Hi Tara. The Unseen paper frightens people for exactly one reason: you cannot prepare the content. But that fear is misplaced, because you cannot prepare the content and neither can anyone else. Everyone in the room meets the text at the same moment. What separates answers is not knowledge — it is whether you have a method that works on a text you have never seen, and whether you trust it enough to follow it when your heart is going.
That is genuinely good news: this is the most trainable paper in the subject. Do these four unseens properly, under timed conditions, and mark yourself honestly against Section 8, and you will walk into that exam knowing precisely what your first twenty minutes look like.
About the four practice texts in this pack. The poem in Section 4, the prose extract in Section 5, the poem in Section 6 and the prose extract in Section 7 are original pieces written specially for this study guide. They are not real Cambridge exam material, not extracts from published books, and not taken from any past paper. They were written to be IGCSE-appropriate in difficulty and to give you clean practice on the exact skills the Unseen paper tests. You can share them, print them, or hand them to a friend freely — there is no copyright problem and nobody has seen them before, which is precisely the point of an unseen.
What Paper 4 actually is
Time: 1 hour 15 minutes. Marks: 25. Questions: one. You are given a poem or a prose extract you have never seen, together with a question, and you write a critical commentary on it.
Same four AOs, same 25% each. Nothing changes about how you are marked. What changes is where the material comes from: instead of drawing on a text you have studied for a year, you must generate everything — knowledge, meaning, craft analysis and response — in seventy-five minutes from a page you met that morning.
| AO | What it means on an unseen |
|---|---|
| AO1 | You understand what is literally happening in the text, and you refer to it accurately and specifically. On an unseen, AO1 is largely comprehension: getting the situation right. |
| AO2 | You grasp the ideas, attitudes and feelings underneath the surface — and any implication the text does not state. |
| AO3 | You analyse how the writing works: word choice, imagery, sound, sentence shape, form, structure, where things are placed and what is withheld. |
| AO4 | You respond as a reader — you find things moving, unsettling, evasive, generous; and you can say which moment does the most work and why. |
The single biggest difference from Paper 1: misreading is now a live risk. On a studied text you cannot get the situation wrong. On an unseen you can, and an answer built on a misreading cannot reach the higher bands however well written it is. That is why Step 1 of the method is read for meaning, and only for meaning.
Why you need a fixed procedure
Under exam pressure, on a text you have never seen, your instinct will be to start writing about the first interesting word you notice. That instinct produces a commentary that begins strongly, wanders, and stops. A fixed procedure removes the decision-making from the moment when you are least able to make decisions well.
The six steps below always run in the same order. Do not skip Step 1 to save time; misreading the situation is the only mistake on this paper that cannot be recovered from.
- Step 1 — First read: for meaning only Read the whole text straight through. No pen. You are answering one question: what is literally going on here? Who is speaking, to whom, about what, where, when? If it is a prose extract, what has just happened and what is happening now? If it is a poem, is there a situation or only a state of mind? Resist analysing anything. Comprehension first, always.
- Step 2 — Second read: annotate Now with a pen. Mark only what you might use: a word that seems oddly chosen, a repeated image, a line break that separates something interesting, a change of tense, a very short sentence among long ones, the last line. Five to eight annotations is plenty. Do not underline everything; a page covered in ink tells you nothing.
- Step 3 — Voice, tone, and the SHIFT Ask: who is this voice, and what is its attitude? Then ask the most valuable question on the whole paper: where does the tone change? Almost every text set as an unseen turns somewhere — from warmth to loss, calm to fear, admiration to doubt, present to past. Draw a line across the page at that point. That line is the spine of your answer.
- Step 4 — Form and structure What kind of thing is this? Stanzas of equal length or unravelling? Rhymed or free? A narrative that moves forward, or a memory circling? Where is the text's centre of gravity — the beginning, the turn, or the last line? Structure is one sentence of thought and produces some of your strongest material.
- Step 5 — Language patterns Group your annotations. Do three of them belong to the same field — domestic objects, machinery, weather, illness, animals? A pattern is worth far more than three separate device-spots. Also note the opposite: what is conspicuously absent? A poem about grief that never names a death is doing something deliberate.
- Step 6 — Plan, then write Four paragraph headings, in the order you will write them, each with two pieces of evidence noted beside it. A one-line thesis at the top. Then write, and do not stop to reconsider — you already made the decisions.
The 75-minute timing plan
| Clock | Task | Why |
|---|---|---|
| 0:00–0:03 | Read the question first, then the text once, for meaning | The question tells you what to look for; reading it after the text wastes the first read |
| 0:03–0:08 | Second read, annotating (Step 2) | Five minutes is enough for five to eight marks on the page |
| 0:08–0:14 | Voice, tone, shift, form, structure (Steps 3–4) | This is the thinking, not the writing. It feels slow and it is not. |
| 0:14–0:20 | Group patterns and plan four paragraphs (Steps 5–6) | Twenty minutes of preparation (the syllabus says ‘around 20 minutes’) for fifty-five minutes of certainty |
| 0:20–1:08 | Write. Roughly 11 minutes per paragraph | Four developed paragraphs plus a short opening and a landed conclusion |
| 1:08–1:15 | Conclusion (if not already written) and check | Never leave the commentary without a final judgement |
Twenty minutes of preparation is not a luxury on this paper — it is the paper. Cambridge’s own syllabus says to spend around 20 minutes reading the question and planning. You have 75 minutes for 25 marks, compared with 45 minutes for the same 25 marks on Paper 1. Cambridge has given you the extra half hour precisely because you have to do the reading in the room. Students who start writing at minute three finish at minute forty with nothing left to say and no idea whether they understood the text.
