Unseen Poetry Practice Exam Questions

1

Unseen Poetry

Practice Exam Questions

2

Table of Contents

Poetic terminology .............................................................................................. 3-5

Approaching the exam question ............................................................................. 6

Sample 1 (unseen and unseen comparison) ......................................................... 7-8

Practice 1 (unseen and unseen comparison) ...................................................... 9-10

Practice 2 (unseen and unseen comparison) .................................................... 11-12







Practice 9 (unseen) ............................................................................................... 25

Practice 10 (unseen) ............................................................................................. 26

Sample answer practice 5 .................................................................................... 27

Example answer sample 1 (unseen (18/25) ...................................................... 28-30

Example answer sample 1 (unseen (24/25) ...................................................... 31-33

Example answer sample 1 (unseen comparison (5/8) ....................................... 34-35

Example answer sample 1 (unseen comparison 7/8) ........................................ 36-37

3

Poetic Terminology - LANGUAGE

Assonance The repetition of the same vowel sounds and letters.

Alliteration The repetition of the same consonant sounds and letters, often at the beginning of words.

Antithesis The opposition of words/phrases or ideas that are put against each other in a sentence (e.g. 'More light and light, more dark and dark our woes' Act 3, Scene 5 Romeo and Juliet).

Connotations The thoughts and/or feelings generated by a word or phrase. Further associations that a word or phrase suggests beyond its actual meaning

Emotive language Language that appeals to the reader's emotions.

Figurative language Language that uses words or expressions with a meaning that is different from the literal interpretation.

Hyperbole To emphasise a point by exaggerating.

Imagery The use of descriptive language to evoke pictures, emotions and images in the reader's mind.

Metaphor A figure of speech, in which two things are compared usually by saying one thing is another.

Onomatopoeia Words that sound like the thing they are describing (e.g. hiss).

Oxymoron A figure of speech combining two opposites (e.g. 'feather of lead', 'cold fire' Romeo and Juliet).

Pathetic fallacy Attributing human emotions and traits to nature or inanimate objects. Weather and light is used to reflect the mood or atmosphere of a text or event.

Personification Inanimate (non-human) things or ideas are given human characteristics (e.g. the tree was crying).

Rhetorical question A question that is used for persuasive effect or to make the reader think. It does not require an answer.

Sibilance The repetition of 's' or 'sh' sounds.

4

Simile Two things are compared by using the words 'like' or 'as'.

Symbolism When something (character, object, colour etc.) is used to represent an abstract idea or concept.

Tone Mood or atmosphere of a text.

Poetic Terminology - STRUCTURE

Accent A distinctive way of pronouncing a language, especially one associated with a particular country, area, or social class.

Anaphora The repetition of a word or phrase at the beginning of a line, clause or sentence.

Dialect A particular form of a language, specific to a region or social group.

Caesura A strong pause within a line, and is often found alongside enjambment.

Enjambment A line ending in which the sense continues, with no punctuation, into the next line or stanza.

Elegy A poem that laments the death of someone or is simply sad or thoughtful.

Juxtaposition Two things being seen or placed close together with contrasting effect.

Octave Stanza made up of eight lines written in iambic pentameter. Usually found in the first part of Petrarchan sonnet.

Quatrain Stanza made up of four lines.

Refrain A phrase, line or group of lines repeated throughout a poem.

Rhyme The same, or similar, sounds at the ends of verse lines.

Rhyming couplet Two lines that rhyme, often completing one thought.

Sestet Stanza made up of six lines written in iambic pentameter. Usually found in the second part of Petrarchan sonnet.

5

Sonnet A poem consisting of 14 rhyming lines of equal length. Petrarchan/Italian sonnet = 8 line octave (ABBAABBA) and 6 line sestet (CDECDE OR CDCDCD). Shakespearean/English sonnet = 3 quatrains and a rhyming couplet (ABABCDCDEFEFGG).

Stanza Two or more lines of poetry that split the poem up, like paragraphs in prose texts.

Volta The turn in the argument or mood in a sonnet.

Poetic Terminology - NARRATOR

First person narrator Written in "I" (occasionally a "we") who speaks from her/his subject position. That narrator is usually a character in the story, who interacts with other characters; we see those interactions through the narrator's eyes, and we cannot know anything the narrator does not know.

