In her poem “Stealing,” Carol Ann Duffy takes on the persona of a criminal who appears to have no regrets. The poem opens with the narrator repeating a question, 'The most unusual thing I ever stole?' It seems that he or she is being questioned by someone who is curious about the thefts. The thief's answer to the question is 'A snowman,' which certainly is an unusual thing to steal. The description is poetic: 'He looked magnificent: a tall, white mute / beneath the winter moon.' Enjambment allows for an extended image; it is noticeable that there are three words beginning with the letter 'm' here. Two more appear in the following sentence: 'mate' and 'mind'. The thief explains his desire to have the snowman, using the simile that his mind was 'as cold as the slice of ice / within my own brain.' The coldness of the two minds conveys the idea that the thief is a person with no feelings, a harsh criminal. Duffy uses rhyme within the simile in 'slice of ice', creating a vivid image. The first stanza ends with a simple sentence in which the thief recounts that he stole the snowman's head first.

The second stanza opens with the thief stating bluntly that it would be better to die rather than give up on the idea of stealing something you want: 'Better off dead than giving in.' He remembers how heavy the snowman was when he carried the 'torso' close to his own chest and the intense coldness penetrated his own body: 'a fierce chill / piercing my gut.' The phrase that follows, 'part of the thrill', forms a rhyme with 'chill', although 'thrill' is not at the end of the line. What gave the thief a thrill was the thought of children waking up the next morning and crying when they saw that the snowman had gone. This is another obvious clue to the harshness of the thief. He ends the second stanza with the brief statement 'Life's tough.' The shortness of the sentence gives it punch, and again shows the thief's lack of remorse. We sense that life has been hard for him and he wants to pay back, even if the ones who suffer are children.

At the beginning of the third stanza, the thief goes on to say 'Sometimes I steal things I don't need'. This perhaps suggests a sense of boredom. He says 'I joy-ride cars', but it is just for the sake of it, not because he has to go somewhere. Then again he burgles houses purely out of curiosity. Line 13 contains another three words beginning with the letter 'm': 'I'm a mucky ghost, leave a mess, maybe pinch a camera.' This line, however, is much less poetic than the description of the snowman in the first stanza, using slang words such as 'mucky' and 'pinch'. The last two lines of the stanza describe the way that the thief, with a 'gloved hand', opens the door of a bedroom where a stranger is sleeping. 'Mirrors' is a single word sentence that continues the thread of words beginning with 'm'. He ends with a description of his sigh, 'Aah,' which is set in italics for emphasis, as he sees the reflection of someone asleep.

Stanza four returns to the occasion of stealing the snowman: 'It took some time.' The thief 'reassembled' the snowman in his own garden, but it looked different. He decided to kick it and break it, showing a streak of vandalism: 'I took a run / and booted him. Again. Again.' The repetition of 'Again' in one-word sentences stresses his determination and also gives the impression that he was starting to lose control of himself. The alliterative description 'My breath ripped out / in rags' emphasises desperation, and the idea of rags underlines the destructive act. Looking back, the thief realises that it was a senseless thing to do: 'It seems daft now', but this sentence makes us feel that at the time the thief was completely wrapped up in his desire to destroy the snowman. The stanza ends once again with a simple sentence, 'I was sick of the world.' The thief does not seem to have been capable of any positive thoughts, or any optimism.

The fifth and final stanza opens with another one-word sentence: 'Boredom.' That seems to be what pushes the narrator to steal, and he continues 'Mostly I'm so bored I could eat myself.' This is a person who cannot find anything constructive to do with his time. He then says that he once stole a guitar and considered learning to play it. He obviously didn't do so, but it is the only positive idea that he mentions during the poem. 'I nicked a bust of Shakespeare once, / flogged it' means that he stole the bust and sold it. The words 'nicked' and 'flogged' are reminiscent of the slang in line 13, and form a sharp contrast with the literary connotations of an object representing Shakespeare. In the penultimate line, the thief remarks again that the snowman was the strangest thing he ever stole. The poem ends with the question 'You don't understand a word I'm saying, do you?' It creates a feeling of alienation and implies that the person he is talking to will not be able to see his point of view or help him to overcome his compulsion to steal.

