2025 Secondary 2 WA3 – Poetry Analysis Briefing

Date and Duration

• DATE

  • Assessment will be held in Term 3, Week 6 or 7.

  • Exact date will be confirmed by individual subject teachers.

• DURATION

  • 40 minutes.

  • Conducted during regular lesson time.

Scope and Deliverable

• SCOPE (Seen Poetry)

  • Assessment is based on one poem already studied in class.

  • Poem text will be provided inside the Question Paper (QP).

• DELIVERABLE

  • Write at least two PEAEAL paragraphs.

  • Ensure no overlap of points between the paragraphs.

  • Total Marks: 25 marks.

Question Stems (Grade 3)

• Typical prompt: “How does the poet use words and images to tell you about [character/idea/setting] in the poem?”

Unpacking a G3 Question

• Step 1 – Underline key words in the prompt.

• Step 2 – Reread the poem; brainstorm possible answers.

• Step 3 – Review ideas; select strongest points demonstrating the poet’s intended meaning.

• Step 4 – Craft a precise topic sentence:

  • Template: “The poet uses to tell me that .”

  • Example: “The poet uses visual and sound imagery to tell me that the construction workers are exhausted.”

• Step 5 – Verify that the topic sentence directly answers the question before writing the paragraph.

Writing a G3 Paragraph

• Identify and name the literary device (imagery, diction, metaphor, etc.).

• Explain the effect of that device on meaning.

• Follow-up elaboration template:

  • “In , the poet uses tactile imagery of the …”

  • Example: “In ‘They became so still and quiet’, the poet evokes tactile imagery of the immobile workers, and sound imagery of the quiet workers to highlight how tired the sleeping workers are.”

Specific Analytical Foci (If Analysing …)

• Imagery

  • State type (visual, auditory, olfactory, gustatory, tactile).

  • Describe what is perceived and link to your point.

• Diction (Word Choice)

  • Explain literal meaning and connotation.

  • Connect to significance.

• Simile / Metaphor

  • Identify both sides of the comparison.

  • Clarify how the comparison reinforces your argument.

• Line Breaks / Form

  • Describe placement or pause.

  • Comment on impact (pace, emphasis, ambiguity).

Question Stems (Grade 2)

• Typical prompt: “What are your impressions of [character/idea/setting] in the poem?”

Unpacking a G2 Question

• Step 1 – Underline key words.

• Step 2 – Reread the poem; brainstorm impressions.

• Step 3 – Select meaningful, non-superficial points that the poet clearly conveys.

• Step 4 – Craft a direct topic sentence:

  • Template: “The [character/idea/setting] is .”

  • Example: “The workers are exhausted.”

• Step 5 – Check that the topic sentence answers the question straightforwardly.

Writing a G2 Paragraph

• Analyse textual evidence instead of focusing purely on devices.

• Elaboration template:

  • “In , the poet demonstrates + …”

  • Example: “In ‘They became so still and quiet’, the poet presents a picture of the exhausted workers, who are sleeping soundly without moving or making any sounds.”

Structural Tips for PEAEAL Paragraphs

• P – Point: Clear topic sentence answering the prompt.

• E – Evidence: Relevant quotation.

• A – Analysis (first A): Identify literary device / technique.

• E – Effect (second E): Explain the effect on meaning or reader.

• A – Authorial Intention (third A): Link to poet’s overall message.

• L – Link: Tie back to the question and/or transition to next paragraph.

Assessment Reminders

• Each paragraph must cover distinct, non-overlapping points.

• Depth over breadth: prefer fully developed explanations to a long list of brief claims.

• Quote accurately; use quotation marks and line numbers if provided.

• Keep handwriting legible and manage time: roughly 20 minutes per paragraph in a 40-minute paper.

• Aim for clarity, coherence, and concise argumentation backed by textual support.