Three poems that encapsulate the different attitudes of conflict are Jessie Popes Whos for the game? Recruiting by Ewart Alan Mackintosh and Suicide in the trenches by Siegfried Sassoon
Emma Newman Explore Attitudes to Conflict in a Selection of Poems from World War One War and the idea of war has throughout history been associated with honour and heroism. Before World War 1, war poetry had reflected society’s opinion that war was fun, jovial, full of glory and that any young man could earn honour and respect if he had the courage. However, the modern world had not yet experienced war on a large scale. At the beginning of World War 1 these old style poems that depicted soldiers as heroes were released as propaganda to recruit as many young soldiers as possible. However, as the war dragged on, soldiers began to write home and tell of their horrific experiences in the trenches and the true realities of war became apparent. Three poems that encapsulate the different attitudes of conflict are Jessie Pope’s “Who’s for the game?” “Recruiting” by Ewart Alan Mackintosh and “Suicide in the trenches” by Siegfried Sassoon. Jessie Pope was a journalist and was fiercely patriotic. Her poems now thought to be jingoistic in nature, were originally published in the Daily Mail to encourage enlistment. Her poems consisted of simple rhythms and rhyme schemes with extensive use of rhetorical questions to persuade and pressure young men to join the war. “Who’s for the game” is typical of her style. In this poem she uses an extended metaphor to compare
Comparing Poets' Attitudes to Conflict in Mametz Wood by Owen Sheers and Futility by Wilfred Owen.
Compare the poets’ attitude to conflict in ‘Futility’ and one other poem The poem ‘Futility’ by Wilfred Owen deals with the speaker’s desperation after the experience of death on the battlefield which leads him to question the sense of life as well as sense of creation in general. At the beginning, the whole situation is vague for the reader. The verbal indistinctness points to the role of the poem attributes by using only words of someone who is immediately involved in the situation and affected by it. The reader has to try and work things out, to try to understand the speaker's inside and outside situation, and see through his verbal reaction to understand the poem itself. This is shown as at the beginning of poem, he starts with an imperative of "Move him into the sun-" (line 1). The speaker starts his speech by addressing the people who are beside him and the cesura at the end of the line leads on so that after it, he speaks to himself. The switch of addressees, from those around him to himself already indicates that two levels that will be dealt with throughout the whole poem, the factual language of the imperative verb ‘Move’ refers to the rational side, while the emotional language use in the two stanzas represents the emotional side which takes over immediately after the cesura break. The pace and rhythm of ‘Futility’ is slow and reflective, with
Wilfred Owen and Jesse Pope (Dulce Et Decorum Est VS Who's For the Game?)
World War I Poetry Analysis World War I, also known as the War to End All Wars, was a worldwide conflict which occurred between 1914 to 1918. A majority of the fighting took place in Europe between the Entente Powers (comprised of France, Russia, and the United Kingdom) and the Central Powers (comprised of Austria-Hungary, Germany, and the Ottoman Empires). The occurrence of the war was very momentous and left a permanent scar in the lives of many, most notably the brave soldiers that fought in the war. The conflict was seen as a tragic event in the eyes of many. On the other hand, it could be seen as a platform for the birth of a new form of literature: war poetry. When the news of the war struck countries such as France and the United Kingdom, numerous advertisements were published in newspapers in an attempt to recruit soldiers in the army. One of the most persuasive methods used were poems which were guaranteed to embellish the rewards of a soldier. As intriguing as they seemed, the poems were just another sly ruse to lure young, innocent men into joining the army. An example of such a poem is Who's For the Game? by Jessie Pope. Pope was an English poet and journalist who was renowned for her inspiring yet deceitful poems which were published during World War I. Some saw her poem as a bundle of optimism and believed that they should join the army because, after all, war
Comparison of Jessie Pope's "Whos for the Game?" and Wilfred Owen's "Dulce et decorum est".
