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Paper 4: Unseen Practice Pack

IGCSE Literature in English (0475) · 1 hour 15 minutes · 25 marks · One question
The one paper you cannot revise for by reading a book — because the text will be one you have never met. What you can revise is a method. This pack gives you a repeatable six-step approach, two toolkits, and four complete practice unseens with model commentaries and mark-scheme breakdowns.

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.

AOWhat it means on an unseen
AO1You 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.
AO2You grasp the ideas, attitudes and feelings underneath the surface — and any implication the text does not state.
AO3You analyse how the writing works: word choice, imagery, sound, sentence shape, form, structure, where things are placed and what is withheld.
AO4You 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.

1. The Method: Six Steps for Any Unseen Text ▼

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

ClockTaskWhy
0:00–0:03Read the question first, then the text once, for meaningThe question tells you what to look for; reading it after the text wastes the first read
0:03–0:08Second read, annotating (Step 2)Five minutes is enough for five to eight marks on the page
0:08–0:14Voice, tone, shift, form, structure (Steps 3–4)This is the thinking, not the writing. It feels slow and it is not.
0:14–0:20Group patterns and plan four paragraphs (Steps 5–6)Twenty minutes of preparation (the syllabus says ‘around 20 minutes’) for fifty-five minutes of certainty
0:20–1:08Write. Roughly 11 minutes per paragraphFour developed paragraphs plus a short opening and a landed conclusion
1:08–1:15Conclusion (if not already written) and checkNever leave the commentary without a final judgement
⚠ Exam tip

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.

Remember this

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

  1. 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.
  2. 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.
  3. 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.
Practice Questions: The Method
6 multiple choice questions. Click an option to check your answer.
Your Score 0 / 6
Question 1
What are the format and demands of Paper 4?
A 1h 30m, 50 marks, two questions
B 1h 15m, 25 marks, one question — a critical commentary on an unseen poem or prose extract
C 45 minutes, 25 marks, open text
D 2 hours, 50 marks, three questions
One question, 25 marks, 75 minutes. The extra time compared with Paper 1 exists because you must do the reading and thinking in the room.
Question 2
What should your first read of the text be for?
A Spotting as many devices as possible
B Working out what is literally going on — comprehension only, no pen
C Choosing quotations to use
D Counting the stanzas and the rhyme scheme
Misreading the situation is the one unrecoverable error on this paper. Establish who, to whom, about what, and where, before you analyse anything.
Question 3
Roughly how long should you spend reading, annotating and planning before you write?
A 3 minutes
B 5 minutes
C About 20 minutes of the 75
D 30 minutes
Twenty minutes of preparation buys fifty-five minutes of writing you never have to stop and reconsider, and it is what the syllabus itself recommends (‘around 20 minutes reading the questions and planning’). It is the highest-return time in the exam.
Question 4
According to the method, what is the single most valuable thing to identify in an unseen text?
A The rhyme scheme
B The point at which the tone shifts
C The number of similes
D The historical period it was written in
Nearly every unseen text turns somewhere. Finding the turn gives you a structural argument, a shape for your answer, and immediate AO3 credit.
Question 5
You meet a word in the poem you do not know. You should:
A Build your whole answer around it to show you engaged with the hardest part
B Infer roughly what it must mean from its position and move on
C Say in your answer that you did not understand it
D Skip that whole stanza
Nobody is expected to know every word. Grammar and position usually tell you enough. Misreading the overall situation is the real danger, not one unfamiliar noun.
Question 6
Why should you avoid speculating about when or why the text was written?
A Because context is never credited in 0475
B Because you have no information to base it on: it earns nothing if right and damages you if wrong
C Because examiners dislike history
D Because it takes too long to write
On an unseen you have the words on the page and nothing else. Write about the speaker and the writing, never about an imagined author's life.
2. The Unseen Poetry Toolkit ▼

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:

SignalWhat 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, OnlyThe 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 placeThe 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 notA 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.
⚠ Exam tip

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.

