Homing (AQA GCSE English Literature)

Revision Note

Author

“Homing”

Each poetry anthology at GCSE contains 15 poems, and in your exam question you will be given one poem – printed in full – and asked to compare this printed poem to another from the anthology. As this is a closed-book exam, you will not have access to the second poem, so you will need to know aspects of it from memory. Fifteen poems is a lot to revise. However, understanding four things will enable you to produce a top-grade response:

The meaning of the poem
The ideas and messages of the poet
How the poet conveys these ideas through their methods
How these ideas compare and contrast with the ideas of other poets in the anthology

Below is a guide to Liz Berry’s poem “Homing”, from the Worlds and Lives anthology. It includes:

Overview: a breakdown of the poem, including its possible meanings and interpretations
Writer’s methods: an exploration of the poet’s techniques and methods
Context: an exploration of the context of the poem, relevant to its themes
What to compare it to: ideas about which poems to compare it to in the exam

Exam Tip

“Homing" is part of the Worlds and Lives anthology of poems, and the exam question asks you to compare the ideas presented in two of these anthology poems, specifically related to the ideas of worlds, relationships within these worlds and individuals’ lives. The collection focuses on universal themes that relate to our connections with places, as well as ideas about home and heritage.

It is important that you learn about the similarities and differences in the way the poems present the theme or idea in the question. For example, you could consider the way “Homing" presents human relationships in the world they live in, and compare this with the way other poems in the anthology have presented this theme. See the section below on “What to compare it to” for detailed comparisons of “Homing" and other poems in the anthology.

Overview

In order to answer an essay question on any poem, it is vital that you understand what it is about. This section includes:

The poem in a nutshell
A “translation” of the poem, section-by-section
A commentary of each of these sections, outlining Liz Berry’s intention and message

“Homing" in a nutshell

“Homing" is written by the poet Liz Berry, who was born in the Midlands, a region of central England, in 1980. The poem, like much of her poetry, considers individuals’ relationships with cultural heritage and the way language shapes identity.

“Homing" breakdown

Lines 1–3

“For years you kept your accent

in a box beneath the bed,

the lock rusted shut by hours of elocution”

Translation

The lines introduce a speaker’s direct address to a listener:

The speaker suggests, symbolically, that their accent has been hidden by hours of speech training (“elocution”)

Berry’s intention

Berry introduces a conversation about language related to personal identity
The metaphor alludes to the way the individual’s identity is restricted:

The imagery of “rusted shut” implies an extended period of repressed expression

Lines 4–5

“how now brown cow

the teacher’s ruler across your legs.”

Translation

The poem uses a phrase connected with elocution: “how now brown cow”
The speaker is punished if they get it wrong and pronounce the vowels in an accent different to the “Queen’s English” or received pronunciation

Berry’s intention

Berry presents learning to conform as punitive and painful
Berry alludes to prevalent ideas about the disciplinary nature of elitist traditions

Lines 6–10

“We heard it escape sometimes,

a guttural uh on the phone to your sister,

saft or blart to a taxi driver

unpacking your bags from his boot.

I loved its thick drawl, g’s that rang.”

Translation

The narrator refers to the listener’s native accent, which “escapes” at times
The narrator lists occasions when they have heard the hint of the listener’s native pronunciation of words
They add that they “loved” the sound of it (stressed by the past-tense verb)

Berry’s intention

Berry illustrates the way an individual remains tied to their cultural heritage
At times (perhaps in emotional or challenging moments) they show their real identity via their natural accent

The narrator sounds nostalgic about the rich sound of the listener’s old accent

Lines 11–13

“Clearing your house, the only thing

I wanted was that box, jemmied open

to let years of lost words spill out –”

Translation

The speaker hints at the listener’s absence while describing clearing the house
They refer to a “box”, which held the listener’s hidden accent:

This is confirmed when the narrator mentions “lost words”

It is clear the speaker wishes the listener had been more open about their heritage:

They want to break open the box (“jemmied”) and let the “words spill out”

Berry’s intention

Berry presents a regretful speaker who is frustrated at the listener’s repressed identity

Lines 14–16

“bibble, fittle, tay, wum,

vowels ferrous as nails, consonants

you could lick the coal from.”

