How to Answer the Unseen Poetry Comparison Question (AQA GCSE English Literature)

The final question on the exam paper will ask you to make links between the unseen poem that you will have just written about, with a second unseen poem. You are required to make comparisons between the two poems. The guide below will enable you to best express these ideas and opinions in a way that will gain the highest marks. It includes guides on:

• Approaching the question
• The mark scheme
• A model answer

In the second part of the unseen poetry question, you will be asked to read a second, shorter poem. The second task is a short comparison with the first unseen poem that you will have just written about. It is a short, synoptic task. Here is what it looks like:

• When you get to the final question, the question will tell you what the main link is between the two poems
  • Read it carefully first of all in order to start your thinking
  • For example, the link between both poems is revealed in the question stem above:  “ideas about how to live your life”
• Next, spend a few minutes reading the second poem 
• You will already have written about the first unseen poem, so you should spend your time reading through the second one, noting any similarities or differences as you do so
• It is important to present a focused, succinct answer and you should aim to write two short, concise paragraphs
  • A good guide to start planning this sort of question would be to plan one paragraph of similarities and one paragraph of differences between the two poems or vice versa
• You might wish to use some of the following sentence starters to ensure you are comparing and contrasting both poems throughout your answer: 
  • ‘Both poems are about…however...’ 
  • Both poets explore…however…’ 
  • Both poems contain vivid images…’ 
  • ‘Both poets present ideas on....,
  • whereas the first poet....’
• You should focus on two or three methods which the poets use to create meaning
  • For example, you could comment on the poets’ use of analogy or the use of imagery to describe the natural world
  • The only way to get top marks for this question is to compare the methods the two poets use to convey their messages
    • In this way, this question is asking you to employ slightly different skills to the other poetry questions in the exam
    • When planning, you should therefore aim to write down the methods each poet uses to create the effects that they do
  • Avoid giving a narrative description of content for both poems as it will mean you cannot move out of Level 1
    • Remember, the task requires a focus on how the two poets communicate their ideas

Here is an example of the AQA mark scheme for the last unseen poetry question. This question assesses AO2 only which requires you to analyse the language, form and structure used by the poets to create meanings and effects, using relevant subject terminology where appropriate. In addition, you are also required to identify the similarities and/or differences between the two unseen poems.

• The mark scheme refers to the term ‘methods’ as this enables you to approach your analysis in a more flexible way
• Examiners are looking to reward you for your analysis of anything the poets have done on purpose to make meaning
• While the Assessment Objective wording refers to language, structure and form, you are not required to explicitly and separately refer to each of these in your response
• You are required to compare the similarities and differences between both poems so you must ensure you are doing this throughout your answer
• While the skill of comparison is not a discrete Assessment Objective for the exam, it is still important that you make connections within and between both poems

Below you will find a full-mark, Level 6 model answer for an exam question. A commentary below the essay illustrates how and why it would be awarded Level 6. Despite the fact it is an answer to a specific past paper question, the commentary below is relevant to any unseen poetry comparison question.

The model answer is based on the following two poems and answers the following question:

Level 4, full-mark answer:

Both Macrae and Laskey use several methods to encourage the reader to consider how they live their life. Both poems present their perspectives through different narrative voices. While Macrae employs the use of the third person through the character ‘Harry’, Laskey chooses to use the second person. Macrae’s use of the third person could be used to emphasise the detachment of Harry from his materialistic world, instead finding solace in being isolated from it and therefore seemingly “on the outside”. Whereas Laskey’s second person enables the poet to directly address the reader through his repeated use of “you” and “yourself”, hence making his message appear to be universal and thus one that should be heeded by everyone.

Further, this is highlighted by the comparison between the direct, instructional tone of Nobody with that of the more descriptive, reflective tone of The Richest Poor Man in the Valley. Laskey’s use of language is much more commanding and this is evident through his use of imperatives: “Don’t let yourself in for this moment again”. This makes Laskey’s message appear to have a greater sense of authority and also helps to create a sense of urgency for the reader to change the way they live their life. In contrast, Macrae’s tone appears more reflective and thoughtful and she gently encourages the reader to compare their life to Harry’s in order to reflect on the dominance of materialism on people’s lives and to underscore the importance of being content within your own self.

Commentary:

• Exploratory comparison of the similarities and differences between both poems
• The response demonstrates an integrated engagement with the poem, reflecting on the ideas in a reflective and insightful way
• Thoughtful and developed ideas demonstrate a clear exploration of the poets’ methods to create meanings
• Methods are clearly stated throughout
• These methods include:
• Perspective
• Tone
• Appropriate references used to support ideas