Practice Questions: Poetry Toolkit
6 multiple choice questions. Click an option to check your answer.
Your Score 0 / 6
Question 1
Why should you write about “the speaker” rather than “the poet”?
A Because the poet's name is not given
B Because the voice in the poem is a construction, and conflating it with the writer leads to biography-guessing
C Because “poet” is informal
D Because poets rarely write about themselves
Speak of the poet when discussing craft choices (“the poet withholds…”) and of the speaker when discussing feeling and situation. Never invent the poet's life.
Question 2
A stanza beginning with the word “But” is worth marking because it usually signals:
A a rhyme change
B a tonal shift — the poem contradicting or turning against itself
C the poem is written in free verse
D the speaker has changed
“But”, “Yet”, “And now”, “Still”, “Only” at the head of a line or stanza are the commonest signposts of the turn.
Question 3
What does half-rhyme (e.g. “home / hum”) most commonly create?
A A comic effect
B A sense of something almost fitting but not quite — unease, incompleteness
C A faster pace
D Nothing; it is usually accidental
Half-rhyme is a favourite of poems about loss and unease precisely because resolution is withheld at the level of sound.
Question 4
The best way to analyse enjambment is to ask:
A how many times it occurs in the poem
B which two words the line break separates, and what that hesitation does
C whether the poem rhymes
D whether it makes the poem flow
“Makes it flow” is the empty answer. Enjambment is only analysable at the level of the specific words it separates.
Question 5
You notice five separate images in a poem: a kettle, a coat, a comb, a chipped mug and a hairbrush. The strongest move is to:
A Analyse each one in turn in its own sentence
B Identify them as a pattern of small domestic objects and ask what it means that feeling is being carried by things rather than statements
C Count them and comment on the number
D Pick the most unusual one and ignore the rest
Patterns beat instances. Grouping images and reading the group is one of the fastest routes into upper-band AO3.
Question 6
A poem's final sentence stops mid-clause with a dash. This most likely signals:
A a printing error
B that the poet ran out of ideas
C a deliberate refusal of closure — the poem will not resolve what it has raised
D that the poem is a sonnet
Endings deserve their own paragraph almost every time. An incomplete final sentence is a formal statement about the impossibility of finishing the thought.
3. The Unseen Prose Toolkit ▼

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

VoiceWhat it gives the writerWhat to look for
First person (“I”)Immediacy, intimacy, and the possibility of unreliabilityWhat does this narrator not understand? What are they avoiding saying? Are they narrating as it happens or long afterwards?
Third person limitedCloseness to one character plus the freedom to describe them from outsideWhose head are we in? Whose we are not in is often the point.
Third person omniscientScope, irony, judgementDoes the narrator comment or withhold comment? Silence from an omniscient narrator is a choice.
Second person (“you”)Discomfort; the reader is placed inside the experienceRare, 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.
Remember this

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.

⚠ Exam tip

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”.

