igcse poem analysis essay

CIE Unseen Poetry Essay Example — An Abandoned Factory, Detroit

Here’s a CIE Unseen Poetry Essay Example that I completed for the Cambridge IGCSE Unseen Poetry exam question, based off of the 2017 English Literature exams. I left my plan and notes in there so you could see all the working out! I also wrote the timings there for you to see roughly how long it took me.

For extra revision or help with Unseen Poems, take a look at my Unseen Poetry Course here .

THE QUESTION:

How does the poet’s writing strikingly portray the abandoned factory?

To help you answer this question, you might consider:

• How he portrays the gates and fence that surround the factory.

• How he describes the inside of the building.

• How he explores the relationship between the factory and the people who once worked there.

THE POEM (10 minutes reading/annotating):

An Abandoned Factory, Detroit

“The gates are chained, the barbed-wire fencing stands, An iron authority against the snow, And this grey monument to common sense Resists the weather.”

For the full poem, click this link .

THE PLAN (9 minutes):

• Man and machine
• Working-class / factory work

Through layering imagery of abandoned machinery and the neglected building with memories of the people who once worked there, the writer creates an intensely reflective psychological space that in a sense is its own eulogy for the factory and its workers.

• Sinister gates
• Appears foreboding / prison-like
• Inside it’s full of large equipment gone rusty
• Giant machinery abandoned
• Silence, stillness, decay
• Fence is ‘charged’ with memories and emotions
• Exploration of the passing of time, both for the workers and the place
• Decay / erosion

THE ESSAY (45 minutes writing, 5 minutes checking):

The poem’s title reflects its sombre tone, telling us that the factory is described is both ‘abandoned’ and in ‘Detroit’; a location that was once famous for its industry which has now fallen into disrepair. Through layering imagery of the neglected building and machinery with memories of the people who once worked there, the writer creates an intensely reflective and symbolic psychological space that in a sense is its own ‘eulogy’ for the factory and its workers.

The exterior of the factory is portrayed as sinister, with the ‘chained’ gates and ‘barbed-wire fence’ creating visual imagery with strong connotations of security and protection. The sharp qualities of ‘barbed-wire’ further give the impression of a tightly controlled facility such as a prison or workhouse, suggesting that it was not an enjoyable place to work. After the factory’s abandonment, the poet observes that the fence is an ‘iron authority against the snow’, using personification to maintain the fence’s impression of being unwelcoming and forcefully strict. Furthermore, the abstract noun ‘authority’ implies that the fence is itself a kind of powerful entity, which in present times still serves to keep trespassers out of the grounds. It stands in direct contrast to the whiteness of the ‘snow’, which creates a cold, wintry atmosphere and perhaps symbolises the peace and purity of nature that is juxtaposed with the unnatural and manmade ‘iron’ structure. Ultimately, the gate is physically imposing, but it could also be argued that it is symbolically representative of restraint and strictness; remaining powerful long after those who built it have left.

The interior of the factory creates a more poignant tone to the poem, as there is a sense of silence and stillness, intermingled with decay. The focus of the poem shifts in the second stanza, as the poet invites us to look ‘through broken windows’ at the inner space of the building. There is a semantic field of industry created through the visual imagery of ‘presses’, ‘wheels’ and ‘spokes’; however this machinery is no longer functional which creates a sense of bathos as we realise that its power has long subsided. For instance, we are presented with ‘presses paused between their strokes’, an uncanny picture of the machinery stopped in its function mid-action which almost personifies the presses, suggesting they are frozen in their movement. In addition, the poet observes that the wheels ‘have stopped; one counts the spokes / Which movement blurred’. The use of the semicolon as a caesura demonstrates an abrupt pause to the flow of the poem, which in turn imitates the abruptness with which the factory’s operations ceased to exist; we are given the impression that the factory closed down suddenly, unexpectedly, and that this must have had a devastating effect on its workers, who would have lost their jobs instantly. The use of the past tense intertwined with present here — ‘one counts’ / ‘blurred’ further emphasises this shift between the factory’s busy past and its silent present. It seems an unnatural observation, as if the spokes were not meant to be seen except in constant motion, and it adds to the eerie impression of stillness and decay of the factory’s interior.

