how long should poetry essay be leaving cert

Leaving Cert English Masterplan  by Paul McCormack

In this article, Paul McCormack takes a look at the Leaving Cert Higher Level English papers and breaks down exactly what you need to cover with tips on what to focus on and the depth required. 

Download the Masterplan in PowerPoint

If you want to be a good writer, you need to concentrate not just on what you say, but also on how you say it.

Marking Scheme - PCLM

• Purpose (30%)
• Coherence of Delivery (30%)
• Language (30%)
• Mechanics (10%)

Paper 1 -200 marks

Timing – 2hrs 50mins = 170 mins

• QA – 60 minutes
• QB – 30minutes
• Composition – 70 minutes
• 10 minutes – ‘wriggle-room’

Comprehension – QA  - 50m = 12.5%

• 3 texts – Answer on 1
• 3 Questions: 2x15m + 1x20 marks
• Expectation – 5 marks = 1 paragraph
• NO opening or closing paragraph required

Expect Q(i) to be very straightforward – often a simple character analysis task.

Based on your reading of the written element of TEXT 3, explain three insights you gain into the character of Ariadne O’Neill. Support your response with reference to the text.

Expect Q(iii) to be a style question – vital to prepare and be able to identify the key qualities of different styles of writing: a)    Argument -----> Discursive  b)    Persuasion ----> Speech / talk c)    Story / narrative d)    Description / Aesthetic e)    Personal writing

Expect Q(ii) to be the most challenging . In recent years, these questions have required candidates to be imaginative . These questions often do not require direct reference to the attached Reading Comprehension passage.  

Example: In TEXT 1, Jeanette Winterson claims that, “We go to Shakespeare to find out about ourselves now.” With reference to a Shakespearean play you have studied for your 2019 Leaving Certificate course, identify an image, moment or episode that revealed something to you about “yourselfnow”. Explain the insight(s) you gained from engaging with this image, moment or episode.

Comprehension – QB - 50m = 12.5%

• 3 tasks – Answer on 1
• Pick QB first
• Imaginative tasks – often requires candidate to adopt a persona
• Task usually involves a ‘framework’ instruction, i.e. A speech; a talk; an introduction to a collection of essays; a magazine article / blog post / article for school website; a formal letter; a Diary entry

Questions will also usually contain a list of tasks that must be addressed across the response. The key here is to be:  1)    Accurate 2)    Consistent 3)    Imaginative 4)    Concise  

Example: In TEXT 1, Jeanette Winterson extols the virtues of the arts, arguing that artistic activities are beneficial both for individuals and for society in general. She also gives her views on the relationship between art and money. Write an opinion piece, suitable for publication in a broadsheet newspaper, in which you extol the varied virtues of sport, put forward a reasoned argument to persuade readers that sport benefits both individuals and society, and give your views on the appropriate relationship between sport and money.

Composition – 100m = 25%

• The most important section of the exam
• 7 choices – select one
• Questions always genre-specific
• A personal essay
• A short story
• A discursive essay

There will also likely be an option to write: 

• A descriptive essay
• A persuasive essay
• A magazine / newspaper article

The style of writing is the most important criteria for assessment here. Tasks are genre-specific, so:

• A short story should contain obvious elements of narrative / aesthetic language
• A speech should display an understanding of persuasive and argumentative techniques
• A discursive essay should display a balanced, informed, considered approach
• A personal essay should be reflective and contain ‘individual observation’

The marking schemes very clearly lay out the expectations related to each style of essay and should be studied closely.

The quality of language and expression  will be closely examined in this task above all others. The expectation is that the candidate will display a strong understanding of the particulars of the selected genre and will write in an articulate and clear style.

Imagination and Originality are key factors in a successful composition.

Paper 2 – 200m – 200 minutes.

Time management: take one hour to write each essay, and then spend 20 minutes on Unseen Poetry at the end.

There is an expectation that all answers on Paper 2 will be:

• Substantial (anywhere between 1,000 & 1,200 words is a reasonable expectation)
• Evidence-based. Quotation is vitally important here. There is an absolute expectation of supporting quotation for answers to Single Text and Studied Poetry answers. Quotation also adds to the quality of comparative answers.
• Analytical – the expectation is that answers will contain thoughtful and considered question-facing commentary. All Paper 2 tasks are exercises in CRITICAL THINKING.
• Properly structured.  

Note: In responses to Single Text and Studied Poetry tasks, opening and closing paragraphs certainly should be written . However, they should be brief and only need to accomplish one task – state the candidate’s response to the statement proposal in the question. Every answer on Paper 2 must be written in the language of argument  so provide your THESIS and move on. Closing paragraphs should again be brief and simply re-iterate the thesis. Candidates do not need to ‘list’ points on the OP or CP.

