Students are asked to read a short poem. They are then given a ‘frame’ in which to consider the text (e.g. historical, period, gender, literary form). Lastly they are asked to analyse 3 secondary sources for relevance—what material is useful for a reading of the poem within the frame. Well designed secondary sources may seem relevant by topic but will not in fact be useful for an analysis. Other material will not have an obvious topical connection but will be relevant.