Duffy has composed 'Stealing' in five regular stanzas of five lines each, and the fact that the third stanza moves away from the theft of the snowman but the fourth stanza returns to it gives the poem a certain symmetry. The use of enjambment where one line runs through to the next to create a fuller description contrasts effectively with the abrupt, one-word sentences dotted here and there. Rhyme is used in an unusual way as in 'slice of ice', and slang phrases give a sense of genuine conversation.

The narrator here, the thief, is a cold-hearted character who gets a thrill out of depriving people of their belongings and even upsetting children. His life has obviously been hard and the fact that he refers to boredom probably means that he is unemployed. Duffy has portrayed a character that, as hard-hearted as he is, needs help from the society that he cannot conform to.

Salome, by Carol Ann Duffy

Two references in the New Testament of the Bible, in the Gospels according to Mark and Matthew, give us the background to the character of Salome. Briefly, she danced for King Herod who was so delighted that he said he would give Salome whatever she asked for. Salome, prompted by her mother Herodias, asked for the head of John the Baptist, who had said that Herodias' marriage to Herod was unlawful. Herod had no choice but to send an executioner to John the Baptist, who was in prison. His head was brought to Salome 'in a dish', and she presented it to her mother.

In her poem “Salome”, Carol Ann Duffy adopts the persona of the dancer, but she doesn't sound like a biblical character at all. The impression is of a contemporary girl or young woman. The narrator tells us at the start of the poem 'I'd done it before' and says she will probably do it again: do what again? Salome has woken up with a head on the pillow next to her, and she doesn't even know whose it is. She doesn't seem to think that's important, either. It may not sound too out of the ordinary; people might have too much to drink and not remember what happened when they wake up the next morning. Salome tells us that the man is 'Good-looking' with 'dark hair'; so far, so good. Then, however, she says that the hair is 'rather matted' and that the beard is a lighter shade of red than it had been. It begins to sound as though the head is blood stained. Salome goes on to say that the 'deep lines around the eyes' could be caused by laughter, but she thinks more likely by pain. His mouth is 'crimson', another sign of blood. When she kisses his lips, they are 'Colder than pewter', a simile that tells us that he is dead. She tries to remember his name: 'Peter?' ends the first stanza.

Duffy links the second stanza with the first by opening it with more possible names: “Simon? Andrew? John?” They are all names of Jesus' disciples, and this is the first direct biblical reference. Salome then turns to her need to treat her hangover, wanting tea with 'dry toast'. The fact that she 'rang for a maid' makes it clear that she is from a high-class family. (Salome was the step-daughter of King Herod.) When the maid comes up with breakfast, Salome appreciates the 'innocent clatter' of the crockery, the tidying up, and the maid's conversation, described as her 'regional' patter. The second stanza closes with Salome's admission that she has a hangover and is in a dreadful state after a night on the tiles: 'wrecked as I was from a night on the batter.'

The third stanza opens with the brief but clear announcement 'Never again!' The focus now switches to Salome's determination to 'clean up' her act. She is determined to get fit, as well as to give up alcohol ('booze'), cigarettes ('fags') and sex – a cluster of three. As her thoughts turn to sex, she realises that she has to 'turf out' the man she slept with the previous night. She refers to him initially as the 'blighter', giving the impression of a nuisance, then the 'beater or biter', alluding to either physical violence or sexual perversion, perhaps. The stanza ends with the description that he had come to bed 'like a lamb to the slaughter', a simile that has biblical connotations and is ironic as he has in fact been killed.

The fourth and final stanza, which is also the shortest, begins with Salome looking at her reflection in the mirror. Her eyes 'glitter' – is it from a thought in her mind, or could it even be tears? She makes a sudden action, flinging back the sheets that are 'sticky red' with blood. Her comment on what she sees is 'ain't life a bitch', but actually it seems that Salome herself is the bitch. In the poem's closing line, she reveals that under the sheets is the man's head 'on a platter', just the way that John the Baptist's head had been brought to Salome.