Read the question before the text. Every time. It usually names the thing you are meant to notice.
What the question will look like
Unseen questions are phrased consistently. You will see something close to one of these:
- “How does the poet vividly convey the speaker's feelings about …?”
- “How does the writer strikingly portray the boy's experience in this extract?”
- “Explore the ways in which the writer makes this such a powerful/moving/disturbing piece of writing.”
Three things are true of all of them. First, they always ask how — so a summary of what happens cannot answer them. Second, they always contain an adverb or adjective of effect (vividly, strikingly, powerfully, movingly): that is your key word and it belongs in every topic sentence. Third, they are an invitation, not a restriction — you are free to write about anything in the text that serves the question.
You will also normally get one or two bullet points beneath the question suggesting areas to consider. Use them as a safety net if you are stuck, but do not let them become your only structure — the strongest answers have their own shape.
M · A · S · F · P · P — Meaning, Annotate, Shift, Form, Patterns, Plan. Six steps, twenty minutes, then fifty-five minutes of writing something you have already decided.
Three things that sink unseen answers
- Paraphrase. Retelling the poem line by line in your own words. It feels like engagement and earns almost nothing. If a paragraph could be summarised as “then this happens, then that”, delete it.
- Guessing at biography or context. You do not know who wrote it, when, or why. Never invent it. “This was probably written during the war” is a risk with no reward — it earns nothing if right and damages you if wrong. Write about the speaker, never about the poet's imagined life.
- Panicking about a word you don't know. You are not expected to understand every word. Work out what it must roughly mean from its position and move on. One unfamiliar noun is not a crisis; a misread situation is.
This is the checklist to run through in Steps 3 to 5. You will not use all of it — you are looking for the four or five things this particular poem is doing, not filling in a form.
1. Speaker — who is talking?
Never say “the poet” when you mean the voice in the poem. The speaker is a construction; treating the speaker as the writer is both technically wrong and a trap that leads to biography-guessing.
- Is the speaker a participant in what is described, or an observer of it?
- Are they speaking from inside the experience or looking back at it? (Watch the tenses — a past tense usually means memory, which means selection, which means someone is choosing what to tell you.)
- How much do they seem to know or understand? A speaker who knows less than the reader creates irony; a speaker who knows more creates suspense or withholding.
- Is the speaker reliable? Are they avoiding something?
2. Addressee — who are they talking to?
Easy to miss, and often the key. Poems that use “you” change completely depending on who that “you” is:
- A named or implied person — the poem becomes an address, sometimes to someone who cannot answer, which is where a lot of grief poetry gets its power.
- The reader — we are implicated, made complicit or accused.
- Themselves — self-address, often instruction or reproach.
- Nobody — if the poem has no “you” at all, that absence is itself worth a sentence, especially in a poem about a relationship.
3. Tone — and the TONAL SHIFT
If you take one thing from this whole pack, take this. Finding where the tone changes is the single most valuable move available on the Unseen paper, for three reasons: it proves you have read the whole text; it gives your answer a structure automatically; and it is AO3 (structure) and AO4 (response) at the same time.
How to find the shift. Look for:
| Signal | What it usually means |
|---|---|
| A change of tense (present → past, or past → present) | The poem has stepped out of memory into now, or vice versa — almost always the emotional hinge |
| A conjunction at the start of a line or stanza: But, Yet, And now, Still, Only | The poem is contradicting itself. Mark it. |
| A change of pronoun (we → I, you → she, he → it) | A relationship has changed, or a distance has opened |
| A shorter stanza, or a stanza break in an unexpected place | The form is enacting the break |
| A shift from concrete nouns to abstract ones (or the reverse) | The poem is moving from the world into feeling, or retreating from feeling into objects |
| The last line doing something the rest of the poem has not | A late turn — the whole poem is reframed retrospectively |
How to write about it: “The poem changes at [point]. Up to here the tone has been [X], carried by [evidence]; from here it becomes [Y], and the change is signalled by [the specific feature]. The effect is that [what the reader now feels / how the earlier part is re-read].” Four sentences, and it is one of the strongest paragraphs you can write on this paper.
4. Form
- How many stanzas, and are they the same size? Equal stanzas suggest control, containment, ritual. Unequal ones suggest something breaking out of its shape. Stanzas that shrink across a poem often enact running out — of hope, breath, or words.
- Recognisable forms: sonnet (14 lines — look for a turn around line 8 or 9, and what the final couplet does or refuses to do); ballad (quatrains, story, refrain); dramatic monologue (one speaker addressing a silent listener, usually revealing more than they intend); elegy (a poem of mourning); free verse (no fixed metre or rhyme).
- The question that unlocks form: does this poem obey the expectations of its shape, or break them? A sonnet that will not resolve, a regular stanza pattern that collapses in the final verse — the deviation is where the meaning is.
5. Rhyme
- Full rhyme can sound satisfying, inevitable, childlike, or smugly neat — it depends on the subject. Rhyme in a poem about order feels different from rhyme in a poem about chaos.
- Half-rhyme / pararhyme (home/hum, blade/bled) creates a sense of something almost fitting and not quite — extremely common in poems about loss and unease.
- Rhyme that disappears partway through, or arrives only at the end, is a structural event. Say so.
- No rhyme at all: do not simply write “the poem does not rhyme”. Ask what the free verse permits — usually a speaking voice, hesitation, and line breaks placed for meaning rather than sound.