Practice Questions: Prose Toolkit
6 multiple choice questions. Click an option to check your answer.
Your Score 0 / 6
Question 1
“Focalisation” refers to:
A how clearly the writer describes things
B whose perception the narration is filtered through — who sees, as distinct from who speaks
C the main theme of the passage
D the use of close-up description
A third-person narrator may report only what one character notices. What gets noticed is characterisation — a frightened person describes a room in terms of exits.
Question 2
Which observation about sentence length is strongest?
A “The writer uses short sentences to build tension.”
B “There is a mixture of long and short sentences.”
C “The paragraph's long clause-heavy opening is followed by four words — and that collapse is the only place the narrator registers fear, since he never says he is afraid.”
D “The sentences are varied, which keeps the reader interested.”
The strength is in the contrast and in linking the technique to something the narration refuses to state directly.
Question 3
A character who says nothing at all during a scene of dialogue is:
A not worth writing about, since there is no evidence
B being characterised by their silence, which is a deliberate choice by the writer
C necessarily a minor character
D evidence of poor writing
Absence is evidence. Who is not given speech, what question goes unanswered, what is never described — all of these are analysable choices.
Question 4
Which is the more sophisticated reading of a storm during a character's crisis?
A “The weather reflects his mood, which is pathetic fallacy.”
B “The storm is described with complete indifference to him, so the setting does not mirror his fear so much as ignore it.”
C “The storm creates a dramatic atmosphere.”
D “The storm shows that the writer likes nature imagery.”
Naming pathetic fallacy is a device-spot. Asking whether the setting reflects, ignores, or opposes the character is analysis — and indifference is usually the more interesting option.
Question 5
Habitual past constructions (“every summer we would…”) in an extract usually exist to:
A pad out the word count
B establish a routine that the extract will then break
C confuse the reader about the timeline
D indicate an unreliable narrator
Routine is set up so that its interruption registers. When you spot habitual past, look immediately for the sentence where it switches to simple past — that is where the extract really begins.
Question 6
Why is it worth asking what happens immediately before and after the extract's boundaries?
A So you can invent the rest of the story in your answer
B Because the boundaries were chosen, and what is left hanging at the end is usually part of the effect
C Because you will be asked about it directly
D Because extracts always begin at the start of a chapter
Comment on the shape of the extract as given — especially the final sentence — but never invent events outside it.
4. Unseen A — Poetry: “Her Kitchen” ▼

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.

Her Kitchen
Nothing in that room was ever new. The kettle wore a bandage of grey tape, the table had been scrubbed so many years its grain stood up in ribs beneath my hand, and she moved through it without looking down, knowing the drawer that stuck, the tile that rocked, the exact half–second that the toaster took before it changed its mind and let you eat. She talked the whole time — weather, prices, saints, a cousin who had married badly once — and I would sit and swing my legs and think of nothing, which is what a kitchen is for. But I am the one who cleared it. Bin bags. Six. The kettle went. The tape stayed on the kettle. I kept the drawer that stuck, and it still sticks in a flat in a city she never came to, and some mornings it slides open perfectly, and I stand there with my hand still on the wood, waiting for the catch that used to hold, and cannot tell you what I am waiting for.
Question · 25 marks · 1 hour 15 minutes

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
Hint How to approach this one (open only after your attempt, or if you are truly stuck)
Step 1 — meaning
An adult speaker remembers her grandmother's kitchen (stanzas 1–3), then reveals that she was the person who cleared the house after the grandmother's death (stanza 4), and now keeps one salvaged drawer in her own flat (stanzas 4–5). The death is never stated. That absence is deliberate and is worth a paragraph on its own.
Step 3 — the shift
Stanza 4, first word: “But”. Everything before it is warm, habitual and full of running-on sentences; everything after it is clipped. Notice the punctuation change too — “Bin bags. Six.” is the shortest writing in the poem. The tense also moves from habitual past (“would sit”) to a hard simple past (“cleared”, “went”) and then to the present (“sticks”, “I stand”).
Step 4 — form
Five unrhymed quatrains — regular on the page, which lets the disruption happen entirely inside the sentences rather than in the shape. The first three stanzas are a single flowing structure held together by “and”; stanzas 4 and 5 run into each other across the stanza break, so the poem stops being able to stop.
Step 5 — patterns
Everything is worn, mended or broken: tape, scrubbed grain, a drawer that sticks, a tile that rocks, a toaster that hesitates. The pattern is things that do not work properly and are loved anyway. Also the pattern of the grandmother's competence — she navigates all the faults “without looking down”.
Four paragraph plan
(1) The kitchen made of faults, and what that affection implies. (2) The grandmother rendered entirely through movement and talk — never described. (3) The turn at “But”: syntax, tense, and the unnamed death. (4) The drawer that now opens: why working perfectly is the saddest thing in the poem, and the refusal to finish.
Model Full model commentary (a strong student answer, approx. 580 words)

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.

