Hunting Snake – Judith Wright

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Notes de leçon

The Poem and Its Place in the Anthology

'Hunting Snake' is by Judith Wright and is one of the 15 poems in the Songs of Ourselves Volume 1 cluster studied for Paper 1, Section A.
In the exam you answer one question from a choice of two on your studied cluster; the full poem is printed on the exam paper.
The poem is grouped under the key theme of humans and nature.
It considers how the beauty and power of a snake evokes wonder as well as fear in humans.

What the Poem Is About

A snake is encountered in the natural world and the speaker watches it pass.
The encounter stirs two responses at once: wonder at the snake's beauty and power, and fear of it.
The poem explores the relationship between humans and nature through this single, striking moment.
The snake's movement and presence dominate the speaker's attention, making the encounter memorable.

Key Theme: Humans and Nature

The poem sits alongside other poems in the cluster that examine the relationship between humans and nature.
Wright presents nature as beautiful and powerful, not simply threatening.
The human response is ambivalent: awe and alarm exist together.
The encounter reminds the reader that nature is beyond human control.

Form, Structure and Language

When writing about the poem, explore how the poet makes decisions about language, rather than just quoting and explaining lines.
Use linguistic terms to explain the effect on the reader.
Consider the poet's use of patterns of language, tone of voice through rhythm and rhyme, and how endings present ideas.
Always closely relate your analysis to the question asked.

Writing a High-Grade Response

Examiners say the best responses show a "sustained personal and evaluative engagement".
Aim for a brief introduction, at least three paragraphs and a concise conclusion.
Spend time thinking about the poem overall, rather than analysing it line by line.
Begin by engaging with the key words of the question.
If the question uses words such as "moving", "disturbing" or "memorable", this indicates a particular focus — high-achieving responses examine the techniques that create such effects.
Using the poet's name keeps you thinking of the text as a conscious construct, focusing you on the choices the poet made.
Use connectives to link your ideas into a coherent argument.

Using Context and Avoiding Common Pitfalls

Context is rewarded whenever you explore ideas about theme — not as separate historical or biographical facts.
Points about societal values should be linked to the writer's purpose.
Including historical facts or biographical information about the poet does not add value to your answers.
Do not simply unload all the information you know about the poem — focus on answering the question.
Quoting lines and explaining their meaning is not considered analysis; explore how the poet makes decisions about language instead.

Exam Practicalities

Paper 1 is 1 hour 30 minutes and 50 marks; you answer two questions, one from Section A (Poetry) and one from Section B (Prose).
Each question is worth 25 marks; divide your time equally, aiming for about 45 minutes on each question.
Some candidates spend too long on the poetry question, which can affect marks across the whole paper.
Paper 1 is an open text exam: you may take your copy of the text in, with highlighting, underlining or brief handwritten notes — but no sticky notes and no separate pieces of paper.
No marks are given for comments on other poems in the anthology; concentrate only on the poem given.

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1.In Judith Wright's 'Hunting Snake', which key theme does the poem explore?
Easy
- AThe relationship between humans and nature, as the beauty and power of a snake evokes wonder and fear
- BUnrequited love, portrayed as a destructive weapon
- CThe effects of colonialism on cultural identity
- DChild labour and the loss of innocence
2.In Judith Wright's 'Hunting Snake', which of the following best describes the setting of the poem?
Easy
- AA natural outdoor environment where the speaker encounters a snake
- BA church where a child prays
- CA carpet-weaving workshop in Morocco
- DA city street in a modern urban setting
3.In Judith Wright's 'Hunting Snake', which of the following are true about the poem's themes and ideas? (select all that apply)
Medium
- AIt explores the relationship between humans and nature
- BIt presents the snake as evoking both wonder and fear
- CIt is primarily a poem about romantic love and marriage
- DIt criticises the institution of the Church
- EIt reflects on the power and beauty of the natural world
4.In Judith Wright's 'Hunting Snake', the snake is presented as a threatening and dangerous creature that the speaker fears throughout the poem.
Easy
True or false?
5.Match each aspect of Judith Wright's 'Hunting Snake' with its correct description.
Medium
- Theme
- Setting
- Central creature
- Speaker's response
- Humans and nature
- Natural outdoor environment
- A snake
- Wonder and fear
6.Put the following events from Judith Wright's 'Hunting Snake' in the correct order as they occur in the poem.
Medium
- The speaker and companions are walking
- They encounter a snake
- The snake moves away
- The speaker reflects on the encounter
7.In Judith Wright's 'Hunting Snake', which poetic technique is used to convey the snake's movement and power?
Medium
- AVivid imagery and descriptive language
- BRhyming couplets
- CDialogue between characters
- DRepetition of religious terms
8.In Judith Wright's 'Hunting Snake', what does the speaker's reaction to the snake most clearly reveal about the poem's attitude towards nature?
Medium
- ANature is a source of both awe and respect
- BNature is something to be conquered and controlled
- CNature is indifferent and meaningless
- DNature is purely dangerous and should be avoided

