• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Compare the way Jessie Pope (War Girls) and E.A. Mackintosh (Recruiting) write about civilian attitudes to the Great War?

Extracts from this document...

Introduction

Compare the way Jessie Pope (War Girls) and E.A. Mackintosh (Recruiting) write about civilian attitudes to the Great War? Both Pope and Mackintosh have used wartime propaganda in their poems to get across civilian attitudes about the war. Pope uses phrases very similar to the catchy propaganda that encouraged people to participate in the war effort, for example 'they're going to keep their end up'. Lines like these are positive and upbeat and give the poem an assured feeling that civilian attitudes were to pull together and try to get on with the war situation. In contrast Mackintosh uses an actual propaganda phrase, "Lads you're wanted" to get his message across. He makes it clear in the first verse that this phrase is propaganda by saying that it is on a poster. Then, throughout the rest of the poem he twists this phrase to make it ironic and give a negative attitude, for example when he says "Lads you're wanted! ...read more.

Middle

In comparison Jessie Pope uses continuous action throughout 'War Girls' with phrases such as "There's the motor girl who drives a heavy van". The fact that the poem consists mainly of similar actions rather than different feelings gives the reader a sense of everyone having the same sort of attitude, to keep busy, there is no variety or conflict. Pope paints a picture of general wartime life, whilst Mackintosh takes a more personal approach, making 'Recruiting' seem more genuine. Both poems have a sense of childlike innocence. In 'War Girls' this is shown with the use of "boys" and "girls" throughout the poem. The fact that Pope says the "khaki soldiers boys" will "come marching back" shows the civilian attitude that war does not change people, and makes it seem like a game, there is no mention of the soldiers suffering and dying. Mackintosh shows a very different attitude with the use of the word "lads" throughout his poem. He continually refers to would-be soldiers as "lads", implying that they are inexperienced, not properly grown up. ...read more.

Conclusion

In contrast Mackintosh speaks of the "gallant sacrifice", making it clear that he means death. Mackintosh's perception of sacrifice is far deeper and more serious than Pope's; he has more comprehension of what the sacrifices of war really are. In conclusion, Pope and Mackintosh show very different civilian attitudes. Pope is giving a simplistic attitude of those who have not experienced war first hand. She creates a feeling of active wartime life to show attitudes, rather than looking at emotions. As a result 'War Girls' comes across as a piece of shallow propaganda rather than a meaningful insight into civilian attitudes. Mackintosh is equally biased but in a different direction. He dismisses all forms of propaganda, encouraging the reader to side with him by ridiculing propagandists, and using irony. He gives the attitude that the soldiers are the only people who are reliable and without fault. Both poets use rhyme and repetition to make their poems and points memorable. Comparing the poems gives a valuable insight into just how different perceptions of war at home and at the front were. Lula Teunissen, 11H 07/05/07 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level War Poetry section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level War Poetry essays

  1. How does Owen stress the true horror of the First World War, and how ...

    Moreover, the mention of "girls" indicates a sense of lost romance. However, this sense of calm is immediately lost with a sudden volta: "In the old times, before he threw away his knees." There is a visceral sense of shock here as the mood dramatically changes.

  2. Claims to authority from Pope Boniface VIII

    Boniface then became pope and then took the chance to carry out what he had been planning all along to gain for himself a spiritual sovereignty over every power in Christendom.( Wood, 1974, 6) However, the family often went to the University of Paris with these accusations but were always

  1. How do E A Mackintosh and Katherine Tynan Hinkson describe 'going off to war' ...

    This resembles sadness of grave which contrasted with glory mentioned early on. The tone is somber and more funeral like instead of the sarcastic tone in 'Recruiting'. The last line of each stanza is shorter than the others. This shorts line stands out and has a huge impact on readers.

  2. World War I: Propaganda

    All fathers want their children to look up to them. So they would believe that if they didn't join the army, the poster would lead them on to believe they would not be a hero or a role model to their children, and people look up to heroes, so if

  1. 'Fools rush into my head, and so I write' (Satire II.i, l.4). Discuss the ...

    Critical debate about Pope has frequently been acrimonious. In his lifetime, Pope himself was often to blame. As he wrote in 1733: 'Fools rush into my head, and so I write'6. Unsurprisingly, the fools in question wrote back, and much of the early comment on his work sprang more from

  2. What attitudes to war have youfound in your reading of war poetry?

    At the end of the stanza we see this line: ''Rode the six hundred.'' Repeatedly throughout the first, second and third stanza. This repetition shows us that although soon The Light Brigade will suffer heavy casualties, and many of their number shall fall, they still ride together, proud and strong.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work