Translation

The speaker mentions words and sounds that make up the Black Country accent
The lines mention iron (“ferrous”) and “coal”, referring to industry commonly associated with the region

Berry’s intention

Berry draws attention to the vibrancy of cultural heritage with Sensory imagery

Lines 17–20

“I wanted to swallow them all: the pits,

railways, factories thunking and clanging

the night shift, the red brick

back-to-back you were born in.”

Translation

The speaker uses metaphor to describe the native accent:

The symbolic nature of “swallow” refers to the richness of the sounds

The poet lists aspects of colour and sound that refer to the urban nature of the region

Berry’s intention

Berry describes the Black Country in England and its particular accent with vivid imagery to promote the expression of cultural identity

Lines 21–23

“I wanted to forge your voice

in my mouth, a blacksmith’s furnace;

shout it from the roofs,”

Translation

The speaker repeats a desire for a closer connection with the listener’s heritage
Here, they suggest they wanted to sound the same and use their accent proudly

Berry’s intention

Berry offers an alternative perspective on cultural heritage
Berry implies language is integral to an individual’s identity

Lines 24–25

“send your words, like pigeons,

fluttering for home.”

Translation

The poem ends with a natural image: a homing pigeon
The title of the poem connects with the final lines:

“Homing” refers to the idea that the listener’s words are sent back home, as if they were pigeons containing messages

Berry’s intention

Berry’s poem ends by liberating the listener from their repressed identity:

The allusion to birds connotes freedom

Berry connects freedom with a return to an individual’s heritage

Exam Tip

Your exam question will ask you to compare how poets present ideas about relationships and lives in different worlds. The question will provide you with one poem on the exam paper, and ask you to compare it with one other from the Worlds and Lives anthology. It is therefore a good idea to plan your answer with a close focus on the theme in the question and consider what the poems tell us about the nature of the world or individual lives. This demonstrates that you have understood the poems and the poets’ intentions. For example, “Liz Berry and Raman Mundair comment on the significance of cultural identity because…”

Writer’s methods

Although this section is organised into three separate sections – form, structure and language – it is always best to move from what the poet is presenting (the techniques they use; the overall form of the poem; what comes at the beginning, middle and end of a poem) to how and why they have made the choices they have.

Focusing on the poet’s overarching ideas, rather than individual poetic techniques, will gain you far more marks. Crucially, in the sections below, all analysis is arranged by theme, and includes Liz Berry’s intentions behind her choices in terms of:

Form
Structure
Language

Exam Tip

Remember, knowing the names of sophisticated techniques will not gain you any more marks on its own, especially if these techniques are only “spotted” and the poet’s intentions for this language are not explained. Instead of technique spotting, focus your analysis on the reasons why the poet is presenting their ideas in the way that they are: what is their message? What ideas are they presenting, or challenging? For example, Berry describes an individual who has buried their cultural identity – what does this represent in terms of the themes of the poem?

Form

The poem’s form is suggestive of an intimate conversation. Liz Berry directly addresses an absent listener, which conveys a sense of nostalgia. Berry uses this form to present an emotional reflection on an individual’s sense of identity.

Theme	Evidence	Poet’s intention
Belonging and heritage	The poem’s Free verse form reflects natural speech: The narrator is reflective as they talk to an absent loved one They refer to a close group or family using the first-person plural: “We heard it escape sometimes”	Liz Berry presents an intimate conversation about repressed cultural identity: The poem is delivered by a close family member to offer an alternative perspective
	The poem is a direct address to a silent listener with whom they had a close relationship: It begins, “For years you kept your accent/in a box beneath the bed”	Berry presents the silenced voice of the listener, both absent in the narrator’s life and unable to respond: In this way, Berry highlights the silenced voice of the individual who has hidden their native accent
	Berry presents the perspective of an individual in a close relationship with someone from a different background

Structure

Berry shifts the rhythm of the poem to reflect the speaker’s emotions as they celebrate an individual’s cultural identity, while expressing remorse about the way in which it was repressed.