Third person narrator Not a figure in the story, but an "observer" who is outside the action being described. A third-person narrator (he/she/it) might be omniscient (i.e., able to tell what all the characters are thinking), but that is not always the case. Third-person narration may also be focalized through a particular character, meaning that the narrator tells us how that character sees the world, but cannot, or at least does not, read the mind of all the characters this way.

Omniscient narrator A storyteller who knows what all the characters are doing, saying and thinking.

6

Approaching unseen poetry Understanding

1. Read through the poem. What is the literal meaning? Who is the speaker? What is happening? How is the poem structured?

2. Read through the poem again. What is happening figuratively? Are there any key images that help unlock meaning? What is the tone? Are there any links or patterns?

3. Summarising: 1 sentence that summarises the meaning of the poem (this becomes a one sentence introduction) linked to the question: Throughout the poem ‘…’ the poet… _______ forces us to consider… _______ causes us to reflect on… _______ almost contradicts / goes against typical ideas of… _______ pushes the reader to… _______ makes us question… _______ warns/ teaches/ celebrates…

Planning Plan your three key ideas or images that you will write about. If you’re stuck:

● How does the poem start? Does it introduce any interesting ideas in the opening? ● Are there any words or images which are repeated in the poem? ● Are there any key images that generate a particular emotion? ● How does it end? Are there any links? ● If you’re aiming for L5&6: you must write about language and structure

Useful sentence phrases to help write it up

1. What is established? (Phrases to use when considering the mood of the opening lines or

stanza)

● Adverbs: Quickly, abruptly, immediately, instantly, directly

● Verbs: Introduces, establishes, creates, begins

[The writer (Adverb + Verb + Mood/tone/idea)]

2. What changes? (Phrases to consider key contrasts, shifts or moments in the poem)

· Despite the earlier sense of…

· As the poem progresses…

· A contrast is introduced…

· The previous sense of ….. is developed / contradicted

3. What remains (phrases to consider themes or feelings that persist)

• From start to finish

• Throughout

• Verbs: persists, remains, continues, endures

7

SAMPLE QUESTION (MAY 2017) Two sample answers at the end of this booklet.

Autumn – by Alan Bold Autumn arrives Like an experienced robber Grabbing the green stuff Then cunningly covering his tracks With a deep multitude Of colourful distractions. And the wind, The wind is his accomplice Putting an air of chaos Into the careful diversions So branches shake And dead leaves are suddenly brown In the faces of inquisitive strangers. The theft chills the world Changes the temper of the earth Till the normally placid sky Glows red with a quiet rage.

In ‘Autumn’, how does the poet present the effects of the season of autumn? (24 marks)

(24 marks)

8

SAMPLE QUESTION (MAY 2017) Two sample answers at the end of this booklet.

Today

If ever there were a spring day so perfect, so uplifted by a warm intermittent breeze that it made you want to throw open all the windows in the house and unlatch the door to the canary's cage, indeed, rip the little door from its jamb*, a day when the cool brick paths and the garden bursting with peonies** seemed so etched in sunlight that you felt like taking a hammer to the glass paperweight on the living room end table, releasing the inhabitants from their snow-covered cottage so they could walk out, holding hands and squinting into this larger dome of blue and white, well, today is just that kind of day.

Billy Collins

*Jamb – the sides of a doorway or opening ** peonies – flowers

In both ‘Today’ and ‘Autumn’ the speakers describe attitudes towards

seasons. What are the similarities and/or differences between the ways the

poets present these attitudes?

(8 marks)

https://www.poetryfoundation.org/poets/billy-collins

9

PRACTICE ESSAY #1 (YORK P60-61)

Moving Moving in, I think I thought that here was a house in which our troubled souls might one day come to rest. Nothing in the street seemed planned, each house a blueprint of the grand. But there were omens from the start. Our hired van came late – Stock full of toys, your clothes, our books, the tired ten year wedding gifts which symbolized our disappointment. Walking for milk to lace our tea I passed another scene of change. in a front room behind a bay she stood alone contemplating a vacancy. Her parents and her kids standing at the door, the cases lined like gravestones in the hall. When it came, the day I left that place, I thought of this, how she’d watch me pass, her empty eyes, the rawness of her face, how it seemed to stand for something pre-determined, a truth about life, each of us alone, an empty space.

John Pownall

In ‘Moving’, how does the poet present the speaker’s feelings about what it means to move home?

