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CE.E22 Reading and Comprehension (Poetry) Set 4

ISEB COMMON ENTRANCE ISEB Common Entrance 13+ English (Reading and Comprehension) · Calculators not allowed · about 85 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

Read the poem carefully, then answer all the questions that follow. Support your answers with reference to the text, including short quotations where helpful. Continue longer answers on lined paper if you need more space.

The Scarecrow at Longacre Farm

Original poem written for Revision Library.

1 Old Tom Pargeter built me from a broom,

2 a flour sack for skin, a turnip face,

3 and stood me up against the harvest sky

4 to keep the starlings from his father's place.

5 I do not eat, I do not sleep, I stand,

6 my arms flung wide like wings that cannot fold,

7 and watch the wheat turn green, then gold, then gone,

8 and watch the seasons turning, turning, told.

9 The crows once feared me, wheeling overhead,

10 but now they perch upon my ragged sleeve

11 and pluck the straw from where my heart should be,

12 as if they understand I cannot grieve.

13 Young Tom has grown; his boots no longer fit

14 the prints they left the day he set me here.

15 He waves sometimes, from further down the lane,

16 a stranger now, though once he held me dear.

17 I thought that standing still would keep me safe,

18 that time forgot the field where I stayed true,

19 but rust has crept along my broomstick spine

20 and half my buttons dropped from where they grew.

21 The frost arrives, soft, silent, slow and strange,

22 and dusts my sacking shoulders thin with white;

23 I creak against the wind that strips the field,

24 a lonely sentinel against the light.

25 Come spring, they say, they'll build another me,

26 fresh straw, a newer coat, a face unlined,

27 and prop him where I fall, to guard the corn,

28 as if a scarecrow's purpose were assigned.

29 Yet still I stand, until my stitching goes,

30 a faithful scarecrow, patient in the field,

31 keeping the emptied furrows through the frost,

32 long after every ripened ear is sealed.

Look at stanza 1 of the poem (lines 1-4).

(a)Give the name of the person who built the scarecrow (line 1).(1)

(b)Identify what material was used for the scarecrow's face (line 2).(1)

(c)According to line 4, what job was the scarecrow given?(1)

(Total for Question 1 is 3 marks)

Find and copy one word from stanza 2 (lines 5-8) that describes the colour of the wheat when it is ripe.

(Total for Question 2 is 1 mark)

Give two things the scarecrow says he does not do, according to line 5.

(Total for Question 3 is 2 marks)

In your own words, explain what has happened to Young Tom by stanza 4 (lines 13-16).

(Total for Question 4 is 2 marks)

Look at line 6 of the poem: 'my arms flung wide like wings that cannot fold,'

(a)Identify the poetic technique used in this comparison.(1)

(b)Explain the effect of this simile.(2)

(Total for Question 5 is 3 marks)

Look at line 19 of the poem: 'but rust has crept along my broomstick spine'

(a)Identify the poetic technique used in this description.(1)

(b)Explore the effect of this metaphor.(3)

(Total for Question 6 is 4 marks)

Look at lines 11-12 of the poem: 'and pluck the straw from where my heart should be, / as if they understand I cannot grieve.'

(a)Identify the poetic technique used across these two lines.(1)

(b)Explain the effect of this personification.(2)

(Total for Question 7 is 3 marks)

Look at line 21 of the poem: 'The frost arrives, soft, silent, slow and strange,'

(a)Identify the sound device used in this line.(1)

(b)Explain the effect of this sound device.(1)

(Total for Question 8 is 2 marks)

The poem is written in eight four-line stanzas with a steady rhyme scheme (ABCB), used consistently throughout. Explain one effect of this steady, repeated pattern.

(Total for Question 9 is 3 marks)

Look at stanza 3 of the poem (lines 9-12). Explore how the poet uses imagery to convey the change in how the crows treat the scarecrow.

(Total for Question 10 is 4 marks)

Look at stanza 5 of the poem (lines 17-20): 'I thought that standing still would keep me safe, / that time forgot the field where I stayed true, / but rust has crept along my broomstick spine / and half my buttons dropped from where they grew.' Identify and explain the shift that takes place at this point in the poem.

(Total for Question 11 is 4 marks)

Look at stanza 7 of the poem (lines 25-28): 'Come spring, they say, they'll build another me, / fresh straw, a newer coat, a face unlined, / and prop him where I fall, to guard the corn, / as if a scarecrow's purpose were assigned.' Explain what this suggests about the scarecrow's view of being replaced.