Theme	Evidence	Poet’s intention
Individual lives	The poem begins with a controlled narrator: The use of consonance and assonance implies a difficulty articulating the new accent: “the lock rusted shut by hours of elocution” However, the half-rhyme of “bed” and “legs” makes the first stanza more regular than the rest of the poem	Berry introduces the idea of Conformity: The stanza refers to the way the listener tried to fit in with their environment
	Enjambment is used to convey the speaker’s frustration: “the only thing/I wanted was that box” Enjambment shifts into an abrupt pause in the next line: “jemmied open/to let years of lost words spill out –”	Berry presents an emotional speaker who is disappointed by the hidden heritage of their loved one
	caesurae reflect the speaker’s sense of admiration: “I wanted to swallow them all: the pits,” followed by, “in my mouth, a blacksmith’s furnace;”	Berry’s disrupted rhythm reflects the speaker’s love for the vibrant Culture of the Black Country
	The speaker in “Homing” depicts an individual who simultaneously expresses awe and sadness in response to another’s cultural identity

Language

“Homing” examines the way society encourages conformity instead of celebrating the richness of other cultures. The speaker recalls all the ways in which being surrounded by an individual with a different culture brought pleasure to their life.

Theme	Evidence	Poet’s intention
Disconnected relationships	Berry describes the listener’s Black Country accent: They list the words: “bibble, fittle, tay, wum” They express love for the “guttural uh” and the “thick drawl, g’s that rang”	Berry’s poem encourages individuals to retain their native accents by describing the sounds in a positive way
	Berry describes Urban regions with sensory imagery: A simile compares the accent to iron: “vowels ferrous as nails” present-tense continuous verbs and onomatopoeia bring the scene to life: “railways, factories thunking and clanging” The speaker makes links to fire: “red brick” and “blacksmith’s furnace”	Berry’s metaphorical language describes the culture of the Black Country as rich and sensual: The speaker finds it so pleasurable they want to “lick the coal” and “swallow them all: the pits”
	The poem ends, contrastingly, with natural imagery: A simile compares words to birds: “like pigeons,/fluttering for home.”	The final lines convey Berry’s message that individuals should embrace their cultural heritage: The metaphorical language connotes freedom, thus resolving the restrictive nature of the listener’s hidden identity
	Berry alludes to the pleasure that can be found in people’s cultural differences

Exam Tip

Try not to separate “language”, “form” and “structure” into three separate elements in your answer. For the best response, you need an integrated comparison of the themes and ideas in this and the other poems in the anthology. This means keeping a focus on the theme in the question and explaining how the poets’ methods have presented their ideas.

A top answer identifies patterns in the language, and comments on how form and structure contribute to the presentation of the theme, rather than simply listing all of the techniques in a poem. Poets’ methods should be used as support for your exploration of themes and ideas. Stay focused on the task, and then choose your evidence based on the focus of the question.

Context

Examiners repeatedly state that context should not be considered as additional factual information but connected to your analysis. Examiners ask for sophisticated contextual connections that are linked to the theme in the question. In this case, it is not biographical information about Liz Berry that is unrelated to the ideas in “Homing”. The best way to understand context is as the ideas and perspectives explored by Berry in the poem that relate to worlds and lives. This section has therefore been divided into two relevant themes that Berry explores:

Belonging and heritage
Disconnected relationships

Belonging and heritage

Liz Berry was born in 1980 in the Black Country (an industrial region in central England):

The name refers to the black soot that came from the many factories built there during the Industrial Revolution
The region was known for its steel, coal, brick and iron industries

Berry’s work has a strong connection to her home region, which is often the subject of ridicule due to its strong accent and perception of poverty:

The accent is often considered to be “not proper”

Berry’s poem, “Homing”, describes the area’s urban heritage positively by drawing attention to its sensual nature:

She describes the “red brick” and “blacksmith’s furnace”
The noise of the “railways” and “factories” is described sentimentallyusing child-like, vivid language: “thunking and clanging”

Berry subverts typical connotations of industry:

Her speaker wants to “lick the coal” and “swallow” the “red brick back-to-back you were born in”

Disconnected relationships

The poem draws attention to the accent, a key element of the the Black Country’s strong cultural identity:

The Anglo-Saxon dialect and accent of the Black Country is one of the few examples of English accents that resisted the process of controversial
In the 1800s, Received Pronunciation became the standard form of English:

It represented the accent of the monarchy and upper-class

This remains label goes here {Error #829843: Missing popover `abc123`} due to the fact it was, and still is, spoken by less than 1% of the population

Berry’s poem, “Homing”, considers the pressure on individuals to conform in their worlds, specifically regarding language:

An individual from the Black Country tries to learn the accent spoken in the south of England (Received Pronunciation):

This is described as challenging and Restrictive

Berry’s poem deals with the idea that Regional accents are not “proper English”:

The poem mourns an individual who hides their identity by learning to speak Standard English

Berry’s poem conveys the significance of heritage:

“Homing” appears in “The Black Country”, a collection of poems that uses the dialect and accent of this region
In “Homing”, Berry describes the sound of the “guttural uh”
The speaker lists words they heard and loved: “bibble, fittle, tay, wum”

The poem celebrates the accent and cultural identity of the Black Country by referencing its industrial history: “I wanted to forge your voice”
The speaker’s desire to “shout it from the roofs” promotes the idea of individuals taking pride in their native accents

Exam Tip

Remember, AO3 is only worth up to 6 marks in this question. You will be expected to demonstrate your understanding of the relationship between the poem and the context in which it was written in an integrated way, throughout your answer. It is therefore important to focus on the key themes, and have a thorough knowledge of the cluster of poems.

Context comes from the key word in the task, so your answer should emphasise the key themes. Writing a whole paragraph about the standardisation of English is not an integrated approach, and will not achieve high marks.

What to compare it to

The essay you are required to write in your exam is a comparison of the ideas and themes explored in two of your anthology poems. It is therefore essential that you revise the poems together, in pairs, to understand how each poet presents ideas about worlds and lives in comparison to other poets in the anthology. Given that “Homing” explores the ideas of disconnected relationships and differences between individual lives, the following comparisons are the most appropriate:

For each pair of poems, you will find:

The comparison in a nutshell
Similarities between the ideas presented in each poem
Differences between the ideas presented in each poem
Evidence and analysis of these similarities and differences

Exam Tip

You will be expected to not only explore this poem in depth, but to make perceptive comparisons to themes, language, form and structure used in other poems in the anthology that also comment on complex relationships and connections with personal and external worlds. It is therefore important that you have a thorough knowledge of all of the poems, rather than just memorising a series of quotations. It is also essential that you not only write about the named poem, but compare it to one other in the anthology. Only writing about the poem given on the paper will severely limit your marks.

“Homing" and “Name Journeys”

Comparison in a nutshell:

Both Liz Berry’s “Homing" and Raman Mundair’s “Name Journeys” employ speakers who explore fitting in and integrating in England. Both examine disconnections in their world related to cultural heritage. However, while Berry’s poem depicts a regretful conversation about repressed identity, Mundair uses a vibrant monologue to express her identity.

Similarities:

Topic sentence	Both poems explore disconnections between human relationships
Evidence and analysis	“Homing"	“Name Journeys”
	Berry’s poem speaks about an individual from central England: The speaker mentions “unpacking your bags” and “Clearing your house” The poet describes the Black Country	Similarly, Mundair uses the theme of travelling in her poem about displacement: The speaker is “travelling from south to north” They describe changes in the language, geography and culture
	Berry’s narrator describes a loved one’s struggle to conform: The “hours of elocution” are described as challenging Nevertheless their accent is heard to “escape sometimes”	Mundair’s speaker finds similar obstacles conversing in their new environment: She relates how her name is a “Stumble” that “filled English mouths” Her language became “dislodged as milk teeth fell”
	Berry’s speaker depicts the restrictive nature of hiding cultural identity: “For years you kept your accent/in a box beneath the bed”: The repressed identity is so hidden “the lock rusted shut”	Mundair’s poem alludes to the isolation felt by those not native to an area: Her metaphor, “wilderness”, connotes being lost and vulnerable The speaker has “not been blessed with a companion”
	Both “Homing" and “Name Journeys” explore how external worlds impact human beings’ inner lives

Differences:

