by
By the end of this Unit you will be able to write Critical Essays on the poem ‘Valentine’.
You will be able to write relevantly about the central concern(s)/theme(s) of the poem and be able to support your views by reference to appropriate poetic techniques.
You will learn about/revise the following techniques:
 Imagery
 Tone
 Word Choice
 Structure
 Symbolism
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
2

You will be able to adapt your knowledge of the central concerns/themes of the poem and the techniques used to answer questions which ask you to choose a poem…
‘…which you feel is particularly relevant to a teenage audience.’
‘… in which … a seemingly unimportant incident acquires increased significance by the end of the poem.’
‘… in which you feel there is a significant moment which reveals the central idea of the poem.’
‘… which creates a sense of menace.’
‘… on the subject of love.’
‘… in which there is a noticeable change of mood at one or more than one point in the poem.’
Activities in this unit are designed to be performed in classroom conditions involving discussion, peer assessment and written assignment. The teacher will facilitate the lessons and discussions giving appropriate advice and modelling when appropriate.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
3

‘Valentine’
Carol Ann Duffy
Not a red rose or a satin heart.
I give you an onion.
It is a moon wrapped in brown paper.
It promises light like the careful undressing of love.
Here.
It will blind you with tears like a lover.
It will make your reflection a wobbling photo of grief.
I am trying to be truthful.
Not a cute card or a kissogram.
I give you an onion.
Its fierce kiss will stay on your lips, possessive and faithful as we are, for as long as we are.
Take it.
Its platinum loops shrink to a wedding-ring, if you like.
Lethal.
Its scent will cling to your fingers, cling to your knife.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
4

Teacher
Pre-reading activity 1
1.
Show class an onion – ask them to describe what they see.
2.
Peel the outer skin – ask class to describe what they see.
3.
Slice through the onion – so that the rings are visible - ask class to describe what they see.
4.
Cut a slice from the onion and separate into rings - ask class to describe what they see.
5.
Offer the rings to pupils in class and ask what they could do with them.
6.
Ask class to describe the smell of the onion, particularly if they have touched it.
7.
Hold up the knife – ask class to write down what they associate with this instrument (apart from cutting up onions!).
Pre-reading activity 2
1.
Ask class to write down what they associate with or the connotations of the word
‘Valentine’.
2.
In groups, class tries to come up with ‘new’ symbols for love.
Reading the poem
Answers to questions on poetry should address relevantly the central concern(s)/theme(s) of the text(s) and be supported by reference to appropriate poetic techniques such as: imagery, verse form, structure, mood, tone, sound, rhythm, rhyme, characterisation, contrast, setting, symbolism, word choice . . .
1.
Read poem to class.
2.
Each pupil reads poem several times.
3.
In pairs, pupils discuss what they think the poem is about – see next page.
4.
Take feedback – you are looking for the following points:
 The poem is one side of a conversation.
 Persona.
 One partner has presented the other with an onion as a Valentine gift and it has been rejected.
 At first, the giver tries to explain positive aspects of what the gift symbolises – joy/pleasure/sensitivity/commitment.
 The mood and tone change as the gift is rejected – frustration sets in – the speaker moves on to assert that he/she is being honest in showing positive and negative sides of love – idea of tears/pain caused by love.
 Finally – speaker becomes angry/threatening – violence/death suggested.
5.
Pupils write about central concern(s)/theme(s) of the text(s) –100 words maximum – no quotes required at this stage!
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
5

Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
6

how
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
7

Teacher
Focus of close analysis
Decide on the focus of close analysis. In this case it is ‘the positive aspects of love conveyed in the poem and how Duffy has conveyed her speaker’s positive attitude through imagery, word choice and symbolism.’
 The template is in electronic form and allows the teacher to select the focus of the study; the amount of information to be covered; the sophistication of ideas to be discussed; the extent of “clues” to be included. It is a good idea for the teacher to include within their own copy all the elements which might emerge from the discussion. The main purpose of this template is to visually remind the pupils of the criteria and ensure that an interactive process can take place in the analysis of text
 Model from one row of the table, the process of UAE showing pupils that if they make comment from the text that they should comment either on the situation or the language used.
 Instruct pupils to complete in pairs. You may wish to allocate pupils to different rows of the table to accelerate the process.
 Allow them a “timed period” (perhaps 5/10 minutes in order that they can put the information onto the template). Get pairs to discuss on the board their analysis of the bullet point or put them onto the computer to project on the screen. Pupils could suggest any additions.
 Pupils could then transfer information gathered in their templates to a mindmap. This also helps reinforce their learning and is a useful tool for revision.
 Remind pupils of the Critical Essay question they are working towards. Provide a mini-essay task and discuss “line of thought”.
 Model for the pupils and show them how to link the ideas from one row on the table into paragraph form.
 Pupils should now be able to complete a short essay discussing what they have learned about the positive aspects of love conveyed in the poem and how
Duffy has conveyed her speaker’s positive attitude through imagery, word choice and symbolism. Pupils should use their mind-maps and/or templates to formulate their responses. Again, pupils could work in pairs on one row from the table and share their part of the paragraph with the rest of the class. This cuts down the amount of correction you have to do.
 Peer Assessment should take place – use the template provided or alternatively devise a colour code and have pupils highlight their mini-essay to ensure that they have shown UAE. Provide pupils with a key such as the one that follows:
Red Context/Understanding of one aspect of speaker’s attitude to love
Green Evidence/Quote
Blue Analysis of word choice/imagery/symbolism
Yellow Evaluation of effectiveness of word choice/imagery/symbolism
Brown Personal Response
Grey Reference to the task/line of thought
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
8

Teacher
‘Valentine’ by Carol Ann Duffy
The task we are going to concentrate on as we examine Duffy’s poem is:
Choose a poem on the subject of love.
Show how the poet treats the subject, and explain to what extent you find the treatment convincing.
(Higher English 2001)
First we are going to examine the positive aspects of love conveyed in the poem and how Duffy has conveyed her speaker’s positive attitude through imagery, word choice and symbolism
 Duffy uses the extended metaphor of an onion to show her speaker’s positive attitude to love.
 Working with a partner, complete the table below.
 Model your responses on the two that have been done for you.
Context/
Understanding
The title of the poem suggests that it will deal with fairly conventional notions of love.
Yet unconventional gift offered - an onion.
Evidence/Quote
‘Valentine’
‘It is a moon wrapped in brown paper.’
Analysis/
Evaluation/
Personal Response
Connotations of hearts/flowers/romance
– we all like the idea that someone loves us and cares enough to show it through giving us gifts
Excellent metaphor moon is a conventional symbol of love – suggests romance;
‘brown paper’ – no fancy wrappings to disguise the object – truth/honesty. This is very believable.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
9

Positive aspect of love - optimism at the beginning of a relationship – love has many layers.
Positive aspect of love - optimism at the beginning of a relationship
The longer a relationship lasts it will become more serious and may lead to marriage
Strength and power of the relationship
‘It promises light like the careful undressing of love.’
‘promises/light’
‘Its platinum loops shrink to a wedding-ring,’
‘…faithful, as we are,’
Love has many layers – deeper emotion may be felt as you peel away the layers. The simile suggests a physical relationship. Word choice of ‘careful’ suggests tenderness/ affection/warmth/ sensitivity. All of above are reasonable suggestions to make.
Positive – words linked with pleasant/enjoyable aspects of love;
‘promises’ also suggests assurance – a guarantee that the relationship will prosper.
Comparison between the rings of an onion and a wedding ring; platinum – precious metal – wedding rings often made of this; commitment/ steadfastness/ devotion/ faithfulness of the person offering the unconventional
Valentine gift implied in this metaphor. Very convincing – almost anyone can be won over with the promise of marriage and all that it implies.
‘Faithful’ suggests loyalty/devotion/ constancy of the lovers.
This is what most people want to have in their relationships, therefore the whole idea of such fidelity is very believable.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
10

