Belfast Confetti
Suddenly as the riot squad moved in, it was raining exclamation marks,
Nuts, bolts, nails, car keys. A fount of broken type.
And the explosion
Itself – an asterisk on the map. This hyphenated line, a burst of rapid fire …
I was trying to complete a sentence in my head, but it kept stuttering,
All the alleyways and side-streets blocked with stops and colons.
I know this labyrinth so well – Balaclava, Raglan, Inkerman, Odessa Street –
Why can’t I escape? Every move is punctuated.
Crimea Street. Dead end again.
A Saracen, Kremlin-2 mesh. Makrolon face-shields.
Walkie-talkies. What is
My name? Where am I coming from? Where am I
going? A fusillade of question-marks.
Conflict
Poetry: Identifying Writer’s Ideas and Analysing Language for Effect
Task: Read carefully the poem you have been given from the
Conflict cluster. Once you have read and considered the poem:
Create 10 developed
statements. Each statement must contain a ‘starter’ phrase, ‘main
course’ phrase and a ‘dessert’ phrase.
|
Starter:
An idea
present in the poem is that…
One of the
main ideas evident…
Another
message contained within the poem is…
|
|
Main
Course:
The writer
uses…
A technique
deployed by the writer is…
The use of…
|
|
Dessert:
This
suggests…
Another interpretation
of this could be…
It could
also be interpreted…
The effect
of this is…
In
additional, it could also suggest…
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Due: Tuesday 3rd November
Help: http://www.bbc.co.uk/schools/gcsebitesize/english_literature/poetryconflict/belfastconfetti1.shtml