poetry comparison essay love and relationships

Mr Salles Teaches English

How to Write a Poetry Comparison

Including a grade 9 answer.

Here is a 26/30 essay from the exam. That’s the beginning of grade 9.

This is from a student who scored 30/30 on several of her other essays. So, this is a clue that the comparison is more difficult, and that she is also missing a trick or two.

I think there are two main things to learn from it:

Comparing each poem continually, point by point, is difficult, and should be avoided.

The easiest way to compare is to:

Write a thesis statement which compares the two poems.

Then write all about one poem.

Then write all about the second poem - referring back to similarities or differences as you notice them.

Then write a conclusion which sums up the difference or similarity in the poet’s viewpoints.

Be as specific and clear as possible. Don’t try to be clever. This is very difficult to explain. But you will see this student often writes sentences which look like an analysis, but because they are not specific, they are not clear.

Below you will get the essay marked by Tilf.io .

Then paid subscribers will get my feedback.

Both sets of feedback will teach you how to compare, whether you study Power and Conflict or Love and Relationships.

Question: How do the poets present the power of love in … and a poem of your choice

Tilf.io gave it Level 5 (which would be a mark of 25). See what you think about the advice it gives:

In both Sonnet 29 and Love’s Philosophy the speakers present the power of love to be greatly consuming and as something that can be constantly desired – common of the romantic period. However, while Shelley suggests ideas of love being fluid with themes of duality and the intersection with nature, Browning suggests the power of love can be all-consuming and perhaps overwhelming.

(This introduction effectively sets up a comparison between the two poems and introduces the thematic focus on the power of love. It's good that you've identified the poets' different approaches to the theme.

Try to directly link these observations back to the question by explicitly stating how these approaches convey the poets' ideas about the power of love.)

Both speakers present the romantic power of love to be constantly desired and with the theme of duality. The mountains “mingle” with rivers and the sea, indicating Shelley’s view that the power of love and power of nature are almost intersectional. The verb “mingle” suggests a gentle meeting, contrasting the later verb of “clasp”, connoting both tenacity and desire. The contrasting verbs present Shelley’s ideas of how love can develop and change, r his persuasive piece of wanting a required relationship. The further use of water imagery connotes fluidity, which perhaps displays Shelley’s ideas of the rhythm and synchronicity of both love and nature. However, Browning presents her ideas of the power of love with moods of power and tenacity. Browning employs the use of exclamatory language of “I think of thee!” accentuating the overbearing feelings of love she experiences. The employment of caesura following could perhaps further the idea of her thoughts being uncontrolled and constantly changing due to the overwhelming hold love has on her at this point. Ideas of duality are presented through Browning’s use of the previous “I” and “thee”. This direct address displays Browning’s view of love with themes of togetherness and these thoughts slowly consume her.

(Your analysis of the language and imagery used by both poets is insightful, particularly your discussion of the contrasting verbs 'mingle' and 'clasp'. This effectively demonstrates how the poets convey their ideas about the power of love.

To strengthen your response, consider exploring how these techniques affect the reader's understanding of love's power.)

Moreover, both poets present the power of love to be all consuming and omnipotent as their emotions develop. The power of love is seen to be great through the use of biblical imagery. Browning seeks divine intervention to justify and rationalise her disorderly emotions. The phrase “Oh my palm love” connotes ideas of maturity, indicative of Browning trying to justify her emotions. This constant justification could perhaps be because of the rarity of women being allowed to express emotions in the Romantic Victorian era as the initial intention of the poem was for the private eyes of Robert Browning. The poem is also a sonnet, a quintessentially romantic poem, typically for the use of mans to express their emotions. Further ideas of the all consuming power of love are clear when they “inspire” her. The verb “inspire” connotes inevitability and almost an echo chamber of emotions, displaying the extent of the power of love.

(This paragraph offers a nuanced understanding of the thematic and historical context of Browning's poem, which enriches your analysis. The mention of the sonnet form and its historical implications is particularly insightful.

To further enhance your response, consider how Shelley's use of natural imagery compares to Browning's use of biblical imagery in conveying the power of love.)

In contrast, Shelly presents his ideas of the overwhelming emotions he has succumbed to through the volta, questioning the value of something as powerful as nature if his love doesn’t have natural feelings. “High heavens” suggest the extent to which he is questioning the power of love if the feelings are unrequited. Shelley also employs images of “kiss, kissing” which conjure images of intimacy which are all in vain, due to the feelings not being reciprocated.

