Using Poetry Quotes: IQC

What you need to know…

When writing your analysis of a particular poem it is important that you can use examples from the poem to support and demonstrate what you are saying.

IQC stands for:

Introduce –> Quote –> Comment.

  • Introduce: give the quote some background (context)
  • Quote: include the quote (using correct punctuation!)
  • Comment: on what the evidence demonstrates

It is important that you first introduce the quote, then you include the quote and finally you comment.

  1. Step One: Select your quote carefully
  2. Step Two: Introduce your quote (I)
  3. Step Three: Incorporate your quote in a sentence correctly (Q)
  4. Step Four: Make a comment on your evidence (C)

Poor Example:

“I wandered lonely as a cloud.” In this line the persona is describing himself as a cloud because there was only one cloud in the sky and it creates an image of him being alone and surrounded by emptiness. 

Good Example:

“The persona describes himself as “…wandering lonely as a cloud…” (1) when there is only one in the sky to create an image of him being alone and surrounded by emptiness. 

You can see many examples in this example poetry commentary.

Remember that a quote should:

  • Be grammatically correct
  • Never begin or end a paragraph
  • Be part of a sentence

How to include a quote in the sentence…

The punctuation and structure will vary depending on how long your quoted lines of poetry are.


Three lines or less: 

  • Use quotation marks around the quote.
  • Include the line number/s at the end in brackets (2)
  • Use a / mark to mark where one line ends a new line begins

Four lines or more: 

  • Use a colon at the end of the introductory sentence (:)
  • Indent the lines
  • Add your analysis after the quote
    • See an example here

What do the three dots … mean? This is called an ellipsis and it means that you have left out words from before or after the quote has begun.


What you need to do…

Explaining Figurative Language:

Choose one example of figurative language from “Introduction to Poetry” and explain its relationship with meaning. Refer to the post on how to what good poetry analysis looks like if you need help.

You must be using property citation (i.e. IQC) techniques in your writing.


Fast Finisher:

You have now successfully explained at least one relationship between figurative language and meaning in “Introduction to Poetry”. You are now to do the same but with at least one sound device. Remember sound devices refer to any poetic technique that involves sound (e.g. rhyme, rhyme scheme, rhythm, meter, assonance, alliteration, sibilance, onomatopoeia). 


Intro to Poetry: Collins (Gr9 Thursday)

Task One:

After reading “Introduction to Poetry” by Billy Collins, summarise the difference/s between the way the persona wants the students to treat the poem, and what the students actually want to do with the poem.

Show me once you’ve written an answer.

Task Two:

One of the important features of the language in this poem “Introduction to Poetry” is the figurative language he uses. Your second task is to explain one example of figurative language from the poem. You must use examples cited directly from the poem. By explain, I mean “why” has he used this figurative language?

There could be many reasons “why”, which could relate to his message, the central idea, the rhythm, his audience, etc.

Please use proper punctuation when quoting from the poem.

What does good analysis look like?

Poetry analysis is about understanding the relationships that exist between the language used, the contextual background and the intended meaning.

It’s not about seeing how many metaphors you can find! It’s about understanding how and why poet’s use poetic language to express themselves. It’s also about understanding how our interpretation of poetry can be influenced by our knowledge of relevant contextual details.



Rugby Example

The scrum is one of the most important, yet complex facets of the game of rugby. The half-back feeds the ball into the scrum where the hooker’s job is to get it back to the number 8. It’s important that he feeds it on the loosehead side, or else there might be a tighthead, which is not good. If the team gets a good hit at engagement time they’ll probably be able to push the other team off the ball, which frees the halfback to be able to clear the ball to the first-five. When the first-five has it, he can spread it wide to the wingers, or maybe run a cut with the centres. Sometimes a mid-field bomb or a chip over the top would be good options, too.


After listening to and reading the above passage, you have to write your own explanation of something to do with a particular topic that you are familiar with. Your passage should make sense, but would be not understood by everyone in the class.

Examples of topics…

  • Sports
  • Music
  • Computers or technology
  • Specific games or hobbies


You will read your summary to a partner after you’re finished. You have 20 minutes.

Stylistic Devices

What you need to know…

Every text type has their own set of stylistic devices. These devices could be related to structure, style, tone, images, formatting, etc.

It is important that you can identify these stylistic devices and use them in your own writing.

Sometimes they might be really obvious that you don’t even think of them. Like in opinion columns, for instance, the author’s name and the date is written at the top.

Your tasks…

The goal is that you could print your text and a “real” one and someone wouldn’t be able to tell the difference!!!!!

Step one: Find at least 5 examples of your particular text-type*. They can be from the same or different publications.

Step two: Identify at least ten stylistic devices that are common in every one.


Common Stylistic Devices in Brochures:

  1. Clear title on the front that stands out
  2. Bolded headings and sub-headings for each section of text
  3. More than one image
  4. Large attractive image on front page
  5. Images are bright and colourful
  6. Images are related to the information they’re placed next to
  7. Text separated by key points
  8. Information ordered by importance (most to least)
  9. Where to find more information is included (e.g. contact details/phone number)
  10. Different fonts are used


Example Brochure
Notice the stylistic devices on this example brochure. What stylistic devices are common in your text type?

*Please ask if you’re not sure what category of text-type your writing falls under.

