Analysis of Does It Matter? by Siegfried Sassoon

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Analysis of “Does It Matter?” by Siegfried Sassoon

“Does It Matter” is an angry, heavily ironic war poem written in 1917 by the famous World War I poet Siegfried Sassoon. On first read, it appears that the poet is addressing an injured soldier who has returned from the trenches, asking this man whether or not it is important that he is missing limbs and sight, instead highlighting the virtues of the world and offering these as a remedy for his pains. The poem is written in a nursery-rhyme-like structure, where there is an obvious rhyming pattern and distinctive rhythm, and where many lines even have an equal number of syllables. For such a complicated subject matter, the poem is also rather brief – very succinct at just three stanzas comprising of five lines each.

        The opening lines of each stanza begin similarly with a question asked but never answered:

Does it matter – losing your legs?...

There is a lot to discuss even here. Firstly, we notice that the question itself is not answered – Sassoon does this very deliberately. Of course he goes on to back his rather naïve point by highlighting the constructive aspects of living without the use of one’s legs, but he leaves a great void here, like the unfilled silence after a particularly awkward question. We, as readers, can easily answer the question of whether or not it matters in our own minds – of course it matters, and it matters further when we shake our heads at the sinister complacency exhibited throughout the remainder of the poem. Sassoon intentionally utilises this almost child-like perspective (given more strength through his nursery-rhyme structure and know-no-better naivety, or even the alliteration in the words ‘losing’ and ‘legs’ in the opening line) in order to emphasise the horrors war victims must endure by illuminating the completely incredible contrast.

        Sassoon continues to mask the graphic reality of war’s aftermath by employing a euphemism in this first line – ‘losing’. Clearly, if a soldier were to lose a limb in the First World War trenches (and such instances were not uncommon), it would be a bloody affair – either blown off by a shell, or sawed of in the chaos of the operating rooms amidst a tempest of pain. For Sassoon to use the word ‘losing’, it becomes instantly clear he is being ironic – the man was, after all, an officer in the front lines who knew what it was for a man to lose a limb. The implication of the grotesque is far more powerful than a graphic description of it here. Notice also he chooses to use the word ‘your’, hereby inviting the reader to become the afflicted, to place themselves in the position of the victim.

Join now!

        We are led to believe that people are by default sympathetic in the second line. Once again, this is a purposefully naïve statement with heavily ironic undertones – the line is repeated in the second stanza as if to remind us of man’s natural hostility. Sassoon says that ‘people will always be kind’, but we know that the facts say otherwise. When veterans returned from the trenches, they were ignored and even persecuted back home – the public simply did not care to acknowledge that such atrocities existed in their deluded spheres of existence. The line loses even further credibility ...

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Here's what a teacher thought of this essay

Many perceptive and original ideas are raised and discussed in this essay. The writer has clearly engaged with the poem and the subject matter on a deep level and is intrigued by the complexities and ambiguities it offers. This sense of grappling with a text as something that is alive shows a real literature student at work, which is fantastic. Many poetic techniques are explored in detail, and some contextual reference are integrated into the analysis, as well as other cross-referencing which suggests thoughtful reading. To improve, the essay requires a clearer structure. As it is an analysis of the poem, it adopts a chronological approach. Whilst this is acceptable, a more interesting way into analysis is to take techniques and use these to sign-post the essay. For example, a paragraph on voice, one on imagery, another on structural features and so on. This also ensures there aren't overly long or overly short paragraphs which lack a real point. A paragraph should then contain, a topic sentence, evidence and analysis, plus contextual details if relevant. The writer briefly mentions the use of rhythm and rhyme but this is not developed. The contextual references made need to be more factual and less sensationalised in tone. 4 stars ****