(Your exploration of Shelley's use of the volta and natural imagery to convey the theme of unrequited love is well done.

It would be beneficial to draw a clearer connection between this analysis and the overarching question of how poets convey their ideas about the power of love, perhaps by discussing the emotional impact of these techniques on the reader.)

Furthermore, both poets continue to present their ideas of the power of love as constantly changing, as both poems have a shift in tone. Browning suggests at the end she “no longer think [s] of thee”, suggesting ideas of composure which are the dichotomy of her previously “wild” emotions, displaying the development and changing view she has on the power of love. The use of caesura are indicative of the abrupt change in her emotions and she has overcome the previously overwhelming power that her emotions had on her.

(This paragraph effectively identifies a shift in tone in Browning's poem, which is a key observation.

To enhance your analysis, consider discussing how this shift in tone reflects the complex nature of love's power and its impact on the individual. Additionally, linking this observation more explicitly to the question will strengthen your argument.)

In contrast, Shelley instead employs a deeply philosophical rhetorical device of “the values in kissing, if thou do not love me”. The arguably nihilistic ideas display how his obsession of his partner has overwhelmed him to the point where he questions and challenges the value of nature and duality of his surroundings. This is indicative of his ideas of “the power of love” being too great to be further pursued again at what he believes his soulmate doesn’t love him back.

(Your analysis of Shelley's philosophical approach and its implications for understanding the power of love is insightful.

To further improve, consider how this philosophical questioning enhances the reader's understanding of love's power and its potential to overwhelm. Linking this back to the question more directly would also be beneficial.)

Overall, both poets present their ideas of the extent of the power of love as constantly shifting and all encompassing at times, sometimes, “weigh down”.

(Your conclusion succinctly summarizes the main points of your analysis, effectively tying back to the question. For a stronger conclusion, consider emphasizing the significance of these findings in relation to the poets' overall message about the power of love.)

Overall feedback:

Your essay demonstrates a thoughtful and detailed analysis of how both poets convey their ideas about the power of love through their use of language, imagery, and form. You've effectively compared and contrasted the poets' approaches, providing insightful observations on their techniques and the themes they explore.

To further enhance your response, ensure that each point directly links back to the question, emphasizing how these techniques convey the poets' ideas about the power of love. Additionally, consider exploring the emotional impact of these techniques on the reader to deepen your analysis.

What went well:

Your detailed analysis of language and imagery, as well as your understanding of the thematic and historical context of the poems, are particularly strong. You've also effectively identified and discussed the shifts in tone and their significance.

Even better if:

Your response could be improved by more explicitly linking each point back to the question and by exploring the emotional impact of the poets' techniques on the reader. Additionally, ensuring a more direct comparison between the poems throughout your essay would strengthen your argument.

Mr Salles Teaches English is a reader-supported publication. To receive new posts which help you get top grades, consider becoming a free or paid subscriber.

You can try out Tilf for free - it will mark your first piece of writing (in English, humanities or 6 mark science answers for free, so you can see if it is any use to you).

I have only tested it for literature, and it is spot on for marking up to grade 8, and really useful for advice on how to improve in every grade, including 9.

Now Compare that to my Feedback

(I’ve written my comments so you will learn even more if you don’t study Love and Relationships!)

This is at least a 3 part thesis which starts straight away with comparison. This is a great way to show that you are comparing the poets’ points of view. It is mostly brilliant. The weakness is that ‘ideas of love being fluid’ doesn’t make any sense yet - it is much too vague. What does it mean - love runs away like a river? Love changes shape like a puddle? Does that mean the person who loves, or who is loved. Vague. Vague. Vague. Be specific - explain how.

Both speakers present the romantic power of love to be constantly desired and with the theme of duality. The mountains “mingle” with rivers and the sea, indicating Shelley’s view that the power of love and power of nature are almost intersectional. The verb “mingle” suggests a gentle meeting, contrasting the later verb of “clasp”, connoting both tenacity and desire. The contrasting verbs present Shelley’s ideas of how love can develop and change, on his persuasive piece of wanting a requited relationship.

I think ‘intersectional’ means inter connected here. I don’t even understand what intersectional is. Don’t reach for show off vocabulary - it is much more likely to lose you marks. So this part gets no marks. The last sentence also doesn’t make much sense. The examiner is therefore left with some good analysis of individual words, and the way that they can be interpreted in dual ways. They get excited about this and award it Level 5 for AO2 because it looks ‘thoughtful’. The way to do that is zoom in on individual words, and write about alternative interpretations.