Single Text – 60m = 15%

Five texts are prescribed for study:

• All the Light We Cannot See
• A Doll’s House
• Frankenstein
• The Picture of Dorian Gray
• There will be 2 questions on each text and candidates must answer one question.
• The question will contain multiple elements

Examples: #1 Discuss how Shakespeare makes effective use, for a variety of purposes, of the contradictions and inconsistencies evident in Othello’s character. Develop your discussion with reference to Shakespeare’s play, Othello.

#2 Discuss how Shakespeare’s use of language, including imagery, plays an important part in developing our understanding of one of the following aspects of his play, Othello: themes; characterisation; setting and atmosphere. Develop your answer with reference to the text.

Expectations:

• Answers will be question-facing.
• Answers will not ‘narrate’ the studied text.
• Answers will be thoughtful, and points and evidence will be contextualised in the light of the question.
• Between 4-6 relevant points will be presented in a logical and structured essay.

Othello – Key Topics for Revision:

• The story-arc of the main characters
• The modern appeal 
• Universal themes like corruption and deception are particularly important.

Comparative Three modes are prescribed for study:

• The cultural context
• Theme and issue
• Literary genre

CANDIDATES MUST ANSWER ON ONE MODE.

• Each mode will offer a choice between two questions.
• One choice will be a stand-alone 70-mark essay. 
• In 2021, candidates could refer to 2 texts when answering this question WITHOUT FEAR OF PENALTY.
• The other choice will be divided into Part A (30) marks and Part B (40 marks).
• Candidates are expected to be able to refer to three texts when answering this question.

Expectations: Answers will

• Be written in the comparative spirit
• Display a detailed knowledge of the selected texts
• Avoid paraphrasing / narrating the selected texts.

When writing a Comparative answer, ensure you clearly identify your selected texts before you begin to write. The list technique is a very effective way to do this.

Try to develop 3-4 points in a thoughtful and analytical style. 

Studied Poetry: Poets Prescribed for Higher Level 2022

• Expect to see at least one poet from each category on your exam. 
• 4 poets are usually examined
• In 2021, 5 poets were examined.
• Candidates have to answer on one poet.
• Questions will usually explicitly refer to  a)    The thematic content of a poet’s work b)    Aspects of the poet’s style of writing  
• Candidates should refer to between 4-6 poems in an answer.
• Candidates will focus in on 3-4 core poems and then refer to another 1-2 other poems in context.
• Candidates will not summarise the poems. 
• Candidates will be selective in choice of evidence. 
• You do not have to tell the examiner the story of the poem.  
• The questions will vary in difficulty . Decision-making is a key skill here.
• A good example if this comes from the 2020 Paper 2:

Emily Dickinson  Discuss how Dickinson’s unique approach to language, and the balance between beauty and horror in her imagery, help to relieve some of the darker aspects of her poetry. Develop your response with reference to the poems by Emily Dickinson on your course. 

Adrienne Rich Discuss how Rich makes effective use of a variety of characters, often in dramatic settings, to probe both personal issues and wider social concerns in her poems. Develop your response with reference to the poetry by Adrienne Rich on your course.

One of these questions was much easier than the other...

Finally, some comments from the Chief Examiner that are worth considering...

The Leaving Certificate English Syllabus states that, “Developing control and power over language is the most essential educational achievement for all students if they are to become confident, thoughtful and discriminating adults and citizens”, (Leaving Certificate Syllabus, English, para. 3.5). The importance of key language skills is emphasised throughout the Marking Schemes for Leaving Certificate English and candidates who exhibit competence and control in the use of language are rewarded. It should be remembered that  candidates’ language skills are continuously assessed in the marking of answers to all questions on both Papers 1 and Paper 2 of the Leaving Certificate English examination. The criteria for assessment are applied in the case of every answer at both Higher and Ordinary Levels. This means that candidates who exhibit fluency appropriate to the task are rewarded in relation to every question answered. It is worth noting that some examiners identified candidates who were able to demonstrate knowledge of a text or texts but were less able to deliver this knowledge in a lucid and coherent fashion. 

An appropriate awareness of grammatical and syntactical conventions contributed to the cohesiveness of better answers in the 2013 examination, as did the use of correct spelling and punctuation. Weaker responses tended to be characterised by an inability to organise answers in a logical and coherent fashion and a lack of clear expression. The syllabus requires that, “all students will be expected to be assiduous in their attention to paragraphing, syntax, spelling and punctuation.” 

Candidates at both Higher and Ordinary Levels benefited when they exhibited an ability to structure their writing, organise paragraphs, spell accurately and correctly employ punctuation. 

The criteria for assessment also make explicit reference to the “use of lively interesting phrasing, energy, style and fluency”. It is essential that candidates are aware of the many purposes for which language is used and the diverse forms it can take, to appropriately serve particular purposes and audiences. Creative and thoughtful users of language were rewarded.

Paul McCormack is a senior English teacher at the Institute of Education, Leeson Street, Dublin. He is the author of Bridge The Gap TY English and Uncovering History.