One of the most striking elements of the poem “Salome” is Duffy's skilful use of language. There are alliterative phrases, such as 'clatter / of cups', 'clearing of clutter' and 'the blighter / the beater or biter', the last of which are also half rhymes. Running throughout the poem is a series of words ending in '-er': 'lighter', 'laughter' and 'pewter', for example, in the first stanza; these are also half rhymes. Others are complete rhymes but are dotted around in the poem: 'matter', 'flatter', 'clatter', 'batter', 'latter', and the final word 'platter'. Duffy avoids a restricting, traditional rhyming pattern, but the use of rhyme here and there throughout creates a unity, like a thread running through. Some of these words, such as 'clutter' and 'clatter' are also onomatopoeic. They add to the poem's fast rhythm which is in keeping with Salome's coldness or lack of emotion. The four stanzas are all of different lengths, and the lines vary between short, medium and long quite randomly. It is as though thoughts are popping in and out of Salome's mind as she deals with her hangover and flits from one pattern of thought to another. Duffy uses ellipsis twice in the first stanza, 'how to flatter …' to create a pause; she also uses enjambment here and there to extend an idea or a description.

“Salome” is a poem that shocks by the narrator's flippant attitude, and Duffy achieves this effect perfectly. The language itself is informal, contemporary and includes a few slang phrases such as 'a night on the batter' or 'ain't life a bitch'. Above all, the combination of the poem's rhythm and Duffy's skilful use of rhyme and half rhyme throughout the poem give an almost humorous tone to the dark theme. “Salome” paints a picture of decadence, of a dancer who has revelled in nights filled with alcohol, smoking and sex. Just when she realises the error of her ways and decides things will have to change, she discovers the severed head under the sheets. Duffy brings the poem to a dramatic conclusion, saving this image for the final line. 

Mid-Term Break by Seamus Heaney

With the title 'Mid-Term Break' Heaney suggests that this is a poem focusing on a childhood memory. This was, however, no happy break from school. The first stanza does not explain what the reason for the break was, but Heaney's wait in the sick bay sets up a feeling that something is wrong. The use of the word 'knelling' rather than 'tolling' for the school bell has connotations of death. We discover during the course of the poem that Heaney was returning home for the funeral of his younger brother who had been killed in a road accident.

The second stanza shows how devastating this tragic accident was for Heaney's family. Heaney remembers that he met his father 'crying- / He had always taken funerals in his stride'. The third stanza, in contrast, opens with a description of the baby of the family that 'cooed and laughed and rocked the pram', showing that in some aspects family life went on as usual amid the grief.

The third and fourth stanzas are linked by enjambment and by the description of Heaney's feelings on confronting those who had come to pay their respects. Heaney felt 'embarrassed / By old men' as they stood up, shook his hand and expressed their sorrow. It must indeed have been strange and probably uncomfortable for a young boy to find himself in a situation of reversed roles. He was aware of 'whispers' as acquaintances told strangers that he was the eldest child of the family and attended boarding school.

The fourth and fifth stanzas are also linked by enjambment and show how different Heaney's mother's reaction to the event was from his father's. As she held his hand she 'coughed out angry tearless sighs', conveying the sense that she was too upset to cry but sensitive to the need of her eldest child for comfort.

In the fifth stanza Heaney describes in a matter-of-fact way that the ambulance brought the 'corpse', giving a sense that at first Heaney could perhaps not think of the body as being that of his brother. The tone changes, however, in the sixth stanza as Heaney goes up alone to see his brother's body the following morning. He describes the presence of snowdrops and candles as soothing the bedside; this is a transferred epithet, as they actually soothed his feelings. Heaney again uses enjambment to link this stanza with the seventh, mentioning that his brother now looked paler than the last time he had seen him six weeks previously. He uses the metaphor 'Wearing a poppy bruise on his left temple', poppies being the colour of blood as well as a symbol of the dead. Heaney uses the word 'box' rather than coffin, and is reminded as he looks at his brother of the way he saw him in his cot. The final line of the seventh stanza tells us that the little boy had no 'gaudy scars' as the car knocked him to one side rather than running over him.