Mark scheme Where each AO is earned in the model above
AOWhere 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.
Band: this would sit at the top of the mark range (roughly 21–25). Note what it does not do: it never paraphrases a stanza, never names a technique without an effect, never speculates about the poet, and never quotes more than six words at a time.
Practice Questions: Unseen A
6 multiple choice questions. Click an option to check your answer.
Your Score 0 / 6
Question 1
Where does the poem's tonal shift occur?
A At the start of stanza 2, with “and she moved through it”
B At the mention of the cousin in stanza 3
C At the start of stanza 4, with “But I am the one who cleared it”
D In the final line only
“But” is the signpost, and it is reinforced by three full stops in one line, a change of tense, and the collapse of the poem's long flowing syntax.
Question 2
What is the most significant thing the poem never states?
A The grandmother's name
B The city the speaker lives in
C That the grandmother has died
D What was in the drawer
The death is given only through consequences — bin bags, a cleared house, a kettle disposed of. Writing about what a text refuses to say is high-value analysis.
Question 3
Why is “Bin bags. Six.” so effective at that point in the poem?
A Because it rhymes with the previous line
B Because the abrupt full stops break the poem's flowing syntax, and reducing a life to an inventory is more brutal than any emotional statement
C Because it introduces the grandmother for the first time
D Because it uses alliteration
The effect comes from contrast: three stanzas of enjambed, “and”-linked memory, then three sentences in a single line, one of them a number.
Question 4
What connects the tape, the sticking drawer, the rocking tile and the hesitating toaster?
A They are all made of metal
B They are all mentioned in the same stanza
C They form a pattern of things that do not work properly and are loved anyway
D They are all things the grandmother bought new
Grouping images into a pattern and reading the group is worth far more than four separate observations about four separate objects.
Question 5
Why is it painful that the drawer “slides open perfectly”?
A Because the speaker has repaired it and feels guilty
B Because in a poem where love is expressed through defects, the loss of the defect is a second bereavement
C Because it means the drawer is empty
D Because the speaker has forgotten her grandmother
The whole poem has attached affection to faults. When the last fault heals, the connection is severed — which is why the speaker stands waiting for “the catch that used to hold”.
Question 6
Which comment on the poem's form is the strongest?
A “The poem has five stanzas of four lines each.”
B “The poem does not rhyme, which makes it more realistic.”
C “The regular quatrains stay intact while the syntax inside them collapses, so the disruption is audible rather than visible.”
D “It is written in free verse, which many modern poets use.”
A and D are description, not analysis. C notices a tension between what the form does and what the sentences do — exactly the kind of observation that reaches the top band.
5. Unseen B — Prose: The New School ▼

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.

from The New School

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.

Question · 25 marks · 1 hour 15 minutes

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
Hint How to approach this one
Step 1 — meaning
A boy, recently arrived in a foreign country, describes his first morning at a new school: the corridor, the classroom, his mispronounced name, break time, and a girl who shares a sandwich and stays with him. Nothing dramatic happens. The drama is entirely internal.
Voice — the crucial observation
This is first-person retrospective: an adult narrating a childhood morning. The first sentence gives it away — “would not be able to name for two years, and then would recognise… for the rest of my life”. The narrator knows the whole future. That gap between the boy who did not understand and the man who now does is the extract's main engine, and almost every good point connects to it.
Step 3 — the shift
At “A girl came over.” The paragraphs before it are long, self-conscious and full of qualification; from there they are about half as long, and her reply — “I know,” she said. — stands alone as a paragraph of four words. The extract moves from analysis to plain statement, which is what happens when something real occurs.
Steps 4–5 — structure and patterns
Structure: the paragraphs are about half as long once the girl arrives; the last paragraph is a single act (“she stayed”) plus a retrospective judgement. Patterns: language as an obstacle (“words… travelling much faster”, “did not need translating”, “without talking”); belonging measured by tiny physical detail (the shade of white, the seat, the painted lines); and things that are known without being taught (the system, the game, the look between the two boys).
Four paragraph plan
(1) The shirt: how a barely-visible difference carries the whole of not belonging. (2) The rendering of incomprehension — the metaphor of words arriving joined, and the boy's realisation that the real language is not verbal. (3) The wall, self-deprecation and the retrospective adult voice. (4) The girl, the collapse of paragraph length, and the ending's transfer of the memory's value.
Model Full model commentary (approx. 600 words)

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.