Robyn Ashton Jessie Pope and Wilfred Owen Jessie Pope’s treatment of the subject of war strikingly contrasts to the anti-war poet Wilfred Owen. Pope’s poetry appears to take a carefree approach, however, is in fact very brutal when compared to Owen’s. In Jessie Pope’s ‘Who’s for the Game?’ there is extensive use of rhetorical questions to persuade and pressure British men to enlist. For instance, she writes, ‘Who’ll grip and tackle the job unafraid?’ Pope is addressing all young men and is therefore challenging their masculinity; anyone who does not join will be perceived as a coward. Pope also utilises a litotic phrase, ‘It won’t be a picnic…’ deliberately for rhetorical effect. War effort is much more than a ‘picnic’ but by understating the First World War she is convincing the nation that extreme difficulties did not lie ahead. For much of the poem, Jessie Pope uses the simple rhyming scheme ABAB and unlike Owen’s sophisticated and complex way of writing, the lines read like a chant and so would be easy to relate to a younger audience that she is aiming at. Consequently, her poem is jingoistic and much easier to remember than Wilfred Owen’s. Owen’s poem was aimed at individuals high in society who had the power to make a difference which is why it was written in Latin. The Latin phrase can also be changed and rearranged to make
War Poetry Essays - "Out of the Blue", "Poppies" and "Futility".
Minahil 10AQ Out of the Blue I feel that the main emotions in this Out of the Blue extract are hope, fear and despair. There are multiple main emotions in this poem because as the poem goes on, the emotions of the narrator vary. He starts out with hope that he'll be rescued, goes on to fear the ferocity of the fire and in the end, falls into the despair that he will not survive. The first emotion used in the extract is hope. This is shown in the repetition of the word "waving". This word is repeated four times in the same stanza. The repetition shows and emphasises how desperate the narrator is to be noticed. There is little to no chance that anyone will see him but the narrator clings to the hope that he will be rescued by waving at the people below. His hope is also shown in that he speaks directly to the reader hoping to get a reply, from anyone. Additionally, his wording also shows his hope such as when he asks, "So when will you come?" Instead of asking whether or not someone will come rescue him, he asks when will they come to rescue him. This shows that he has hope that someone will definitely come to rescue him. Furthermore, Alternatively, by not confirming whether or not anyone is coming and just assuming that he will definitely be rescued could be a way to convince himself that he won't be left to die and he could be covering up his fear that perhaps no-one is
How do poets present the experience of soldiers in war in "Bayonet Charge" and Come on, Come Back?
How do poets present the experience of soldiers in war in Bayonet Charge and one other poem? An experience of war is the experience a soldier has during his time in battle. Poets present soldiers’ experiences to show their ideas/thoughts and feelings about war and emotions from the soldiers’ point of view. Both poets question the reasons of war and justify it. In “Bayonet Charge”, Hughes creates a speaker who is a soldier, “suddenly he awoke and was running”, this gives the impression that the soldier was unprepared. This idea could suggest how men joined the army without knowing what was to come and what they were signing up for. The fact that the soldier just awoke and started to run tells the reader that his movements were spontaneous and he may have not felt in control of his body, the use of the word ‘suddenly emphasises this as it makes the poet’s intentions seem much stronger and clearer. On the other hand this could mean that the soldier was just scared and realised the amount of danger in which he was in. The clever use of imagery here would make the reader imagine how if they were in this situation, they would probably be terrified and Hughes gives a negative experience of war here. Similarly in “Come on, Come Back”, Smith creates the character of Vaudevue whose “fingers tap the ground”; this conveys to the reader how, just like the
Out, out by Robert Frost is a poem in which the language is matched to the subject matter in order to enhance the reader's understanding.