(24 marks)

10


Abandoned Farmhouse He was a big man, says the size of his shoes on a pile of broken dishes by the house; a tall man too, says the length of the bed in an upstairs room; and a good, God-fearing man, says the Bible with a broken back on the floor below the window, dusty with sun; but not a man for farming, say the fields cluttered with boulders and the leaky barn. A woman lived with him, says the bedroom wall papered with lilacs and the kitchen shelves covered with oilcloth, and they had a child, says the sandbox made from a tractor tire. Money was scarce, say the jars of plum preserves and canned tomatoes sealed in the cellar hole. And the winters cold, say the rags in the window frames. It was lonely here, says the narrow country road. Something went wrong, says the empty house in the weed-choked yard. Stones in the fields say he was not a farmer; the still-sealed jars in the cellar say she left in a nervous haste. And the child? Its toys are strewn in the yard like branches after a storm—a rubber cow, a rusty tractor with a broken plow, a doll in overalls. Something went wrong, they say.

Ted Kooser

In both ‘Moving’ and ‘Abandoned Farmhouse’ the speakers describe feelings

about empty or abandoned homes. What are the similarities and/or

differences between the ways the poets present those feelings?

(8 marks)

11


Piccadilly Line Girls dressed for dancing, board the tube at Earl’s Court, flutter, settle. chattering, excited by a vision of glitter, their fragile bodies carry invisible antennae, missing nothing. Faces velvet with bright camouflage. they’re unsung stars – so young it’s thrilling just to be away from home. One shrieks, points, springs away. She’s seen a moth caught up in the blonde strands of her companion’s hair, a moth, marked with all the shallow colours of blonde. The friend’s not scared; gently she shakes her head, tumbles it, dead, into her hands. At Piccadilly Circus they take flight, skimming the escalator, brushing past the collector, up to the lure of light.

Carole Satyamurti

In ‘Piccadilly Line’, how does the poet present the speaker’s feelings about what it means to be young?

(24 marks)

12


The Letter From Gwyneth Benbow

I live her memory as if it were my own: a path through the woods and four girls racing down - Gwyneth, Elen, Ceinwen, Vi – three sisters and a friend whose letter out of the blue brought scent and sound of a long ago spring day between the wars: a river rippling of stones, laughter of girls, skelter of skirts into the kitchen at Nant Mill. Two older sisters set the great elm table, loaves cool on a rack, churned butter gleams, five handsome brothers tramp in from the fields. All over the world a child’s still running home through grim street, grimy ginnel, field or slum. Inside the old ones, ending their century, the child who was, alive in memory, and who they were, lover, mother, hero. Some lose themselves and us before they go. Some live as if they had all the time in the world to brave out frailty and pain, still panning for gold. Gillian Clarke

In both, ‘The Letter’ and ‘Piccadilly Line’, the speakers describe feelings about

youth and the passing of time. What are the similarities and/or differences

between the way the poets present those feelings?

(8 marks)

13

PRACTICE ESSAY #3 (SAM 1)

To a Daughter Leaving Home When I taught you at eight to ride a bicycle, loping along beside you as you wobbled away on two round wheels, my own mouth rounding in surprise when you pulled ahead down the curved path of the park, I kept waiting for the thud of your crash as I sprinted to catch up, while you grew smaller, more breakable with distance, pumping, pumping for your life, screaming with laughter, the hair flapping behind you like a handkerchief waving goodbye.

Linda Pastan

In ‘To a Daughter Leaving Home’, how does the poet present the speaker’s feelings about her daughter?

(24 marks)

14


POEM FOR MY SISTER My little sister likes to try my shoes, to strut in them, admire her spindlethin twelveyearold legs in this season's styles. She says they fit her perfectly, but wobbles on their high heels, they're hard to balance. I like to watch my little sister playing hopscotch, admire the neat hopsandskips of her, their quick peck, never missing their mark, not overstepping the line. She is competent at peever. I try to warn my little sister about unsuitable shoes, point out my own distorted feet, the callouses, odd patches of hard skin. I should not like to see her in my shoes. I wish she could stay sure footed, sensibly shod.

Liz Lochhead *peever – another name for the game of hopscotch

In both ‘Poem for My Sister’ and ‘To a Daughter Leaving Home’ the speakers describe feelings about watching someone they love grow up. What are the similarities and/or differences between the ways the poets present those feelings?