With both the interior and exterior, the poet makes clear that it is charged with the energy of the past, in particular of the people who frequented the place daily. The listing of ‘fears of idle hands…protest..men in league’ creates the impression of a workers’ union, or a tension that once existed between the owner of the building and its employees; we are told that these fears still ‘charge’ the fence, as if a residual memory or energy trace has left a foreboding feeling there, even after the initial intentions of building the fence have long gone. The phrase ‘slow/Corrosion of their minds’ contributes to the impression of decay, but also creates a sombre tone in that it suggests that the workers eventually gave in to the rules and regulations of the place, becoming more placid over time. It is interesting to note that ‘corrosion’ is a particularly scientific and industrial term, which is being transferred from its common usage in industry to the workers themselves, and this process is further emphasised with the use of enjambment, which slows the pace of the poem down at this point to enhance the image. Furthermore, we are told that ‘nothing’ the workers made ‘outlived the rusted gears’, a curious observation which again implies the erosion and decay of energy and materials over time. It perhaps functions symbolically to creates the impression that the workers’ lives and their products were ephemeral, passing a cynical judgement on the concepts of consumerism and mass production.

Overall, the poet uses symbolism to layer images of the past over the present, and to create a forlorn, sombre tone when describing the abandoned factory. There are possible references to the struggle of workers against higher authorities, as well as suggestions of the tragedy of consumerism. With final word being ‘eulogy’, we are left with the impression that the poem itself is a commemorative piece that seeks to capture the impressions of Detroit, both in the past and its present, creating the notion that the city is no longer thriving and that it has always been a place of hardship and struggle.

Thanks for reading! For extra revision or help with Unseen Poems, take a look at my Unseen Poetry Course here .

Check what else I have prepared for you on CIE IGCSE by clicking this link .

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Here’s how to analyze an IGCSE unseen poem like a pro

Shamim imtiaz.

• Created on April 20, 2022
• Blog , Cambridge IGCSE , English , Exam Tips , Free Resources , IGCSE , IGCSE Notes , Learning Tips , Revision Tips

The IGCSE Unseen Poem in the IGCSE English Literature examination is a very important yet challenging question carrying a substantial amount of points. The question as mentioned is to analyze an unseen poem. The student has to attempt to analyze an unseen poem, one that they have not read before. Students must read, understand, and analyze the unseen poem using their knowledge of poetry and language techniques. Hence, identifying what the poem is about and the message it is trying to convey.

Why is the IGCSE Unseen Poem question interesting and challenging at the same time?

Time management and past paper practice for IGCSE English Literature is a vital revision milestone for every student.

As much as any literature student would love to read poetry, the IGCSE unseen poem is challenging because it is in fact ‘unseen’.

Students have not had the time to read and think about the poem beforehand.

As it is IGCSE English Literature as a subject includes a lot of writing about and analyzing different texts.

Moreover, in examination and time restraint conditions it becomes difficult to analyze and understand an unseen poem and write about it.

But with a few easy tricks and tips, students can attempt to understand and analyze the unseen poem confidently.

1. READ THE IGCSE UNSEEN POEM TWICE

Reading the poem twice is very important.

Firstly, reading it once will allow you to understand the simpler meaning and help you gauge what the poem is about at face value.

Secondly, reading it again will give you a chance to understand the deeper meaning of the poem.

When reading the poem for the first time do it out of enjoyment and do not stress.

While reading it a second time, focus on how the poem makes you feel, and what you can gather about how the poet is trying to reach out to you.