Paid subscribers get at least one grade 9 answer with my feedback every week. And they have access to the over 60 exam answers already published.

Keep reading with a 7-day free trial

Subscribe to Mr Salles Teaches English to keep reading this post and get 7 days of free access to the full post archives.

Resources you can trust

Comparing poems in the Love and relationships cluster

This is a series of activities supporting students comparing poems from the Love and relationships cluster in the AQA anthology: poems past and present. Tasks include exploring word clouds, a ticklist and planning a response, before writing an essay.

All reviews

Have you used this resource?

Valerie Long

Resources you might like

• My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

‘Love and Relationships’ AQA Grade 9-1 Course by Geraldine Rose

Published by Jonathan McDaniel Modified over 6 years ago

Similar presentations

Presentation on theme: "‘Love and Relationships’ AQA Grade 9-1 Course by Geraldine Rose"— Presentation transcript:

Lesson Objectives By the end of this lesson we will: 1. Be able to plan an essay on the poetry question.

Inspired by Dead Poets Society

E. Barton 1.  There is no substitute for independent preparation. It is quite clear who is revising and who is not.  You need to revise all materials.

Differences between a C and a D grade

GCSE English Literature Specification A Written Paper 70% (1 hour 45 mins) Section A One question based on post – 1914 prose. There will be a choice of.

Poetry for GCSE Approaches to: Anthology Study, Coursework and Unseen Poems.

Writing on Unseen poetry. Language, structure and form LanguageStructureForm Word choice Imagery Simile Metaphor Personification Sound devices (assonance,

Essay Outline Poetry Unit.

‘Moon on the Tides’ Mock poetry Exam Question

What must students cover

Poems from Other Cultures

English Literature Poetry Revision

English literature GCSE

Critical Essay Reading. What is a critical response? A critical response is an essay where you can show your understanding and appreciation of a text.

Miss L. Hamilton Extend your Bishop Justus 6 th Form Year 12: AS Level English ‘Struggle for Identity in Modern Literature’ Lesson 11 Year 12:

Comparing Poetry Learning objectives:

Unit 1 Examination. AO1  Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations.

Writing about poetry in the exam

Comparing Poems The 8 Point Question

AQA ENGLISH LANGUAGE GCSE & ENGLISH LITERATURE GCSE

About project

© 2024 SlidePlayer.com Inc. All rights reserved.

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

2017 AQA level 9 model answer example love and relationships poetry love's philosophy sonnet 29

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

17 May 2023

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

katierambles

Wouldn't give this a G9

Empty reply does not make any sense for the end user

jfranciswilliams

I wouldn't give this a G9 more like a strong G7+ but I appreciate the resource being shared. Thank you.

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Grade 9 - Comparisons

Test yourself on this topic.

This topic is designed as an interactive quiz.

Test yourself in an adaptive quiz or answer open-ended exam questions for free, by signing in to Seneca.

