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Power & Conflict poetry comparison

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Answer on paper first, then reveal the mark scheme one mark at a time.

30 marks · About 45 minutes (5 planning, 40 writing)

Power and conflict – effects of power (‘Ozymandias’ and ‘My Last Duchess’)

Compare how poets present the effects of power in ‘Ozymandias’ and in one other poem from ‘Power and conflict’.

Ozymandias – Percy Bysshe Shelley

I met a traveller from an antique land,
Who said—“Two vast and trunkless legs of stone
Stand in the desert. . . . Near them, on the sand,
Half sunk a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed;
And on the pedestal, these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.”

[30 marks]

What is being assessed
  • AO1: build a comparative, personal argument about both poems, supported by well-chosen references
  • AO2: analyse and compare how each poet uses language, form and structure to create meaning
  • AO3: show how the contexts of both poems shape their meanings
What examiners reward
  • A comparative argument from the first paragraph, with similarities AND differences
  • Comparison woven through each paragraph (both, whereas, however, in contrast)
  • Analysis of language, form and structure in both poems, with effects explained
  • Relevant contexts for both poems, used to explain the poets' different attitudes
  • Roughly balanced coverage of the named poem and the chosen poem
LevelMarksWhat it looks like
Level 626–30A perceptive, original argument shaped by a clear overarching idea; quotations or references chosen with precision and woven into sentences; close, convincing analysis of how language, form and structure build meaning, with terminology used only where it sharpens the point; context folded into the argument rather than bolted on.
Level 521–25A considered, well-developed response; well-chosen references integrated into the argument; examines the writer's methods and their effects in some depth; context used thoughtfully to deepen interpretation.
Level 416–20A clear, sustained answer that keeps to the question; relevant references used effectively; methods clearly explained with appropriate terminology; context clearly understood and linked to the task.
Level 311–15Explains ideas with some development; references support points; some explanation of the writer's choices; some relevant understanding of context.
Level 26–10Relevant comments backed by some references; identifies some methods, mostly by naming them; some awareness of context or ideas.
Level 11–5Simple, mostly narrative comments; occasional references; a basic awareness that the writer has made choices; simple mention of context.
How to plan it
  1. Choose a poem with a strong link: ‘My Last Duchess’ (proud ruler, art, control). Alternatives: ‘The Charge of the Light Brigade’ (power of leaders), ‘London’ (institutional power), ‘Extract from The Prelude’ (nature's power over human pride).
  2. Thesis: both rulers proud and cold; Shelley shows power destroyed by time, Browning shows it intact.
  3. Para 1: language of cruelty – ‘sneer of cold command’ vs ‘I gave commands’.
  4. Para 2: structure/voice – framing narrative vs dramatic monologue.
  5. Para 3: form – irregular sonnet vs enjambed couplets.
  6. Para 4: contexts – Shelley's radicalism and nature's triumph; Browning's Renaissance Duke and women as property. Conclude on endings.
Show the top-band model answer

Both Shelley's ‘Ozymandias’ and Browning's ‘My Last Duchess’ present rulers whose power rests on pride and control, and both use art – a statue and a portrait – to expose them. However, while Shelley shows human power destroyed by time, Browning shows a power that remains chillingly intact1, revealed only by the ruler's own voice. Together they suggest that the effect of absolute power is to dehumanise both the powerful and those they control.

Shelley presents power as something that inevitably decays. The statue is ‘trunkless’ and its face a ‘shattered visage’, ‘Half sunk’ in the sand; the broken body becomes a metaphor for broken authority. Yet the ruler's expression survives: the ‘frown, / And wrinkled lip, and sneer of cold command’. The curled-lip disdain of ‘sneer’ and the hard alliteration of ‘cold command’ show a tyrant who ruled through contempt. Browning's Duke is more subtle but just as cold. He seems courteous, yet his casual statement ‘I gave commands; / Then all smiles stopped together’ implies he had his wife killed. The euphemism makes the effect more disturbing than any open threat: power allows him to describe murder as administration. Both poets therefore show2 that power breeds a frightening indifference to other people.

The poets also differ in how much the ruler controls the poem. Ozymandias is held at three removes3: the speaker meets ‘a traveller’, who describes a statue, which carries an inscription. This framing distances and diminishes him, so that his boast ‘Look on my Works, ye Mighty, and despair!’ reaches us second-hand and is instantly undercut by the blunt caesura of ‘Nothing beside remains.’ The irony is that the rulers should despair, not at his greatness, but because their own power will also vanish. In contrast, Browning uses a dramatic monologue, so the Duke controls every word. Yet this is his undoing: in trying to impress the envoy, he reveals his jealousy that his wife's ‘looks went everywhere’ and that she ranked his ‘nine-hundred-years-old name’ with ‘anybody's gift’. Shelley undermines power from the outside through framing; Browning lets it condemn itself from the inside4.

