grade 9 poetry essay power and conflict

Mr Salles Teaches English

Grade 9 power and conflict.

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I was wondering if you could possibly quickly mark this essay I wrote. It would be so helpful as I have important mocks coming up and my teacher has never said we are allowed to send them anything we write!

Also ,by the way, I find your videos so helpful, especially the Macbeth ones!

Thanks again, 

Usually, I don’t have time to respond, or the essay has too many mistakes, and it would take even longer to explain them! But, now I’ve started a newsletter, so I can make a bit more time. Pay attention to what Lily does and doesn’t do, and you can get a grade 9.

Compare how poets presents the effects of war on people in Poppies and one other poem in the Power and Conflict anthology

Both poems, ‘Poppies’ by Jane Weir and ‘Remains’ by Simon Armitage, explore how war affects an individual. However this is done in different ways, with ‘Poppies’ describing a mother’s experience whilst ‘Remains’ shows the impacts of war on a soldier, who seemingly has no one to care for him.

This is a good thesis statement, laying out the structure for the essay. Even better if it includes what the author intends us to think about these characters or the issues. What are we supposed to think, feel or predict about the mother’s experience, or the impact on the soldier?

In Poppies, a mother is consumed by the overwhelming grief over the death of her son. She constantly replays her memories of him, stuck in the past, no longer having a life of her own without thoughts of war and violence.

After your thesis statement, get into analysing a quotation. Which one would you use to back up these arguments?

The entire poem is written without structure, and feels incredibly intimate.

How is the lack of structure intimate? This is a really interesting idea, but you have to explain it.

Weir also structures the poem around personal pronouns such as ‘I’ and ‘You’ throughout, which creates the sense that the poem is an eulogy and a collection of memories that the loving mother continuously replays in her head.

Brilliant – you have a convincing reason to mention this structure, as it is leading to really interesting interpretations of the mother. So this earns a high AO3 mark.

However, these memories may actually have taken over her brain, as they have become violent and each is tinted with threatening imagery. Embedded in the  memories of her son leaving home is a semantic field of military language, with words such as ‘spasms’, ‘bandaged’, ‘blockade’ and ‘blackthorns’ being used. The word ‘spasms’ ,being used to describe an ordinary object such as paper, highlights how the mother sees the world as dangerous, and may even reflect the constant worry of her son- her fear of his horrifying death.

You link a huge range of references together, for a very high AO1 references mark. Examiners love a semantic field! They are also linked to an interpretation of the mother, for a high AO2 mark.

The nouns ‘blockade’ and ‘blackthorns’ again highlight how she is demonising her day-to-day life, as a ‘blockade’ being a military tactic and ‘blackthorns’ reflecting the barbed wire along trenches.

Demonising her own life is an interesting idea, but you need to explain it, for example ‘so that we imagine…’

The mother’s life seems to have been remade, as she no longer has any time frame other than from when her son left. This is shown as the poet uses vague time frames such as ‘before’ and ‘after’, which show the only focus in her life is the time her son leaves, and how nothing else is now important.

This gets a high AO2 mark, it’s a clever analysis of time. Even better if you tell us how we might react to it.

This overwhelming impact of war is also felt by the soldier in the poem ‘Remains’. Simon Armitage describes a soldier in Iraq who has shot someone (who was ‘possibly’ defenceless), and now cannot escape the memory of it. His mind forces him every day to see the ‘blood-shadow’ of the man he killed on his patrol. This is a metaphor for the stain left by the man's insides on the street, but the word ‘shadow’ reflects how the image is haunting the man like a shadow, as we can never get rid of them.

This is a good comparison of the topic of each poem. But you also need to compare the methods – were any of your quotations from Poppies metaphors too? Now would be the time to make the connection.

Similarly, you have also noticed that this is a memory he cannot leave, which is similar to what you argued about the mother – but again you should make the direct comparison.

Even when the soldier has returned home he is plagued by memories of the murder: ‘and he bursts again through the doors of the bank’. This is the memory the soldier keeps replaying of the looter leaving the bank, but also metaphorically bursting through his mind; he has tried to keep his mind locked and separated but the man violently ‘bursts’ through it each night.