Jump to other topics

1 When We Two Parted - Lord Byron (1788-1824)

1.1 When We Two Parted Analysis

1.1.1 Summary & Structure

1.1.2 Themes: Death & Loss

1.1.3 Themes: Time & Anger

1.1.4 Key Quotes & Comparisons

1.1.5 End of Topic Test - When We Two Parted

2 Love’s Philosophy - Percy Bysshe Shelley

2.1 Love's Philosophy Analysis

2.1.1 Summary & Structure

2.1.2 Themes

2.1.3 Key Quotes & Comparisons

2.1.4 End of Topic Test - Love's Philosophy

2.1.5 Exam-Style Questions - Love's Philosophy

3 Porphyria’s Lover - Robert Browning (1812-1889)

3.1 Porphyria’s Lover Analysis

3.1.1 Summary & Structure

3.1.2 Themes: Porphyria & Violence

3.1.3 Themes: Sin & Pathetic Fallacy

3.1.4 Key Quotes & Comparisons

3.1.5 End of Topic Test - Porphyria's Lover

4 Sonnet 29 - Elizabeth Barrett Browning (1806-1861)

4.1 Sonnet 29 – ‘I think of thee!’ Analysis

4.1.1 Summary & Structure

4.1.2 Themes

4.1.3 Key Quotes & Comparisons

5 Neutral Tones - Thomas Hardy (1840-1928)

5.1 Neutral Tones Analysis

5.1.1 Summary & Structure

5.1.2 Themes

5.1.3 Key Quotes & Comparisons

5.1.4 End of Topic Test - Sonnet 29 & Neutral Tones

6 Letters from Yorkshire - Maura Dooley (Born 1957)

6.1 Letters from Yorkshire Analysis

6.1.1 Summary & Structure

6.1.2 Themes

6.1.3 Key Quotes & Comparisons

7 The Farmer’s Bride - Charlotte Mew (1869-1928)

7.1 The Farmer's Bride Analaysis

7.1.1 Summary, Structure & Form

7.1.2 Themes

7.1.3 Key Quotes & Comparisons

7.1.4 End of Topic Test - Dooley & Mew

7.1.5 Exam-Style Questions - The Farmer's Bride

8 Walking Away - Cecil Day Lewis (1904-1972)

8.1 Walking Away Analysis

8.1.1 Summary, Structure & Form

8.1.2 Themes

8.1.3 Key Quotes & Comparisons

9 Eden Rock - Charles Causley (1917-2003)

9.1 Eden Rock Analysis

9.1.1 Summary, Structure & Form

9.1.2 Themes

9.1.3 Key Quotes & Comparisons

9.1.4 End of Topic Test - Walking Away & Eden Rock

10 Follower - Seamus Heaney (1939-2013)

10.1 Follower Analysis

10.1.1 Summary, Structure & Form

10.1.2 Themes

10.1.3 Quotes and Comparisons

11 ‘Mother, Any Distance’ - Simon Armitage (Born1963

11.1 'Mother, Any Distance' Analysis

11.1.1 Summary, Structure & Form

11.1.2 Themes

11.1.3 Key Quotes & Comparisons

11.1.4 End of Topic Test - Follower& Mother, Any Distance

12 Before You Were Mine - Carol Ann Duffy (Born 1955)

12.1 Before You Were Mine Analysis

12.1.1 Summary, Structure & Form

12.1.2 Themes

12.1.3 Key Quotes & Comparisons

13 Winter Swans - Owen Sheers (Born 1974)

13.1 Winter Swans Analysis

13.1.1 Summary, Structure & Form

13.1.2 Themes

13.1.3 Key Quotes & Comparisons

13.1.4 End of Topic Test - Duffy & Sheers

14 Singh Song! - Daljit Nagra (Born 1966)

14.1 Singh Song! Analysis

14.1.1 Summary, Structure & Form

14.1.2 Themes

14.1.3 Key Quotes & Comparisons

15 Climbing My Grandfather - Andrew Waterhouse

15.1 Climbing My Grandfather Analysis

15.1.1 Summary, Structure & Form

15.1.2 Themes

15.1.3 Key Quotes & Comparisons

15.1.4 End of Topic Test - Nagra & Waterhouse

16 Grade 9 - Comparisons

16.1 Grade 9 - Comparisons

16.1.1 Grade 9 - Comparisons

End of Topic Test - Nagra & Waterhouse

When We Two Parted ( AQA GCSE English Literature )

Revision note.

Each poetry anthology in the GCSE contains 15 poems, and in the poetry question in the exam you will be given one poem on the paper - printed in full - and asked to compare this given poem to one other from the anthology. You will not have access to the other poems in the exam, so you will have to know them very well from memory. Fifteen poems is a lot to learn. However, understanding four things will enable you to produce a top-mark response:

• The meaning of the poem
• The ideas and messages the poet wanted to convey
• How the poet conveys these ideas and messages through their methods
• How these ideas compare and contrast with the ideas and themes of other poems in the anthology

Below is a guide to When We Two Parted by Lord Byron, from the Love and Relationships 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

When We Two Parted is part of the Love and Relationships 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 love and relationships. 

It is therefore as important that you learn how When We Two Parted compares and contrasts with other poems in the anthology as understanding the poem in isolation. See the section below on ‘What to Compare it to’ for detailed comparisons of When We Two Parted and other poems in the anthology.

In order to answer an essay question on any poem, it is essential 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 Byron’s intention and message

When We Two Parted in a nutshell

The poem When We Two Parted was written by Lord Byron (George Gordon Byron) in 1808 and published in 1816.  Byron was one of the most prominent figures of the Romantic movement in English literature. It is believed that the poem was inspired by one of the many controversial romantic relationships that Byron had experienced in his lifetime. The poem explores the sorrowful conclusion of a romantic affair, hinting that it may have been forbidden and secret. The poet observes the situation from their own perspective, feeling overwhelmed with misery. The poem's overall mood is at the same time bitter, p ensive and m elancholic .