(8 marks)

15


How to Leave the World that Worships should Let faxes butter-curl on dusty shelves. Let junkmail build its castles in the hush of other people’s halls. Let deadlines burst and flash like glorious fireworks somewhere else. As hours go softly by, let others curse the roads where distant drivers queue like sheep. Let e-mails fly like panicked, tiny birds. Let phones, unanswered, ring themselves to sleep. Above, the sky unrolls its telegram, immense and wordless, simply understood: you’ve made your mark like birdtracks in the sand - now make the air in your lungs your livelihood. See how each wave arrives at last to heave itself upon the beach and vanish. Breathe.

Ros Barber

In ‘How to Leave the World that Worships Should,’ how does the poet

present ideas about the way we live and work in the modern world?

(24 marks)

16


The Rich Eat Three Full Meals The rich eat three full meals, the poor two small bowls But peace is what matters. Thirsty, I drink sweet plum tea; Warm, I lie in the shade, in the breeze; My paintings are mountains and rivers all around me, My damask, embroidered, the grass. I rest at night, rest easy, Am awake with the sun And enjoying Heaven’s heaped-up favours.

Nguyen Binh Khiem

In both ‘The Rich Eat Three Full Meals’ and ‘How to Leave the World that Worships Should’ the speakers describe attitudes towards the world around us. What are the similarities and/or differences between the ways the poets present these attitudes?

(8 marks)

17

PRACTICE ESSAY #5 (Other) Sample answer at the end of the booklet

Names She was Eliza for a few weeks when she was a baby – Eliza Lily. Soon it changed to Lil. Later she was Miss Steward in the baker’s shop And then ‘my love’, ‘my darling’, Mother. Widowed at thirty, she went back to work As Mrs Hand. Her daughter grew up, Married and gave birth. Now she was Nanna. ‘Everybody Calls me Nanna,’ she would say to visitors. And so they did – friends, tradesmen, the doctor. In the geriatric ward They used the patients’ Christian names. ‘Lil,’ we said, ‘or Nanna,’ But it wasn’t in her file And for those last bewildered weeks She was Eliza once again.

Wendy Cope

In 'Names’, how does the poet present the speakers feelings towards Eliza? (24 marks)

18

PRACTICE ESSAY #5 (Other)

What I Regret . . . never having heard the voice of the Dodo bird . . . . . . never having smelled the Japanese cherry trees . . . . . . never having punished the lovers and friends that deserted me . . . . . . never having asked for honours that I deserved . . . . . . never having composed a Mozart sonata . . . . . . never having realised that I'd live long enough to regret all the above . . . . . . and much, much more . . .

Nina Cassian

In both ‘Names’ and ‘What I Regret’ the speakers describe feelings about growing old. What are the similarities and/or differences between the ways the poets present those feelings?

(8 marks)

19

PRACTICE ESSAY #6 (York P62-63)

Sally She was a dog-rose kind of girl: elusive, scattery as petals; scratchy sometimes, tripping you as like briars. She teased the boys turning this way and that, not to be tamed or taught any more than the wind. Even in school the word ‘ought’ had no meaning for Sally. On dull days she’d sit quiet as a mole at her desk delving in thought. But when the sun called she was gone, running the blue day down till the warm hedgerows prickled the dusk and moths flickered our. Her mother scolded; Dad gave her the hazel switch, said her head was stuffed with feathers and a starling tongue. But they couldn’t take the shine out of her. Even when it rained you felt the sun saved under her skin. She’d a way of escape laughing at you from the bright end of a tunnel, leaving you in the dark.

Phoebe Hesketh

In ‘Sally’, how does the poet present the speaker’s feelings about Sally?

(24 marks)

20


She Dwelt among the Untrodden Ways She dwelt among the untrodden ways Beside the springs of Dove, A Maid whom there were none to praise And very few to love: A violet by a mossy stone Half hidden from the eye! —Fair as a star, when only one Is shining in the sky. She lived unknown, and few could know When Lucy ceased to be; But she is in her grave, and, oh, The difference to me!

William Wordsworth

In both ‘Sally’ and ‘She dwelt among the untrodden ways’ the speakers

describe feelings about people they admire or love. What are the similarities

and/or differences between the way the poets present those feelings?