'Mid-Term Break' ends with a single line in contrast to the previous stanzas which are each three lines long. 'A four foot box, a foot for every year' describes poignantly how young the boy was and how tiny his coffin was. Heaney reserves the use of rhyme for the final two lines of the poem, where 'clear' and 'year' form a rhyming couplet.

The poem begins with factual statements almost devoid of emotion. It then moves through a phase of describing discomfort and difficult emotions in the presence of strangers, where the sentences become more complex. As Heaney reaches the point where he spends time alone with his brother's body, there is a feeling of calm. It is, however, extremely moving. Such a tragedy must have had a profound effect on Heaney and this poem conveys his feelings beautifully.

Not Poetry, but Punctuation

In order to be able to punctuate correctly, it does help to have an understanding of sentences, clauses and phrases. Very briefly, a sentence needs to contain a finite verb, i.e., a verb that has a subject. A clause also has to contain a verb: a main clause can stand on its own as a sentence, whilst a subordinate clause is introduced by a conjunction. A phrase is a group of words that does not contain a verb and cannot stand alone as a sentence.

FULL STOP OR PERIOD .

A full stop or period must be used at the end of a sentence, as defined above, unless it is replaced by a question mark of exclamation mark. A common mistake is to use a comma instead of a full stop. In direct speech, a full stop should be placed before the closing speech marks if they mark the end of a sentence.

Full stops or periods are also used after abbreviations, unless the abbreviation ends with the last letter of the word, in which case no period is necessary.

QUESTION MARKS ?

A question mark is placed at the end of a direct question. It comes before the closing speech marks in direct speech, for example:

“Where is the library?” I asked him.

Question marks are not used with indirect (reported) questions, for example:

I asked him where the library was.

This is an indirect question that does not need a question mark.

EXCLAMATION MARK !

An exclamation mark indicates surprise, anger, etc. It could also be used to show that the speaker is raising his/her voice.

“Look out!” shouted Jim.

“Don't be so rude!” cried the old lady.

“I've won a prize!” exclaimed my cousin.

COMMA ,

The comma indicates a pause that is less strong than a paused indicated by a semi-colon or a full stop. If in doubt, it is probably better to omit a comma unless it seems absolutely necessary. In the case of a sentence with a second clause introduced by a conjunction, a comma may be placed before the conjunction if the verb in the subordinate clause has a subject, for example:

I wanted to go abroad but couldn't really afford it. (No comma needed, as the subject of the verb couldn't is I in the previous clause.)

I really wanted to stay in, but the sun was shining and I had no excuse.

Commas are never placed before opening parentheses.

Commas should be used to separate brief items in a list, the last two items being joined by the word and, for example:

I bought apples, oranges, bananas, grapes and pears.

A comma should be placed at the end of direct speech, before the closing speech marks, if the speech is followed by 'she said', 'he asked', and so on. Exceptions would be where a question mark or exclamation mark is required. (See below.)

COLON :

A colon can be used to introduce a list, for example:

When they went on holiday they took very little luggage: a change of clothes; a first-aid kit and some toothpaste.

Another use is to separate two clauses in a sentence, where the second clause explains the first.

The boys went home early: it was too wet to play tennis.

SEMI-COLON ;

A semi-colon marks a stronger pause than a comma, but it is less strong than a full stop, for example:

Don't wait more than half an hour for me; go on ahead.

A semi-colon can separate longer items in a list, for example:

We were asked to bring three dozen paper clips; two balls of string; one small and one large pair of scissors; a tube of glue suitable for sticking paper; a small notepad and a ballpoint pen.