Copyright © Folens Publishers 2024. All rights reserved

Seamus Heaney: Poem summaries and tips for the Leaving Cert English Poetry Exam

If you’re studying the poetry of Seamus Heaney for the Leaving Cert, this podcast is for you! English teacher Laura Daly joins us to give you ideas and in-depth analysis you can use in your poetry essays. Laura covers different aspects of Heaney's poetry in this podcast and examines each of her poems on the syllabus in detail. Leaving Cert English students will be doing a select number of poems so there are timecodes below for each section so you can skip to the ones you’re studying. ___________________________ And for more great Leaving Cert English content on Studyclix, check out the free resources on our community page! https://www.studyclix.ie/community/le.. . _____________________________ Timecodes: 00:00 - Introduction 1:46 - Background and Poetic Influences 05:31 - Poem 1: Bogland 08:29 - Poem 2: The Tollund Man 12:21 - Poem 3: Mossbawn: Two Poems in Dedication 1 Sunlight 14:47 - Poem 4: A Constable Calls 17:39 - Poem 5: A Call 20:35 - Poem 6: The Harvest Bow 24:40 - Poem 7: The Pitchfork 28:33 - Poem 8: The Forge 32:37 - Poem 9 : The Underground 36:36 - Poem 10: The Skunk 39:41 - Poem 11: Tate’s Avenue 42:45 - Poem 12: Postscript 46:39 - Poem 13: Lightenings, viii: ‘The Annals Say’ 48:38 - Conclusion ____________________________ As always, we love to hear from you. If you have any questions, comments or feedback, please get in touch by email at [email protected]. Alternatively, you can contact us via the chatbox on Studyclix.ie . You can also reach us through any of our social media channels. ___________________________ Follow Studyclix on social media for updates, study tips, competitions, memes and more! Facebook, Twitter, and Instagram: @studyclix Tiktok: @studyclix.ie Snapchat: study_clix

Studyclix Explains

Welcome to Studyclix Explains, a new branch of The Studyclix Podcast. This is the home of all the great notes content made by Studyclix experts to help you gain those top marks in your exams.

• No. of episodes: 35
• Latest episode: 2024-01-31

Where can you listen?

Poetry for Ordinary Level Leaving Cert English – on special introductory offer

This 148 page Leaving Cert Ordinary Level Poetry guide covers all the poems on the syllabus for 2024 Ordinary level. It is developed with Áine Carey, an experienced English teacher and State Examination Commission examiner, to make it suitable for both students and teachers.

15 euro – on special introductory offer

Framework for every poem – LC OL 2024

Subject Matter:

This section focuses on summarising the main topics or themes addressed in the poem. It involves identifying what the poem is about, who or what the speaker is addressing, and any significant elements such as symbols or motifs. Understanding the subject matter is crucial for interpreting the deeper meaning and message of the poem.

Poet’s Use of Language and Poetic Devices:

Here, attention is given to the poet’s choice of words, phrases, and literary devices used to convey meaning and create specific effects. Poetic techniques such as metaphor, simile, alliteration, and imagery are analysed to understand how they contribute to the overall tone, mood, and themes of the poem.

Personal Response:

This section gives you an idea of what you could potentially write about if asked to provide a personal response to the poem. It allows you to consider whether you enjoyed reading it, what aspects you found effective or ineffective, and how the poem made you feel. Expressing your opinion allows you to engage with the text on a deeper level and articulate your thoughts and feelings about it.

Relevance Today:

Here, you will find notes that help you to consider the significance of the poem in today’s world. It’ll allow you to reflect on why the poem might be included in the curriculum, how it relates to current issues or experiences, and whether younger audiences can connect with its themes. Assessing the relevance of the poem will help you to understand its enduring significance in today’s society.

Poet’s Use of Imagery:

This section focuses on the vivid descriptions and sensory details employed by the poet to create imagery. It’ll help you to analyse how the poet appeals to the five senses (sight, sound, touch, taste, and smell) and identify specific examples of imagery in the poem. Understanding the use of imagery enhances your appreciation of the poem’s atmosphere and emotional impact.

Enjoyability:

This final section helps you to evaluate your overall enjoyment of the poem. It helps you to consider what aspects of the poem you found enjoyable or engaging, whether you connected with the writing style, and if the poem evoked any strong emotions or connections. Reflecting on enjoyability helps you appreciate the aesthetic and emotional qualities of the poem.

In a nutshell:

A succinct summary that serves as a good place to start and to round off your last minute revision

List of Leaving Cert Ordinary Level poems for 2024

All the poems on the 2024 Leaving Certificate English Ordinary level prescribed list are included, as below

ADCOCK, Fleur – Advice to a Discarded Lover

ANGELOU, Maya – When Great Trees Fall

BARRETT BROWNING, Elizabeth – How Do I Love Thee?