This is a good AO2 analysis as you focus on the implications of a particular word.

Eventually, the soldier recognises his mind as the true enemy when he says that the man is ‘dug in behind enemy lines’. ‘Dug’ reflects the permanence of the man in his brain and by calling his brain ‘enemy lines’ he shows how memory and his consciousness have consumed and ruined him- much like what has happened to the mother in ‘Poppies’.

This is the same length as the previous paragraph, but an excellent example of how to link your analysis of individual words to interpreting the character. This is top notch AO2.

Armitage has written a poem, describing what it is like for soldiers away from the battlefield, which is untypical of war poems, to contrast with readers' ideas of soldiers' lives being glorified and highlight the support that they actually do need.

You’ve written about the poet’s purpose here, which you didn’t about Poppies. You skilfully link to it in the next paragraph, for a comparison. This will improve your AO3 mark.

In ‘Poppies’, the son seems to have fallen for this glorified propaganda that Armitage challenges. Weir describes him as ‘intoxicated’, viewing war ‘like a treasure chest’. This simile reflects how the government and the media glorify war, presenting it as something that can be easily won, like a child's game of pirates, and the honour or ‘treasure’ that can be gained from it.

This is top level AO2 for your interpretation of quotations, and the way you link them across the poem. All your references have been linked to interpretations, so the AO1 references mark is really high too.

However, the mother does not seem to hold these patriotic values. Despite this, she voluntarily put herself in place of a soldier. She describes herself as ‘without reinforcements’ and also as ‘reaching the top of the hill’. These terms both show how she is imagining herself with the soldiers, with her son; ‘‘Reaching the top’ is similar to soldiers going over the top ,leaving their trenches, in war.

This is a brilliant analysis of semantic field that I have never paid attention to. Top AO2. But tell us what we are supposed to think, feel or predict for the top AO3 mark.

Although the mother in ‘Poppies’ wishes to be able to support and aid her son, the soldier  in ‘Remains’ feels no support from neither friends nor social services and is left alone to attempt to cure himself with ‘the drink and the drugs’.

If there is a weakness in the structure of your essay it is that you don’t deal with the endings of the poems. Writing about the ends of texts always allows you to write about the author’s ideas, so always gives you high AO3 marks.

But, it also shows you are dealing with the whole text, which gives you high AO1 Task marks, too. So, ALWAYS write about the ending!

In conclusion, both poems explore how war has consumed and destroyed the lives of two different individuals. These individuals remain unnamed throughout each poem, as both poets leave the reader to be able to relate to either protagonist, as they are universal experiences. One is a mother, whose life is plagued with thoughts of her son, who the reader questions may or may not be alive, whilst the other is a soldier experiencing war first hand.

My guide to Power and Conflict Poems includes 11 grade 9 essays, comparing every poem.

The Mark Scheme

Level 6: Convincing, critical analysis and exploration. (26-30 marks)

Level 5: Thoughtful, developed consideration (21–25 marks)

All examiners are likely to agree that the answer has all of Level 5.

Then they might argue about how much it is “convincing” in Level 6. It would probably score in the 28-30 mark range for most examiners. I would be stingier because of the weaknesses I’ve pointed out. Also, you haven’t shown much understanding of Remains (and clearly haven’t watched my video on it!).

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AQA Poetry Anthology - Power and Conflict

An overview.

The Poetry Anthology is a key part of your GCSE.  The Power and Conflict theme contains fifteen poems which can all be linked to power and/or conflict in some way.  However, the theme of power and conflict is broader than you may think.  Not all of the poems are about war and physical conflict (though some indeed are).  

You will be examined on the Poetry Anthology, as well as Unseen Poetry as part of Paper 2 (sections B and C).

On this page we will provide a brief overview of Power and Conflict Poetry Anthology including:

• A list of all the poems included.
• A summary of what you’ll need to know for the exam.
• An overview of the main themes that link the poems including an easy reference grid.

Once you’ve been through each poem this should enable you to quickly and easily identify which poems compare well for which theme.