6. Metre and rhythm
You do not need to scan lines to write well about rhythm, and technical metrical terms are optional. What you do need is to notice where the rhythm breaks:
- A line that is much shorter or longer than its neighbours — the eye and the ear both notice, and the poem intends that.
- A caesura — a strong pause in the middle of a line, usually made by a full stop or dash. It stops the line dead. Ask what it stops it on.
- A run of monosyllables after a run of longer words: the line slows and hardens.
- Repetition and anaphora (the same opening word in consecutive lines) — incantatory, insistent, sometimes obsessive.
7. Enjambment and end-stopping
The most under-used, highest-value technical observation available to you. When a sentence runs over a line break, ask which two words have been separated and what the tiny hesitation at the line end does. When lines are end-stopped, the poem moves in closed units — controlled, or sealed off, or exhausted.
Example of doing it well: “The break at ‘I never / said’ suspends the sentence on the admission for the length of a line ending, so that the confession arrives before its own verb.”
8. Imagery patterns
Do not analyse images one at a time. Group them. Ask what field they are drawn from: domestic and household? weather? machinery? animals? illness and the body? light and dark? money? Then ask what that choice implies. A poem that describes emotion using only kitchen objects is making an argument about where feeling lives.
Also look for the image that does not fit. One violent image in a gentle poem is doing enormous work.
9. The turn (volta) and the ending
The volta is the formal name for a turn in argument, classically at line 9 of a sonnet. Any poem can have one. The ending deserves its own paragraph in your answer nearly every time. Ask:
- Does the poem resolve, or refuse to?
- Does the last line return to an earlier image? (If so, has it changed?)
- Is the final sentence complete? An unfinished sentence, a dash, or an ellipsis at the end is a deliberate refusal of closure.
- Is the last line short? Poems very often shorten at the end, and the effect is usually either finality or collapse.
Four things, done well, beats nine things mentioned. A commentary that analyses the shift, one imagery pattern, the form, and the ending — each with two or three tiny quotations and a clear effect — will outscore a commentary that lists every device in the poem. Depth over coverage, always.
Prose extracts feel friendlier than poems and are, in some ways, harder: there is more text, less pressure per word, and a much stronger pull towards retelling. The discipline is to treat the extract as densely as you would treat a poem.
1. Narrative voice and person
| Voice | What it gives the writer | What to look for |
|---|---|---|
| First person (“I”) | Immediacy, intimacy, and the possibility of unreliability | What does this narrator not understand? What are they avoiding saying? Are they narrating as it happens or long afterwards? |
| Third person limited | Closeness to one character plus the freedom to describe them from outside | Whose head are we in? Whose we are not in is often the point. |
| Third person omniscient | Scope, irony, judgement | Does the narrator comment or withhold comment? Silence from an omniscient narrator is a choice. |
| Second person (“you”) | Discomfort; the reader is placed inside the experience | Rare, and always deliberate. Worth a paragraph on its own. |
2. Focalisation — whose eyes?
Distinguish who speaks from who sees. A third-person narrator may report only what one character notices. The test: does the description include things this character could not know or see? If not, we are locked inside their perception, and everything we are told is coloured by them.
This is where a great deal of high-level analysis lives. If a frightened boy narrates a room, the room will be described in terms of exits and unfamiliarity, not in terms of furniture. What gets noticed is characterisation.
3. Tense
- Past tense is the default; it implies survival and selection — someone lived to tell this and chose which parts to tell.
- Present tense creates immediacy and removes the safety of hindsight; we do not know that the narrator survives.
- A switch of tense mid-extract is always significant. Mark it and write about it.
- Habitual past (“we would go…”, “every summer she…”) signals routine, and routine in an extract usually exists to be broken.
4. Sentence lengths and rhythm
The most reliable AO3 in prose. Do not just say “the writer uses short sentences”. Look for the contrast:
- Long accumulating sentences with many clauses joined by “and” — breathlessness, or the piling-up of detail beyond a character's ability to sort it.
- A very short sentence after several long ones — the paragraph's turning point, nearly always. Find it and quote it.
- Fragments (no main verb) — perception arriving faster than thought.
- Lists — ask whether the list is ordered or chaotic, and what its last item is. Writers put the important thing at the end of a list.
5. Dialogue
- Who speaks, and who does not? A character who says nothing in a whole extract is being characterised by silence.
- The speech verbs. “Said” is neutral; anything else is the writer steering us. A run of neutral “said”s in a tense scene is also a choice: refusal to dramatise.
- What is not answered. Questions that go unanswered, or answers that address a different question, are how writers show relationships failing.
- Register — does someone speak formally, in dialect, in incomplete sentences? Contrast between two speakers' registers is often the whole social point of a scene.
6. Setting as mood
Setting in an unseen extract is rarely decorative. Ask three questions: what is described, what is not, and whose mood is the description carrying? Weather, light, temperature, confinement and space are usually doing emotional work. If a room is described as cold, ask who is cold.
Also watch for the pathetic fallacy trap: do not simply write “the weather reflects his mood”. Push it — is the setting reflecting the character, indifferent to them, or actively opposed to them? Indifference is far more interesting than reflection, and writers use it often.
7. Characterisation through detail
Writers rarely tell you what someone is like. They show one detail and let it stand for the person: a mended sleeve, the way a woman holds a cup, a man who does not take off his coat indoors. In your commentary, always prefer the small physical detail to the general statement about personality — and say what the detail lets us infer that a direct statement could not.
8. The structure of the extract
Extracts are chosen because they have a shape. Look for:
- Where the extract begins and ends. The examiner chose those boundaries. What has just happened before line one? What is left hanging after the last line?