Plus de questions

9.In Judith Wright's 'Hunting Snake', the poem is written in a regular rhyme scheme with a consistent rhythm throughout.
Easy
True or false?
10.In Judith Wright's 'Hunting Snake', match each aspect of the poem's form or structure with the technique Wright uses.
Medium
- The poem's stanza shape
- The poem's rhyme pattern
- The poem's line lengths
- Four-line stanzas (quatrains)
- A regular, alternating rhyme scheme
- Even, steady lines that give a controlled pace
11.Put the following moments from Judith Wright's 'Hunting Snake' into the order in which they occur in the poem.
Medium
- The snake comes into view and moves across the scene
- The speaker and companion stop and watch, hardly breathing
- The snake passes on and disappears from sight
- The speaker and companion walk on, changed by what they have seen
12.In Judith Wright's 'Hunting Snake', which of the following effects does the poem's controlled, regular rhythm help to create? (select all that apply)
Medium
- AA sense of the watchers' held breath and stillness
- BA feeling that the encounter is momentous and not to be disturbed
- CA comic, light-hearted tone that mocks the watchers' fear
- DA sense that the snake's movement is deliberate and unhurried
- EA chaotic, panicked atmosphere of confusion
13.In Judith Wright's 'Hunting Snake', which of the following statements about the speaker's attitude to the snake are supported by the poem? (select all that apply)
Hard
- AThe speaker feels awe at the snake's beauty and power
- BThe speaker wants to kill the snake to protect others
- CThe speaker feels a degree of fear alongside admiration
- DThe speaker regards the snake as an ordinary, unremarkable creature
- EThe speaker is changed by the encounter and remembers it afterwards
14.In Judith Wright's 'Hunting Snake', which of the following are true of the poem's presentation of the relationship between humans and nature? (select all that apply)
Hard
- AThe humans are momentarily silenced and stilled by the natural world
- BNature is shown as something humans can fully control and dominate
- CThe snake's power and beauty command the watchers' attention
- DThe encounter suggests humans are small in comparison with nature's force
- EThe poem treats nature as purely decorative and without danger
15.In Judith Wright's 'Hunting Snake', the speaker and their companion continue walking without pausing when the snake appears.
Easy
True or false?
16.In Judith Wright's 'Hunting Snake', the speaker's reaction to the snake combines wonder with a sense of unease or fear.
Medium
True or false?
17.In Judith Wright's 'Hunting Snake', which of the following best describes the effect of the poem's closing lines, in which the speaker and companion walk on after the snake has gone?
Medium
- AThey show that the encounter has left a lasting impression on the watchers
- BThey show that the watchers have forgotten the snake immediately
- CThey show that the snake has been killed by the watchers
- DThey show that the watchers are angry at having been disturbed
18.In Judith Wright's 'Hunting Snake', which of the following best explains why Wright uses a regular, controlled rhythm throughout the poem?
Hard
- ATo mirror the watchers' stillness and the snake's deliberate, unhurried movement
- BTo suggest that the snake is moving in a wild, unpredictable way
- CTo create a comic tone that undercuts the watchers' fear
- DTo show that the speaker is uninterested in what is happening
19.In Judith Wright's 'Hunting Snake', what does the speaker's encounter with the snake suggest about the relationship between humans and nature?
Medium
- ANature is a source of both beauty and power that evokes wonder and fear in humans
- BNature is something humans can easily dominate and control
- CNature is purely dangerous and should be avoided at all costs
- DNature is indifferent and has no emotional effect on humans
20.In Judith Wright's 'Hunting Snake', how does the speaker's attitude towards the snake change during the poem?
Medium
- AFrom initial alarm to a sense of awe and respect
- BFrom admiration to disgust and hatred
- CFrom fear to complete indifference
- DFrom curiosity to a desire to capture it
21.In Judith Wright's 'Hunting Snake', which of the following emotions does the speaker experience in response to the snake? (select all that apply)
Medium
- AWonder
- BFear
- CAnger
- DRespect
- EBoredom
22.In Judith Wright's 'Hunting Snake', the speaker feels a sense of wonder as well as fear when encountering the snake.
Easy
True or false?
23.In Judith Wright's 'Hunting Snake', which of the following best explains why the poem is often read as a commentary on the human relationship with the natural world?
Medium
- AIt shows humans as separate from and superior to nature
- BIt presents nature as a source of both beauty and danger, prompting a complex emotional response
- CIt suggests that nature should be tamed for human use
- DIt argues that humans are indifferent to nature
24.In Judith Wright's 'Hunting Snake', which of the following best describes the poem's overall tone?
Medium
- AAdmiring and reflective
- BAngry and accusatory
- CHumorous and light-hearted
- DIndifferent and detached
25.In Judith Wright's 'Hunting Snake', which of the following statements about the poem's themes are supported by the text? (select all that apply)
Medium
- AThe poem explores the relationship between humans and nature.
- BThe snake represents the beauty and power of the natural world.
- CThe poem suggests that humans should fear all wild animals.
- DThe speaker's response to the snake includes a sense of awe.
- EThe poem argues that nature is irrelevant to human life.
26.In Judith Wright's 'Hunting Snake', which of the following best describes the snake's movement as presented in the poem?
Medium
- ASwift and graceful
- BSlow and clumsy
- CAggressive and threatening
- DPlayful and curious
27.In Judith Wright's 'Hunting Snake', the poem is written using a regular, controlled rhythm and rhyme. Which of the following best explains the effect of this formal control?
Medium
- AIt mirrors the speaker's disciplined composure while the snake's power is held in check by the poem's steady form
- BIt shows that the speaker is bored by the encounter and wants it to end quickly
- CIt proves that the snake is harmless and poses no real threat to the walkers