The second time you read the poem keep a pencil in your hand and look for things that stand out to you like:

1. The imagery the poet is painting with the words

2. The kind of rhythm the poem seems to have

3. Check for rhyming, similes, metaphors, comparisons, onamathapiea

4. Note how many stanzas are there and how the words are divided between each of them.

5. It will also be useful to note down any other references and examples that can prove the message or feeling the poet is trying to convey.

6. Any indication of the context or time period in which the poem was written. for example; is the poem based on events in times like war or migration.

7. Any major themes or emotions that the poet is trying to showcase, like; love, unrequited love, anger, betrayal, or even abandonment.

8. Read the title of the poem and see what you can understand about the context of the poem.

2. FOCUS ON THE FORM AND STRUCTURE OF THE IGCSE UNSEEN POEM

Form and structure are essentially how the poem is organized and presented.

While you read the poem pay attention to the way the poem is written.

Some of the questions that you can ask yourself are:

1. Is there a rhyme scheme in the poem

2. Does the poem have a set number of lines in each stanza

3. It would also be useful to note if the poem conforms to popular poetic structures like the sonnet or a haiku.

Most of the time the structure and form of the poem are portrayed through the tone and flow of the poem.

Does the last line of one stanza continue to the first line of the next stanza?

If so, then that is an example of Enjambment 

The choice of language used is also a part of noticing the form of the poem.

Does the poet use very flowery poetic language or a more colloquial tone?

Furthermore, also note if the poet uses a wide range of adjectives, verbs, and adverbs.

This will help you decide if the language is rich and detailed as opposed to brief, precise, and on point.

All these aspects help you understand the concept of the poem and allow you to piece the message and feeling the poet wishes to convey together.

Moreover, focus on the Punctuation used by the poet as well.

Punctuation together with the type of language used also helps the student understand the tone of the poem .

This is because it helps the reader makes sense of the poem and its message.

It helps to organize and bring out the right meaning of the words used.

3. UNDERSTAND THE POETIC DEVICES USED

Use a highlighter or pencil to circle and underline all the areas where you notice the use of poetic devices.

There are several poetic devices l ike:

Imagery – Is the use of words to create a picture or image.

Onomatopoeia – Formation of words from sounds that

Irony – Using words to create an expression that means the direct opposite of what is being said.

Repetition – Using the same words again and again to create a dramatic effect

Pathetic Fallacy – Using the environment and nature to show the mood or feelings of the poet

Personification – Assigning human feelings to inanimate objects.

Hyperbole – Exaggerating words or statements to create a dramatic effect but are not true.

All these techniques should be embedded in the poem itself , it is just a matter of noting them and annotating them while you read the poem.

Using poetic devices try to understand the ideas that the poet is trying to portray.

You can round off by connecting the ideas to the theme or main idea of the poem.

It is not just enough to write about poetic devices.

But rather you have to show how the poetic devices prove that the poem is about a certain subject or certain theme.

4. TRY TO UNDERSTAND THE FEELING AND MESSAGE THE POEM IS TRYING TO BRING OUT

While reading the poem try to mentally understand what the poet is saying.

As soon as you start reading the poem a simple picture or idea will form in your mind.

Follow that feeling and use poetic devices to try and piece together the details to understand the bigger picture regarding what the poet is trying to say.

It is beneficial to remember that there is no right or wrong answer to poetry.

This is why poetry is such an interesting form of expression.

It is subjective.

Everybody will have different interpretations of an unseen poem.

Students must be able to understand, explain, and show the examiner their ideas by proving their claims using poetic devices and their connection to what the poet is trying to say.

5. ANNOTATE AROUND THE IGCSE UNSEEN POEM

Keep a pencil in your hand constantly while you are reading the poem.

Every time you read the unseen poem you will notice some new detail.

Hence, it becomes easy to mark those details if there is a pencil in your hand at all times.

Annotate around the poem, put arrows, and asterisks, to draw attention to words that bring out imagery or certain poetic devices or even a sense of the theme of the poem.

It doesn’t have to be in proper English, even if it is in short form the purpose of the annotation is to remind you of the details you see in the poem.