- The movements — divide it into three or four sections at the points where mood, pace, place or speaker changes (see Section 5 of the Essay Skills guide). Each movement becomes a paragraph.
- Repetition across the extract — a word, an object or an image that appears twice. Has it changed?
- The final sentence. Almost always worth its own analysis.
In prose, ask “who is noticing this?” before “what does it mean?” Nearly every strong observation about an unseen prose extract comes from realising that the description is not neutral — someone is doing the looking, and what they look at tells you who they are and how they feel.
The paraphrase trap is worse in prose than in poetry, because prose has a story and stories are easy to retell. Test each paragraph: if you removed every quotation, would a claim remain? If not, you are summarising. Keep the writer as the subject of your sentences: “the writer delays the boy's name until the third paragraph”, not “then we find out the boy's name”.
Original text. “Her Kitchen” was written specially for this guide. It is not a published poem, not a past-paper text, and nobody else has seen it — which makes it a genuine unseen. Share it freely.
Do this one under timed conditions first. Set a timer for 1 hour 15 minutes, read the question, work the six steps, and write a full commentary. Only then open the hint and the model. Reading the model before attempting it teaches you almost nothing.
How does the poet vividly convey the speaker's feelings about her grandmother and her grandmother's kitchen?
To help you answer, you might consider:
- how the poet describes the objects in the kitchen
- how the poem changes in its fourth stanza
- the effect of the poem's final two lines
The poem conveys love by describing faults. Almost nothing in the kitchen works properly: the kettle wears “a bandage of grey tape”, the drawer sticks, the tile rocks, and the toaster must be waited on until “it changed its mind and let you eat”. The word “bandage” is doing a great deal here, since it treats a repair as a wound dressed rather than a fault mended, and it quietly prepares us for a poem about a body that will not be mentioned. What makes the opening warm rather than shabby is that the speaker recalls these defects with the precision of someone who found them companionable; the personified toaster, allowed a mind of its own, is remembered fondly for its hesitation. Affection here is not stated at all — it is simply the accuracy with which broken things have been remembered.
The grandmother herself is never described. We are given no face, no age, no clothing: only motion and speech. She “moved through it without looking down”, and the list that follows — “the drawer that stuck, the tile that rocked” — makes her mastery a form of intimacy, since she knows the room's failures so well she no longer registers them. Her talk is rendered as a list of nouns, “weather, prices, saints”, which sounds affectionate rather than dismissive: the contents matter less than the continuousness. The third stanza's admission that the child sat and thought “of nothing, which is what a kitchen is for” is the poem's warmest line, and its calm generalisation gives the room the status of a place with a purpose, almost a function of the household.
Everything changes at the beginning of stanza four. Up to that point the poem has been one long, running structure, its stanzas linked by “and” and its sentences enjambed across line after line, which is exactly the shape of a memory that does not want to end. Then: “But I am the one who cleared it. Bin bags. Six.” The conjunction turns the poem against itself, and the three full stops in a single line stop the flow dead. “Six” on its own, as an entire sentence, is the most brutal moment in the poem precisely because it is a piece of admin. It is worth noticing what the poet refuses to write: the grandmother's death is never named anywhere. We are given only its consequences — bin bags, a house emptied, a kettle disposed of — and the fact that the speaker cannot say the word is far more affecting than any statement of grief would have been.
The salvaged drawer carries the ending. The detail that the tape “stayed on the kettle” even as the kettle was thrown out is characteristically oblique: the repair outlives the thing repaired and is thrown away with it, uselessly. The drawer, kept and carried away, still sticks “in a flat in a city she never came to”; it is the last surviving fault, and the poem's cruellest turn is that it has begun to work: “some mornings it slides open perfectly”. In a poem where love has been expressed entirely through defects, a defect healing is a second bereavement. The final line refuses closure completely — “cannot tell you what I am waiting for” — and the failure is not evasion but accuracy, since the thing being waited for is a resistance in a piece of wood that used to mean a person was alive.
What makes the poem moving, in the end, is its discipline. It never uses the words death, grief or love, and it earns all three.
| AO | Where it is earned |
|---|---|
| AO1 knowledge & reference | Accurate grasp of the situation throughout: a remembered kitchen, a clearance after a death, a salvaged drawer. Frequent short quotations — “a bandage of grey tape”, “without looking down”, “Bin bags. Six.”, “slides open perfectly” — none longer than six words, drawn from all five stanzas. |
| AO2 meaning & ideas | “The poem conveys love by describing faults” (thesis). The reading of the toaster's hesitation as companionable. The interpretation of the unnamed death as a refusal rather than an omission. The final insight that a fault healing is a second bereavement. |
| AO3 language, structure, form | Language: “bandage” as wound-dressing; personification of the toaster; the list “weather, prices, saints”. Structure: the turn at “But”; enjambment and “and”-linked sentences in stanzas 1–3 versus three full stops in one line; the tense movement from habitual past to present. Form: five unrhymed quatrains whose regularity throws the syntactic disruption into relief; the unresolved final line. |
| AO4 personal response | “The most brutal moment in the poem”; “far more affecting than any statement of grief”; “the poem's cruellest turn”; “the failure is not evasion but accuracy”; and the closing evaluation, “it never uses the words death, grief or love, and it earns all three.” Judgements appear in every paragraph, each anchored to evidence. |
Original text. This prose extract was written specially for this guide. It is not from a published novel and not from any past paper. Share it freely.
Timed conditions again. 1 hour 15 minutes. Read the question first, then work the six steps.
The corridor smelled of floor polish and something sweet underneath it that I could not name, and would not be able to name for two years, and then would recognise instantly for the rest of my life in supermarkets and airports and other people's houses.