INVERTED COMMAS/SPEECH MARKS/QUOTATION MARKS “

Double speech marks are used to indicate direct speech. They are opened before the first word that is spoken and closed after the final word that is actually spoken. A full stop, comma, question mark or exclamation mark should be placed after the last word but before the closing speech marks. Words and phrases such as 'she said' and 'he asked' are not included within the speech marks. A quotation used within direct speech can be placed in single inverted commas. Indirect or reported speech does not require the use of speech marks. Here are one or two examples:

“Will you remember to pick Robert up on your way home?” she asked.

He replied, “I've never forgotten to pick him up.”

“Who first said, 'Variety is the spice of life'? Answer me that!” he challenged us.

They told us that it was too soon to make a reservation. (This is reported or indirect speech that does not need speech marks.)

In dialogue, start a new line every time there is a new speaker.

APOSTROPHES '

Apostrophes are perhaps the most misused of all punctuation marks. They have two uses: the first is for contraction, indicating missing letters in shortened words; the second is for possession, where there is an element of ownership or belonging. Examples:

The doctor's surgery was empty. (only one doctor)

The dogs' paws were covered in mud. (more than one dog)

The children's books were all over the floor. (The apostrophe is before the s, because the plural form children does not have an s.)

James's house was burgled last night.

The only exception regarding apostrophes for possession is its. It's with an apostrophe means it is or it has. If its means belonging to it, no apostrophe is used, as in this example:

The cat washed its face.

Examples of apostrophes used for contraction are don't, didn't, can't, isn't, shouldn't, I've, you're, they're, it's.

ELLIPSIS ...

Three successive full stops or periods, known as an ellipsis, can be used to indicate an unfinished sentence.

DASH

A pair of dashes can be used to separate a phrase or clause within a sentence that could be omitted and leave a sentence that would still make sense. The separated phrase or clause usually adds extra information to the sentence, for example:

I'll wear my red shoes – the ones I bought in Italy last summer – as long as it doesn't rain.

HYPHEN -

A short hyphen is used between two words to form a compound word. Not all compound words require hyphens, but a dictionary will tell you whether or not one is needed.

Capital letters are not strictly speaking punctuation, but of course every sentence must start with a capital letter. The first word in direct speech must always have a capital letter, even if the spoken words are not at the very beginning of a sentence. Proper nouns should always have a capital letter; these includes names of people and places, days of the week, months of the year, titles of books or films, and so on.

Metaphors and Alliteration

Metaphors and alliteration are two quite different figures of speech. Metaphors compare one thing to another by saying something IS something else or DOES something else (as opposed to a simile, where the words LIKE or AS are used in the comparison). Alliteration, on the other hand, is the use of the same consonant at the beginning of words in the same sentence or phrase as each other, sometimes to create a particular mood or atmosphere.

METAPHOR

Shakespeare uses metaphors in “Romeo and Juliet” when Romeo is expressing his idea of love:

'Love is a smoke rais'd with the fume of sighs;

Being purg'd, a fire sparkling in lovers' eyes;

Being vex'd, a sea nourish'd with loving tears.

What is it else? A madness most discreet,

A choking gall, and a preserving sweet.'

Romeo conjures up these images of love in Act One Scene I, expressing his frustration that Rosaline does not return the love he feels for her. All this is soon forgotten when he sets eyes on Juliet, and he first speaks to her in Act One Scene V. He compares his love for her to the idea of worshipping at a holy shrine, and sees his lips as pilgrims as he is about to kiss Juliet's hand:

'My lips, two blushing pilgrims, ready stand

To smooth that rough touch with a tender kiss.”

ALLITERATION

Alliteration is used to striking effect by Gerard Manley Hopkins in his poem 'Inversnaid', in which he describes a Scottish burn, or river, splashing down from a height to a lake below:

'In coop and in comb the fleece of his foam

Flutes and low to the lake falls home.'

He skilfully fits three alliterative phrases into two lines of poetry here, using the c, f and l sounds, the latter two intertwining.