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The Literary Companion

Discover the Artistry Within: Your Journey through Poems, Short Stories, and Novels

Away, Melancholy

Analysis and Literary Devices

Stevie Smith

What is the poem Away, Melancholy about?

• What is the theme of the poem Away, Melancholy?
• What is the structure of the poem Away, Melancholy?

LIme-by-Line Analysis and Literary Devices of the Poem

Florence Margaret Smith, pseudonym Stevie Smith, was born in a religious household but started questioning organized religion and the concept of God later in life. In her poetry, she often questioned the existence of God and struggled with issues of faith and doubt, and explored spirituality in her way.

Poetry must be rooted in religion and philosophy. qtd in Barbera 71

“ Away, Melancholy ” is a poem about humans grappling with melancholy, hope, and the concept of God in religions. Through literary devices such as metaphor, alliteration, and repetition, Smith conveys an urgency and a desire to release the burden of melancholy. Yet, the poem also has a message of hope, reminding the readers that we have the ability to conquer our sorrow with the aid of our innate goodness.

What is the theme of the poem Away, Melancholy ?

Hope and Despair

The poem reminds us that life is beautiful and precious and must be embraced and that the burden of sorrow should be lifted. Smith’s poem demonstrates the power of nature to heal and nurture the soul ( “Are not the trees green….Away melancholy” ), and the importance of seeking positivity and hope in the face of sadness and despair.

Divine and the Human

Stevie Smith has reconstructed the concept of God by inverting the preconceived notions of God. Man, himself, is the creator of God and by worshipping the symbol, an ordinary stone, he actually venerates goodness. God is not a separate entity outside of humanity. Human desire and longing for goodness and love are divine and spiritual in nature.

What is the structure of the poem Away, Melancholy ?

The poem, written in free verse , has lines of varying lengths and irregular rhyme schemes that add to the fluidity of the poem. Few lines that have an end rhyme intensify the overall impact and meaning of the poem. The refrain “ Away, Melancholy ” creates a sense of rhythm as well as a sense of urgency to shake off melancholy. The poem is presented as a dialogue between the speaker and melancholy itself.

• anaphora – repetition of the word “away” in two consecutive lines.
• personification – “melancholy”

The speaker uses anaphora at the beginning of the poem thereby creating a sense of urgency, and emphasizing his desire to get rid of sadness. The speaker has personified the intangible emotion “melancholy” through an earnest appeal to it to dissipate. The speaker commands himself to cast away the burden of sorrow through the imperative phrase “let it go”.

• visual imagery – “trees green”, “earth as green”
• personification – “wind blow”, “fire leap”, “rivers flow”
• repetition of the phrase “Away melancholy”. It acts as a refrain.

Smith uses the imagery of nature to contrast with the heaviness of melancholy. The speaker questions melancholy, asking why it persists in a world that is so full of life and beauty. The repetition of “green” highlights the vivacity of nature while the active verbs “blow”, “leap”, and “flow” illustrate the constant movement and vitality of the natural world. Through this contrast, the speaker urges the self to cast aside melancholy and embrace the vitality of the natural world around us.

• metaphor – ants are the metaphor for constant activity

The contrasting imagery continues as the speaker shifts his attention to the busy ants and the neverending natural cycle of life and death in the world. The line “ He carrieth his meat ” refers to the busy ants carrying and storing food in their colony. The action of the ants serves to remind the readers of nature’s relentless way to thrive and survive, never for once stopping to ponder over the outcome of its actions. The imperative phrase “ Away, melancholy ” is a refrain , further emphasizing the speaker’s determination to rid themselves of this negative emotion.