Mark scheme Where each AO is earned in the model above
AOWhere it is earned
AO1The 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.
AO3Language: 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.
Band: top range (roughly 21–25). The clearest sign of quality is that the commentary never once retells the morning. Every paragraph begins with a claim about the writing, and the events arrive only as evidence.
Practice Questions: Unseen B
6 multiple choice questions. Click an option to check your answer.
Your Score 0 / 6
Question 1
The narrative voice of the extract is best described as:
A Third person omniscient
B First person retrospective — an adult recalling a childhood morning
C First person present tense, as it happens
D Second person
The opening sentence looks forward two years and then across a whole life. That adult hindsight allows the dry humour and the closing judgement about the year.
Question 2
Why is the simile “the way a tooth is a different white from a plate” so effective?
A It shows the boy is interested in dentistry
B It captures a difference too small to mention and impossible not to see — which is exactly his social situation
C It creates vivid imagery of the classroom
D It is an example of personification
The comparison is both domestic and bodily, and its precision is the point. “Creates vivid imagery” would earn nothing; naming the specific quality of the difference earns AO3.
Question 3
How does the writer convey the experience of not understanding a spoken language?
A By stating that the boy was confused
B Through a metaphor of words moving too fast and arriving “already joined together”, carried by a long accumulating sentence
C By writing the dialogue in a foreign language
D By using lots of questions
The syntax enacts the content: the sentence piles up just as the words do. Noticing that the form imitates the experience is upper-band AO3.
Question 4
What does the boy realise when he sees the look pass between two boys?
A That they are laughing at his shirt
B That he needs to study more vocabulary
C That the fluency he actually lacks is social, not verbal — “Not the verbs”
D That the teacher dislikes him
This is the extract's central perception, and the isolated italicised “that” gives it the force of a sudden arrival.
Question 5
What happens to the paragraph lengths as the girl appears, and why does it matter?
A They get longer, showing his growing confidence
B They shorten sharply, so the writing stops explaining itself just as something real happens
C They stay the same throughout
D They become one continuous paragraph
The early paragraphs are long, qualified and self-conscious; the exchange with the girl is five words. Paragraph length is a structural feature and is nearly always analysable.
Question 6
Which is the strongest comment on the extract's final sentence?
A “It has a happy ending, which cheers the reader up.”
B “The girl becomes his best friend.”
C “It weighs a silent walk against a whole year and finds the year lighter — and it resolves nothing, since he still cannot speak the language.”
D “It uses a simple sentence, which is effective.”
B invents material the extract does not give. C analyses the comparison the sentence makes and notes the restraint — comment plus judgement, so AO3 and AO4 together.
6. Unseen C — Poetry: “Clearance” (harder) ▼

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.

Clearance
They took the roof off first, politely, tile by tile, as if asking permission, and for a week the building stood open to the weather like a question. Then the machine came with its jaw and the wall that had held the stairs gave up the shape of every room at once: here the green, here the paper roses, here 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. Now there is light where there was none. The council calls it an improvement. The light is, in fact, an improvement. That is the part I cannot argue with. They will build something better. I have seen the drawings: glass, a tree in a metal collar, and a name that means nothing in any language. Meanwhile the dust comes down the street like a thin, well–mannered apology, and everybody says how much easier it is to see round the corner now.
Question · 25 marks · 1 hour 15 minutes