Topic sentence	While Berry’s poem is celebratory and finds resolution, Mundair’s monologue is more critical of her environment
Evidence and analysis	“Homing"	“Name Journeys”
	Berry’s speaker is controlled, using caesurae and pauses to reflect moments of pleasant memory: “I loved its thick drawl, g’s that rang.” and “in my mouth, a blacksmith’s furnace;”	In contrast, Mundair’s speaker has a more fluid tone, using enjambment to present rambling thoughts
	Berry’s poem uses sensory imagery to celebrate diverse culture: She uses metaphors such as “you could lick the coal” and “I wanted to swallow them all: the pits/railways, factories”	In contrast, Mundair uses rich imagery to criticise England and present her culture positively: She refers to “Infertile English soil” Her heritage consists of “spiritual” bonds with “sisters” and lands of “sugar cane”
	Berry’s poem ends with a promise for freedom, to release the listener’s hidden cultural heritage: The speaker will “send your words, like pigeons,/fluttering for home.”	In contrast, Mundair expresses her anger at the “Anglo echo chamber void of history and memory”
	Berry’s poem promotes Multiculturalism through a speaker who embraces a different culture, whereas Mundair’s poem presents a bitter comment on displacement

Exam Tip

It is a good idea to outline your choice of second poem in your introduction to your response, with a clear overview of the overarching themes within both poems. You can then use the theme to move between both poems to provide the substance to illustrate your arguments. However, this does not mean that you cannot focus on one poem first, and then the other, linking ideas back to the main poem. You should choose whichever structure suits you best, as long as comparison is embedded and ideas for both texts are well-developed.

“Homing" and “Thirteen”

Comparison in a nutshell:

Both Liz Berry and Caleb Femi examine individuals who feel singled out and repressed because of their identity. However, while Liz Berry’s “Homing” presents a native who embraces a different culture, Femi shows a young boy’s growing sense of hopelessness.

Similarities:

Topic sentence	Both poems explore the challenges of displacement
Evidence and analysis	“Homing"	“Thirteen”
	Berry’s narrator speaks to a listener who is disconnected from their world: They hide their identity as it singles them out: “We heard it escape sometimes”	Femi’s narrator is stopped by a police officer and told he may, “fit/the description of a man” involved in a robbery
	Berry comments on the struggles of conforming in a new environment: The absent listener’s hidden identity is “in a box beneath the bed” Negative imagery connotes to the extent of repression: “the lock rusted shut by hours of elocution” The individual is punished: “the teacher’s ruler across your legs”	Femi relates a conversation between a young boy and a police officer that is initially threatening, and later patronising, highlighting the difficulties of integration: He is “cornered by an officer” He says, “You’ll be patted on the shoulder, then, by another fed”
	The speakers comment on pressures regarding an individual’s Cultural identity and how this can create disconnected relationships

Topic sentence	Both poems present speakers who respond emotionally to cultural differences
Evidence and analysis	“Homing"	“Thirteen”
	Berry’s speaker conveys frustrated, stifled expression with caesurae and pauses: The speaker is frustrated, as all they “wanted was that box, jemmied open” This will “let years of lost words spill out –”	Femi’s speaker expresses similar tensions with caesurae: “You’ll laugh./Thirteen, you’ll tell him: you’re thirteen.”: Femi shows the boy’s nervousness: “the description of a man? – You’ll laugh.”
	The speaker conveys the tension of an individual trying to fit in: Flowing lines offer no pause: “the lock rusted shut by hours of elocution/how now brown cow”	The speaker in Femi’s poem expresses similar pressures: Enjambment conveys tension: “You will show the warmth of your teeth/praying he remembers the heat of your supernova”
	Both poems examine individuals attempting to connect in uncomfortable environments

Differences:

