & Key Comparisons

10.1.5 End of Topic Test - Poppies

11 Tissue - Imtiaz Dharker (Born 1954)

11.1 Tissue Analysis

11.1.1 Summary

11.1.2 Themes & Symbolism

11.1.3 Religion & Conflict

11.1.4 Form, Structure & Key Comparisons

11.1.5 End of Topic Test - Tissue

12 The Emigree - Carol Rumens (Born 1944)

12.1 The Emigree Analysis

12.1.1 Summary & Structure

12.1.2 Themes

12.1.3 Key Quotes & Comparisons

12.1.4 End of Topic Test - The Emigree

13 Kamikaze - Beatrice Garland (Born 1938)

13.1 Kamikaze Analysis

13.1.1 Summary & Structure

13.1.2 Themes

13.1.3 Themes 2

13.1.4 Structure, Quotes & Comparisons

13.1.5 End of Topic Test - Kamikaze

14 Checking Out Me History - John Agard (Born 1949)

14.1 Checking Out Me History Analysis

14.1.1 Summary

14.1.2 Themes

14.1.3 Key Quotes & Comparisons

14.1.4 End of Topic Test - Checking Out Me History

15 Remains - Simon Armitage (Born 1963)

15.1 Remains Analysis

15.1.1 Summary

15.1.2 Themes: Desensitisation &Trauma

15.1.3 Themes: Guilt

15.1.4 Themes: Nature of War

15.1.5 Structure

15.1.6 Key Quotes & Comparisons

15.1.7 End of Topic Test - Remains

16 Grade 9 - Themes & Comparisons

16.1 Grade 9 - Themes & Comparisons

16.1.1 Grade 9 - Themes & Comparisons

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GCSE English Literature AQA: Poetry Anthology (essay plans)

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

13 May 2023

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A collection of 10 essay plans covering the poems from the Love and Relationships cluster of AQA’s Poetry Anthology . Suitable for GCSE students. Organised into distinct paragraphs with language analysis, context, quotations and poet’s intentions highlighted clearly.

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GCSE English Literature AQA: Poetry Anthology (notes + essay plans)

A complete revision guide to **AQA's Love and Relationships cluster** for the **Poetry Anthology.** Covers all poems and major themes, including **context and language analysis.** Comes with a set of **10** essay plans for a collection of poems. Highlighted to clearly show **language analysis, context and quotations.**

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• How To Write The Perfect Comparative Essay On Poetry

Poetry comparison – How to write the perfect comparative essay

When it comes to poetry analysis, Phil Beadle knows what examiners want to see – and he’s here to make sure you can help every student can deliver it

Poetry comparison – or writing a comparative essay about two poems, seen or unseen – is what students will eventually be assessed on when they come to sit the poetry analysis part of their English Literature GCSE .

It makes sense, therefore, to get some early poetry comparison practice in. See what the assessment criteria will be asking for in preparation for the day the stakes are high.

The first door we must knock on is the one housing the crone of context. What the GCSE mark schemes will eventually ask for is a well constructed, conceptual response replete with oodles of subject terminology and a fairly deep mention of context.

It asks students to do this, however, in very little time. It also ignores the fact that contextual analysis in poetry – aside from the obvious modern/ancient dichotomy – is a rich brew that requires, firstly, a lot of contextual knowledge.

Also ignored is the fact that the biographical takes you away from the textual. Since the value in poetry analysis is the study of how words and form align to construct beauty or its antithesis, mention of context inevitably takes you into the realms of history. This is a whole other subject.

Poetry comparison example

Resources: ‘My Last Duchess’, by Robert Browning ‘Remains’, by Simon Armitage

Context – theme

So, my recommendation to students when constructing the first paragraph of a poetry comparison essay is, if appropriate, to make glancing reference to the titles. Only go so far as linking these to comparison of theme. The contextual is in the thematic.

On comparing theme, they should make explicit reference to the word ‘subtextual’. This flags to the examiner that this is an answer rich in apposite use of subject terminology quite early on. For example:

“The subtextual theme of ‘My Last Duchess’ is that sexual jealousy can cause the empowered (in this case titled) men – or, indeed, just men – to so lose their minds. They become murderous. Whereas the subtextual theme of ‘Remains’ links to the ambiguities of the title.

“As a noun, it links to the idea of the human remains of the looter around which the narrative revolves. As a verb, all that is left is memory.