Smith draws a parallel between ants and humans. By comparing animals and humans, she stresses the idea that we are all part of the natural cycle and subject to its rhythm and cycle. The use of the word “ hurries ” refers to the frenzied pace of life and “ eats, couples, buries ” suggests the basic needs that drive human behavior. The phrase “ He is an animal also ” reminds us that in spite of our advanced technology and intelligence, we are not detached from nature but an essential part of it and therefore not exempt from the laws of nature. The repetition of “ hey ho melancholy ” reinforces the sense of weariness and melancholy that the speaker is trying to overcome, while the final command to “ away with it, let it go ” acts as a reminder to get rid of negativity.

• calling g ood, G od. consonance , the repetition of “g” creates a sense of finality.
• Away melancholy – refrain

The phrase “ of all creatures ” is repeated by the speaker to assert that humans in spite of their imperfections and shortcomings are superior to other creatures. The fact that human beings aspire to be good or strive for a higher purpose in life is by itself a form of worship. Smith personifies “ the stone ” as human intervention is required to instill qualities like goodness and love in the stone and raise him to be God. This pursuit of goodness is what makes us human. The line “Calling, good, God” suggests that the stone has no significance by itself. The stone is attributed with meanings and qualities like goodness, love, and justice which are ultimately a reflection of their own desires and aspirations. Thus the concept of god is a product of the human mind, hence ” Into the stone, the god /Pours what he knows of good “.

• irony – Stevie Smith employs irony by dismissing the idea of God’s goodness. The speaker says that it is enough that man’s idea of God is ever-increasing implying that the idea is man’s creation rather than an objective reality.
• “the stuffed stone of man’s good” is a symbol of the concept of God.
• s tuffed s tone – consonance

The speaker is disinterested in the negative aspects of life, such as tears, tyranny, disease, and war, and doubts whether God can truly be good in the face of such pervasive societal problems. There is no clear answer and the reader is left pondering over the limitations of religion in addressing human suffering. The following lines suggest that though the traditional notion of God is flawed, humanity’s evolving conception of good can lead to progress and change. So we should banish melancholy and embrace the inherent goodness within us all.

• To good/ To love- parallelism [same grammatical structure is repeated (to+noun)] creates a rhythm as well as emphasizes human aspirations

These lines convey the idea that human beings have an innate desire to aspire for goodness and love but this pursuit often ends in hopelessness and despair.

• love – repetition , emphasizes the significance of love in overcoming difficult situations
• Beaten, corrupted, dying/ In his own blood lying – visual imagery of human suffering
• Yet heaves up an eye above – visual imagery , creating a sense of hope

The search for love and good is often met with suffering and hardships but even in the face of life’s adversity human beings have the resilience to seek love and keep faith in its enduring power. The virtue of human beings to reach for love and compassion even in the face of great adversity – needs to be explained, rather than their failings. This suggests that circumstances corrupt men but one should not dwell on man’s failures or shortcomings.

The refrain at the end of the poem reinforces the theme which is one must seek happiness in the midst of misfortunes, take comfort in the constant renewal of life in the natural world, and trust in humanity’s goodness to overcome the darkest aspects of life.

It creates a sense of closure as the speaker is ready to move on from the feelings of despair and melancholy.

It emphasizes the importance of letting go of emotions.

Ricks, Christopher. “Stevie Smith: ‘Great Is Truth and Will Prevail in a Bit.’” Grand Street , vol. 1, no. 1, 1981, pp. 147–57. JSTOR , https://doi.org/10.2307/25006373 . Accessed 22 Apr. 2023.

When It Happens

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Nursery Rhymes Repository

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POETRY REVISION + 2024 PREDICTIONS FOR AQA (GCSE LOVE AND RELATIONSHIPS)

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Introducing my exclusive Poetry 2024 Predictions for the AQA GCSE Love and Relationships bundle – your ultimate companion for mastering the poetry component of your English Literature exam. 

Within the document you'll find my top 2 predictions for poems and themes likely to come up this year as well as a practice predicted question with an exemplar answer and if that wasn't enough, you also get a summary of every poem with context, language analysis, as well as form and structure comments! 

This is the ULTIMATE revision resource for t he AQA Love and Relationships exam question this year!

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