Topic sentence	Liz Berry’s poem “Homing" offers a positive and celebratory exploration on multiculturalism, whereas Caleb Femi’s poem offers a darker message about the diminishing hope of a vulnerable boy
Evidence and analysis	“Homing”	“Thirteen”
	Berry’s poem embraces a different culture, describing it in rich imagery: “I wanted to swallow them all: the pits,/railways, factories thunking and clanging”	Femi describes the environment with stark, banal detail: “by another fed/ whose face takes you back to Gloucester Primary School”
	Berry’s poem ends with resolution: The speaker uses natural imagery to represent the release of the repressed individual They send the words (their native accent) “like pigeons,/fluttering for home.”	Femi’s poem, however, ends on a dismal tone, using contrasting imagery to show the boy’s growing sense of hopelessness: Instead of becoming “the biggest and brightest stars” the children are “in fact, dying stars” The poem ends describing them as “on the verge of becoming black holes”
	Berry presents a positive portrayal of an individual whose identity is celebrated finally, whereas Femi considers the long-term consequences of thoughtless comments

“Homing” and “On an Afternoon Train from Purley to Victoria, 1955"

Comparison in a nutshell:

Both Liz Berry’s “Homing” and James Berry’s “On an Afternoon Train from Purley to Victoria, 1955" consider the significance of language as individuals attempt to form relationships in new areas. However, Liz Berry portrays an individual’s struggles as they try to integrate, while James Berry comments on an individual’s polite acceptance of their circumstances.

Similarities:

Topic sentence	Both poems examine the way an individual’s language can create bonds or highlight cultural differences in conversations
Evidence and analysis	“Homing”	“On an Afternoon Train from Purley to Victoria, 1955"
	Liz Berry’s poem conveys differences in culture through language: The speaker refers to an individual practising a new accent in elocution lessons They must articulate the vowels in “how now brown cow”	Correspondingly, Berry explores the way individuals from different cultures converse: The migrant narrator adopts the language of the native English speaker: “Have a nice day I agreed”
	“Homing” expresses the restrictive process of integration: The speaker describes how the listener kept their accent “in a box beneath the bed” They describe the way “the lock rusted shut by hours of elocution”	James Berry’s poem examines a migrant’s similarly hidden frustration as they attempt to fit in: Short replies hint at his controlled emotion: “Snow falls elsewhere I said.”
	Liz Berry describes an individual’s cultural heritage: She implies it is difficult to maintain two identities: “We heard it escape sometimes” The poet uses sensory imagery to describe the comfort of home: “railways, factories thunking and clanging”	James Berry’s poem explores an individual managing two different cultures simultaneously: The poem uses contrasting imagery: “empty city streets” and “my father’s big banana field”
	The poets both comment on individuals with varying cultural experiences who attempt to relate to their new worlds

Differences:

Topic sentence	Liz Berry’s poem is an emotional expression of an individual’s identity, whereas James Berry draws attention to their speaker’s reduced identity
Evidence and analysis	“Homing”	“On an Afternoon Train from Purley to Victoria, 1955"
	In Liz Berry’s poem the speaker wants to release the migrant’s hidden identity and “shout it from the roofs”	Here, however, the narrator (a migrant) converses with the English woman on her terms: The woman controls the conversation throughout
	The speaker describes the positive aspects of a different cultural heritage: They refer to “a blacksmith’s furnace” and the “red-brick of home” The poem explores alternative perspectives: “I loved its thick drawl, g’s that rang”	The English woman never learns about the speaker’s real identity: The only reference to the narrator’s home is the father’s “big banana field” The narrator gives away little information about his true heritage Instead he implicitly informs her where her misunderstandings lie
	The poem’s ending offers a hopeful message about multiculturalism: The speaker embraces the different accent A metaphor connects the idea of homing pigeons with the idea of belonging	The poem ends unresolved as the “people sat down around us” and bring the small talk to an abrupt end: James Berry does not offer a solution to the narrator’s disconnection in their world
	While Liz Berry depicts harmonious relationships between a native and a migrant, James Berry highlights miscommunications based on cultural differences

Exam Tip

You can choose whichever poem you feel you are able to make the most in-depth comparisons to in the exam. For example, you could choose to compare the presentation of individuals’ observations about their worlds in “Homing” and “Thirteen”. Or you might wish to explore the way poets examine connections and relationships in “Homing” and “On an Afternoon Train from Purley to Victoria, 1955”. What is important is that you view the poems thematically, with a clear emphasis on worlds and lives. This will give you a better framework in which to write your response in the exam.

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Homing (AQA GCSE English Literature)

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Author: Sam Evans