My mother had ironed the shirt. That was the thing I kept thinking about. She had ironed it the night before at the kitchen table in the flat that still had somebody else's calendar on the wall, pressing the collar flat twice, and the shirt was wrong. Everyone else's was a different white. Not much different. But the way a tooth is a different white from a plate.
The teacher said my name and got it wrong, and then said it again, more slowly, and got it wrong more slowly. Thirty faces turned. I understood the words — I had been studying the words for eleven months, I had a book of the words under my bed at home — but the words in the room were travelling much faster than the words in the book, and they arrived already joined together, and by the time I had taken one apart the next four had gone past.
“Sit anywhere,” the teacher said. Or that is what I decided she said.
Anywhere turned out not to be anywhere. There was a system, and the system was invisible, and I found the one seat that belonged to it in the way a foot finds a stair that is not there. A boy with very short hair looked at me and then looked at the boy next to him and something passed between them that took less than a second and did not need any language at all, and I thought: that. That is the thing I have to learn. Not the verbs.
At break they went out into a yard with white lines painted on it for a game whose rules were apparently known to everyone from birth. I stood by the wall. I had decided in advance, on the flight, that I would be the kind of person who joined in, and I found now that deciding is not the same as doing, and that the wall was extremely comfortable and had the advantage of being behind me.
A girl came over. She had a sandwich in a plastic box and she offered me half without saying anything, which was the first thing that had happened all morning that did not need translating.
I said thank you in my own language. I heard myself do it. I felt my face go hot.
She said something back, quite fast, and I understood nothing at all, and she waited, and I said, in her language, carefully, with the collar of my ironed shirt scratching at my neck: “I am new.”
“I know,” she said.
And she stayed. That was all she did. The bell went and the yard emptied and she walked back in beside me without talking, and I remember that walk better than I remember the rest of that year.
How does the writer strikingly convey the boy's experience of his first day at a new school?
To help you answer, you might consider:
- the way the narrator describes the shirt and the corridor
- how the writer conveys the experience of not understanding a language
- the effect of the extract's final paragraph
The extract's most striking decision is to make alienation a matter of millimetres. The boy's shirt is not the wrong colour; it is a different white, and the writer spends a whole simile on the distinction: “the way a tooth is a different white from a plate”. The comparison is domestic and bodily at once, and it is exact — a difference nobody would remark on and everybody would see. That is precisely the condition the extract is describing. The detail is made worse, and much more moving, by the fact that his mother ironed it, “pressing the collar flat twice”: the care taken is what guarantees the failure, and the boy's insistence that this was “the thing I kept thinking about” tells us he cannot separate his own embarrassment from his mother's effort.
Incomprehension is conveyed through a sustained physical metaphor rather than through statements of confusion. The boy has studied the language for eleven months and keeps “a book of the words” under his bed, but “the words in the room were travelling much faster than the words in the book, and they arrived already joined together, and by the time I had taken one apart the next four had gone past”. The long accumulating sentence, strung together with “and”, imitates the pile-up it describes; the reader is made to fall behind in the same way the boy does. The idea of words “joined together” is a genuinely accurate account of hearing a foreign language spoken at speed, and it converts a psychological state into something with a shape and a velocity.
What the boy realises, though, is that his real problem is not vocabulary. The look exchanged between two boys “took less than a second and did not need any language at all”, and his response — “that. That is the thing I have to learn. Not the verbs” — is the extract's central perception. The isolated italicised word, standing almost alone, gives the recognition the force of something arriving suddenly. Belonging, the writer suggests, is a fluency that cannot be studied, and the boy's eleven months of preparation were preparation for the wrong examination. The invisible seating system is the same idea in another form; the simile of a foot finding “a stair that is not there” makes social error feel like a physical lurch, which is exactly how humiliation is experienced at that age.
Throughout, the narration is retrospective, and the adult voice is what makes the extract bearable. It opens by looking two years and then a whole lifetime ahead, and it can afford to be funny about its younger self: the wall “was extremely comfortable and had the advantage of being behind me” is a wry, adult sentence, and the observation that “deciding is not the same as doing” is a conclusion the boy could not have formulated. The dry humour is a form of self-protection, and it also keeps the writing from self-pity, so that when feeling does arrive we accept it.
It arrives through structure. As the girl appears, the paragraphs shorten sharply, to about half their earlier length, and the exchange is reduced to five words — “I am new.” / “I know,” — and the writing stops explaining itself entirely. Her kindness is presented as the first thing all morning “that did not need translating”, and the extract's final paragraph withholds any comment at all: “And she stayed. That was all she did.” The last sentence then does something remarkable, weighing that silent walk against an entire year and finding the year lighter. Nothing is resolved — he still cannot speak the language — and that restraint is what makes the ending convincing rather than consoling.
| AO | Where it is earned |
|---|---|
| AO1 | The situation is understood exactly: a boy new to a country and a language, one morning, a girl who shares a sandwich. Short precise quotations from the beginning, middle and end of the extract, none longer than a line. |
| AO2 | “Alienation as a matter of millimetres” (thesis). The reading of the mother's care as what guarantees the failure. “Belonging… is a fluency that cannot be studied.” The recognition that nothing is resolved at the end. |
| AO3 | Language: the tooth/plate simile; the “stair that is not there”; the metaphor of words arriving “joined together”. Syntax: the long “and”-linked sentence imitating the pile-up; the isolated italicised “that”. Structure: paragraph lengths shortening as the girl arrives; the five-word exchange, with her reply alone in a four-word paragraph; the withheld comment in the final paragraph. Form/voice: first-person retrospective, and what the adult perspective permits. |
| AO4 | “Much more moving”; “genuinely accurate”; “exactly how humiliation is experienced at that age”; “the last sentence then does something remarkable”; “convincing rather than consoling”. Evaluation runs through every paragraph and the closing distinction is a genuine critical judgement. |
Original text. “Clearance” was written specially for this guide — not a published poem, not past-paper material. Share it freely.