- DIt suggests the poem is written for children and has no serious purpose
28.In Judith Wright's 'Hunting Snake', the poem is written in a regular metrical pattern with a consistent rhyme scheme. Which poetic technique does this most clearly demonstrate?
Medium
- AFree verse with no fixed pattern
- BA disciplined, regular form using metre and rhyme
- CBlank verse written entirely in unrhymed iambic pentameter
- DA sonnet structure with fourteen lines and a volta
29.In Judith Wright's 'Hunting Snake', which of the following are features of the poem's form and structure? (select all that apply)
Medium
- AA regular metre that gives the poem a controlled, steady pace
- BA consistent rhyme scheme that links the lines musically
- CA single unbroken stanza with no line breaks or pauses
- DA regular rhythm that contrasts with the drama of the encounter
- EA free-verse structure with no rhyme or metre at all
30.In Judith Wright's 'Hunting Snake', the poem's regular rhythm and rhyme help to create a sense of controlled stillness as the snake passes.
Easy
True or false?
31.In Judith Wright's 'Hunting Snake', the poem moves from the snake's sudden appearance to the speaker and companion walking on afterwards. Which of the following best describes the effect of this structure?
Hard
- AThe encounter is framed as a brief, intense moment that leaves a lasting impression on the speaker
- BThe poem loses focus and drifts away from its central subject
- CThe ending proves that the speaker was never really affected by the snake
- DThe structure suggests the snake was imaginary and never really there
32.In Judith Wright's 'Hunting Snake', which of the following effects are created by the poem's controlled, regular rhythm? (select all that apply)
Hard
- AIt conveys the speaker's held breath and stillness as the snake passes
- BIt mirrors the snake's smooth, unhurried movement
- CIt makes the poem feel chaotic and unpredictable
- DIt creates a sense of order that contains the drama of the moment
- EIt shows the speaker is running away in panic
33.Match each technique in Judith Wright's 'Hunting Snake' with the effect it creates.
Medium
- Regular metre and rhyme
- A single, sustained stanza describing the encounter
- The poem's movement from the snake's appearance to the walkers moving on
- A controlled, steady pace that mirrors the speaker's stillness
- The encounter is held as one continuous, intense moment
- The experience is framed as brief but memorable
34.Put the following steps of building an exam answer on Judith Wright's 'Hunting Snake' into the best order.
Medium
- Identify the key words of the question and form a clear argument
- Select short quotations and moments from the poem that support the argument
- Analyse how Wright's language, structure and form create effects
- Link the analysis to Wright's purposes and the poem's themes
- Conclude by weighing up the overall impression the poem creates
35.In Judith Wright's 'Hunting Snake', which anthology is the poem taken from?
Easy
- ASongs of Ourselves Volume 1
- BSongs of Innocence and Experience
- CThe Songs of Experience
- DBrunizem
36.In Judith Wright's 'Hunting Snake', which key theme from the anthology cluster does the poem most clearly belong to?
Medium
- AHumans and nature
- BLove and relationships
- CIndividual and cultural identity
- DWar and conflict
37.In Judith Wright's 'Hunting Snake', which of the following best describes the emotion the snake stirs in the human onlookers?
Medium
- AWonder combined with fear
- BAmusement and boredom
- CAnger and resentment
- DPity and sadness
38.In Judith Wright's 'Hunting Snake', which of the following statements about the poem's place in the anthology are correct? (select all that apply)
Medium
- AIt appears in the Songs of Ourselves Volume 1 anthology.
- BIt is studied for Paper 1, Section A.
- CIt is one of the 15 poems in the cluster.
- DIt is studied for Paper 2, Section B.
- EIt is a prose extract rather than a poem.
39.In Judith Wright's 'Hunting Snake', the poem is one of the 15 poems in the Songs of Ourselves Volume 1 cluster assessed for Paper 1.
Easy
True or false?
40.Match each poem from the Songs of Ourselves Volume 1 cluster with its poet.
Medium
- 'Hunting Snake'
- 'Follower'
- 'The Chimney-Sweeper'
- 'Sonnet 18'
- Judith Wright
- Seamus Heaney
- William Blake
- William Shakespeare
41.In Judith Wright's 'Hunting Snake', what is the name of the poet who wrote the poem?
Medium
42.Complete the sentence about Judith Wright's 'Hunting Snake'.
Easy
In 'Hunting Snake', the speaker encounters a ____ in a natural setting, which evokes feelings of ____ and ____.
43.Complete the sentence about Judith Wright's 'Hunting Snake' by naming the creature at the centre of the poem and the poet's approach to it.
Medium
The poem 'Hunting Snake' by Judith Wright centres on a ____ that the speaker and their companion watch with a mixture of wonder and ____.
44.In Judith Wright's 'Hunting Snake', what is the central creature that the speaker encounters?
Easy
45.In Judith Wright's 'Hunting Snake', what is the name of the poet who wrote it?
Easy
46.Complete the sentence about Judith Wright's 'Hunting Snake' by naming the poetic techniques that describe the poem's sound and structure.
Medium
The poem uses a regular ____ and a consistent ____ scheme to create a controlled, steady effect.
47.In Judith Wright's 'Hunting Snake', which poetic technique is most clearly shown by the poem's consistent pattern of end sounds across its lines?
Medium
48.In Judith Wright's 'Hunting Snake', which anthology cluster theme does the poem belong to, given its focus on a snake and the human response to it?
Medium
49.Explain how Judith Wright presents the snake in 'Hunting Snake' and what effect this creates.
Hard
50.Explain how Judith Wright presents the snake in 'Hunting Snake' and what effect this creates for the reader.
Hard
51.In Judith Wright's 'Hunting Snake', explain how the speaker's attitude towards the snake develops and what this suggests about the poem's themes.
Hard
52.In Judith Wright's 'Hunting Snake', explain how Wright's use of form and rhythm shapes the reader's experience of the encounter with the snake.
Hard
53.In Judith Wright's 'Hunting Snake', explain how the poem's structure contributes to its overall meaning and effect.
Hard