Pupil
‘Valentine’ by Carol Ann Duffy
The task we are going to concentrate on as we examine Duffy’s poem is:
Choose a poem on the subject of love.
Show how the poet treats the subject, and explain to what extent you find the treatment convincing.
(Higher English 2001)
First we are going to examine the positive aspects of love conveyed in the poem and how Duffy has conveyed her speaker’s positive attitude through imagery, word choice and symbolism
 Duffy uses the extended metaphor of an onion to show her speaker’s positive attitude to love.
 Working with a partner, complete the table below.
 Model your responses on the two that have been done for you.
Context/
Understanding
The title of the poem suggests that it will deal with fairly conventional notions of love.
Yet unconventional gift offered - an onion.
Positive aspect of love - optimism at the beginning of a relationship – love has many layers.
Evidence/Quote
‘Valentine’
‘It is a moon wrapped in brown paper.’
‘It promises light like the careful undressing of love.’
Analysis/
Evaluation/
Personal Response
Connotations of hearts/flowers/romance
– we all like the idea that someone loves us and cares enough to show it through giving us gifts
Excellent metaphor moon is a conventional symbol of love – suggests romance;
‘brown paper’ – no fancy wrappings to disguise the object – truth/honesty. This is very believable.
What does the simile suggest?
Comment on the word choice of ‘careful’?
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
11

Positive aspect of love - optimism at the beginning of a relationship
The longer a relationship lasts it will become more serious and may lead to marriage – a commitment which is not to be made lightly.
Strength and power of the relationship.
‘promises/light’
‘Its platinum loops shrink to a wedding-ring,’
‘…faithful, as we are,
Is this ‘convincing’?
Comment on the word choice of ‘’promises?
Is this ‘convincing’?
What does Duffy’s persona suggest about the relationship in this metaphor?
Is this ‘convincing’?
Comment on the word choice of ‘faithful’.
Is this ‘convincing’?
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
12

Mini Essay
Your teacher will model how you should use the information from one of the rows of the table to suit a “line of thought” and how you should link the information ensuring that whenever a statement is made there should be analytical and evaluative comment made
Mini-essay Task
Show how the poet reveals the positive aspects of the speaker’s attitude to love and explain to what extent you find the treatment convincing.
The following can be done in pairs, each pair taking one or two rows from the table:
 Write your paragraphs and swap with another pair or group.
 The other group should consider whether anything else can be added.
 Use your notes from the template to help you.
 Your mini-essay should show understanding (context), reference to the text
(quote) and evaluative response (analysis and personal comment).
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
13

Peer Assessment
How did you get on? Working with a partner, use the checklist below to assess whether or not you have included all necessary information in your mini-essay.
If you have used all the information from your table and the model which your teacher provided, you should have very little to improve in your mini-essay.
Context/
Understanding Evidence/Quote Analysis Evaluation PR
‘line of thought’
‘Valentine’
‘It is a moon wrapped in brown paper.’
‘Its platinum loops shrink to a wedding-ring,’
‘promises/light’
‘faithful,’
Technical Accuracy
Topic Sentence
Full stops/capital letters used properly
Varied sentence structure
Quotes set out properly
Spelling correct
Linkage used eg In addition/furthermore/moreover/yet etc
Complete the sentence…
Identify 2 areas where you have done well and write them in the stars.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
14