This one is deliberately harder than Unseen A. The situation is simple but the poem's attitude is not: it says several contradictory things and never settles them. Do not try to make it agree with itself — the ambivalence is the poem, and writing about it is where the marks are.
Explore the ways in which the poet makes this poem about a demolished building so thought-provoking.
To help you answer, you might consider:
- the way the demolition and the machine are described
- the image of the paler brick where the mirror hung
- the tone of the last three stanzas
The poem's first move is to describe destruction as good manners. The roof is taken off “politely”, “tile by tile, as if asking permission”, and the courtesy is unsettling rather than reassuring: a building cannot give permission, and the simile draws attention to the fiction of consent rather than to the care taken. That politeness runs the length of the poem — it returns in the closing image of dust falling “like a thin, well-mannered apology” — and its effect is to make the demolition feel institutional. Nobody is angry, nothing is announced, and the whole process is conducted in a register of mild agreeableness. The one moment of violence is given to the machine, which arrives “with its jaw”: a single bodily noun, and all the more brutal for standing alone in a poem otherwise so restrained.
What the machine exposes is the poem's real subject. When the wall “gave up the shape of every room at once”, the verb makes the building sound like something surrendering under questioning, and the colon that follows opens onto the fragments of private life the demolition has made public: “here the green, here the paper roses”. The repeated “here” is the language of a guide pointing things out, which is grotesque given that these are strangers' bedrooms; the reader is put in the position of a spectator at something intimate. Then comes the image that carries the poem: “a rectangle of paler brick / where somebody's mirror had hung so long / the wall forgot to weather / in the shape of a person looking”. It is an extraordinary piece of compression. The mirror has left no trace of itself except a patch of unweathered wall, and the speaker reads that absence as a human silhouette — so what survives of the building's inhabitants is not an object but the shape of an act, repeated so often it stopped the weather. The enjambment across “forgot to weather / in the shape of a person looking” delays the human figure until the very end of the stanza, so the reader discovers the person exactly as the speaker does.
The poem then turns, and the turn is a change of voice rather than of subject. From stanza four the long enjambed sentences stop and are replaced by short end-stopped statements: “Now there is light where there was none. / The council calls it an improvement. / The light is, in fact, an improvement.” The repetition of “improvement”, first in the council's mouth and then in the speaker's, is the most honest moment in the poem, and it is what makes the piece thought-provoking rather than merely nostalgic. The speaker concedes the argument. “That is the part I cannot argue with” admits that the grief has no reasonable case to make, and the flatness of the syntax after the turn is the sound of someone declining to complain about something that is, on the evidence, better.
The last two stanzas hold that ambivalence rather than resolving it. The replacement is imagined with dry precision — “glass, a tree / in a metal collar, and a name / that means nothing in any language” — where the tree's “collar” quietly implies restraint and the invented name suggests a development with no relationship to the place it sits in. And yet the closing lines give the last word to everybody else: “everybody says how much easier / it is to see round the corner now”. The observation is trivially true and completely irrelevant to everything the poem has shown us, and the poet leaves it there, unanswered. Nothing is stated as loss. The reader is required to supply the objection the speaker has already conceded he cannot make.
| AO | Where it is earned |
|---|---|
| AO1 | Correct grasp of a difficult, plotless poem: a demolition, the exposure of interiors, official approval, a planned replacement. Quotations drawn from every stanza and kept short. |
| AO2 | “Destruction as good manners” (thesis). The reading of the paler brick as “the shape of an act”. Crucially, the recognition that the poem is about being unable to object — that is the interpretive leap that separates a good answer from an excellent one here. |
| AO3 | Language: the politeness pattern (“politely”, “as if asking permission”, “well-mannered apology”); the isolated bodily “jaw”; the verb “gave up”; the “metal collar”. Structure: the colon opening onto exposed interiors; the anaphoric “here… here… here”; the enjambment that delays “a person looking”; the shift at stanza 4 from enjambed sentences to end-stopped statements; the repetition of “improvement” across two speakers. Form: six unrhymed quatrains, and the ending's refusal to conclude. |
| AO4 | “Unsettling rather than reassuring”; “grotesque”; “an extraordinary piece of compression”; “the most honest moment in the poem”; and the closing judgement that the reader must supply the objection. The answer engages with the poem's ambivalence instead of flattening it into a complaint about developers. |
Original text. This extract was written specially for this guide — not from a published novel, not from any past paper. Share it freely.
Timed conditions. This one is dense with sensory detail, which creates a specific danger: it is very easy to write a list of the senses (“the writer appeals to sight, then sound, then touch”) and call it analysis. Push past that. Ask what the sequence of sensations does and what the sentences are doing while they do it.
My father used to say that the sea does not turn on you. It is simply that you stop being interesting to it, and things which are not interesting are not looked after.
We had been hauling since four. The light came up grey and stayed grey, and by nine the swell had gone long and slow and glassy, which anyone who has worked out of that harbour will tell you is the worst water there is, because it looks like rest. Marek was singing. I remember being irritated by the song and I have thought about that a great deal since, because irritation is a thing you can only afford in safe weather, and I did not know then that I was spending it.