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
Hint How to approach this one
Step 1 — meaning
A building on the speaker's street is demolished. Stanzas 1–3 describe the demolition and what it exposes; stanzas 4–6 describe the aftermath and the official language surrounding it. There is no story and no named person. The “I” appears only twice: once as a witness (“I have seen the drawings”) and once to concede (“That is the part I cannot argue with”).
The difficulty — and the opportunity
The poem will not tell you whether the demolition is good or bad. It says the light is genuinely an improvement, and it says the replacement will have a meaningless name. Do not resolve this. The strongest answers argue that the poem is about being unable to object — that the speaker's grief has been made unreasonable by the fact that the change is, on the evidence, better.
Step 3 — tone and shift
Stanza 4, at “Now”. Before it: elegy, in long enjambed sentences full of imagery. After it: short end-stopped statements, flat and administrative, borrowing the vocabulary of the council. The poem changes its register rather than its subject, and the flatness after the turn is the sound of someone conceding a point.
Step 5 — patterns to mine
Politeness: “politely”, “as if asking permission”, “a thin, well-mannered apology” — violence dressed as courtesy, which is the poem's central irony. The human body: the “jaw” of the machine, the wall that “gave up”, the tree in a “metal collar”, and the mirror's absence shaped like “a person looking” — the building is bodily and the new tree is restrained. Traces: paper roses, green paint, paler brick — private life made publicly visible for a moment and then removed.
Four paragraph plan
(1) Demolition as courtesy: the politeness pattern and its irony. (2) The exposure of the interior — the paler brick as the poem's most powerful image, and why absence is a stronger record than presence. (3) The turn at stanza 4: register, syntax, and the honesty of “I cannot argue with”. (4) The ending: the ironic final image, and the poem's refusal to tell us what to feel.
Model Full model commentary (approx. 590 words)

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.

Mark scheme Where each AO is earned in the model above
AOWhere it is earned
AO1Correct 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.
AO3Language: 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.
Band: top range (roughly 21–25). The distinguishing feature is that it holds two contradictory readings at once. A mid-band answer would say “the poet is sad the building was demolished”; this one notices that the poet concedes the demolition was right and is sad anyway.
Practice Questions: Unseen C
6 multiple choice questions. Click an option to check your answer.
Your Score 0 / 6
Question 1
What is the effect of describing the demolition as “politely… as if asking permission”?
A It shows the workers were considerate towards residents
B It makes the destruction feel institutional and draws attention to the fiction of consent
C It creates a humorous tone throughout
D It suggests the building agreed to be demolished
A building cannot consent. The courtesy is unsettling, and the pattern returns in the “well-mannered apology” of the final stanza.
Question 2
Why is the paler rectangle of brick such a powerful image?
A Because it proves the building was old
B Because what survives is not an object but the shape of a repeated human act — someone looking at themselves
C Because mirrors are a common symbol of vanity
D Because the colour contrast is visually striking
The mirror has gone; only its shadow remains, and the poet reads that absence as a person. Absence as a stronger record than presence is the poem's central idea.
Question 3
Where does the poem shift, and how?
A At stanza 2, when the machine arrives, from calm to violent
B At stanza 4 (“Now…”), from long enjambed elegiac sentences to short flat end-stopped statements
C At the final line, from sadness to anger
D There is no shift; the tone is constant
The shift is a change of register rather than of subject. The flatness after “Now” is the sound of the speaker conceding a point he does not want to concede.
Question 4
Why does the poet repeat the word “improvement” in two consecutive lines?
A To mock the council by echoing its language sarcastically
B Because the speaker genuinely agrees, and the honesty of that concession is what makes the poem complex rather than merely nostalgic
C For rhythmic emphasis only
D To show that he has misunderstood the council
“The light is, in fact, an improvement” is not sarcasm — the phrase “in fact” concedes the argument, and the next line admits “I cannot argue with” it.
Question 5
Which reading of the poem's ending is most sophisticated?
A The poet is glad the corner is easier to see round
B The poet angrily condemns the developers
C The poet ends on a trivial, irrelevant benefit and refuses to state the loss, leaving the reader to supply the objection he has conceded he cannot make
D The poem has no ending, since the final sentence is incomplete
B flattens the poem into a complaint it never makes. C reads the deliberate mismatch between the enormity shown and the triviality reported.
Question 6
You cannot decide whether the poem approves or disapproves of the demolition. You should:
A Pick one and argue it firmly, ignoring the evidence for the other
B Argue that the ambivalence is the poem's subject, and show how the writing sustains both readings
C Say the poem is confusing and move on
D Avoid the question and write about imagery instead
Holding two readings at once, and showing which words support each, is exactly what a “sensitive and informed” response looks like. Never flatten a text to make it simpler.
7. Unseen D — Prose: The Squall ▼