how
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
15

Teacher
Focus of close analysis
Decide on the focus of close analysis. In this case it is ‘the negative aspects of love conveyed in the poem and how Duffy has conveyed, through imagery, word choice and tone, that her speaker/persona becomes increasingly frustrated by their lover’s rejection of the gift of the onion and eventually adopts a threatening attitude.’
 The template is in electronic form and allows the teacher to select the focus of the study; the amount of information to be covered; the sophistication of ideas to be discussed; the extent of “clues” to be included. It is a good idea for the teacher to include within their own copy all the elements which might emerge from the discussion. The main purpose of this template is to visually remind the pupils of the criteria and ensure that an interactive process can take place in the analysis of text
 Model from one row of the table, the process of UAE showing pupils that if they make comment from the text that they should comment either on the situation or the language used.
 Instruct pupils to complete in pairs. You may wish to allocate pupils to different rows of the table to accelerate the process.
 Allow them a “timed period” (perhaps 5/10 minutes in order that they can put the information onto the template). Get pairs to discuss on the board their analysis of the bullet point or put them onto the computer to project on the screen. Pupils could suggest any additions.
 Pupils could then transfer information gathered in their templates to a mindmap. This also helps reinforce their learning and is a useful tool for revision.
 Remind pupils of the Critical Essay question they are working towards. Provide a mini-essay task and discuss “line of thought”.
 Model for the pupils and show them how to link the ideas from one row on the table into paragraph form.
 Pupils should now be able to complete a short essay discussing what they have learned about the negative aspects of love conveyed in the poem and how
Duffy has conveyed her speaker’s changing attitude through imagery, word choice and tone. Pupils should use their mind-maps and/or templates to formulate their responses. Again, pupils could work in pairs on one row from the table and share their part of the paragraph with the rest of the class. This cuts down the amount of correction you have to do.
 Peer Assessment should take place – use the template provided or alternatively devise a colour code and have pupils highlight their mini-essay to ensure that they have shown UAE. Provide pupils with a key such as the one that follows:
Red Context/Understanding of one aspect of speaker’s attitude to love
Green Evidence/Quote
Blue Analysis of word choice/imagery/symbolism
Yellow Evaluation of effectiveness of word choice/imagery/symbolism
Brown Personal Response
Grey Reference to the task/line of thought
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
16

Teacher
‘Valentine’ by Carol Ann Duffy
The task we are going to concentrate on as we examine Duffy’s poem is:
Choose a poem on the subject of love.
Show how the poet treats the subject, and explain to what extent you find the treatment convincing.
(Higher English 2001)
In this section, we are going to examine ‘the negative aspects of love conveyed in the poem and how Duffy has conveyed, through imagery, word choice and tone, that her speaker becomes increasingly frustrated by their lover’s rejection of the gift and eventually adopts a threatening attitude.’
Negative aspects of relationships conveyed in the poem
 Duffy uses the extended metaphor of an onion to show her speaker’s increasing frustration that the gift of an onion has been rejected.
Eventually, the speaker adopts a threatening attitude as their lover refuses to accept the gift.
 Working with a partner, complete the table below.

Model your responses on the two that have been done for you.
Context/
Understanding
Evidence/Quote
The onion represents a relationship which may ocasionally cause you pain.
The onion is like a mirror – but the image may be distorted..
‘It will blind you with tears like a lover.’
‘It will make your reflection a wobbling photo of grief.’
Analysis/
Evaluation/
Personal Response
Simile – truth/honesty – suggests love can cause distress; Word choice suggests pain and grief.
Believable – in relationships, one partner can often be cruel/ hurtful.
Extended metaphor –
‘wobbling photo of grief’ – pain/tears/ distress can be caused by relationships/ truth/honesty; word choice suggests pain and heartache. I am certain that this is the case – relationships are not always
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
17

Powerful love is very difficult to forget as is a brutal/violent relationship.
Strength and power of the relationship – a change in the relationship.
The longer a relationship lasts it will become more serious and may lead to marriage – which may become a restrictive relationship.
Intense relationship may lead to violence.
‘fierce kiss will stay on your lips,’
‘possessive and faithful,’
‘Its platinum loops shrink to a wedding-ring,’
‘Lethal.’ completely agreeable.
Taste of the onion is strong and difficult to erase – just like memory of a passionate relationship lasts after the relationship itself has ended. While this metaphor is truthful and sincere, the tone is forceful/aggressive. The word
‘fierce’ has connotations of anger/brutality/violence.
Too often we read about domestic disharmony and I am persuaded by Duffy that this could happen.
‘possessive’ suggests an element of jealousy, even control – persona’s tone becomes forceful. Many instances in Literature and the Media – therefore convincing argument.
Comparison between the rings of an onion and a wedding ring; platinum – precious metal – wedding rings often made of this; yet ‘shrinks’ may suggest that the relationship may restrict you in some way or is about to end. Believable
– marriage is not just about the wedding day – it requires an adjustment to a relationship which may in fact restrict you both emotionally and physically.
Word choice has connotations of danger –– violence – even death; the speaker resorts to threat because they realise that their partner is unwilling to accept the gift - aggressive/threatening tone of speaker. Persuaded by Duffy – media/literature
– many examples.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
18