Notes de révision

## Hunting Snake – Judith Wright ### Where it sits in the course - Studied for **Paper 1, Section A (Poetry)** of Cambridge IGCSE Literature in English. - Part of the *Songs of Ourselves Volume 1* cluster of 15 poems assessed in 2026 and 2027. - In the exam you answer **one** question from a choice of two on your cluster; the full poem is **printed on the paper**. - Each question is worth **25 marks**; spend about **45 minutes** on it and keep time for Section B (Prose). ### What the poem is about - The poem considers how the **beauty and power of a snake evokes wonder as well as fear in humans**. - It belongs with the anthology's **Humans and nature** theme — the relationship between people and the natural world. ### What examiners want - A **"sustained personal and evaluative engagement"** — not line-by-line translation. - Think about the poem **overall**; begin by engaging with the **key words of the question**. - Aim for a brief introduction, **at least three paragraphs** and a concise conclusion. - **Quoting and explaining meaning is not analysis.** Explore *how* the poet makes decisions about language, and use linguistic terms to explain the effect on the reader. - Write about **patterns of language**, **tone of voice through rhythm and rhyme**, and **how endings present ideas**. - Use the **poet's name** to keep focus on the poem as a conscious construct. - Use **connectives** to build a coherent argument. ### What does NOT earn marks - Historical facts or biographical information about the poet. - Unloading everything you know about the poem instead of answering the question. - Comments on any other poem in the anthology — concentrate only on the poem given. ### Handling evaluative question words - Words such as **"moving"**, **"disturbing"** or **"memorable"** signal a particular focus. - High-scoring answers examine the **techniques that create such effects**. ### Assessment objectives (all four are tested holistically) - **AO1** – detailed knowledge of content, supported by reference to the text. - **AO2** – understanding of meanings and contexts; explore beyond surface meanings. - **AO3** – analyse how language, structure and form create meanings and achieve effects. - **AO4** – a sensitive and informed personal response. - Each AO carries **25%** of the qualification and 25% of each component. ### Exam conditions - **Open text** exam: you may take your copy of the text in. - **Sticky notes are not allowed**; no other separate pieces of paper. - **Highlighting, underlining or brief handwritten notes** are allowed to help you navigate.