CARVER, Raymond – The Juggler At Heaven’s Gate

CLARKE, Austin – New Liberty Hall

COLERIDGE, Samuel Taylor – Kubla Khan

DICKINSON, Emily – I felt a Funeral, in my Brain; I Heard a fly buzz – when I died

DONNE, John – The Flea; Song: Go and catch a falling star

DOVE, Rita – Summit Beach, 1921

FRENCH, Tom – Night Drive

GIOVANNI, Nikki – They Clapped

GROARKE, Vona – Away

HEANEY, Seamus – A Constable Calls; The Underground; A Call

HOPKINS, Gerard Manley – Spring; Inversnaid

HUGHES, Ted – The Thought Fox

MEEHAN, Paula – Buying Winkles. Hearth Lesson. Prayer for the Children of Longing

NÍ CHUILLEANÁIN, Eiléan – Street; To Niall Woods and Xenya Ostrovskaia, married in Dublin on 9 September 2009

O’DONOGHUE, Bernard – Ter Conatus

PLATH, Sylvia – Poppies in July; Child; The Arrival of the Beebox

SMITHER, Elizabeth – On the euthanasia of a pet dog

SZYMBORSKA, Wislawa – In Praise of My Sister

WILLIAMS, William – Carlos This Is Just To Say

YEATS, William Butler – The Lake Isle of Innisfree; The Wild Swans at Coole; An Irish Airman Foresees his Death

ZEPHANIAH, Benjamin The Sun

You may also like:

Leaving Cert English Higher Level Complete Guide

Reviewing the Basics of Leaving Cert Poetry

23 July 2021

7 minutes to read

• 01. Why Should I Have a Thesis Statement?
• 02. How to Smash the Unseen Poetry Question
• 03. Learn about the Poet
• 04. Why Should I Take Past Exam Papers?
• 05. Focus on What the Poet Says (Themes) and How He Says It (Techniques)

The poetry section of the English leaving cert is one of the most talked-about and anticipated, and one that sometimes worries students. Not to worry, however! As it is so talked about, there is no shortage of services and materials available to you to help you along your way, and we will highlight just some of them here!

The poetry section creates a buzz every year, with people analysing trends of previous papers and trying to guess which poets will come up. This is a dangerous game and not one that we would recommend, as it is a risky approach and one that could really backfire on exam day.

There are two sections to the poetry section, the prescribed poetry, and the unseen section. The prescribed section is the largest section, worth 50 marks, and the unseen is worth 20. As you can probably tell, the prescribed section is where you will spend the most time, and this requires a lot of preparation.

It is usually recommended that you study 6 poets, and then you will be given 4 different questions on 4 different poets on the paper. You will be expected to study around 6 poems by each poet. Some students and teachers may choose to study more, and if you are someone who enjoys poetry, and feels as though you can handle it, by all means, as you will be giving yourself a great chance!

Also, don’t just jump to do the question on your favourite poet straight away! You may find there is a much easier question on the paper!

We also have an extensive Superprof guide to all of the sections on the leaving cert paper , feel free to check it out!

Why Should I Have a Thesis Statement?

Having a thesis statement is very important , across many of the questions on the paper, but especially so when it comes to poetry. It can be easy, especially in a high pressure exam situation, to go off on tangents and ramble due to nerves, but it is very important you are conscious of this so you don’t make that mistake!

A thesis statement is basically the essence of your answer and what you are trying to say. This should always be short and snappy as anything too long and complicated will make your life harder. As you are writing your response, keep taking a peek at your thesis statement to make sure you are on the right track!

Keeping within your thesis statement will make it easier to read, and this will make the examiner more likely to look favourably at your answer. If your answer, for example, is to reflect on the presence of the theme of loss in the works of a poet, make sure you don’t start shoehorning other themes. Of course, you should try and cover enough so that it is clear you know the material, but make sure not to stray too far from the theme of loss. Try to find aspects of the poems that highlight that theme, rather than mentioning too many themes!

Remember, keep it relevant to your thesis statement. Perhaps it would help to write it down somewhere you can always see, to keep you focused.

Looking for tips on fiction texts? Why not read our guide to leaving cert fiction texts .

How to Smash the Unseen Poetry Question

The unseen poetry is a bit different, as you won’t have seen the poem before, and this can be a source of worry for some students. The good news here is they are always short, and they don’t expect super long answers, unlike the prescribed poetry section.

Just because you won’t have seen the poem before, doesn’t mean you can’t prepare. You can take a look at past exam papers to see what kind of questions come up. You can have a pre-structured answer prepared, and although the topic will differ, the way you answer it doesn’t have to.

To give you an idea, you could focus on the imagery in your first paragraph, while giving examples directly from the poem of how the poet does this. You can treat this just like you would the prescribed section, stating what the poet is trying to say. And what poetic techniques they use to do this.

While you must always be conscious of the time, you will almost certainly have enough time to read it more than once, each time highlighting keywords and points. Break down the poem as much as you can, word by word line by line. If there is a sentence or word you really don’t understand, move on. Don’t force things and try to describe a line you don’t understand!