Powerful love is very difficult to forget and may lead you into dangerous situations where the final outcome may be brutal/ violent.
‘Its scent will cling to your fingers, cling to your knife.’
Smell of the onion is strong and difficult to erase – just like memory of a deep relationship may last after the relationship itself has ended; Duffy’s word choice
(‘knife’) indicates that the speaker threatens violence in the final line. Very believable – realistically this could happen when one partner is rebuffed ie feels that the other has rejected or slighted them.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
19

Pupil
‘Valentine’ by Carol Ann Duffy
The task we are going to concentrate on as we examine Duffy’s poem is:
Choose a poem on the subject of love.
Show how the poet treats the subject, and explain to what extent you find the treatment convincing.
(Higher English 2001)
In this section, we are going to examine ‘the negative aspects of love conveyed in the poem and how Duffy has conveyed, through imagery, word choice and tone, that her speaker becomes increasingly frustrated by their lover’s rejection of the gift and eventually adopts a threatening attitude.’
Negative aspects of relationships conveyed in the poem
 Duffy uses the extended metaphor of an onion to show her speaker’s increasing frustration that the gift of an onion has been rejected.
Eventually, the speaker adopts a threatening attitude as their lover refuses to accept the gift.
 Working with a partner, complete the table below.

Model your responses on the two that have been done for you.
Context/
Understanding
Evidence/Quote
The onion represents a relationship which may ocasionally cause you pain.
The onion is like a mirror – but the image may be distorted..
‘It will blind you with tears like a lover.’
‘It will make your reflection a wobbling photo of grief.’
Analysis/
Evaluation/
Personal Response
Simile – truth/honesty – suggests love can cause distress; Word choice suggests pain and grief.
Believable – in relationships, one partner can often be cruel/ hurtful.
Extended metaphor –
‘wobbling photo of grief’ – pain/tears/ distress can be caused by relationships/ truth/honesty; word choice suggests pain and heartache. I am certain that this is the case – relationships are not always completely agreeable.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
20

Powerful love is very difficult to forget as is a brutal/violent relationship.
Strength and power of the relationship – a change in the relationship.
The longer a relationship lasts it will become more serious and may lead to marriage – which may become a restrictive relationship.
Intense relationship may lead to violence.
Powerful love is very difficult to forget and may lead you into dangerous situations where the final outcome may be brutal/violent.
‘fierce kiss will stay on your lips,’
‘possessive and faithful,’
‘Its platinum loops shrink to a wedding-ring,’
‘Lethal.’
‘Its scent will cling to your fingers, cling to your knife.’
This metaphor is truthful and sincere. What tone of voice would the speaker use to deliver these words?
Comment on the connotations of ‘fierce’.
Is this ‘convincing’?
‘faithful’ suggests loyalty/devotion; what does the word ‘possessive’ suggest to you?
Comment on the tone of this line.
Is this ‘convincing’?
Comparison between the rings of an onion and a wedding ring; platinum – precious metal – wedding rings often made of this.
What might the word
‘shrinks’ suggest about the relationship between the characters in the poem?
Is this ‘convincing’?
Comment on all the connotations of choosing this word in a poem about love.
Comment on the tone of speaker at this point.
Is this ‘convincing’?
Explain the metaphor – comment on its effectiveness as a concluding statement in the poem; what does Duffy’s word choice (‘knife’) indicate that the speaker may do?
Is this ‘convincing’?
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
21