Form reinforces these effects. ‘Ozymandias’ is a sonnet, a form associated with love, which Shelley uses ironically5 for a hymn to a tyrant's ruin. Its rhyme scheme is irregular, mixing Petrarchan and Shakespearean patterns, as if order itself is breaking down, much like the statue. ‘My Last Duchess’ is written in rhyming couplets, suggesting the Duke's control, but the heavy enjambment means the rhymes are barely noticed, hiding his rigid control beneath apparently natural conversation – just as his polite manner hides his violence. The Duke even controls who sees his wife's portrait: no one draws the curtain ‘but I’, so his power over her continues after her death.

Contexts sharpen the contrast. Shelley, a Romantic poet and radical who opposed monarchy, published the poem in 1818, during the Regency of the unpopular Prince Regent, and the poem can be read as a warning to all tyrants that the power of nature and time is greater than any king. The final image of ‘The lone and level sands’, with its long vowels and alliteration, stretches the desert out endlessly and leaves nature triumphant. Browning, writing in 1842, set his poem in Renaissance Italy and based the Duke on Alfonso II, Duke of Ferrara6; Victorian readers, increasingly uneasy about the treatment of women as property, would recognise the Duke's view of his wife as an object to be collected. Fittingly, the poem ends with him pointing out another artwork, a bronze Neptune ‘Taming a sea-horse’ – a final image of domination.

In conclusion, both poems show power producing arrogance and cruelty, but they end very differently. Shelley offers comfort: tyranny is temporary and the sands will cover it. Browning offers none: the Duke is about to marry again, and his power is still alive in the poem's final lines. The reader is left to judge what Browning's Duke never faces – the consequences.

1. Comparative concept in the introduction: both a similarity and a difference, which frames the whole essay (AO1).
2. Explicit comparison inside each paragraph – examiners want comparison throughout, not in a final sentence.
3. Sophisticated structural analysis of the framing narrative (AO2).
4. A neat comparative summary of methods – the kind of evaluative comparison that marks Level 6.
5. Form analysed for its meaning, not just named (‘it is a sonnet’).
6. Accurate context tied to how readers would interpret the Duke (AO3).
Where marks are usually lost
  • Writing about the two poems separately and only comparing in the conclusion.
  • Choosing a second poem that is hard to link to the focus (here, effects of power).
  • Calling ‘Ozymandias’ just ‘a sonnet’ without saying why the form matters.
  • Misquoting the poem you chose from memory – learn short key quotations accurately.
  • Spending too long on Shelley's or Browning's biography instead of the poems.
30 marks · About 45 minutes (5 planning, 40 writing)

Power and conflict – suffering caused by those in power (‘London’ and ‘The Charge of the Light Brigade’)

Compare how poets present the suffering of ordinary people caused by those in power in ‘London’ and in one other poem from ‘Power and conflict’.

London – William Blake

I wander thro' each charter'd street,
Near where the charter'd Thames does flow.
And mark in every face I meet
Marks of weakness, marks of woe.

In every cry of every Man,
In every Infants cry of fear,
In every voice: in every ban,
The mind-forg'd manacles I hear

How the Chimney-sweepers cry
Every blackning Church appalls,
And the hapless Soldiers sigh
Runs in blood down Palace walls

But most thro' midnight streets I hear
How the youthful Harlots curse
Blasts the new-born Infants tear
And blights with plagues the Marriage hearse

Text follows Blake’s 1794 engraved original (Songs of Experience). The AQA anthology prints a modernised version (e.g. ‘chartered’, ‘infant’s’, ‘blackening’); the words are the same.

[30 marks]

What is being assessed
  • AO1: build a comparative, personal argument about both poems, supported by well-chosen references
  • AO2: analyse and compare how each poet uses language, form and structure to create meaning
  • AO3: show how the contexts of both poems shape their meanings
What examiners reward
  • A comparative argument from the first paragraph, with similarities AND differences
  • Comparison woven through each paragraph (both, whereas, however, in contrast)
  • Analysis of language, form and structure in both poems, with effects explained
  • Relevant contexts for both poems, used to explain the poets' different attitudes
  • Roughly balanced coverage of the named poem and the chosen poem
LevelMarksWhat it looks like
Level 626–30A perceptive, original argument shaped by a clear overarching idea; quotations or references chosen with precision and woven into sentences; close, convincing analysis of how language, form and structure build meaning, with terminology used only where it sharpens the point; context folded into the argument rather than bolted on.
Level 521–25A considered, well-developed response; well-chosen references integrated into the argument; examines the writer's methods and their effects in some depth; context used thoughtfully to deepen interpretation.
Level 416–20A clear, sustained answer that keeps to the question; relevant references used effectively; methods clearly explained with appropriate terminology; context clearly understood and linked to the task.
Level 311–15Explains ideas with some development; references support points; some explanation of the writer's choices; some relevant understanding of context.
Level 26–10Relevant comments backed by some references; identifies some methods, mostly by naming them; some awareness of context or ideas.
Level 11–5Simple, mostly narrative comments; occasional references; a basic awareness that the writer has made choices; simple mention of context.
How to plan it
  1. Choose a poem: ‘The Charge of the Light Brigade’ (soldiers suffer for a leader's blunder). Alternatives: ‘Ozymandias’ (tyranny), ‘My Last Duchess’ (the Duchess as victim of power).
  2. Thesis: both show ordinary people suffering for others' decisions; Blake accuses, Tennyson honours.
  3. Para 1: widespread suffering – ‘every’ anaphora vs ‘Cannon to right…’.
  4. Para 2: who is to blame – ‘charter'd’, ‘Church’, ‘Palace walls’ vs ‘Some one had blunder'd’, ‘Their's not to reason why’.
  5. Para 3: form/rhythm and context – rigid quatrains, Songs of Experience 1794 vs dactylic gallop, Poet Laureate 1854.
  6. Para 4: endings – ‘Marriage hearse’ vs ‘Honour the charge’; conclusion.
Show the top-band model answer