These poems are often short but are jam-packed with detail and poetic techniques. Pay special attention to things such as assonance, symbolism, metaphors, similes, alliteration, rhyming, onomatopoeia etc. at least some examples of these will all be present! Use these to discuss how they help create the imagery and theme of the poem.

To summarize, read the poem a few times, and try to have a clear framework of an answer before you start. A great way to prepare for this is to keep doing past exam papers! This takes us on to our next top tip.

(We also cover other sections, including the comparative question , why not check out our article which offers some advice!)

Learn about the Poet

Of course, you will want to know about the poems, their meanings and use of poetic techniques, but it also really helps to know some of the context and backstory of the poet themselves! The more you know about the poet and their history, the more links and context you can find in their work, giving you an in-depth understanding of the poem.

This context will allow you to find links between poems , which is especially helpful if you are answering a question on a poet and have to give examples of a few of their works. Poets writing is shaped by what they have been through, and there will almost certainly be a trace of this in their poems.

This comes through in common themes, imagery, techniques and poem structure. Knowing about this allows you to link poems and fully grasp the meaning behind their words. This will reflect favourably on you and improve your score!

It is important to remember not to lose sight of the question, however. If the question doesn’t state it, don’t go too deep into the poets past! This takes us back to your thesis statement! Keep checking in with it and keep it short and concise, all while being conscious of the time you are taking!

Do you want to try and calculate your predicted points, or find out what you need to reach in each subject to hit your points goal? Try the handy leaving cert points calculator!

This can help focus you, and narrow your goals down!

Why Should I Take Past Exam Papers?

The more familiar you are with the leaving cert exam, the better you will do, and the less nervous you will be. The best way to become familiar with the paper and its layout, specifically the poetry section, is to keep practising this section from past years.

In the exam, you will be under a time constraint, but here is your chance to take away the pressure and just focus on your process! Repetition will create good habits, and increase your writing speed. Although the questions will be different every year, you will notice similarities in how they ask the question and just what they are asking.

The poetic techniques, themes, imagery etc. will be the same across the years, so once you are well versed in these, you will be able to tackle any question. You won’t be able to do the exact question on the prescribed poetry, as you won’t have studied the poems, but you can tweak questions to suit you .

As for the unseen poetry, you will have no issues, and this will be great practice for you. The more comfortable you become, the quicker you get. After a while, we would recommend timing yourself. Start by giving yourself plenty of time, and progress until you can do the mock and past papers just as quick as you need to on the day!

Before you go into the exam, you should have a very close idea of just how long it takes you to do a question!

We have covered both papers over here on Superprof, check out our guide to paper one here ,

More interested in the other paper? Click here for our tips and tricks for English paper two!

Focus on What the Poet Says (Themes) and How He Says It (Techniques)

Essentially, you will be asked to demonstrate you know what the poet was (potentially) trying to say, and what techniques they use to do this. As we mentioned the themes and techniques are pretty universal and will be featured across all of the poems and poets.

Make sure you know a number of techniques (such as the ones we already mentioned) and that you can pick out examples of them. Hone in on one or two themes or images, don’t pick too much, and then pick the relevant techniques to portray this.

Remember your thesis statements! At the start of every paragraph try to mention it again in some way, as this will keep you driven and focused. It will also be helpful to the examiner, as they will be able to follow along and see that you have understood the question!

Remember, we have covered all of the sections over here on Superprof, and if you would like to improve your English essay writing, check this article out!

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Leaving Cert English paper 1: A ‘beautiful’ paper which gave opportunities for original writing

Exams got underway at 9.30am for almost 60,000 leaving cert students.

Leaving Cert exams got underway today for more than 60,000 students. Photograph: Dara Mac Dónaill

English paper 1, the first exam for tens of thousands of this year’s Leaving Cert students, was described by teachers as a “beautiful” paper which gave candidates the opportunity for original writing.

The topical paper had an emphasis on “powerful voices” such as Amanda Gorman, the poet who came to global prominence during Joe Biden’s inauguration.

It also gave students the chance to share their thoughts on cancel culture, censorship, the impact of music and the importance of young voices in public debate.

Extracts from an essay by Man Booker Prize winner Ben Okri and Hugo Hamilton’s novel The Pages featured in the comprehending section.

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Paul McCormack, English teacher at The Institute of Education, said that, overall, the paper offered opportunities for original, fresh writing.

“The tasks were designed to reward those candidates who have worked hard to develop their insights into personal, narrative, persuasive and argumentative writing,” he said.

Nessa O’Meara, Teachers’ Union of Ireland subject representative and a teacher at Coláiste Eoin in Hacketstown, Co Carlow, said students were “very happy” after the exam, with a text asking them to write the text of a podcast proving particularly popular.

Jamie Dockery, an English teacher at Tyndall College in Co Carlow, said most students were “relatively pleased” with the opportunity to explore and discuss the significance of poetry, music and books.