In the fourth and final stanza Hopkins uses alliteration with the consonant w in each of the four lines:

'What would the world be, once bereft

Of wet and wildness? Let them be left,

O let them be left, wildness and wet;

Long live the weed and the wilderness yet.'

The subtle shifts from wildness to wilderness and wet to weed are particularly effective. Notice the additional alliterative phrases intervening: 'Let them be left,' and 'Long live.'

Other poems that make extensive use of alliteration are Walt Whitman's 'Patrolling Barnegat' and Seamus Heaney's 'Death of a Naturalist'.

There are several other figures of speech used by poets and authors, including assonance, simile, contrast, onomatopoeia and personification. A writer can bring his work alive by creating vivid images to convey his ideas and describe his experiences.

Revise the English and English Literature Anthology for AQA A

I must emphasise at the outset of this review that Revise the English and English Literature Anthology for AQA A is intended for pupils taking GCSE English examinations, but only those who are studying the AQA Specification A as is clear from the title. (AQA is an examination board.) Pupils will be supplied by their schools with the AQA Anthology itself (Oxford University Press, ISBN 0198318812); the Anthology is not available in online or offline bookshops, but if you did need to obtain a copy, you might find one on Ebay.

Tony Childs' book is therefore intended to assist with revision of the Anthology, by taking the poems and short stories one by one and asking questions that will guide pupils in the understanding and analysis of the works. The book opens with a six-page introduction that explains the aims of the book, how it can help with revision, and how to prepare for the examination. The summary stresses the importance of reading all the texts again before attempting to answer the questions in this book. There is also some guidance on sitting the examinations themselves, giving details of how long they last, how many questions there are, how to make a good choice of question, and how to plan an answer before starting to write.

The book is then divided into two main sections, Section 1 on English and Section 2 on English Literature: all pupils study at least half the poems in Section 1; all pupils study some of the poetry in Section 2; and some pupils study the prose in Section 2.

Section 1 English

All pupils have to study this section of the Anthology, although some schools concentrate on only Cluster 1 or Cluster 2, each of which contains eight poems. In the examination, there is a choice of two questions, one featuring poems from Cluster 1 and the other poems from Cluster 2. A pupil who has only studied one of the clusters will therefore not have a choice of questions. Cluster 1 contains poems by poets such as Lawrence Ferlinghetti, Chinua Achebe and Grace Nichols, whilst Cluster 2 has works by John Agard, Moniza Alvi and Tom Leonard amongst others. Some of these are written in non-standard English, and most are by poets of non-British origin.

Section 1 briefly explains how the English Anthology fits into the course, and then goes on to discuss what the examiners are looking for over the following two pages. It then looks at the poems one by one, giving a little information about the author followed in some cases by a glossary, and then the main 'Read and revise' set of questions. The questions are preceded by two or three sentences giving a reminder to read the poem and pointing out a basic feature of it, for example, 'Notice particularly the changing length of sentence' for Imtiaz Dharker's poem 'Blessing'. To give an example of the type of questions presented in this book, for Lawrence Ferlinghetti's 'Two Scavengers in a Truck, Two Beautiful People in a Mercedes', Childs asks, 'Which details in the description of the scavengers contrast with the people in the Mercedes? Look for words and phrases, and think about their effect.' Whilst the book does not provide answers to these questions, they will guide pupils in their reading of the poems and show them the points that they need to look for. The questions are followed by 'Final thoughts', a brief summing up, for example 'Read the poem again. Much of the poem is at least half-joking, and is like a song. How does this change at the end?' sums up John Agard's 'Half-Caste'. Finally, there is a table suggesting which poems in the collection could be compared to the one in question.