Mini-Essay
Your teacher will model how you should use the information from one of the rows of the table to suit a “line of thought” and how you should link the information ensuring that whenever a statement is made there should be analytical and evaluative comment made.
Show how the poet reveals the speaker’s increasing frustration and the effect this has on his comments about
(and attitude to) love and explain to what extent you find the treatment convincing.
Mini-essay Task
The following can be done in pairs, each pair taking one or two rows from the table:
 Write your paragraphs and swap with another pair or group.
 The other group should consider whether anything else can be added.
 Use your notes from the template to help you.
 Your mini-essay should show understanding (context), reference to the text
(quote) and evaluative response (analysis and personal comment).
Examine the model below to see how you can structure and link your ideas in your response to the task above:-
Context/
Understanding
Evidence/Quote
Analysis/Evaluation/
Personal Response
The onion represents a relationship which may ocasionally cause pain:
‘It will blind you with tears like a lover.’
The speaker’s desire to be truthful and honest is shown by the use of the simile which implies that love can cause distress.
Similarly, the word choice used to show that an onion will make you cry suggests that love will cause you pain and grief. At this point, I feel that the speaker is not actually trying to offend their partner but simply ensuring that their partner understands what the onion represents. There is no malice in this statement as the speaker only wants to make sure that their partner does not misunderstand the message contained in the gift of an onion. This is entirely believable as in relationships one partner can often be cruel or hurtful, even without intending to upset the other person.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
22

Peer Assessment
How did you get on? Working with a partner, use the checklist below to assess whether or not you have included all necessary information in your mini-essay.
If you have used all the information from your table and the model which your teacher provided, you should have very little to improve in your mini-essay.
Context/
Understanding Evidence/Quote
‘It will blind you with tears like a lover.’
‘It will make your reflection a wobbling photo of grief.’
‘fierce kiss will stay on your lips,’
‘possessive and faithful,’
‘Its platinum loops shrink to a wedding-ring,’
‘Lethal.’
‘Its scent will cling to your fingers, cling to your knife.’
Analysis Evaluation PR
Technical Accuracy
Topic Sentence
Full stops/capital letters used properly
Varied sentence structure
Quotes set out properly
Spelling correct
Linkage used eg In addition/furthermore/moreover/yet etc
Identify 2 areas where you have done well and write them in the stars.
Complete the sentence…
‘I need to improve…
‘line of thought’
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
23

How
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
24

Teacher
Focus of close analysis
Decide on the focus of close analysis. In this case it is ‘ How Duffy has conveyed, through structure, that her speaker/persona who offers the gift of an onion as a representation of their love for their partner, becomes increasingly frustrated by their lover’s rejection of the gift and eventually adopts a threatening attitude.’
 The template is in electronic form and allows the teacher to select the focus of the study; the amount of information to be covered; the sophistication of ideas to be discussed; the extent of “clues” to be included. It is a good idea for the teacher to include within their own copy all the elements which might emerge from the discussion. The main purpose of this template is to visually remind the pupils of the criteria and ensure that an interactive process can take place in the analysis of text
 Model from one row of the table, the process of UAE showing pupils that if they make comment from the text that they should comment either on the situation or the language used.
 Instruct pupils to complete in pairs. You may wish to allocate pupils to different rows of the table to accelerate the process.
 Allow them a “timed period” (perhaps 5/10 minutes in order that they can put the information onto the template). Get pairs to discuss on the board their analysis of the bullet point or put them onto the computer to project on the screen. Pupils could suggest any additions.
 Pupils could then transfer information gathered in their templates to a mindmap. This also helps reinforce their learning and is a useful tool for revision.
 Remind pupils of the Critical Essay question they are working towards. Provide a mini-essay task and discuss “line of thought”.
 Model for the pupils and show them how to link the ideas from one row on the table into paragraph form.
 Pupils should now be able to complete a short essay discussing what they have learned about how Duffy has conveyed, through structure, that her speaker/persona who offers the gift of an onion as a representation of their love for their partner, becomes increasingly frustrated by their lover’s rejection of the gift and eventually adopts a threatening attitude. Pupils should use their mind-maps and/or templates to formulate their responses. Again, pupils could work in pairs on one row from the table and share their part of the paragraph with the rest of the class. This cuts down the amount of correction you have to do.
 Peer Assessment should take place – use the template provided or alternatively devise a colour code and have pupils highlight their mini-essay to ensure that they have shown UAE. Provide pupils with a key such as the one that follows:
Red Context/Understanding of one aspect of speaker’s attitude to love
Green Evidence/Quote
Blue Analysis of word choice/imagery/symbolism
Yellow Evaluation of effectiveness of word choice/imagery/symbolism
Brown Personal Response
Grey Reference to the task/line of thought
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
25