(Total for Question 12 is 3 marks)

What do the final four lines of the poem (lines 29-32) suggest about the scarecrow's attitude to his role?

(Total for Question 13 is 3 marks)

Explore how the poet develops the idea of change and the passing of time across the whole poem.

(Total for Question 14 is 4 marks)

How does the poet present the contrast between loyalty and being replaced? Support your answer with reference to the whole poem.

(Total for Question 15 is 5 marks)

Explore how the poet uses structure and form (including rhyme, stanza pattern and the shift in stanza 5) to reflect the poem's meaning.

(Total for Question 16 is 8 marks)

What do you think the poem suggests about growing older or becoming less needed? Support your ideas with reference to the whole poem.

(Total for Question 17 is 6 marks)

Which single image or phrase from the poem do you find most effective in capturing the idea of endurance? Justify your choice with reference to the text.

(Total for Question 18 is 4 marks)

Mark scheme · CE.E22 Reading and Comprehension (Poetry) Set 4

Question 1

(a) B1 Old Tom Pargeter (oe, accept Tom Pargeter / Tom)
(a) Answer: Old Tom Pargeter.
(b) B1 a turnip
(b) Answer: A turnip.
(c) B1 to keep the starlings away from his father's place/land (oe)
(c) Answer: To keep the starlings away from his father's land.

Question 2

B1 gold
Answer: Gold.

Question 3

B1 eat
B1 sleep
Answer: Eat and sleep.

Question 4

B1 recognises that Young Tom has grown up, so much that his feet/boots no longer fit the footprints he left as a child (oe)
B1 notes that he now seems distant, like a stranger, only waving from far off, though he used to be close to (fond of) the scarecrow (oe)
Answer: Young Tom has grown up, so his boots no longer fit his childhood footprints, and he now only waves from a distance like a stranger, though he was once close to the scarecrow.

Question 5

(a) B1 simile
(a) Answer: Simile.
(b) B1 recognises that the scarecrow's outstretched arms are compared to a bird's wings (oe)
(b) B1 explains that wings which 'cannot fold' suggest the scarecrow is permanently fixed, trapped or unable to move, unlike a real bird that could fly away (oe)
(b) Answer: Comparing the scarecrow's outstretched arms to wings that cannot fold suggests he is permanently fixed and unable to move, unlike a real bird, which could fly away.

Question 6

(a) B1 metaphor
(a) Answer: Metaphor.
(b) B1 identifies that 'rust' is not something that could literally form on a wooden broomstick, showing the word is used figuratively for ageing or decay (oe)
(b) B1 explains that giving the broomstick a human 'spine' makes the scarecrow's body seem more human, increasing sympathy for his physical decline (oe)
(b) B1 links the image to the wider idea that time and weather are slowly wearing the scarecrow down, despite his earlier belief that standing still kept him safe (oe)
(b) Answer: Describing rust creeping along a 'broomstick spine' uses a word that could not literally apply to wood, showing decay is figurative; giving the broomstick a human 'spine' makes the scarecrow seem more human and increases sympathy, reinforcing the idea that time is slowly wearing him down despite his earlier belief that stillness kept him safe.

Question 7

(a) B1 personification
(a) Answer: Personification.
(b) B1 recognises that giving the scarecrow a 'heart' and feelings makes him seem more human and increases the reader's sympathy for him (oe)
(b) B1 explains the poignancy or irony of being described as unable to 'grieve' while the poem itself gives him a voice full of emotion and reflection (oe)
(b) Answer: Giving the scarecrow a 'heart' and the capacity to grieve makes him seem more human and increases sympathy for him, and there is poignant irony in stating he 'cannot grieve' when his own voice throughout the poem is full of feeling and reflection.

Question 8

(a) B1 sibilance / alliteration
(a) Answer: Sibilance (or alliteration).
(b) B1 the soft, repeated 's' sound mimics the quiet, gradual, creeping arrival of the frost, reinforcing how gentle and stealthy it is (oe)
(b) Answer: The soft, repeated 's' sound mimics the quiet, creeping arrival of the frost, reinforcing how gentle and stealthy it is.