When We Two Parted breakdown

“When we two parted

In silence and tears,

Half broken-hearted

To sever for years,”

Translation

• The poem begins with the speaker talking directly to the woman about how they broke up and drifted apart 
• The speaker explains how the break up has led to the sorrow he feels now

Byron’s intention

• The silence expressed in the poem suggests many hidden emotions that are not openly shared, either because the separation was not mutual or because there was a secret or forbidden aspect to the relationship
• The image of being “half broken-hearted” conveys Byron's sentiment that a part of him has been lost or i rreparably damaged due to the separation
• The term “sever” evokes a sense of violence and emphasises the emotional trauma resulting from their separation

“Pale grew thy cheek and cold,

Colder thy kiss;

Truly that hour foretold

Sorrow to this.”

• The speaker states that his lover became cold and distant in their demeanour towards him
• The woman's fading love and passion for him is indicated through symbols of death, specifically paleness and coldness
• These symbols serve as a metaphor for her dying emotions towards him
• Looking back on the past, the speaker comes to the realisation that the downfall of their relationship was foreshadowed by their partner's cold behaviour towards them
• It is now clear that their relationship was doomed from that moment onwards

“The dew of the morning

Sunk chill on my brow—

It felt like the warning

Of what I feel now.”

• The speaker feels rejection by his lover and this hints at the future demise of the relationship
• The speaker perceives the “morning” as a symbolic representation of new opportunities
• The cold “dew” on his forehead on this new beginning alludes to the unreturned love and rejection from his previous partner
• This serves as a reminder of the unpleasantness and a nimosity existing in their past relationship
• The speaker in the poem changes the tense from past to present while emphasising how her a loofness towards her partner in their relationship predicted its eventual collapse, and subsequently, the anguish he experiences presently

Lines 13-16

"Thy vows are all broken,

   And light is thy fame;

I hear thy name spoken,

And share in its shame."

• The speaker states that the woman was in a relationship with someone else
• The speaker hears her name mentioned and he is ashamed
• The speaker suggests that the woman who he was in a relationship with has committed adultery against him, causing their relationship to end
• He portrays her vows of love and devotion as broken, implying that she played a significant role in the ending of their relationship
• The last three sentences serve as additional proof that the woman in question is involved in an affair
• They depict the woman’s damaged reputation, and the speaker’s embarrassment upon hearing her name
• The speaker's empathy towards her situation suggests he is also ashamed of himself for not satisfying her

Lines 17-20

“They name thee before me,

A knell to mine ear;

A shudder comes o'er me—

  Why wert thou so dear?”

• The speaker repeatedly hears her name mentioned and it is painful for him
• A “knell” refers to the sombre ringing of a bell during a funeral service
• The memory of his relationship with her causes him to reminisce about their painful break-up, which is symbolised by this imagery
• The poet uses a rhetorical question that carries a strong emotional and personal impact
• Despite the woman's infidelity, the man acknowledges the depth of his love for her and mourns the absence of her r eciprocal feelings
• The fact that the question remains unanswered underscores the man's profound sense of isolation, which is c ompounded by his overwhelming grief

Lines 21-24

“They know not I knew thee,

Who knew thee too well—

Long, long shall I rue thee,

Too deeply to tell.”

• The speaker suggests that he knew his lover too well
• He expresses bitter regret of having been in the relationship or for the loss of it
• The speaker subtly implies a level of intimacy, both emotionally and sexually, that they had shared during their time together
• Through the consistent use of direct address towards the female subject, the speaker portrays how thoughts of their past relationship and the sorrow of its ending continue to weigh heavily on his mind
• The speaker not only experiences grief but also bitter regret, as the reader discovers from the use of the word "rue"
• It is uncertain whether the regret p ertains to the loss of the person or the fact of having been in a relationship with them at all

Lines 25-28

“In secret we met -

In silence I grieve,

That thy heart could forget,

Thy spirit deceive.”

• The speaker reveals the secrecy surrounding their affair 
• He feels deceived by her false love for him
• The two lines contrast meaning with one illustrating intimacy and the other isolation and the reader can detect the speaker's bitterness in them
• The speaker expresses sorrow over how his former lover could forget him or cease to love him
• Furthermore, he l aments how she was able to deceive him by faking her love while engaging in their affair

Lines 29-32

“If I should meet thee

   After long years,

How should I greet thee? -

   With silence and tears.”