“Out, out” By Robert Frost - Essay _ “Out, out” by Robert Frost is a poem in which the language is matched to the subject matter in order to enhance the readers understanding of a poem. Frost has experienced the tragedy of losing a child in his life and this poem was based upon the death of a friend’s son. The poem “Out, out” by Robert Frost is a poem about a young boy who uses a buzz saw. When fate decides the boy’s time is up, the saw cuts the boy’s hand, and the boy slowly dies. The main theme of the poem is the fragility of life and how life is easily lost. As the poem opens, the poet, Frost introduces a contrast of setting: “The buzz saw snarled and rattled in the yard... Five mountain ranges one behind the other,” The working scene in the foreground is very orderly and organised and the “stove-length sticks of wood” emphasises. This reference to “stove” also foreshadows the boy’s sister telling him to come for dinner. The background scene is very natural and serene. At this point, it seems as if man is very much in the controlling position over nature at this point. The onomatopoeia of “snarled” makes the saw seem like a wild animal ready to attack. The brevity of human life contrasts the longevity of nature: “Under the sunset far into Vermont” Nature has a prolonged existence which man will never be able to
The poem
Visiting Hour The poem "Visiting Hour" by Norman Maccaig is a very emotional one. The poet helps you to understand the situation and his feelings by the use imagery and word choice. "Visiting Hour" is written in the first person as the poet himself is going to hospital to visit a very close relative who is severiorly unwell and is dying. The poet is having an emotional effect as he is having different thoughts as the poem progresses. I think that the poet is trying to contain his feelings by not expressing them freely. The opening stanza begins with the metaphor "The hospital smell combs my nostrils." This suggests that the poet is sensing that there is a strong, disinfectant smell. The metaphor is unusual but very effective. It almost suggests the poet is feeling a bit of pain and sets the mood for the rest of the poem. The setting is partly described with the phrase "green and yellow corridors." The colours are usually associated with hospitals which makes his word choice more effective. The beginning of the second stanza also helps you to understand the poets situation and his feelings. "What seems a corpse is trundled into a lift and vanishes heavenward." The description describes a body descending further and further away until it aboard the lift. It suggests that the poet is thinking about the possibility of death and thinking about life after death. I
Assassin - creative writing.
Assassin A drop of blood rolled down his hand; that bright colour red did not manage to bring about any emotions. He cast a thought back to his childhood when he fell over and grazed his knee, the sight of blood made him wild. He was weak. Now he was as cold as a stone and after taking so many lives, after seeing waterfalls of red gushing out of his victims. The assassin was standing on a building crouching so that he would not be seen. He was a shadow of the night. The rain poured heavily drenching everything. The temperature was dangerously low but he did not even shiver. The raindrops smashed against his scarred face, which was covered only revealing those dark, mysterious eyes. He knew that he would have to stay still, motionless for hours before he might be able to move. His strong point was not being able to move swiftly and elegantly and not even to kill, but to sit like a predator waiting to attack. "Rickimaryu, you are doing well," said his teacher " you will become something great one day!" There stood a young adolescent learning from his teacher, he was tall and for his age he was very well developed. Despite his sheer strength and power he had many other talents. He was as agile as a cat and would often climb trees, swing off branches and even jump out of windows! His speed and agility were surprising for a boy of his size. He was also academically gifted
And Then There Were None By Agatha Christie
Frederick Douglass Academy Sofia Mohammed Class 805 September 5, 2002 And Then There Were None By: Agatha Christie "And Then There Were None" By Agatha Christie is about eight strangers who are invited to Indian Island, off the English coast. Vera Claythorne, a former governess, thinks she has been hired as a secretary; Philip Lombard a solider who is motivated only by a desire for money and material gain, and William Blore, an ex-detective, think they have been hired to look out for trouble throughout the weekend; Dr. Armstrong thinks he has been hired to look after the wife of the island's owner. Judge Wargrave, Emily Brent, Tony Marston, and General Macarthur, think they are going to visit old friends. Their arrival is greeted by Mr. and Mrs. Rogers who are the butler and housekeeper. They tell the guests that the host Mr. Owen will not arrive until the next day. The evening the guests arrived, they are accused of specific crimes that they all committed previously, that were not taken to the courts. They all discuss matters and realized none of them knows a person named Mr. Owen and take it to reconsideration that they all are here for somebody's bizarre plan. At the time they were discussing what to do; Tony Marston chokes on poised whiskey and dies. Everyone was frightened and felt guilty for their crimes. They finally went to bed, and Vera Claythorne