Sustained personal and evaluative engagement: What CIE Literature in English examiners say the best responses to the Paper 1 poetry question show; a thorough analysis rather than line-by-line commentary.
Humans and nature: The anthology key theme to which 'Hunting Snake' belongs: Judith Wright's poem considers how the beauty and power of a snake evokes wonder as well as fear in humans.
AO1: Show detailed knowledge of the content of literary texts in the three main forms (drama, poetry and prose), supported by reference to the text.
AO2: Understand the meanings of literary texts and their contexts and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes.
AO3: Analyse ways in which writers use language, structure and form to create meanings and achieve effects.
AO4: Communicate a sensitive and informed personal response to literary texts.
Open text (open book) examination: An exam in which candidates may take a copy of the selected text in; sticky notes are not allowed and there should be no other separate pieces of paper in the set texts.

Cartes mémo

Who wrote 'Hunting Snake'?

Judith Wright.

Which anthology and cluster does 'Hunting Snake' belong to for Paper 1, Section A?

It is one of the 15 poems in the Songs of Ourselves Volume 1 anthology, studied as a cluster for Paper 1, Section A in 2026 and 2027.

In the exam, how many questions on your studied cluster do you choose from, and how many do you answer?

You have a choice of two questions on your studied cluster and you answer only one of them.

What is printed on the exam paper for the poetry question?

A copy of the full poem being asked about is printed on the exam paper.

What key theme of 'Hunting Snake' does the anthology overview identify?

Humans and nature — the poem considers how the beauty and power of a snake evokes wonder as well as fear in humans.

Which other poems in the cluster are grouped with 'Hunting Snake' under the theme 'Humans and nature'?

'Lament' (Gillian Clarke), 'Report to Wordsworth' (Boey Kim Cheng) and 'Before the Sun' (Charles Mungoshi).

What does the syllabus say 'personal response' means?

Expressing what the text means to the candidate in response to the task.

What does 'informed' mean in 'informed personal response'?

Referring closely to the text in justifying your interpretations.

Which four assessment objectives are tested holistically by the poetry question?

AO1 knowledge of content, AO2 understanding of ideas, AO3 analysis of form, language and structure, and AO4 informed personal response.

What do examiners say the best responses to the Paper 1 poetry question show?

A “sustained personal and evaluative engagement”.

What structure does the source recommend for a sustained poetry answer?

A brief introduction, at least three paragraphs and a concise conclusion.

What does 'personal and evaluative engagement' require you to do?

Spend time thinking about the poem overall rather than analysing it line by line.

How should an evaluative answer begin?

By engaging with the key words of the question.

What does the source say is NOT considered analysis?

Quoting lines from the poem and explaining their meaning.

What should you do instead of translating quotes?

Explore how the poet makes decisions about language, using linguistic terms to explain the effect on the reader.

What should your analysis be closely related to?

The question.

Name three aspects of language you should write about.

Patterns of language, tone of voice through rhythm and rhyme, and how endings present ideas.

Why does the source advise using the poet's name?

It keeps you thinking of the text as a conscious construct, focusing you on how the poet made choices when creating the poem.

What does the source say about including historical facts or biographical information about the poet?

It does not add value to your answers; 'context' is rewarded whenever you explore ideas about theme.

How should points about societal values be treated?

They should be linked to the writer's purpose.

What do question words such as “moving”, “disturbing” or “memorable” indicate?

A particular focus; high-achieving responses specifically examine techniques that create such effects.

How much time should you spend on each of the two questions in Paper 1?

About 45 minutes on each, since each question is worth an equal 25 marks.

What mistake do examiners say some candidates make with the poetry question?

Spending too much time on the first response, which may leave too little time for Section B, the prose question.

What should you NOT do with all the information you know about the poem?

Simply unload it — instead focus on answering the question.

What should you remember about comments on other poems in the anthology?

No marks are given for comments on any of the other poems studied; concentrate only on the poem given.

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