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.

from The Squall

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.

Question · 25 marks · 1 hour 15 minutes

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
Hint How to approach this one
Step 1 — meaning
An experienced fisherman recalls a squall that struck his boat one morning. The crew survive; Marek is injured but laughing. As with Unseen B, this is first-person retrospective — note “I have thought about that a great deal since” and “I have wondered since”. The narrator is telling this years later, and that distance shapes everything.
Structure — the easiest way in
Four clear movements: (1) the father's saying and the false calm; (2) the change — “Then the swell shortened”; (3) the storm itself; (4) the aftermath. Notice that movement 2 is a one-sentence paragraph, and that it is the shortest paragraph in the extract by a long way. That is your turn, and it is visible on the page.
What to mine
The father's aphorism as a frame (indifference, not malice). The dangerous glassy swell “because it looks like rest”. Marek's singing, and then “a man stopping singing” — sound used as a measure of danger. The bruise simile for the sky. The door simile for the wind, which is domestic and therefore frightening. The fragments during the storm (“The net. The winch.”) versus the long sentences before it. The gulls. The hands trained by a dead man. And the last paragraph's delayed shaking.
The trap to avoid
Do not write a paragraph called “the writer uses the five senses”. Instead, notice that during the storm the narrator's perception narrows — “the extraordinary narrowness of what you can see” — and that the prose narrows with it into noun fragments. That is one observation about content and form at once, and it is worth more than a list of sense impressions.
Four paragraph plan
(1) The framing aphorism and the danger of calm. (2) The turn: the one-line paragraph, the rhythm that loses its “wait”, and the wind's arrival. (3) Fear rendered as narrowed perception: the fragments, the gulls, the borrowed hands. (4) The aftermath: the “blameless” sea, the shaking that begins late, and the retrospective voice.
Model Full model commentary (approx. 600 words)

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.