Teacher
‘Valentine’ by Carol Ann Duffy
The task we are going to concentrate on as we examine Duffy’s poem is:
Choose a poem on the subject of love.
Show how the poet treats the subject, and explain to what extent you find the treatment convincing.
(Higher English 2001)
In this section, we are going to examine ‘ How Duffy has conveyed, through structure, that her speaker/persona who offers the gift of an onion as a representation of their love for their partner, becomes increasingly frustrated by their lover’s rejection of the gift and eventually adopts a threatening attitude.’
Structure
 Duffy uses structure to show that her speaker/persona who offers the gift of an onion as a representation of their love for their partner, becomes increasingly frustrated by their lover’s rejection of the gift and eventually adopts a threatening attitude.’
 Duffy has used FREE VERSE in this poem – there is no obvious rhyme scheme or rhythm.
 The poem shows one side of a conversation.
 Working with a partner, complete the table below.

Model your responses on the two that have been done for you.
Context/
Understanding
Central idea of the poem is the central line
Evidence/Quote Analysis/
Evaluation/
Personal Response
‘I am trying to be truthful.’ Central line – very direct statement; attitude of speaker before this line is mainly positive/gentle; after, more brutal, threatening. Very personal
– note use of first person
‘I’.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
26

Speaker immediately dismisses conventional symbols of love and repeats this later in poem
‘Not a red rose or a satin heart.’
‘Not a cute card or a kissogram.’
Speaker is insisting that lover will accept gift of an onion. the speaker is almost challenging the person she is talking to, keeping the emotion controlled yet strongly connected with love:
The speaker, overwhelmed by the rejection of the gift, resorts to threatening, almost violent language
‘Valentine’ by Carol Ann Duffy
‘Here.’
‘Take it.’
‘Lethal.’
Selected Poems for Higher English
First line – verbless sentence – direct statement
– dismisses coventional symbols of love; note that the word ‘not’ starts each sentence so that there can be no doubt that the persona does not wish to show their feelings through overly sentimental conventional symbols.
Repetition of similarly structured line reinforces speaker’s sincerity/desire to be truthful/candid. Entirely convincing – Valentines – materialistic/superficial – many people look for a different way to express devotion and the persona has done exactly that.
Commands - tone is forceful/aggressive – there is no room for compromise, the speaker is irritated/angered by their partner’s rejection of the gift; each command is on a line on its own – reinforcement - The short, direct statements show the speaker’s insistence, indicating that they are desperate for the lover to accept the gift and understand their feelings.
Duffy’s use of the first person narrative helps to communicate strong feelings to the reader, as the reader can imagine a real person speaking and offering the gift of love – of an onion – to a lover.
Non-sentence/verbless sentence – one word line – aggressive tone – suggests brutality/violence.
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Powerful love is very difficult to forget and may lead you into dangerous situations where the final outcome may be brutal/ violent.
‘Its scent will cling to your fingers, cling to your knife.’
Final lines of the poem – very strong sense of menace – very effective concluding statement.
Smell of the onion is strong and difficult to erase – just like memory of a deep relationship may last after the relationship itself has ended; Duffy’s word choice
(‘knife’) indicates that the speaker threatens violence in the final line. Very believable – realistically this could happen when one partner is rebuffed ie feels that the other has rejected or slighted them.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
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Pupil
‘Valentine’ by Carol Ann Duffy
The task we are going to concentrate on as we examine Duffy’s poem is:
Choose a poem on the subject of love.
Show how the poet treats the subject, and explain to what extent you find the treatment convincing.
(Higher English 2001)
In this section, we are going to examine ‘ How Duffy has conveyed, through structure, that her speaker/persona who offers the gift of an onion as a representation of their love for their partner, becomes increasingly frustrated by their lover’s rejection of the gift and eventually adopts a threatening attitude.’
Structure
 Duffy uses structure to show that her speaker/persona who offers the gift of an onion as a representation of their love for their partner, becomes increasingly frustrated by their lover’s rejection of the gift and eventually adopts a threatening attitude.’
 Duffy has used FREE VERSE in this poem – there is no obvious rhyme scheme or rhythm.
 The poem shows one side of a conversation.
 Working with a partner, complete the table below.