Then the swell shortened.
You feel it before you see it, in the soles of your boots, the way a table tells you a lorry has gone by outside. The rhythm we had been standing in for five hours — up, and over, and down, and wait — lost its wait. There was no gap any more. The boat began to be hurried.
To the north-west the horizon had gone the colour of a bruise four days old, and beneath it there was a white line that was not there when I had last looked up, and I had last looked up perhaps ninety seconds before. The wind came ahead of the water. It arrived all at once, like a door opening in a house you thought was empty, and it took the tops off the waves and threw them flat across the deck so that the air itself turned to salt and you could not breathe facing forward.
Marek stopped singing. That was the sound I remember: not the wind, but a man stopping singing.
After that it was work. There is no fear in the middle of it, whatever they tell you afterwards in the pub — there is only the next thing, and then the next, and the extraordinary narrowness of what you can see. The net. The winch. Marek's yellow shoulder. A green wall going up on the port side taller than the wheelhouse and, above it, absurdly, three gulls holding perfectly still in the air as though nothing at all were happening.
I have wondered since about those gulls. It was the one moment in twenty minutes when I thought a whole thought, and the thought was: it is not even a storm to them.
My hands did what they had been taught in 1976 by a man who was already dead. The boat came up. It came up each time, and each time there was that half-second at the top when the engine note changed and you did not know yet, and then you did.
By noon it had gone through and past us and was busy somewhere else, and the sea was flat and pale and entirely blameless, and Marek was bleeding from the ear and laughing, and I sat down on a crate of ice and found that my legs had been shaking, I think, for some time.
How does the writer powerfully convey the experience of the storm in this extract?
To help you answer, you might consider:
- how the writer builds tension before the storm arrives
- the use of sensory detail and sentence structure during the storm
- the effect of the extract's opening and closing paragraphs
The extract opens by refusing the obvious story. The father's saying — that the sea “does not turn on you”, but that “you stop being interesting to it” — replaces malice with indifference, and it frames everything that follows. A hostile sea would at least be paying attention; a bored one is worse, and the quiet clause “things which are not interesting are not looked after” carries a great deal of unstated menace precisely because it sounds like household advice. The writer then builds tension not through threat but through comfort. The swell is “long and slow and glassy”, three unhurried adjectives joined by “and”, and the explanation that this is the worst water there is “because it looks like rest” teaches the reader to distrust calm before anything has happened.
Marek's singing works the same way. The narrator recalls being “irritated” by it and reflects that “irritation is a thing you can only afford in safe weather, and I did not know then that I was spending it”. The financial metaphor is quietly devastating: safety becomes a currency, finite and unnoticed while it lasts, and the retrospective voice can see the account emptying in a way the younger man could not. This gap between the man who was there and the man now telling it is the extract's chief resource, and the writer uses it to generate dread without ever letting the narrator predict the storm.
The turn is visible on the page. “Then the swell shortened” stands alone as a one-sentence paragraph, surrounded by white space in an extract of long, ruminative blocks, and the isolation gives four plain words the force of an alarm. What follows is a superb piece of physical writing: the change is felt “in the soles of your boots, the way a table tells you a lorry has gone by outside”, a homely comparison that keeps the danger domestic; and the rhythm the crew have stood in for five hours — “up, and over, and down, and wait” — is described as having “lost its wait”. The absence of a pause is far more frightening than the presence of a wave, and the sentence “The boat began to be hurried” puts the vessel in the passive, so that something else is now setting the pace. The wind, when it comes, arrives “like a door opening in a house you thought was empty” — again domestic, again about intrusion rather than violence — and the detail that the air “turned to salt” makes even breathing an act the storm has taken over.
During the storm itself the writer narrows both perception and syntax at the same time. The narrator insists there is “no fear in the middle of it… only the next thing”, and the prose collapses into noun fragments — “The net. The winch. Marek's yellow shoulder.” — so that the reader receives exactly what the narrator receives: unconnected pieces, arriving too fast to be assembled. Against this the gulls hang “perfectly still… as though nothing at all were happening”, and the one whole thought the narrator manages — “it is not even a storm to them” — returns us to the father's opening indifference. Most affecting is the detail that his hands work by themselves, trained “in 1976 by a man who was already dead”: survival is credited not to courage but to inherited habit.
The ending withholds relief. The sea afterwards is “flat and pale and entirely blameless”, the last word convicting it by the act of acquitting it, and the delayed final clause — his legs had been shaking “I think, for some time” — places the fear after the danger, and lets the hesitation of “I think” do the work that no direct statement of terror could have done.
| AO | Where it is earned |
|---|---|
| AO1 | The situation is fully understood: an early haul, a deceptive calm, a squall, twenty minutes of work, survival, an injured crewmate. Quotations from the opening, the turn, the storm and the aftermath, all short and embedded. |
| AO2 | The reading of the father's saying as indifference rather than malice, and its return with the gulls. “Safety becomes a currency.” Survival credited to “inherited habit” rather than courage. The recognition that fear is deliberately placed after the danger. |
| AO3 | Language: the bruise and door similes and their domesticity; “the air itself turned to salt”; “entirely blameless”. Syntax: three “and”-linked adjectives for the swell; the passive of “began to be hurried”; the collapse into noun fragments during the storm; the delayed qualifier “I think, for some time”. Structure: the one-sentence paragraph as visible turn; the four movements; sound used as a measure (“a man stopping singing”). Form/voice: first-person retrospective and the gap it creates. |
| AO4 | “Quietly devastating”; “far more frightening than the presence of a wave”; “a superb piece of physical writing”; “most affecting”; and the final evaluation of what the hesitation achieves that a direct statement could not. Every paragraph ends on a judgement. |
Writing four unseens teaches you very little unless you mark them honestly. This section gives you a checklist and a band table so you can put a number on your own work — and, more importantly, work out which of the four AOs is holding you back.