“Overall, it was a fair exam with plenty of choice and stimulating material for the stronger candidates in particular to sink their teeth into,” said Mr Dockery, who is also a subject expert for Studyclix.

As usual, the paper was divided into three sections: reading comprehension question A; reading comprehension question B, and composition.

However, as a result of Covid-related changes, students were required to answer a composition task and either a question A or a question B task.

Mr McCormack said the three reading comprehension passages were “accessible and thought-provoking”.

“The question A tasks were carefully crafted, with the usual mix of a straightforward comprehension task and a question which required analysis of the writer’s style,” he said.

“The part (ii) questions on all three texts, in which candidates were offered the opportunity to give their thoughts on censorship and cancel culture, the long-lasting impact of music or the importance of youthful voices in public debate, were all both challenging and designed to reward thoughtful, creative thinkers.”

The question B tasks also offered variety, he said.

The three formats were an open letter, a podcast and a newspaper editorial. The topics to be addressed included the status of poetry as a compulsory area of study for the Leaving Cert, the role of music in the writer’s life, and an imaginative response to an instance of censorship.

“All three questions were carefully structured and designed to reward the candidate who is able to put forward a logical, original and informed response,” he said.

Dockery said each of the three texts available in section one were “enticing” and the accompanying questions were generally accessible with the student being asked to explain three insights they gained into the power of either poetry, music or books depending on the text chosen.

What will replace the Leaving Cert?

“Interestingly, however, in a move away from recent exams, students were not invited to use material from their Paper II course in this part of the exam,” he said.

“Instead, they were challenged to offer their considered opinions on the lack of diversity in public debates; whether music has a greater impact on us than books or films; or whether they agree or disagree with censorship and contemporary cancel culture. Some students may have struggled with these particular questions.”

In the composing section, McCormack said the seven composition tasks offered fantastic choice.

It featured two personal essay titles, two short stories, a speech, a discursive essay and a feature article.

The titles required candidates to write on topics as diverse as the nature of fashion, who the powerful voices in modern life are, objects they regard as “faithful companions” and the pleasure, satisfaction and personal growth derived from learning.

McCormack said: “The two short story titles offered lovely stimuli for imaginative narratives, and there was an engaging speech topic, in which the candidate, who had to imagine they are running for the position of President of Ireland, had to discuss their social and cultural values as well as Ireland’s image abroad.”

Dockery also said the composition section of the exam was a “triumph”, with students given a broad range of choice including personal essays, feature articles and “some really attractive short story options.”

Separately, Ms O’Meara reflected the views of many English teachers when she questioned plans to hold English paper one at the end of fifth year in coming years.

“By the end of sixth year, students have a better sense of self and have developed their unique voice and English paper one really allowed that to shine through.

English paper one settles the nerves of the students and also helps sets the tone for the students as they work their way through their exams. If English paper one is being proposed to be examined at the end of fifth year in two years time, will students have fully developed their unique voice by then?” she asked.

Try this one at home:

Leaving Cert, English paper 1, question b (40 marks):

Some students believe that the study of poetry should be an optional rather than a compulsory element of the Leaving Certificate English course.

Write an open letter, to be published on a popular social media platform, to encourage discussion on this topic. In your open letter you should: explain what, if any, value you found in the study of poetry as part of your Leaving Certificate English course, explore the reasons why you think the study of poetry should be an optional or a compulsory element of Leaving Certificate English in the future and seek to anticipate and refute views that might potentially be offered in opposition to your chosen stance.

Carl O'Brien

Carl O'Brien is Education Editor of The Irish Times. He was previously chief reporter and social affairs correspondent

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Leaving Cert English Poetry Essay Scaffolding

Guide students on scaffolding a poetry essay with this wonderful template showing students how to hone in on what the question is asking. The resource also gives tips on writing a perfect poetry paragraph.

How it maps to the curriculum

Strand: Poetry

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• Asset type: Document
• Language: English
• Rights: All rights reserved

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Poetry: Beyond the Leaving Cert

Sárán argues for greater appreciation of poetry in everyday life

Written by Sárán Fogarty

Voices - Experiences

Young people share their personal experiences..

Poetry, for some people an artistic outlet, for others an academic burden to bear. Every student studying Leaving Cert English, Higher or Ordinary, must study the works of several poets. For a lot of people having art dissected and regurgitated can be hell. Tearing apart a poem looking for elusive meaning and points for an essay, often destroys the real reason a poem was written. I somehow doubt when Philip Larkin mused over married life in “The Whitsun Weddings”, he envisaged teenagers poring over his symbolism in an effort to secure ever elusive marks.

Regardless of your level, everyone can find poets, whose art speaks to them in a more oblique manner, than merely in terms of tone, themes and technique. Take for instance Sylvia Plath, whose confessional style and enigmatic imagery, defy dissection. If you find a poet whose work you enjoy, read them, extra reading can only help your English marks and will open up new levels of understanding of the written verse.