Model your responses on the two that have been done for you.
Context/
Understanding
Central idea of the poem is the central line
Evidence/Quote Analysis/
Evaluation/
Personal Response
‘I am trying to be truthful.’ Central line – very direct statement; attitude of speaker before this line is mainly positive/gentle; after, more brutal, threatening. Very personal
– note use of first person
‘I’.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
29

Speaker immediately dismisses conventional symbols of love and repeats this later in poem
Speaker is insisting that lover will accept gift of an onion. the speaker is almost challenging the person she is talking to, keeping the emotion controlled yet strongly connected with love:
The speaker, overwhelmed by the rejection of the gift, resorts to threatening, almost violent language
‘Not a red rose or a satin heart.’
‘Not a cute card or a kissogram.’
‘Here.’
‘Take it.’
‘Lethal.’
Powerful love is very difficult to forget and may lead you into dangerous situations where the final outcome may be brutal/ violent.
‘Its scent will cling to your fingers, cling to your knife.’
First line – verbless sentence – direct statement
– dismisses coventional symbols of love; note that the word ‘not’ starts each sentence so that there can be no doubt that the persona does not wish to show their feelings through overly sentimental conventional symbols.
Repetition of similarly structured line reinforces speaker’s sincerity/desire to be truthful/candid. Entirely convincing – Valentines – materialistic/superficial – many people look for a different way to express devotion and the persona has done exactly that.
Comment on the use of
(and the tone of) commands.
Why does Duffy choose to place each command on a line on its own?
Is this ‘convincing’?
Why use a one-word/one line sentence?
Comment on the tone of this word.
Is this ‘convincing’?
Is this an effective concluding statement?
Is this ‘convincing’?
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
30

Mini-Essay
Your teacher will model how you should use the information from one of the rows of the table to suit a “line of thought” and how you should link the information ensuring that whenever a statement is made there should be analytical and evaluative comment made.
Mini-essay Task
How does Duffy convey through structure the speaker’s change in mood/attitude? Explain to what extent you find the treatment convincing .
Evidence/Quote
The following can be done in pairs, each pair taking one or two rows from the table:
 Write your paragraphs and swap with another pair or group.
 The other group should consider whether anything else can be added.
 Use your notes from the template to help you.
 Your mini-essay should show understanding (context), reference to the text
(quote) and evaluative response (analysis and personal comment).
Examine the model below to see how you can structure and link your ideas in your response to the task above:-
Context/
Understanding
Duffy has chosen to place the central idea of the poem right in the middle of it. The speaker has dismissed conventional symbols of love in an effort to show their partner just how much love they feel for them. The speaker is very open and frank –
Analysis/Evaluation/
Personal Response they simply want to show their partner that there is no dishonesty in their feelings:
‘I am trying to be truthful.’
This line is a very direct statement – a simple sentence. Before this line the persona has spoken of their love in mainly gentle terms which shows the sincerity of their feelings. Yet, after this line, despite the sincerity of the sentiments previously expressed, the language of the speaker becomes more brutal, more threatening thus reinforcing the speaker’s truthfulness and integrity. By the use of the first person, Duffy conveys that the speaker feels very strongly that they want honesty in their relationship.
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
31

Peer Assessment
How did you get on? Working with a partner, use the checklist below to assess whether or not you have included all necessary information in your mini-essay.
If you have used all the information from your table and the model which your teacher provided, you should have very little to improve in your mini-essay.
‘line of thought’
Context/
Understanding Evidence/Quote
‘I am trying to be truthful.’
Analysis Evaluation PR
‘Not a red rose or a satin heart.’
‘Not a cute card or a kissogram.’
‘Here.’
‘Take it.’
‘Lethal.’
‘Its scent will cling to your fingers, cling to your knife.’
Technical Accuracy
Topic Sentence
Full stops/capital letters used properly
Varied sentence structure
Quotes set out properly
Spelling correct
Linkage used eg In addition/furthermore/moreover/yet etc
Identify 2 areas where you have done well and write them in the stars.
Complete the sentence…
‘I need to improve…
Selected Poems for Higher English
‘Valentine’ by Carol Ann Duffy
32