Question 9

B1 recognises that the repeated rhyme pattern creates a steady, measured rhythm (oe)
B1 links this steady rhythm to the repeated, cyclical passing of seasons and years that the scarecrow endures, standing in the same field (oe)
B1 suggests the unchanging pattern mirrors the scarecrow's own fixed, unmoving position, giving the poem's form the same quality as its subject (oe)
Answer: The steady, repeated ABCB rhyme creates a measured, unhurried rhythm that mirrors both the cyclical passing of seasons and the scarecrow's own fixed, unmoving position, so the poem's form echoes its subject.

Question 10

B1 identifies the contrast between 'once feared me' and 'now they perch', showing the crows no longer respect or fear the scarecrow (oe)
B1 identifies 'pluck the straw from where my heart should be' and explains that this shows the crows are now actively damaging him, not just ignoring him (oe)
B1 explores 'as if they understand I cannot grieve', explaining the poignancy of the scarecrow being denied feelings while narrating his own experience with feeling (oe)
B1 links these details to show that the scarecrow's authority and effectiveness at his job have declined over time (oe)
Answer: The shift from 'once feared me' to 'now they perch' shows the crows no longer respect the scarecrow, and 'pluck the straw from where my heart should be' shows them actively damaging him rather than merely ignoring him; the poignant claim that they think 'I cannot grieve' highlights the irony of a feeling narrator being denied feeling, and together these details show his authority and effectiveness have clearly declined.

Question 11

B1 identifies that the poem shifts (a volta or turning point) from description of the scarecrow's routine and role to reflection on decay and the passing of time (oe)
B1 notes the change from confident past belief ('I thought...that time forgot') to the contrasting present reality introduced by 'but' (oe)
B1 explains that this shift reveals the scarecrow's realisation that standing still does not actually protect him from change or decay (oe)
B1 notes that 'but' functions as a clear pivot word, directly contradicting the belief stated in the two lines before it (oe)
Answer: Stanza 5 marks the poem's turning point (volta), shifting from the scarecrow's confident past belief that standing still kept him safe from time, to the contrasting present reality introduced by 'but'; this reveals his realisation that stillness has not actually protected him from decay and change.

Question 12

B1 recognises that the scarecrow anticipates being replaced by an identical, newer version of himself (oe)
B1 explains that 'as if...were assigned' suggests a bitter or resigned tone, implying his role is impersonal and interchangeable rather than special (oe)
B1 links this to a wider suggestion that a role or job can be easily replaced even though the individual who filled it cannot (oe)
Answer: The scarecrow expects to be replaced by an identical new version of himself, and the phrase 'as if...were assigned' suggests a resigned or bitter tone, implying his role is treated as interchangeable and impersonal rather than special, even though he himself, as an individual, cannot be replaced.

Question 13

B1 recognises that 'yet still I stand' shows continued determination or persistence despite the decay described earlier (oe)
B1 notes that 'faithful' and 'patient' suggest pride or dedication to his duty even though he knows he is replaceable (oe)
B1 suggests a bittersweet or resigned tone, since his watch continues 'long after' the crop is gone, implying duty outlasts usefulness (oe)
Answer: The final lines' 'yet still I stand' shows continued determination despite decay, and words like 'faithful' and 'patient' suggest pride in his duty even though he is replaceable; the fact that he keeps watch 'long after' the harvest is finished gives the ending a bittersweet, resigned tone, as if duty continues beyond usefulness.

Question 14

B1 traces the idea from stanza 2's 'watch the seasons turning, turning, told', which first introduces repeated, cyclical time (oe)
B1 identifies the change in Tom across stanza 4, showing time passing in human, not just seasonal, terms (oe)
B1 identifies the rust and decay imagery of stanza 5 as marking change directly onto the scarecrow's own body for the first time (oe)
B1 explains that developing the idea gradually, from seasons, to Tom, to the scarecrow's own decay, builds a cumulative and increasingly personal sense of time passing (oe)
Answer: The idea of time passing is developed gradually: stanza 2 introduces repeated, cyclical seasons, stanza 4 shows time passing in human terms through Tom growing up, and stanza 5 marks change directly onto the scarecrow's own decaying body; moving from seasons, to another person, to the self builds an increasingly personal sense of time's effects.