(8 marks)

https://www.poetryfoundation.org/poets/william-wordsworth

21


Abra- Cadabra

My mother had more magic In her thumb Than the length and breadth Of any magician Weaving incredible stories Around the dark-green senna* brew Just to make us slake** The ritual Sunday purgative Knowing how to place a cochineal poultice On a fevered forehead Knowing how to measure a bully’s symmetry Kneading the narah*** pains away Once my baby sister stuffed A split-pea up her nostril My mother got a crochet needle And gently tried to pry it out We stood around her Like inquisitive gauldings **** Suddenly, in surgeon’s tone she ordered, ‘Pass the black pepper,’ And patted a little Under the dozing nose My baby sister sneezed. The rest was history.

Grace Nichols *plant used to clear the bowel **quench ***stomach ****herons

In ‘Abra-Cadabra’ how does the poet present the speaker’s feelings about her mother?

(24 marks)

22


Lineage My grandmothers were strong. They followed plows and bent to toil. They moved through fields sowing seed. They touched earth and grain grew. They were full of sturdiness and singing. My grandmothers were strong. My grandmothers are full of memories Smelling of soap and onions and wet clay With veins rolling roughly over quick hands They have many clean words to say. My grandmothers were strong. Why am I not as they?

Margaret Walker

In both poems, ‘Abra-Cadabra’ and ‘Lineage’, the speakers describe feelings about their mother or grandmothers. What are the similarities between the ways the poets present these feelings?

(8 marks)

23


The Call From our low seat beside the fire Where we have dozed and dreamed and watched the glow Or raked the ashes, stopping so We scarcely saw the sun or rain Above, or looked much higher Than this same quiet red or burned-out fire. To-night we heard a call, A rattle on the window-pane, A voice on the sharp air, And felt a breath stirring our hair, A flame within us: Something swift and tall Swept in and out and that was all. Was it a bright or a dark angel? Who can know? It left no mark upon the snow, But suddenly it snapped the chain Unbarred, flung wide the door Which will not shut again; And so we cannot sit here any more. We must arise and go: The world is cold without And dark and hedged about With mystery and enmity and doubt, But we must go Though yet we do not know Who called, or what marks we shall leave upon the snow.

Charlotte Mew

In ‘The Call’ how does the poet present the speaker’s feelings about her freedom and adventure?

(24 marks)

http://www.dltk-poems.com/mew/index.htm

24


Canto1 CCCLXIV Occasionally, my sleeping baby girl wakes alone within the darkened room, lets out the saddest little drawn out wail then falls asleep again. The summer moon glints icily through our uneven blinds, a helicopter judders through the gloom, a dog across the road barks and then grinds his canines against his new favourite stick. There’s never a moment when you cannot find something that’s crying out, but if you pick a random living room, you’ll find instead a roaring soul within a nest of brick, a trembling lip, a hairline bead of sweat, a knot within the stomach, a slight tick, a mental rerun of a great regret that will not be alchemised2 into talk, nor find throat in primal3 , mammalian4 cries, the expression rises within, then balks5 , returns to its cramped cell behind the eyes.

Niall O’Sullivan

1. A ‘canto’ is the way a long poem is divided up; also means ‘song’ or ‘singing’ 2. Altered by magic/ early form of chemistry 3. Relating to an early stage of development 4. Of a mammal 5. hesitates

In both ‘The Call’ and ‘Canto CCCLXIV’ the speakers describe feelings about our inner thoughts and fears and how they might or might not be expressed. What are the similarities and/or differences between the ways the poets present these feelings?

(8 marks)

25

PRACTICE ESSAY #9

Funeral blues

W.H Auden

Stop all the clocks, cut off the telephone,

Prevent the dog from barking with a juicy bone,

Silence the pianos and with muffled drum

Bring out the coffin, let the mourners come.

Let aeroplanes circle moaning overhead

Scribbling on the sky the message He Is Dead,

Put crepe bows round the white necks of the public doves,

Let the traffic policemen wear black cotton gloves.

He was my North, my South, my East and West,

My working week and my Sunday rest,

My noon, my midnight, my talk, my song;

I thought that love would last for ever: I was wrong.

The stars are not wanted now: put out every one;

Pack up the moon and dismantle the sun;

Pour away the ocean and sweep up the wood.

For nothing now can ever come to any good.

The poem is about grief.

How does the writer convey his feelings about the person who has died?

