Comprehensive document of essay plans for 10 poems in the Pearson Edexcel Post-2000s Poetry module. Each poem title is accompanied by a short thesis, a list of key themes, bullet points on structure, and a list of key quotes.
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Perfect for Pearson Edexcel A-Level English Liter...
Eat Me, Patience Agbabi:
‘Eat Me’ discusses the nature of a relationship, in which the narrator’s partner takes on the ‘feeder’
role, unhealthily force-feeding the narrator due to the sexual gratification he experiences when she
gains weight. With the power dynamic between the pair forming an important aspect of the poem,
‘Eat Me’ explores the taboo idea of a relationship based on control and arguably abusive tendencies.
Additionally, Agbabi’s use of a dramatic and unexpected ending demonstrates a use of dark humour
to convey the toxicity of the subject relationship.
Key Themes:
Power – the poem explores the power dynamic between the narrator and her partner; the
objectifying and possessive aspects are shown to be a result of the complex nature of the
relationship.
Gender – the idea of a man controlling a woman to suit his own personal desires is illustrated
within the poem, although it becomes reversed at the end. Furthermore the idea of body image
is discussed but only in the female firm, which could be seen as a reflection of the stereotypical
societal attitude towards this subject.
Transgression and taboo – the poem discusses unconventional sexual fetishes, something which
is typically avoided within society due to its uncomfortable nature, Moreover, it touches on the
idea that, within a relationship, one member can have a strong control over the other’s life,
bordering on the topic of abuse which is typically avoided. Additionally, there is plenty of
reference to the female body, particularly in a rather unconventional and potentially grotesque
manner.
Structure:
Rigid structure, perhaps mirroring the strict regime imposed by the feeder and how it has
become the narrator’s routine. The use of ten tercet (a group of three lines of verse rhyming
together/connected by rhyme with an adjacent triplet) stanzas reinforces this idea.
Assonance (same vowel sounds, different consonants) between the final words on the first and
third lines of each stanza, breaking from the traditional idea of using rhyme. This alternative
scheme enables a variety of language whilst still maintaining a sense of conformity and
expectations, potentially echoing the expectations of the feeder.
Consonance (similar sounding consonants in close proximity) on each corresponding line of a
stanza – in each stanza, bar number 6, the first line ends with the “k” sound, the second with the
“d” sound and the third with the “t” sound. These strong sounds reinforce ideas of force and
control, showing how important this theme is to the poem.
End-stopped lines at the end of each stanza – used consistently with the exception of stanza six,
in which both of the last two lines end with full-stops. This could be seen as emphasising the
finality of the situation, with the death of the man consequently meaning the death of the
relationship and likely subsequent demise of the narrator. The structural methods used here
make the poem more dramatic, also bringing a sense of unease to the reader in the form of a
disrupted pattern and rhythm of the poem.
Key Quotes:
“He brought me a cake” – shows the narrator’s partner being subservient to her and catering to
her needs or desires, therefore presenting a first look into the complex power dynamic between
the pair. However, it could also demonstrate how the man is able to use her to fulfil his own
desires and can feed her under the guise of kind gestures. Furthermore, the fact that he is able
, Zoe Hunter 06/22
to buy or make the cake demonstrates an ability he possesses to do things, which she doesn’t
share. On the other hand, this idea of the ‘feeder’ being subordinate to the narrator is
threatened by the fact that she does “what (she) was told”, which implies a control by him and
lack of fight by her, further exposing the peculiarity of the relationship.
“My only pleasure the rush of fast food” – demonstrates a sense of addiction towards the
lifestyle she lives, which could also suggest an unhealthy dependency on the relationship as the
narrator appears to be stuck in the cycle of being fed and feeling gratification from it.
Furthermore, the emphasis of this “rush” clearly illustrates how any joy the woman experiences
as aa result of this arrangement is short-lived, therefore indicating how the focus is on the man’s
desires, leaving her needs and wants not fully catered for.
“beached whale” – emphasises the helplessness of the woman as she is stuck in her unhealthy
situation, with no way out and a lack of freedom and independence due to a dependence on
others. This idea is further explored in the following stanza, where the woman expresses how
she is unable to do many things so must settle with what she has. However, this idea of her
being a “beached whale” also gives her a sense of latent power, as she is a strong being who
people are naturally drawn to and feel the need to serve, mirroring the position of her partner in
her life.
“open wide” – conjures imagery of the narrator opening her embankments which matches well
with the subsequent “drowning” of the man. Here, this use of language appears to demonstrate
how the man’s force-feeding of the narrator becomes the source of his own downfall. This could
be seen as justice served as the man’s abusive treatment of his partner eventually scripts his
own fate.
“There was nothing else left in the house to eat.” – creates an ambiguous and sinister feel;
strong sense of uncertainty has been created as the reader is left to determine the fate of both
the feeder and the narrator, who has been taken over by her need for food as she only waits
“hours” before beginning to eat him despite the fact that she will almost certainly die anyway if
she continues to live sedentary. Furthermore, the end to the poem marks the point at which the
narrator now has to provide for herself, and raises questions over whether she will be able to do
so after such a long existence of toxicity and dependency.
History, John Burnside:
‘History’ is an ambitiously philosophical poem detailing a father’s trip to the beach with his wife and
toddler son in the aftermath of the 9/11 attacks. It illustrates how events on one side of the world
can affect people everywhere and leave many unsure about how to react to such tragedy.
Furthermore, the narrator’s expression of his own thoughts and feelings aids a reflection on how to
be at home in the world in the face of the vast, impersonal and destructive forces of history. There is
much exploration of the themes of loss and fear in an extensive presentation of the impact of such
conflicts on the entirety of society.
Key Themes:
Loss – throughout the poem, Burnside’s words and actions are influenced by the effects of the
9/11 tragedy. Having witnessed this traumatic event, the narrator is clearly feeling the impact of
the world’s loss.
Fear – as a result of the tragedy and its wider implications, it is clear that the narrator has
concerns for the future, particularly for the world his young son will grow up in. The poem
frequently refers to his worries and how they make him feel, amongst the local sense of
calmness that surrounds him.
Conflict – the poem illustrates the aftermath and repercussions of conflict, and the ability of
these significant events to impact others across the entire world. Within the poem, the narrator
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