Blake's ‘London’ and Tennyson's ‘The Charge of the Light Brigade’ both present ordinary people suffering because of decisions made by those above them, but their attitudes are strikingly different. Blake angrily condemns the institutions responsible, while Tennyson, writing as Poet Laureate, acknowledges the ‘blunder’ yet ultimately turns the soldiers' suffering into glory. Comparing them reveals how a poet's position in relation to power shapes the way suffering is told1.

Both poems present suffering as widespread and inescapable. Blake's speaker sees ‘Marks of weakness, marks of woe’ in ‘every face’, and the anaphora of ‘every’ in the second stanza – ‘every Man’, ‘every Infants cry’, ‘every voice’ – insists that no one in the city is spared. Tennyson creates the same sense of entrapment through repetition: ‘Cannon to right of them, / Cannon to left of them, / Cannon in front of them’. The structure surrounds the soldiers on the page2 just as the guns surround them in the valley. However, Blake's suffering is permanent and everyday, while Tennyson's is a single, dramatic event.

Both poets also identify who holds the power, though with different degrees of criticism. For Blake, the word ‘charter'd’ – applied even to the river Thames – suggests that everything has been owned, mapped and controlled by commercial interests. The ‘mind-forg'd manacles’ show that oppression has become psychological: people are imprisoned by the ideas and laws of those in authority. In the third stanza Blake names the institutions directly. The ‘blackning Church’ is stained by soot and by moral corruption, as it ignores the child chimney-sweepers, while the soldier's ‘sigh’ ‘Runs in blood down Palace walls’, a shocking image that places the blood of wars on the monarchy. Tennyson is far more cautious. He admits ‘Some one had blunder'd’, but the vague pronoun avoids blaming any named commander3, and the soldiers' duty is accepted: ‘Their's not to reason why, / Their's but to do and die’. The anaphora and the rhyme of ‘why’ and ‘die’ make obedience feel inevitable, almost noble.

Form and rhythm reinforce these attitudes. ‘London’ uses a regular ABAB rhyme scheme and four-line stanzas, but this order feels like the ‘charter'd’ streets themselves4: rigid and oppressive. Tennyson uses a galloping dactylic rhythm (‘Half a league, half a league’) that imitates the horses' charge and creates excitement. This energy risks glamorising the battle, which fits Tennyson's purpose: he wrote the poem in 1854, shortly after reading a newspaper report of the charge at Balaclava in the Crimean War, and as Poet Laureate he aimed to honour the soldiers5 for the nation. Blake, by contrast, wrote outside the establishment; ‘London’ appeared in Songs of Experience (1794), at a time when the French Revolution had made radicals like him deeply suspicious of Church and monarchy.

The endings show the sharpest difference. Blake builds to the oxymoron ‘Marriage hearse’, in which the youthful ‘Harlots curse’ blights even marriage and new life; suffering is passed on to the next generation, and there is no consolation. Tennyson's final stanza asks ‘When can their glory fade?’ and commands the reader to ‘Honour the charge they made!’ The exclamations transform suffering into heroism, and the ‘six hundred’ who rode into ‘the jaws of Death’ become ‘Noble six hundred!’ Yet even Tennyson cannot fully hide the cost6: the phrase ‘Left of six hundred’ in the fifth stanza quietly records the losses.

Overall, both poets present ordinary people – workers, children, soldiers – paying the price for the decisions of the powerful. Blake makes this an accusation, using the city as evidence against the institutions that rule it. Tennyson makes it a memorial, honouring the sacrifice while only hinting at the failure that caused it. The contrast shows that the suffering of ordinary people can be used either to challenge power or, more uneasily, to serve it.

1. Comparative thesis that goes beyond ‘both poems are about suffering’ – conceptual AO1.
2. Links structure to meaning precisely and compares it with Blake's anaphora (AO2).
3. Close reading of one word (‘Some one’) used to make a comparative point about criticism of authority.
4. Interprets form rather than simply identifying the rhyme scheme.
5. Context explains each poet's purpose and is compared directly (AO3).
6. Nuanced reading that complicates the argument – a sign of a top-band response.
Where marks are usually lost
  • Calling ‘The Charge of the Light Brigade’ an anti-war poem without nuance – Tennyson honours the soldiers.
  • Analysing only language and ignoring form, rhythm and structure.
  • Writing ‘both poems use repetition’ without comparing the different effects.
  • Ignoring the question's focus on those in power – identify who causes the suffering.
  • Running out of time on the second poem; plan a balanced structure.

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