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

Using two poems compare the writers' attitudes to war, commenting on the methods used to present these attitudes.

Extracts from this document...

Introduction

Neha Jain L5a 02.02.2004 L5 English Literature Assignment 3 G.C.S.E Coursework Using two poems compare the writers' attitudes to war, commenting on the methods used to present these attitudes. The two poems chosen are, the first one is, 'Anthem for Doomed Youth' by Wilfred Owen and the second poem is, 'The Dead' written by Rupert Brooke. Both poems are post nineteen-fourteen. They are First World War poems. Anthem for Doomed Youth is the title of the first poem. There is assonance in the title creating a particular kind of word music as there is a repetition of sounds. In this case anthem refers to a hymn of praise or devotion. The poet uses this in his title ironically to challenge what admiration is accorded to the young soldiers. The structure of the poem is a sonnet. Usually sonnets are associated with love but his poem is more anti-love or it could be said a love that has turned bad. By using a sonnet it makes the poem stand out more. Owen has used this structure for the poem ironically. The young males have so much patriotic love and are so eager to serve their country, but then this love turns sour. They spend time rotting away in the trenches only to be killed in the blink of an eye by a machine gun. Not only have they gone without the holy right of a funeral but both theirs and their loves ones lives are ruined. ...read more.

Middle

This location has a dramatic effect. Immediately when the word trenches is seen then war comes to mind and this is associated with bloodshed. The Dead is the title of the second poem. The title of this poem is self - explanatory. As soon as the title is red, an idea of what the poem is going to be about appears in the mind. The title is rather morbid. This gives a sorrowful effect. The title also has a historical background as Winston Churchill wrote a moving obituary on Rupert Brooke in The Times, twenty-sixth April, nineteen-fifteen. This poem is also structured as a sonnet. Again Brooke has used this form ironically as sonnets are usually associated with love rather than war. This idea also makes the poem stand out. Sonnets are also a traditional form of a poem giving a clue about when the poem was written. Nearly all the lines of the poem share iambic pentameter. In one ten syllable line, five are stressed and five are unstressed syllables. The effect of having stressed and unstressed syllables is to build up the suspense. If some words are louder, more exaggerated then the poem will be more interesting. The line below has been marked showing stressed syllables with the symbol, X and unstressed syllables with the symbol, /. X / X / X / X / X / 'Their sons, they gave, their im-or-tal-it-y.' ...read more.

Conclusion

B -Only the monstrous anger of the guns. A Only the stuttering rifles' rapid rattle B Can patter out their hasty orisons. C No mockeries now for them; no prayers nor bells; D Nor any voice of mourning save the choirs,- C The shrill, demented choirs of wailing shells; D And bugles calling for them from sad shires. E What candles may be held to speed them all? F Not in the hands of boys, but in their eyes F Shall shine the holy glimmers of goodbyes. E The pallor of girls' brows shall be their pall; G Their flowers the tenderness of patient minds, G And each slow dusk a drawing-down of blinds. Wilfred Owen 1893-1918 The Dead A BLOW out, you bugles, over the rich Dead! B There's none of these so lonely and poor of old, B But, dying, has made us rarer gifts than gold. A These laid the world away; poured out the red C Sweet wine of youth; gave up the years to be D Of work and joy, and that unhoped serene, D That men call age; and those who would have been, C Their sons, they gave, their immortality. E Blow, bugles, blow! They brought us, for our dearth, F Holiness, lacked so long, and Love, and Pain. E Honour has come back, as a king, to earth, G And paid his subjects with a royal wage; F And Nobleness walks in our ways again; G And we have come into our heritage. Rupert Brooke ...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 do the poems reflect the experiences of going to War? In this essay ...

    "So we crashed round the bend, / We heard his weak scream, / We heard his very last sound, / And our wheels grazed his dead face." This is a very personal ending as Rosenberg uses collective viewpoint and therefore includes himself into the poem, and it shows it from his personal experience.

  2. Consider the ways in which Owen presents his feelings about war in "The Show" ...

    them as less worthy of their sympathy than if more sympathetic language had been used towards them. I think it is different however, from the type of disgust used in "Mental Cases". In that poem I think that the disgusting language is far more vivid and affects us more, for

  1. How far and in what ways does Owen present the youth in Anthem for ...

    and animalistic way as it craves for blood reflecting that it has hideous tendencies hence it is personified in a monstrous way. The use of onomatopoeia such as 'stuttering' and 'rattle' emphasises the echo of a machine-gun as it spits out an unrelenting hail of bullets.

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

    ''When can their glory fade?'': Here we are asked a rhetorical question by the author, it asks us whether people will forget the tremendous sacrifice of the Light Brigade. And answer is never. The poet again remarks on the heroism of the Brigade: ''O the wild charge they made!''

  1. Basing your answer on three of the poems write a comparison of the ways ...

    In this final line, Pope slows the pace down to reinforce the idea that the man who sits out of war leads a monotonous, unfulfilled existence and that fighting is the only answer. The men who would 'sit tight', wants 'a seat in the sand' or would prefer to 'be

  2. "Discuss how two or three writers treat the subject of war."

    During the detailed descriptions related to the main points the poet has made, information is somehow listed with use of many commas and the one stanza structure. As there is only one long stanza and no definite rhyming scheme it gives the effect of the poet is writing about all the thoughts that the narrator thinks of.

  1. Discuss the different attitudes expressed in the poems & methods used by Brooke & ...

    The poems language is very clever and contrasting in itself in some places. For example, "blood - smear down his leg" implies that he was full of life and enjoyed playing sports, not caring about losing a bit of blood from a scratch.

  2. Choose two of Owens poems and compare his attitudes towards war and his choice ...

    Before World War One Owen was a young boy wanting to help his country, just like millions of others, after the trauma at the western front he realised that the boys enlisting were going to the "Hell of Earth." Owen wrote, "All a poet can do is warn.

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