Mark scheme Where each AO is earned in the model above
AOWhere it is earned
AO1The 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.
AO2The 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.
AO3Language: 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.
Band: top range (roughly 21–25). Note that the commentary never once says “the writer appeals to the senses”. Sensory detail is always discussed as a specific effect produced by a specific choice.
Practice Questions: Unseen D
6 multiple choice questions. Click an option to check your answer.
Your Score 0 / 6
Question 1
What does the father's opening saying establish?
A That the sea is malicious and hates fishermen
B That the sea is indifferent, not hostile — a frame the extract returns to with the gulls
C That the narrator's father died at sea
D That the narrator does not respect the sea
Indifference is the extract's governing idea, and it pays off in the gulls holding still — “it is not even a storm to them”.
Question 2
Why is “Then the swell shortened.” given its own paragraph?
A To separate two sections of dialogue
B Because the isolation makes the turn visible on the page and gives four plain words the force of an alarm
C Because it is the most descriptive sentence in the extract
D To indicate a change of narrator
Paragraph length is a structural choice. Surrounded by long ruminative blocks, a four-word paragraph is impossible to miss and marks the extract's hinge.
Question 3
“Irritation is a thing you can only afford in safe weather, and I did not know then that I was spending it.” The metaphor works by:
A comparing the sea to money
B treating safety as a finite currency, which only the retrospective narrator can see being spent
C suggesting the crew were poorly paid
D showing that the narrator disliked Marek
The gap between the man who was there and the man telling it is the extract's chief resource: it generates dread without letting the narrator predict the storm.
Question 4
What happens to the prose during the storm itself, and what does it achieve?
A It becomes more descriptive, to help the reader picture the waves
B It collapses into noun fragments, so the reader receives the same disconnected pieces the narrator does
C It switches to the present tense
D It becomes dialogue-heavy
“The net. The winch. Marek's yellow shoulder.” The syntax narrows exactly as the narrator's perception does — content and form making the same point at once.
Question 5
Why are the similes of the lorry-shaken table and the door opening “in a house you thought was empty” so unsettling?
A They are unusual comparisons for the sea, which makes them memorable
B They are domestic images, so danger arrives as something familiar behaving wrongly rather than as something exotic
C They show the narrator would rather be at home
D They are examples of personification
The domestic register keeps the fear close to the reader's own experience. Note the same technique in the “bruise four days old” — bodily, ordinary, and precisely dated.
Question 6
What is the effect of the final clause, “my legs had been shaking, I think, for some time”?
A It shows he was frightened throughout, which he had denied
B It suggests he is injured
C It places the body's fear after the danger and behind his own awareness, so the hesitant “I think” does what a statement of terror could not
D It is an anticlimax that weakens the ending
Fear is never claimed, only discovered — and discovered late. That delay, plus the qualifier, is far more convincing than any direct declaration would have been.
8. Marking Your Own Commentary ▼

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.

⚠ How to use this

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.

MarkWhat 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.
The fastest diagnosis

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.
⚠ A last word before the exam

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.

Practice Questions: Self-Assessment
6 multiple choice questions. Click an option to check your answer.
Your Score 0 / 6
Question 1
What is the recommended way to mark your own commentary?
A Read it once immediately after writing and give it a mark out of 25
B Leave it at least a day, then read it four times — once for each AO
C Compare the word count with the model answer
D Count the number of quotations
One AO per read is far more accurate, and it reveals which single objective is capping you — usually AO4 or the structure/form half of AO3.
Question 2
An answer that retells the text from top to bottom, names a few devices without explaining them, and never evaluates, sits in which band?
A 20–25
B 15–19
C 10–14
D 5–9
Largely narrative, with unexplained device-listing and no personal response, is the basic band. The route out of it is to make the writer the subject of your sentences.
Question 3
What most commonly separates a 15–19 answer from a 20–25 answer?
A Length — the top band is always longer
B A developing argument plus sustained personal response and real attention to form and structure
C More technical terminology
D More quotations
A competent answer's points sit side by side; a perceptive answer's points build. Add sustained evaluation and genuine comment on form, and you cross the line.
Question 4
The quickest single diagnostic for the band of your own answer is:
A the number of paragraphs
B how many sentences have the writer or poet as their grammatical subject
C whether you used the word “however”
D how neat your handwriting is
If most sentences are about what a character did, you are narrating. If most are about what the writer did, you are analysing. The count predicts the band remarkably well.
Question 5
Your AO3 is consistently weak because you name devices without explaining effects. The suggested drill is:
A Learn more technical terms
B Ban device names entirely for one whole practice attempt and write only about effects
C Use more quotations
D Write shorter paragraphs
Removing the vocabulary forces you to describe what the writing actually does. It is uncomfortable for about ten minutes and permanently changes how you write.
Question 6
Which statement about the four practice texts in this pack is true?
A They are extracts from published novels and poetry collections
B They are taken from Cambridge past papers
C They are original pieces written specially for this guide, so they can be shared freely and nobody has seen them before
D They were generated from real exam questions with the names changed
All four texts were written for this pack. That is exactly why they work as unseens — there is no chance of having met them, and no copyright restriction on passing them to a friend.