After all the poems have been dealt with, Childs discusses how to go about comparing poems from different cultures and traditions. He takes 'Night of the Scorpion' and 'Two Scavengers in a Truck, Two Beautiful People in a Mercedes' and draws up a plan giving notes on how they could be compared in terms of meanings and interpretations; linguistic, structural and presentational devices; language variations; and finally place and culture. The following two pages on Structuring a response to Poems from Different Cultures and Traditions considers the question 'Compare the ways in which the poets present people in Night of the Scorpion and one other poem of your choice from the selection.' It offers clear advice in the form of bullet points as well as a table of detailed notes. Pupils are always advised to end by stating which poem of the two they prefer and why.

Section 2 English Literature

All pupils have to study some poems from the Pre-1914 Poetry Bank; alongside these, some pupils study the poems of Seamus Heaney and Gillian Clarke, whilst others study those of Carol Ann Duffy and Simon Armitage. Most examination questions involve comparing two poems, either one by Heaney with one by Clarke or one by Duffy with one by Armitage, and referring in addition to two poems from the Pre-1914 Bank. The Pre-1914 Poetry Bank includes works by poets such as Walt Whitman, Robert Browning, Thomas Hardy, William Blake and William Wordsworth.

Section 2 opens, similarly to Section 1, by showing how the English Literature Anthology fits into the course and explaining what the examiners are looking for. The Assessment Objectives are explained, which include responding to texts critically, sensitively and in detail; exploring how language, structure and form contribute to meaning; and exploring relationships and comparisons within and between texts. Childs notes that examiners will be looking for an understanding of the texts and an ability to think about them and compare one with another.

The poems of Heaney, Clarke, Duffy, Armitage and those of the Pre-1914 Poetry Bank are then looked at in detail, one by one, in a way similar to that of Section 1. Questions include 'The person in the poem is violent. Find as many violent actions, thoughts or intentions as you can in the poem' (for Duffy's Education for Leisure), or 'In lines 4-6, find two examples of things being unusually sad and affecting – one stated, one implied' (for Heaney's Mid-Term Break). Some of the questions are broken down into several bullet points relating to the same aspect of the poem. Final thoughts sum up each poem, and again there is a table suggesting which other poems are suitable for comparison.

A sub-section on Comparing poems/ Structuring a poetry response explains a little about the choice of questions offered in the examination and what candidates might be asked to compare, for instance feelings, ideas, and the poets' styles of writing. A plan is given in the form of a table for the question 'Compare the ways that poets write about nature in four or more of the poems you have studied. You should write about The Field Mouse by Gillian Clarke and Storm on the Island by Seamus Heaney, and two poems from the Pre-1914 Poetry Bank'. Childs selects Tennyson's The Eagle and Clare's Sonnet from the Pre-1914 Bank. In the plan, one column is dedicated to each poem, and notes are then made on aggression connected with nature, feelings caused by nature, other issues, language, structure and form.

Prose follows the poetry: many pupils study a novel as a set text for English Literature, such as Steinbeck's 'Of Mice and Men', but the short stories in the AQA Anthology provide an alternative to the novel. Pupils do, however, have to compare two short stories from the selection in the examination. There are seven short stories altogether, the authors of which are Doris Lessing, Sylvia Plath, Ernest Hemingway, Joyce Cary, Graham Swift, Leslie Norris and Michele Roberts – all modern or contemporary writers.

Revision guidance for the Anthology Short Stories is presented in the same way as it is for the poems. Each story is looked at in turn through a series of questions (preceded again by a brief note on the author and a glossary where necessary). Final thoughts are followed by two examples of examination questions which require the story to be compared in some way to one of the others in the collection.

Following the detailed analysis of each story, Childs gives guidance on comparing short stories with regard to both content and style. Structuring a Prose Response on the following two pages shows how to 'Compare two stories where characters face difficult situations'. Taking Lessing's 'Flight' and Roberts' 'Your Shoes', Childs defines the four main points to consider and shows how to make a plan in table form giving notes on these four points.

Sample answers and commentaries give three responses to the question 'Doris Lessing uses pigeons to represent something else. Write about how she does this, and how the author of one other story in the Anthology uses the same technique.' One of the sample answers was awarded a Grade A, one a Grade C, and the third a Grade E. Each sample answer is followed by a commentary.