“Both these poems linger around ideas of memory. Both narrators are tortured. But whereas the narrator in ‘Remains’ realises that he is stained by his actions, the narrator of ‘My Last Duchess’ is oblivious and has learned altogether nothing.”

Structure – rhyme

This is as far as we might want to go with context. Otherwise, we are addressing the poetic with its opposite and scribing a list of dates.

So, the next paragraph should examine structure. We do so by using rhyme scheme and form as a way of unlocking it. First of all, say what you see and, where possible, state the form:

“‘My Last Duchess’ is from Browning’s collection of ‘Dramatic Monologues’. It’s a substantial block of text with one person, the Duke, speaking. ‘Remains’ is seven quatrain stanzas and a couplet.”

Analysis of rhyme scheme

This is simple to do and gives students an opportunity to shovel a bit of subject terminology the examiners’ way. Generally, it is best to leave this unanalysed however. This is because analysis of rhyme scheme is much richer in terms of unlocking structure.

“The rhyme scheme in ‘My Last Duchess’ is in perfect couplets. On the other hand, ‘Remains’ is the epitome of deliberate irregularity.

“If one is to take this as a symbolic suggestion of the degree of order in both dramatic and moral worlds, one might conclude that the world of the former poem is ordered and correct, whereas that of the latter is chaotic and incongruent.

“There is an irony in the Duke speaking in perfect rhyme, being able to rhyme “munificence” and “pretence” and then suggesting he has no “Skill in speech”. This suggests him to be the liar he is.

“But the more interesting approach is in ‘Remains’: three out of four of the end words in stanza one, in which the looters raid the bank, are repeated in stanza six, when the incident is replayed in the narrator’s memory.

“The fact that only three of the four words -“out”, “bank”, “not” – are repeated suggests the decay of memory. Internal rhyme also plays a part in the pivot between action turning into memory. The fourth stanza features eye rhymes ”agony”, “by”, “body” before going into near perfect rhyme that carries on into the next stanza, “lorry”, “really”.

“But “really” is an add on, a coda to the phrase “End of story”. It suggests that the death of the looter should have been the finish of the event, but that there is an unpleasant coda. This is the fact that memory ‘remains’.”

You can get a lot from a poem through examining the rhyme in detail.

Metre – stress

From there, we go onto a fairly stunted form of metrical analysis; and we do this precisely because others avoid it.

I am not suggesting that students attempt analysis of trochees and anapests. After all, to our modern untrained ears, the differences between stressed and unstressed syllables can be unfathomable.

But where there is obvious metric change, we take this as a signal from the poet to pay special attention to this line (and to analyse it).

“ Metrically, ‘My Last Duchess’ appears to be in tetrameter with the odd substitution, “I call”. This, again, might be taken to suggest the narrator’s level of control over his circumstances.

“ The metre in ‘Remains’ is used to create specific effects. It is broadly irregular except in stanzas one, three and six (even, event, recall) where it goes into tetrameter.

“ The substitutions on “Sleep” and “Dream”, however, give a jarring effect, an elongated stutter, a metric pause. This sets up the brief moment of peace before the nightmare of replayed events comes back to haunt him.”

Language – reflections

We do not go over the top with metrical analysis. Just one comparison is enough to let the examiner know we are on top of the brief.

“We do not go over the top with metrical analysis”

From there, we divert into the linguistic. Show the examiner that you can recognise the idea that the soundtrack of the poem is somehow a representation or mirror of the poem’s themes. One killer comparison is all we need:

“Ultimately, the distinction is between a narrator rich in self delusion and one haunted by self knowledge. Both are murderers, but one has no guilt over an action he considered before committing. The other took a rapid action that now haunts him.

“The difference in consideration is signalled by the punctuation. There is a difference between the time implied by the commas in “probably armed, possibly not” and the semi colons in “This grew; I gave commands; then all smiles stopped together”.

“It tells us much about their comparative level of ruthlessness and design at the moment of decision. There is also a distinction in maturity that is signalled by the howling childishness of the ‘oo’ sounds in “forsooth”, “choose” and “stoop” and the deadening emotional stutter of pain in the repetitive ‘n’ sounds in the penultimate line of ‘Remains’.”

And as for conclusions for your comparisons in poetry essay, don’t bother. We haven’t got the time, and they are always rubbish anyway.

Phil Beadle is a teacher and the author of several books. This includes Rules for Mavericks: A Manifesto for dissident creatives (Crown House). Check out our AQA English Literature Paper 1 revision resource .

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