Take music for example, music is poetry that surrounds us every day. Some musicians, like Leonard Cohen, even originally started as poets. For me, there's no difference in the music of an artist like Stormzy, than the works of Medieval poet Geoffrey Chaucer. Both are popular, both produced works of art which appeal to fans, and both reflect the social norms and attitudes of the time they lived in. Whether you’re enjoying “The Canterbury Tales” or “Gang Signs and Prayer”, you are enjoying the art of poetry.

While writing this a quote from the film “The Big Short” comes to mind. “Truth is like poetry. And most people fucking hate poetry”. To me this has truth, but I don't think attitudes to poetry are borne from the works themselves, rather than from an education system, that forces us to analyse a poem to death, and subsequently expects us to learn an essay off, to reproduce for a state exam. While this isn't a critique of poetry on the L.C course, (I'm a Larkin lover myself), I do think that the way it's taught for a lot of students is a failure to the art which has originally been produced. That's not to say all students hate it, me I love poetry and the way I'm taught it. However, I do wish that more people, were able to separate poetry from study.

Look at John Montague, while I'm sure he appreciated recognition of the merit of his works, writing poems like “The Cage” and “The Locket”, serve not to examine an eighteen year olds analysis skills, but are a way for him to cope with a complicated family history, and the emotion that it awakens in him.

In conclusion, my encouragement is for people young and old, to discover and enjoy poetry that speaks to them, be it the Romanticist exuberance found in Shelley, or the Contemporary Grunge of Stormzy’s poetic vision, read and listen to what interests you, be it Dua Lipa or Durcan, and most importantly poetry is first and foremost an art, not an exam.

This article was written by a SpunOut.ie volunteer. Check out our volunteering options here and get in touch if you’re interested in getting involved.

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Introductions & Conclusions

Think of your introduction as a road map. You have been given a destination (the question) and there are lots of perfectly acceptable ways of getting there. In your introduction you lay out clearly what directions you’ll take in your essay. Your conclusion is where you look back on the highlights of your journey and recap on what you have learnt along the way!

INTRODUCTION: MAKE SURE TO USE THE WORDS FROM THE Q – but don’t begin by simply parroting back the question word for word. There is nothing worse than the predictable “I agree 100% that…..”. You could begin with a quote and/or with a dramatic statement and you must engage with the question asked.

Each introduction needs the following:

• Thesis (main idea) = eg. Plath’s poetry is filled with the fears we all share.
• Main topics to be discussed = (1), (2), (3)
• Answer the Question = PR – my personal response (sentences using “I” or “me”)

Imagine the question is “ Plath’s poetry offers us a frightening yet fascinating insight into her personal demons ”

Sample introduction:

(Thesis) Plath’s poetry captures the fear in the heart of us all. Fear of failure, fear of unhappiness, fear of hitting the bottom and being unable to claw our way back to sanity. (1) In the poems “Morning Song” and “Child”, Plath is afraid that despite her best intentions she is will not be a good mother to her children. (2) In “Mirror” and “Elm” she fears that her depression & disappointment with life will destroy her. (3) In “Pheasant” and “The Arrival of the Beebox” she worries that power corrupts people in frightening ways. (PR) I found this exploration of human fears and insecurities in her poetry both fascinating & disturbing.

CONCLUSION: MAKE SURE TO USE THE WORDS FROM THE QUESTION but don’t simply repeat what you said in the introduction and don’t introduce new ideas.

Each conclusion must:

• Link the last paragraph to the first.
• Repeat the thesis (main idea) but rephrase it.
• Taking each idea in turn (1. motherhood, 2. depression, 3. power) say what you learned from studying each issue & this poet in general. By doing this you will be showing how you have proved your thesis/answered the Q

 Sample conclusion:

(Thesis) Thus we see that Plath’s poetry begins in fear and ends in fear. Yet studying her poetry and getting an insight into her personal demons was for me an uplifting as well as a depressing experience. (1) I personally admired her determination to provide only the best for her children and learnt that parenting can involve many difficult challenges. (2) I found her exploration of the loss of youth in Mirror and the loss of love & sanity in Elm truly disturbing, but in a positive way these poems encouraged me to avoid putting pressure on myself to be ‘perfect’ in appearance and behaviour. (3) Finally, Plath’s poetry challenged me to avoid exploiting the power I have over nature and to have a greater respect for the environment. Accompanying Plath on her journey to the bottom was not easy but I learnt a lot about life on the way and I would strongly recommend her poetry despite it’s difficult subject matter.

Some obvious things that need to be said:

Don’t put in the bits in bold/brackets – I’m just putting them in to make it really obvious what each sentence is doing.