The Glossary on the final page gives definitions of terms such as alliteration, paradox, refrain and syntax.

This is probably the best book available to assist in studying and revising the AQA Anthology. Whilst it does not provide answers to the questions asked, the nature of these questions gives a clear idea of what needs to be considered for each poem or short story and assists in giving a sound understanding. Even an able pupil who understands a poem or story well, however, may not be confident in comparing it with another work in the Anthology, and Childs' book gives plenty of advice in this area. There is a bonus for those studying the poems of Cluster 1 for English, as well as those studying the poems of Heaney and Clarke for English Literature, as some of these are focused on when showing how to structure a response to the poems.

I have used this book on a one-to-one basis both when introducing a pupil to a poem or short story for the first time and for the purposes of revision. I have also lent it to one or two more able pupils who were aiming at a Grade A for English and English Literature, and they were able to gain a stronger insight into the Anthology by using this book on their own. I do think it would be difficult for a less able pupil to use the book without a tutor or parent guiding them, but for a parent who does wish to help, this is an ideal book. No-one is likely to be using every single sub-section of the book, but even so, if it results in achieving even one grade higher, £6.50 seems a small price to pay. I would definitely recommend this book as a study guide or a revision guide for the examinations in question.

Revise the English and English Literature Anthology for AQA A

by Tony Childs

Heinemann, 2002

Paperback, 252 pages

ISBN 0435102885

Price £6.25 (Amazon Marketplace from £2.25)

Sonnet - John Clare

John Clare's simply-titled 'Sonnet' of 1841 is a clear statement of his love of the English summer time. He begins with the phrase 'I love...', and this is repeated in the third line as well as the eleventh, with 'I like...' echoing in the ninth line.

Clare uses imagery to focus on the sights of nature that give him so much pleasure. In the first line, summer is personified as 'beaming forth'. In the second line he skilfully combines alliteration and metaphor in his description of 'white wool sack clouds': his comparison of clouds to wool is fitting in that it keeps the imagery within the domain of nature. Colours of flowers are emphasised in the fourth and fifth lines: 'Mare blobs stain with gold' and 'water lilies whiten'.

In line six, Clare turns to the sound of reeds that 'rustle like wind shook wood', again combining two figures of speech – this time simile and assonance. He expresses his love of watching the Moor Hen searching for her nest in the rushes as well as his admiration of the weeping willow beside the 'clear deep lake'. The long 'ee' sounds in the phrase 'clear deep' emphasis the peace and stillness of the water.

Clare watches flowers swaying and insects flying about in the hay grass in lines eleven and twelve. 'Swings', 'winds' and 'wings' within those two lines build up assonance and alliteration to create a pleasant atmosphere of gentle movement. The final two lines of the sonnet emphasise the fine summer weather and sunshine in the phrases 'bright day' and 'bright beetles'. The insects 'sport about the meadow', giving a feeling of play and enjoyment of the season and the sun. The sonnet ends with a return to the 'clear lake', echoing line ten and giving a sense of unity.

The sonnet is unusual in its lack of punctuation – there is not even a full stop at the end of the final line. The lack of commas or semi-colons allows one line to flow into the next and gives a sense of continuity. The rhyme scheme is, on the other hand, very straightforward and traditional, lending harmony to the sonnet. This is a poem to be appreciated for its simplicity, beautiful imagery and expression of love of nature.

I love to see the summer beaming forth

And white wool sack clouds sailing to the north

I love to see the wild flowers come again

And Mare blobs stain with gold the meadow drain

And water lilies whiten on the floods

Where reed clumps rustle like a wind shook wood

Where from her hiding place the Moor Hen pushes

And seeks her flag nest floating in bull rushes

I like the willow leaning half way o'er

The clear deep lake to stand upon its shore

I love the hay grass when the flower head swings

To summer winds and insects happy wings

That sport about the meadow the bright day

And see bright beetles in the clear lake play

John Clare

1841