Question 15

Level 3 (5): Developed, precise exploration of the contrast, using well-chosen quotation and appropriate terminology to show a clear grasp of how loyalty and replacement are presented and connected.
Level 2 (3-4): Clear identification of the contrast with relevant textual reference and some explanation of how language creates it.
Level 1 (1-2): Basic or general identification of a contrast (for example 'he is loyal but gets replaced'), with limited or no textual support.
Indicative content:
- The scarecrow's loyalty is shown through continuous first-person present-tense statements ('I stand', 'I creak', 'yet still I stand'), suggesting steady endurance and duty.
- This is set against the casual, impersonal plans for replacement in stanza 7 ('they'll build another me...as if a scarecrow's purpose were assigned'), which treat his role as interchangeable.
- Tom's growing distance in stanza 4 mirrors the scarecrow's own coming replacement, suggesting both are being gently left behind by time in similar ways.
- The final stanza's 'faithful' and 'patient' emphasise loyalty continuing right up to the point his 'stitching goes', even though he knows a replacement is planned.
- The poem does not resolve bitterly; the final image of the ripened ear being 'sealed' suggests a completed cycle and a kind of quiet acceptance rather than resentment at being replaced.

Question 16

Level 4 (7-8): Perceptive, well-developed exploration of structure and form across the whole poem, with precise and effective use of quotation and confident exploration of writer's methods.
Level 3 (5-6): Clear exploration with relevant textual reference and some explanation of how rhyme, stanza pattern or the volta shape meaning.
Level 2 (3-4): Some exploration with reference to the text, though development may be limited or address only one structural feature.
Level 1 (1-2): Simple or general comment on structure, with limited or no clear textual reference.
Indicative content:
- The eight ABCB-rhymed quatrains create a steady, repeated rhythm suited to the scarecrow's fixed, unmoving position and the cyclical passing of seasons.
- The volta at stanza 5 ('I thought that standing still would keep me safe') marks a clear structural turn from description of routine to reflection on decay.
- The word 'but' opening line 19 acts as a pivot, directly undercutting the belief stated in the two lines before it.
- The near-rhyme of 'true' and 'grew' in stanza 5, slightly looser than the fuller rhymes elsewhere, subtly mirrors the scarecrow's growing uncertainty at the point of realisation.
- The final stanza returns to a close rhyme ('field'/'sealed'), giving the ending a sense of settled, quiet closure despite the poem's unresolved themes.
- Overall, form and content work together: a steady, repeated pattern is interrupted by a single moment of realisation, exactly mirroring the scarecrow's own experience of enduring change while trying to stay the same.

Question 17

Level 3 (5-6): Perceptive, well-developed personal response exploring the poem's ideas about ageing or becoming less needed, using a range of precisely chosen references across the whole poem and confident, accurate terminology.
Level 2 (3-4): Clear response with relevant references from more than one part of the poem, showing sound understanding of how the poem addresses this theme.
Level 1 (1-2): Simple or general response with limited or single reference to the text, showing basic awareness of the theme.
Indicative content:
- The poem can be read as being about ageing and obsolescence more widely, using the scarecrow as a symbol for anyone who feels replaced by someone newer.
- Tom's growing distance mirrors this idea: the person the scarecrow was built to serve has moved on, echoing how relationships or usefulness can fade with time.
- The final stanza's determination ('yet still I stand') could be read positively, suggesting dignity and continued purpose even in decline.
- Alternatively, the tone could be read as melancholic or resigned, since the scarecrow's own words accept that he will simply be discarded and replaced without complaint.
- Strong answers weigh both readings and reach a supported, personal conclusion, perhaps noting that the poem allows for both dignity and sadness at once.

Question 18

Level 2 (3-4): Clear, supported choice with relevant, accurate reference to the text and a developed explanation of how the chosen image's language creates the effect of endurance.
Level 1 (1-2): Valid choice with general or limited support, or little explanation of how the language creates the effect.
Indicative content:
- Any single, clearly identified image or phrase may be chosen, provided the explanation is supported by reference to the text and addresses why it captures endurance effectively.
- Possible choices: 'rust has crept along my broomstick spine' (endurance despite visible decay); 'a lonely sentinel against the light' (endurance as solitary, dutiful watching); 'yet still I stand, until my stitching goes' (endurance with an acknowledged limit); 'keeping the emptied furrows through the frost' (endurance continuing beyond apparent usefulness).
- Strong answers explain precisely how the chosen image's word choice, comparison or sound creates the impression of endurance, rather than simply restating the quotation.

Reading and Comprehension (Poetry) Set 4 - Worksheets, Questions and Revision