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Write about the similarities and differences in style and content in Rupert Brooke's 'The Soldier' andWilfred Owen's 'Anthem For Doomed Youth'

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Describe How War Poetry Changed As WWI Progressed In The 20th Century Write about the similarities and differences in style and content in Rupert Brooke's 'The Soldier' and Wilfred Owen's 'Anthem For Doomed Youth' By Omar Omar Y9C If I should die, think only this of me: That there's some corner of a foreign field That is for ever England. There shall be The Soldier- Rupert Brooke If I should die, think only this of me: That there's some corner of a foreign field That is for ever England. There shall be In that rich earth a richer dust concealed; A dust whom England bore, shaped, made aware, Gave, once, her flowers to love, her ways to roam, A body of England's, breathing English air, Washed by the rivers, blest by suns of home. And think, this heart, all evil shed away, A pulse in the eternal mind, no less Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of friends; and gentleness, In hearts at peace, under an English heaven. y By Anthem For Doomed Youth- Wilfred Owen What passing-bells for these who die as cattle? ...read more.


While Brooke does indeed regret the demise of a soldier, he also tries to convince the reader that the soldiers on the front die happy deaths, buried in tranquil and serene settings ' In that rich earth a richer dust concealed'. Of course, we know now when studying history that this sort of burial rarely, if ever, happened. Owen describes how soldiers met their deaths, instead of prayers and blessings 'shrill, demented choirs of wailing shells'. Owen, unlike Brooke, chose to depict death as the final stage in life, or as the final stage in the cycle of rebirth and afterlife, for he shows little sense of the afterlife, treating it as a mere social custom made up of 'prayers and bell's. Brooke, on the other hand, glorifies the afterlife by depicting it as the most important stage in the whole cycle, by depicting his feelings in dreaming that soldiers would one day achieve peace for England. As for contrasts and similarities in style, it can be said that both pieces posses the same, melancholy and sombre style that is frequently used in poetry. Owen makes good use of rhetorical questions, for these add a sense of irony to the poem. ...read more.


His images do not stir up harmonious feelings within the reader, rather, as they are intended to, they stir up the very opposite, 'The shrill demented choirs of wailing shells' Instantly, this line manages to make the reader really understand what it was like to die at war. Instead of the once taken-for-granted burial services, involving choirs and prayers, the only choir a soldier who is killed in action will hear is that of the very shells that killed him. Again, it is ironic that the thing that kills a soldier is the sound that guides him out of this world, and mourning the human it killed, in contrast with choruses mourning the dead person. Again, 'each slow dusk a drawing down of the blinds' is also an image. Although this particular line was explained earlier on, I can add that the sentence manages to act as a closing statement, appropriate for the end of the poem. For poems written from opposite an opposite angel of war, it can be said that both poems are extremely alike in style and devices. The main differences are to be found in the content. When Brooke was happy, Owen was said. When Brooke was truthful, Owen was cynical. And so forth. The opposite theme is found in every aspect of the two poems. ?? ?? ?? ?? 1 ...read more.

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The writer demonstrates genuine interest in the two poems and there is some insightful analysis. The poems are compared well throughout. However, there is not enough focus on the question (which itself is too vague) and as a result there is a lack of focus at times. A clear plan would lead to a more structured answer. More detailed analysis of technique would be an improvement, particularly structure (Both poets use the sonnet form for different effects).

Marked by teacher Lucy Foss/Snell 13/02/2012

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