Leave at least a day between writing and marking. You cannot see your own essay the day you write it. When you come back, read it once as a stranger would, then run the four checklists below with a pen, ticking only what is genuinely there. Then read the model commentary in that section — not to feel bad, but to see what a different set of habits produced from the same text.
Mark one AO at a time. Read the whole commentary four times, once per objective. It is much more accurate than trying to hold all four in your head at once, and it is how you will discover that (for example) your AO3 is fine and your AO4 is missing entirely.
Checklist 1 — AO1: knowledge and reference
- Have I understood the literal situation correctly? Who is speaking, to whom, about what?
- Is there anything in my commentary that is factually wrong about the text?
- Do I quote from the beginning, the middle and the end of the text?
- Are my quotations accurate, and mostly under six words?
- Have I referred precisely (line, stanza, paragraph, moment) rather than vaguely (“at one point…”)?
Checklist 2 — AO2: meaning and ideas
- Does my opening contain an arguable claim about the text, not a description of it?
- Have I said what the text is about, beneath what it describes?
- Have I noticed anything the text implies but does not state?
- Have I noticed what the text conspicuously leaves out or refuses to say?
- Could any of my paragraphs be replaced by a plot summary without loss? (If yes, rewrite it.)
Checklist 3 — AO3: language, structure and form
- Have I identified where the text shifts, and written about how that shift is achieved?
- Have I written about structure — placement, repetition, what is withheld, the ending?
- Have I written about form — stanza shape, verse or prose, narrative voice, whether the form is obeyed or broken?
- Have I grouped images into a pattern rather than analysing them one by one?
- Have I written about sentence or line length anywhere?
- Does every device I name have an effect attached in the same sentence?
- Have I used the word “effective”? (Delete it and name the actual effect.)
Checklist 4 — AO4: personal response
- Does each body paragraph contain at least one evaluative sentence — a judgement with a reason?
- Have I said which moment is the most powerful, troubling or surprising, and why?
- Have I anywhere weighed two possible readings against each other?
- Does the conclusion land a judgement rather than summarise?
- Could a reader tell that a thinking person, rather than a machine, wrote this?
- Have I avoided unsupported emotion (“this made me sad”) and empty praise (“a lovely poem”)?
Band descriptors: what each level of answer looks like
These are working descriptions in plain English, designed for self-marking. Be strict — students almost always overmark themselves by three or four.
| Mark | What the answer looks like |
|---|---|
| 20–25 Sustained, perceptive |
Opens with a genuine claim and sustains it. Understands the text fully, including its implications and its silences. Analyses language, structure and form, usually noticing something most readers would miss — a shift, a pattern, a formal deviation — and always connects technique to effect. Quotations are short, frequent and well chosen. There is an audible personal voice: judgements are made, alternatives are weighed, and the conclusion decides something. Nothing is retold. |
| 15–19 Competent, developing |
Understands the text correctly and covers a good range of it. Writes about language confidently and mentions structure, though form may be thin or absent. Techniques are usually linked to effects, but some observations stop at identification. Quotations are used well, occasionally too long. Personal response is present but intermittent — often confined to the conclusion. The shape is sound but the argument does not really develop; points sit side by side rather than building. |
| 10–14 General, some analysis |
The general sense of the text is understood, though nuance and implication are missed and there may be a small misreading. There is a mix of paraphrase and analysis, with the paraphrase usually winning. Devices are named, sometimes correctly, but effects are asserted rather than explained (“this makes it effective”, “this creates imagery”). Structure and form are barely touched. Quotations are present but long, or used to illustrate the story rather than to prove a point. Little or no evaluation. |
| 5–9 Basic, largely narrative |
Mostly retells or paraphrases the text, working through it from the top. Some understanding of the surface situation, possibly with significant misreading. Very little on how the writing works; devices may be listed without explanation. Quotations are copied at length or absent. No sense of a reader responding — no judgement, no evaluation, no engagement with tone. |
Look at the answer you have just written and count. How many sentences begin with the writer or the poet as their subject? In a 20–25 answer it is most of them. In a 5–9 answer it is almost none, because the subject of every sentence is a character or an event. That single count predicts the band with unnerving accuracy.
Turning the diagnosis into practice
| If your weakest AO is… | Do this before your next attempt |
|---|---|
| AO1 (misreadings, vague reference) | Slow down Step 1. Before annotating anything, write one sentence at the top of your plan: “This is a text in which ___ .” If you cannot complete it, read again before writing a word. |
| AO2 (paraphrase, no ideas) | Before writing, force yourself to complete: “This text is not really about ___ , it is about ___ .” That sentence becomes your thesis. |
| AO3 (device-spotting, no structure) | Ban device names for one whole practice attempt. Write only about effects. It feels impossible for ten minutes and then permanently changes how you write. |
| AO4 (no voice) | Before writing the conclusion, note three words describing your honest reaction to the text (uneasy? unconvinced? moved? irritated?). Then justify one of them with evidence in the conclusion. |
The Unseen paper rewards the reader you actually are more than any other paper in the subject. There is no revision to forget, no quotation to mangle, no set text you might have misjudged. You will be handed a piece of writing and given seventy-five minutes to be interested in it carefully and say why. Trust the six steps, spend the first twenty minutes reading and planning, find the shift, and write like someone who has noticed something.