As part of the Power and Conflict Poetry Anthology you will study the following poems:

• Ozymandias  by Percy Bysshe Shelley
• London  by William Blake
• Extract from The Prelude  by William Wordsworth
• My Last Duchess  by Robert Browning
• Charge of the Light Brigade  by Alfred Lord Tennyson
• Exposure  by Wilfred Owen
• Storm on the Island  by Seamus Heaney
• Bayonet Charge  by Ted Hughes
• Remains by Simon Armitage
• Poppies by Jane Weir
• War Photographer by Carol Ann Duffy
• Tissue by Imtiaz Dharker
• The Emigree by Carol Rumens
• Checking Out Me History by John Agard
• Kamikaze by Beatrice Garland

Our site is still growing, but where we have got resources available to help you analyse a specific poem, these are available by clicking the links above.  Clicking on a link will re-direct you to a page dedicated to that poem.  Don’t worry, we’ll have more resources coming soon.  In the meantime we’ve included links for other useful resources at the bottom of this page.

What you need to know about the exam

Paper 2 Section B will contain the question on the Poetry Anthology.

The paper will contain one poem from the poetry anthology, printed in full.  You will then be asked to compare this poem to one other poem from the anthology based on a particular theme.   You will have free choice as to which poem you choose as your comparison poem.  

You will not be told beforehand what poem you will be given in the exam nor will you be told the particular theme they will ask you about.  It will therefore be important for you to have a thorough understanding of all fifteen of the poems before you head into the exam.

Answering the question

The question on the Poetry Anthology is worth 30 marks and should take you around 40-45 minutes to answer. 

To score higher marks in the question you will need to demonstrate a thorough understanding of both the poem presented, as well as the poem you link it to.  It won’t be enough just to discuss the poem presented.

Learning key quotes from each poem is important; for each poem try to record a couple of key quotes for each theme.  The examiner will be looking for quotes that are relevant to your analysis, not a whole raft of quotes with no link to the theme you are asked about. Quality vs quantity is an important point.

Your answer should always start with an introduction which gives a summary of the poem and how the theme from the question is relevant.  You should then introduce your comparative poem, explaining why this poem is also relevant to the theme.

The way you structure the rest of your essay is up to you but there are a couple of options available:

Keeping them separate

Some students prefer to keep their analysis of each poem separate.  Answering the question in this way enables you to think solely about one poem at a time, which means you’re more likely to cover all your points.  Y ou’re likely to need 2-3 solid paragraphs on each poem after your introduction.

The combined approach

Another way of structuring an answer is to split your paragraphs between language, structure and form and write about both poems in each paragraph. 

You may find you use more than one paragraph for each element, so answering in this way is not necessarily going to give you a shorter, more concise answer.  

Again, you could pre-prepare answers in this way by pre-selecting which poems you would compare and ensuring you’re comfortable with the relevant points you would make in each of the key areas.

Don't forget your conclusion

Whichever style you choose you should always aim to include a final conclusion paragraph which summarises the key areas included within your answer; aim to set how effective the two poems are at portraying the given themes and highlight key differences in the approaches the poets take.

The themes covered

The fifteen poems within the poetry anthology all contain links to power and or conflict, in some way.  For some poems, the reference to power and/or conflict will be obvious, but for others you will need to dig a little deeper into the poem to find the reference.  Even for those poems where you think the reference is obvious, you may also find unexpected/hidden themes the more you look.

A synopsis of the main themes you’ll be asked to consider are set out below.

Conflict and war

The references to war in some poems are obvious and cannot be missed.  Examples would include Bayonet Charge and Charge of the Light Brigade.  However, don’t be fooled by the very obvious references about fighting and weapons, as these direct references to conflict are not the only reason why these poems have been included in the poetry anthology. 

As you work your way through the anthology you’ll come across more subtle references to conflict and war which may include:

• The futility of war.
• The impact of war on the people that fight it.
• The impact of war on those that are left behind.
• Conflict between those with power and those without.
• How war is decided by those with power, but fought by those without.
• The level of destruction that war brings.