(24 marks)

26

PRACTICE ESSAY #10

Hitcher

Simon Armitage

I'd been tired, under

the weather, but the ansaphone kept screaming.

One more sick-note. mister, and you're finished. Fired.

I thumbed a lift to where the car was parked.

A Vauxhall Astra. It was hired.

I picked him up in Leeds.

He was following the sun to west from east

with just a toothbrush and the good earth for a bed. The truth,

he said, was blowin' in the wind,

or round the next bend.

I let him have it

on the top road out of Harrogate -once

with the head, then six times with the krooklok

in the face -and didn't even swerve.

I dropped it into third

and leant across

to let him out, and saw him in the mirror

bouncing off the kerb, then disappearing down the verge.

We were the same age, give or take a week.

He'd said he liked the breeze

to run its fingers

through his hair. It was twelve noon.

The outlook for the day was moderate to fair.

Stitch that, I remember thinking,

you can walk from there.

This poem is written from the perspective of someone suffering from mental illness.

How does the poet convey ideas about violence and responsibility?

(24 marks)

27

Sample Response to Practice Question #5

Wendy Cope presents great sympathy towards Eliza in the poem ‘Names’. Through the mere

exploration of the names one woman takes on in her lifetime, Cope is able to explore identity –

particularly that of women – and express sympathy towards all women. She is also able to explore

the cruelty of dementia and how identity and relationships can all be lost in the ‘bewildered weeks’

at the end of life. In both interpretations, Eliza is a target for great sympathy.

The choice of the title ‘Names’ immediately indicates to the reader that the poet is exploring

identity. By using the voice of the granddaughter (possibly autobiographically), which is clear in the

line ‘”Lil” we said ‘or Nanna’” the poet is able to create a deeper connection between the speaker

and Eliza. The sympathy is deepened in knowing that the loss of the Eliza is a personal loss for the

speaker. The idea that the woman, Eliza, returns to the name she was given as a baby could indicate

the return of her to her baby state in more than just name. It could symbolise that mentally, through

dementia, she has returned to a baby-like state. The reference to the ‘last bewildered weeks’

strengthens this interpretation. The use of the adjective ‘bewildered’ emphasises the confusion for

Eliza and increases our sympathy for her. By adding the adjective ‘last’ we are also conscious that

she is at the end of her life, and so softened more to wards sympathy to begin with.

The structure of the poem is chronological, mirroring the content which follows the life story of Eliza.

The lack of rhyme or rhythm pattern mirrors the lack of order in the memories that Eliza shares with

the people on the ward; thus deepening our sense of the confusion of the woman and increasing our

sympathy for her dementia- state. In addition, the poet’s use of caesuras such as ‘ Eliza Lily, Soon it

changed to Lil’ create a further sense of confusion, disconnection and flow, giving the reader a

similar experience to the experience of Eliza. The poet binds us together through the use of

disjointed, un-flowing memories.

Another aspect of the poem that arguably draws our sympathy is the exploration of female identity.

The great number of different names the woman has in her life represents the great number of roles

she undertakes. She is not simply Eliza, nor even ‘Lil’, she is also identified purely by her marital

status – ‘Miss Steward’. ‘Mrs Hand’ – or her position as a nurturer – ‘Mother’ ‘Nanna’. The fact that

all the ‘Names’ referred to in the title, apart from Eliza, Eliza Lily, Lil are defined through relationship

to men and children could, perhaps, be an indictment on the treatment of women in society. Cope

could be asking us to sympathise with Eliza, and symbolically all women, due to the hijacking of their

individual identities for the sake of their husband’s and children.

28

Example Essay #1 (May 2017)

In ‘Autumn’, how does the poet present the effects of the season of autumn?

Scored 18 out of 24

29

30

31

Example Essay #1 (May 2017) In ‘Autumn’, how does the poet present the effects of the season of autumn?

Scored 23 out of 24

32

33

34

Example Essay #2 (May 2017) In both ‘Today’ and ‘Autumn’ the speakers describe attitudes towards the seasons. What are the similarities and/or differences between the ways the poets present these attitudes?

Scored 5 out of 8

35

36

Example Essay #2 (May 2017) In both ‘Today’ and ‘Autumn’ the speakers describe attitudes towards the seasons. What are the similarities and/or differences between the ways the poets present these attitudes?

Scored 8 out of 8

37

Documents

Unseen Poetry Practice Exam Questions