• The speaker thinks about what would happen if he met his former lover again
• He states he would be silent and tearful
• The poem’s conclusion sees the speaker turning his attention to the future and he questions how he would react if he were to see the subject of the poem again
• Eventually, he concludes that he would be left feeling speechless and tearful
• The repetition of the phrase “silence and tears” used earlier in the poem to describe their initial parting, is used to emphasise that the speaker’s pain would remain just as strong, highlighting the lasting emotional impact of their separation

The exam question will ask you to compare how the given poem presents a key theme with another one from the anthology. It is always worth starting your answer using the wording of the question, summarising the key theme in the poem. This demonstrates to the examiner that you have understood what the question is asking of you, but also that you have a good understanding of the poems themselves. For example, “When We Two Parted explores the key theme of loss. This theme can be linked to…” . See the section What To Compare It To for further suggestions.

Writer’s Methods

Although this section is organised into three separate sections - form, structure and language - it is important to take an i ntegrated approach to AO2, focusing on the main themes and ideas of the poem and then evaluating how Byron’s choices of language, structure and form contribute to these ideas. In essence, how and why the poet has made the choices they have, in relation to their intentions and message. 

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

To gain the highest marks in this question, your use of subject terminology should be judicious . This means you should judge what is important to include and use subject terminology only when directly relevant to your analysis of the themes of the poem. The last thing examiners want to see is what they call “technique spotting”, where a student identifies the use of a metaphor without any analysis about how the poet’s choice to use such a thing contributes to their overall message.

The poem is composed of four stanzas with eight lines each, which follow a strict ABAB rhyme scheme . 

Byron’s lightly controlled use of structure signifies the speaker’s emotions throughout the poem and signifies a reflective tone.

Bryon employs vivid imagery and allusions throughout the poem and his use of foreshadowing illustrates the inevitable ending of the relationship.

Examiners are clear that context should not be written about separately. It is therefore important that you do not write about context in a separate paragraph, or include irrelevant biographical information about Byron or the historical figures mentioned in the poem. The best way to include context is to start with the key themes and ideas in the poem, and then include an exploration of why the writer may have chosen to address these themes and ideas. This section has therefore been divided into two relevant themes that Byron explores:

Pain and Loss

• celebration of nature
• the idealisation of the common man
• focus on the individual experience and spirituality
• idealisation of women 
• celebration of isolation and m eloncholy
• Romanticism pervaded much of the literature of the 19th Century
• Byron, a prominent poet of the Romantic era, upheld the significance of nature, emotion, and love, while rejecting the contemporary industrialised society of his time
• When We Two Parted demonstrates this inner emotional turmoil and the speaker’s inability to move forward
• Through their literature, they portrayed the world as a realm of boundless possibilities, capable of infinite growth
• Byron's passionate and rebellious nature, resonated with the spirit of Romanticism , which sought to celebrate the individual's freedom of expression and emotions
• Byron was involved in a long list of scandals, such as failed romances and divorces
• Respectability was a key aspect of Victorian society and there were strict social codes regarding behaviour and moral and social conventions were highly valued
• Gentlemen were expected to adhere to the highest standards of behaviour and one was expected to restrain themselves when it came to emotional and sexual desires
• The secret affair explored in the poem links to this theme
• He rebelled against the strict moral codes and social constraints prevalent during the Victorian era
• In When We Two Parted, Byron depicts an i llicit and secret affair

What to Compare it to

The essay you are required to write in your exam should be an integrated comparison of the ideas and themes explored in two of your anthology poems (the one given on the exam paper and one other). It is therefore essential that you revise the poems together, in pairs, to understand how each poet presents key ideas and themes, in comparison to other poets in the anthology. Given that When We Two Parted explores ideas of pain, loss and memories the following comparison would be a good place to start:

When We Two Parted and Neutral Tones

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

You will be expected not only to explore this poem in depth, but make perceptive comparisons to themes, language, form and structure used in one other poem from the anthology that also explores themes of pain, loss and memories. It is therefore important not to just memorise a series of quotations, but to have a thorough knowledge of all of the poems and their themes. It is also essential that you ensure you write about two poems (the one given to you and one other) in your exam response. Only writing about the poem given on the paper will get you a low mark.

Comparison in a nutshell:

This comparison provides the opportunity to compare the poets’ attitudes towards pain, loss and memory.

Similarities:

Differences:

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.

You've read 0 of your 10 free revision notes

Get unlimited access.

to absolutely everything:

• Downloadable PDFs
• Unlimited Revision Notes
• Topic Questions
• Past Papers
• Model Answers
• Videos (Maths and Science)

Join the 100,000 + Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Author: Nick

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.