Inequality and oppression

Conflict often comes about because of inequality and this is a theme that runs through a few of the poems in the anthology.  Within the poems there are references to inequality in numerous way including: 

• Financial inequality – the inequity that arises between the rich and the poor.
• Sexual inequality – the inequity between men and women.
• Inequalities as a result of status – inequities brought about by different social classes.
• Abuse of power by others – including organisations as well as individuals.
• Personal abuse – how sometimes our own thoughts and beliefs cause conflict.
• The belief that power is and always will be everything.

The power of humans

The abuse of power and corruption by humans is a common theme amongst many of the poems in the poetry anthology.  Some examples are:

• Human desire for power can be destructive.
• A desire for power can be great, but power itself is not everlasting and other things in life are more important.
• Power and in particular, abuse of power leads to oppression and abuse.
• The inequity between social classes can have a marked impact on society.
• Individuals and institutions have a responsibility to wield their power appropriately, as corruption amongst the powerful means the under-privileged are exploited. 

The power of nature

Many of the poems in the power and conflict poetry anthology contain a strong link to nature, and illustrate how despite some of the best efforts of humans, nature will always be more powerful.  

Some key ideas related to this theme are:

• Nature holds ultimate power over humans and will always leave them humbled.
• The power of nature is ever-lasting and it will out-survive any efforts by mankind to tame it.
• Nature can be a destructive force.

The power of memories and loss

The concept of memory and power is also a key theme in many poems in the anthology:

• Power may seem important in the moment, but it doesn’t last. Power is fleeting.
• Those that had power are forgotten with time.
• The power of memories should not be under-estimated.  Memories with negative connections can impact mental health and wellbeing.
•  Losing your liberty and things you hold dear.
• The loss of those around you.

Personal identity

Power and conflict is also linked to identity, and can be a formative part:

• The loss of ones personal identity can lead to inner conflict.
• The identity of the lower-classes can be oppressed by those in power.

Comparing poems

The table shown below indicates which of the themes above are relevant to each of the poems in the poetry anthology. 

Use this to help plan which poems you would choose to compare for each theme when preparing for your exam.

Further resources

Listed below is a list of resources we found useful, and we hope you will too.

• Mr Bruff YouTube Channel
• Power and Conflict  Poetry Analysis by the Bicester School
• Physics and Maths Tutor
• Snap Revision by Collins  (from Amazon)

Our site is constantly growing and we add more content every week.  If you’d like to be kept up to date with the content we’re uploading please consider subscribing to our newsletter.  

Don’t worry we’ll keep your details safe and promise we won’t sell them to anyone.

Good luck with your studies.

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AQA Power & Conflict Flashcards

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Dreaming of getting a GRADE 9?   Well…these cards are packed with grade 9 analysis looking at 45 quotes from the AQA Power & Conflict poems, covering all the main themes. They are the ultimate tool to help you answer any exam question with ease, excellence and of course… grade 9 flair.

I’m Maya, the author of the literature flashcards and the founder of Grade 9 Academy. I’m a former English teacher and GCSE examiner and I’m here to teach you  exactly how to get a grade 9!

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These cards contain 45 quotes from the AQA Power & Conflict poems, covering all the main themes to prepare you for any GCSE exam question. Each quote then comes complete with grade 9 analysis, looking at words, phrases, complex poetic devices, punctuation, structure and context, explored and analysed in a detailed and perceptive way. Take the ideas, level up your essays. However, don't memorise and copy these cards word for word in your exam, remember to take the ideas and rewrite them in your own words.

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10 reviews for AQA Power & Conflict Flashcards

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i really recommend these flash cards for key quotations to learn… great analysis and really helpful

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AQA Power and Conflict Poetry nine grade 9 essays

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

18 February 2023

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Complete GCSE exam models for the following poems

• Storm on the Island (Heaney) and Tissue (Dharker)
• Checking Out me History (Agard) and The Emigree (Rumens)
• The Prelude (Wordsworth) and My Last Duchess (Browning)
• Kamikaze (Garland) and Charge of the Light Brigade (Tennyson)
• Tissue (Dharker) and The Prelude (Shelley)
• Tissue (Dharker) and Ozymandias (Shelley)
• Kamikaze and Poppies (Weir)
• Remains (Armitage) and War Photographer (Duffy)
• War Photographer (Duffy) and Exposure (Owen)

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