Work through the list without notes. If you cannot do a statement, follow its link, then come back. Guide = study guide; Practice = practice questions.
Understanding
- I can explain what a thesis about a poem must do, and why it is not a device list. (Guide: “The thesis for a poem”; Practice question 1)
- I can explain how a line of reasoning for a poem follows its movement, not its line order. (Guide: “The line of reasoning for a poem”; Practice question 2)
- I can explain what commentary adds to a quotation. (Guide: “Commentary as a device-to-effect chain”; Practice question 3)
- I can say why a tension or ambiguity can strengthen a thesis. (Guide: Worked example 1; Practice question 4)
Skills
- I can tell a summary, a device list, a developing thesis and a defensible thesis apart. (Guide: the thesis table; Practice questions 1 and 6)
- I can plan a three-step line of reasoning from a poem’s movement. (Guide: Worked example 2; Practice questions 5 and 6)
- I can build an evidence, device, effect, link chain. (Guide: “Commentary as a device-to-effect chain”; Practice question 7)
- I can assess a paragraph with the self-assessment table and name one change. (Guide: “A self-assessment table”; Practice question 8)
Reasoning
- I can find a tension or shift in a poem and turn it into a claim. (Guide: Worked example 1, steps 2 and 3; Practice question 6)
- I can say why paragraphs should follow movement, not line-by-line summary. (Guide: “Common misconceptions”; Practice question 5)
- I can use a poem’s ambiguity inside an argument. (Guide: Worked example 1; Practice question 4)
- I can write a paragraph with accurate quotations and device-to-effect commentary. (Guide: Worked example 1, model paragraph; Practice questions 7 and 8)
All ticked? Move on to the Topic 5.7 study guide, Evidence and Composition in a Poetry Analysis, or revisit the revision notes.