This is a good introduction and conclusion FOR THIS PARTICULAR ESSAY TITLE. But don’t be rubbing your hands together in glee, saying ‘ yey, I’ll just learn off this introduction and conclusion and write them if Plath comes up ‘ – you can’t write a definitive introduction and conclusion in advance because you don’t know what the question will be until you open the exam paper. And you MUST answer the question. And there’s also the not so small matter of plagiarism to consider!

3 responses to “ Introductions & Conclusions ”

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Irish - Higher

An important subject to pass at either level, Irish is needed to study at most Irish universities.

The syllabus has changed in recent years to place greater emphasis on spoken Irish so you should try and spend some time in the Gaeltacht if possible. It is worth practicing speaking Irish aloud as often as possible. You'll find some advice on preparing for your Oral on our blog .

Higher Level Course Content:

• AURAL - Comhrá (Conversation)
• AURAL - Phíosa Nuachta (News Pieces)
• AURALS - Fógra (Announcement)
• Poetry - An Spailpín Fánach
• Poetry - An tEarrach Thiar
• Poetry - Colscaradh
• Poetry - Géibheann
• Poetry - Mo Ghrá-sa
• Poetry, extra - A Chlann
• Poetry, extra - Caoineadh AUL
• Poetry, extra - Colmáin
• Poetry, extra - Eiceolai
• Poetry, extra - Fill Aris
• Prose - A thig Ná Tit Orm
• Prose - An Gnáthrud
• Prose - An Lasair Choille
• Prose - An Triail
• Prose - Cáca Milis
• Prose - Canary Wharf
• Prose - Dís
• Prose - Gafa
• Prose - Hurlamaboc
• Prose - Oisín i dTír na nÓg
• Prose - Tóraíocht Dhiarmada agus Ghráinne
• Reading Comprehension
• Sraith Pictiúr 2023
• Sraith Pictiúr 2024
• Studied Poetry (Filiocht Roghnach)
• Studied Prose (Pros Roghnach)
• Write a Debate..
• Write a News/Magazine Article..
• Write a Story..
• Write an Essay..

Ordinary Level Course Content:

• AURAL - Píosa Nuachta (News Pieces)
• Prose - Oisín i dTír na n-Óg
• Write a blog..
• Write a Conversation..
• Write a Letter/email...
• Write about a studied Folk Tale..
• Write about a studied poem (Roghnach)..
• Write about studied film/drama
• Write about Studied prose (roghnach)..
• Write an Essay...

Foundation Level Course Content:

• Fill in a Form..
• Match the pictures with text..
• Reading - A Brochure
• Reading - A Letter
• Reading - Extract
• Reading - Newspaper article
• Reading - Poem
• Write a letter..
• Write a Notice..
• Write from pictures..

Ardleibheal/Higher Level (i)   Bealtriail (The Oral/ speaking exam)  240 marks - 40%

(ii)  The Aural/listening exam. 60 marks - 10%

(iii)  Two written papers.  300 marks - 50% Paper One - 100 marks

•  An Chluastuiscint (listening exam).
• Composition Section with a choice of an essay, a story, a newspaper article or a debate/speech  an Chluastuiscint (listening exam).

Paper Two - 200marks

• First, there are two reading comprehensions usually connected to cultural affairs, famous people, current affairs, etc.
• Then there are questions on compulsory prose and poetry. There are four stories and one film/drama on the prose course which are also on the ordinary level paper. There is a question on a theme or character or an aspect of the story or film.
• Students must answer a poetry question, Filíocht Ainmnithe or Filíocht Roghnach.
• Drama/Biography/Short Stories/Bealoideas. You are required to write about an Irish language drama that you've studied

Gnathleibheal/Ordinary Level (i) Bealtriail: The Oral exam is an important part of the exam. 240 marks - 40% 

(ii) The Aural/listening exam. 60 marks - 10%

(iii) There are two written papers (50%) - Paper one is worth 100 marks and paper two is worth 200 marks Paper One – 100 marks

• An Chluastuiscint (listening exam)
• A Written Composition Section with a choice out of:  a letter, conversation, story or paragraph. Usually, these options are topics that you will have studied for the Oral exam.

Paper Two - 200 marks

• Two reading comprehensions, one usually about a famous person and the other about something to do with young people, current affairs etc.
• Questions on compulsory prose and poetry. Students must answer two questions from sections 2A, 2B, 3A or 3B.

Bonnleibheal/Foundation Level

The main part of this course is Listening and Speaking. There is one written paper only and this is very similar to Junior Cert Ordinary level consisting mostly of reading comprehensions. There are no prescribed prose or poetry sections in this course. However, you may be asked questions about an unseen poem.

Future Careers with Leaving Certificate Irish

Irish is a requirement for entry into a number of third-level courses. Future careers include Teaching, Translation, working in Gaeltacht areas, Garda, Lawyer.

Download the Leaving Cert Irish Syllabus

Download the Leaving Cert Irish Chief Examiner's Report   (2017) 

Download the Leaving Cert Irish Teachers Guidelines

Past Papers

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