Funeral Blues

What you need to know…

There are many ways we can analyse a poem but we’ll start by just asking three simple questions:

  1. What is the poem about?

  2. What is the central idea, meaning or message are the lyrics trying to convey?

  3. How does the poet’s/lyricist’s use of language help to convey the idea/meaning/message?

This infographic might help you…

How to analyze a poem…Try to ask and answer these questions as you study Funeral Blues.


Your task:

Read the poem “Funeral Blues” by W.H Auden and begin answering the three questions stated above. You can (and should) write notes on the copy of the poem and in your own notes.

Please show me when you’ve answered question #1 and #2. 

Confused? Stuck? Need help?

If you need some help with these questions take a look at just one example from one of my favourite poems Daffodils by William Wordsworth.

  1. This poem is about a time when the persona² was walking through the countryside and they were cheered up by seeing a bunch of daffodils. The memory has stayed with him for a long time. It describes the beautiful images of the daffodils he saw while he was walking.
  2. One central idea in this poem might be that even though nature isn’t “alive” in the human sense, it can still keep us company. Or that beautiful memories are important because they can cheer us up when we are feeling down.
  3. One way the poet shows us this idea is in the rhythm of the poem. It’s written in a constant rhythm with many rhymes which gives the poem a pleasant and flowing rhythm. This helps keep the tone of the poem positive. Also, he uses personification frequently when describing the daffodils, almost as if they are people (“a crow” “a host” “dancing”). This helps to show how nature kept him company.


² Persona is the term we use when writing about poetry to describe the first person in the poem. We can’t assume that when the poem says “I wandered lonely…” that the “I” is the poet. This would be like assuming in a novel whenever there is a first-person narrator it’s the writer speaking.

Prose or Verse?

Prose is simply everyday, ordinary language (writing or speaking). There is no focus on the rhythm or sounds of words in prose.

Verse is writing that has a particular focus on the rhythm and/or sounds of words (what is called metrical rhythm).

Task #1:

Read the following passages. They are extracts from either prose or verse. Your task is decide which is which. You are to work with a partner and your partner should be someone whose chosen lyrics/poem (for yesterday’s task) were about something similar to your own.

Passage #1 – From C.S. Lewis:

“Whatever else a modern feels when he looks at the night sky, he certainly feels that he is looking OUT- like one looking out from the saloon entrance onto the dark Atlantic or from the ligted porch upon dark and lonely moors. But if you accepted the medieval model you would feel like one looking IN.”

Passage #2 – From T.S Eliot 

“For I have known them all already, known them all: Have known the evenings, mornings, afternoons; I have measured out my life with coffee spoons.”

Passage #3 – From Langston Hughes 

“Though you may hear me holler, And you may see me cry-I’ll be dogged, sweet baby, If you gonna see me die.”

Passage #4 – From George Orwell:

“There seemed to be a loud bang and a blinding flash of light all round me, and I felt a tremendous shock- no pain, only violent shock, such as you get from an electric terminal.”

Passage #5 -From Lang Leav

“But we were a maybe and never a must when it should have been us.”

Passage #6 – From Hemingway:

“It was dark now as it becomes dark quickly after the sun sets in September. He lay against the worn wood of the bow and rested all that he could.”

Passage #7 – From T E Lawrence

“As the punishment proceeded the whip fell more and more upon existing weals, biting blacker or more wet, till my flesh quivered with accumulated pain, and with terror of the next blow coming.”


Writing for Publication

12 English Language and Literature

Your Task

You are going to try to write something that can be published in a publication (online or in print) of your choice. You need to decide the text type and the place where you want to be published. It can be only about 500 words, or the first 500 words of something larger (e.g. an article that would take longer than 500 words to write…you can end once you get to 500!)

You can literally write anything about anything, as long as it’s intended to be published somewhere.

Remember that “published” these days can also include online sources.

Some examples include:

  • Last Word Metropolis: Life in Japan
  • Sports magazine
  • Cooking blog
  • Infographic for a website (e.g. gaming)
  • Instructional book on music

Suggested steps to complete this task:

First: Select who you want to write for (e.g. what magazine, blog, website, journal, etc.)

Second: Select your topic to write about

Third: Begin writing!

Example: I want to write a “Last Word” for Metropolis magazine about the social norm in Japan whereby new mothers take their baby home to their hometown and the father stays in the city and works. This usually happens for the first month or even longer and I just can’t understand it! I am actually working on writing this article at the moment.

Grade 9 English: Sharing Poems

Thursday, August 25th Period 5

Task #1

Take turns explaining to the other people in your group about your poem. Try to explain what your poems about and why you chose it. Please ask questions of each other’s poems/lyrics, too. The more you can talk about each poem/lyric the easier Task #2 will be.

You should make sure you’re finished by 1:45pm.

Task #2:

You are to write as much as you can about your poem. This is for me to get an idea of your writing skills as well as your ability to analyse poetry. Please write on loose leaf paper.

If you’re not sure what to write about, the following prompts might help…

    • Why did you choose this poem/lyrics?
    • What is the poem/lyrics about?
    • Are there any interesting uses of language (e.g. rhythm, rhyme, simile, figurative language, repetition) etc?
      • Can you comment on why the writer has used this language?

Once you’ve finished please submit your work to Mr. Dixon. It should take you at least 30 minutes to complete this task.

Your homework tonight is to read how do I analyse a poem?