war poetry comparison essay

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What I love… Education based blog by @susansenglish

Why I love…Comparing in the AQA Anthology: Poppies and War Photographer

In this series I have tried to put together some high level examples of comparisons for the AQA Power and Conflict Anthology. The next poems that I’ll be teaching are Poppies and War Photographer so I’ve tried to complete a high level example on these two poems. Hopefully, the comparisons make sense. Any feedback is much appreciated. I’ve linked here to the other comparison blogs and at some point there will be a full set across the Anthology. A copy of the essay can be downloaded here: Poppies vs War Photographer

Why I love…Comparing AQA poems a series: Ozymandias and My Last Duchess

Why I love…Comparing Poems: AQA Extract from the Prelude and Storm on the Island

Why I love…Comparing Poems: AQA Exposure by Owen with Storm on the Island by Heaney

Why I love…Comparing Poems: AQA Charge of the Light Brigade and Bayonet Charge

Explore the presentation of powerful emotions related to conflict in Poppies and War Photographer.

Powerful emotions are shown in both poems: Poppies and War Photographer through the perspective of people outside of the conflict, but who experience a form of conflict themselves. In Poppies the persona appears to be a mother, who is experiencing feelings of loss as a result of her son growing up and going to war. War Photographer depicts the outsider’s perspective in a different way to Poppies: it is seen more vividly and visually through the eyes of someone experiencing the conflict, photographing the conflict but not being able to do anything to help those injured by the conflict. In this way the conflict and powerful emotions, while different are equally powerful. Memory, visual representation and the power of touch is presented in both poems to reinforce the way powerful emotions are created by the experiences of conflict.

Both poets use memory to reinforce the powerful emotions evident in the poems. Memory, in Poppies appears to be from a mother, who seems to remember her son leaving for school or leaving for the war. The mother “pinned one onto your lapel” with the past tense implying that this was something that happened and a memory that is sharply remembered, as a result of the imminence of “Armistice Sunday”. The significance of the proper nouns and use of “Armistice” is important as it has symbolic meaning as a time when we all get together to remember those who fell in war, a time for reminiscing and a time to reflect on the human sacrifices that were made. The ambiguity over whether the jacket was a school blazer, or an army jacket increases the poignancy. Irrespective of when the poppy was “pinned” onto the “lapel” the tactile action is maternal and loving and shows the bond between mother and child, that grows from when they are little and remains even when they are grown up. Memory is differently explored in War Photographer and the memory is from the perspective of a persona, who was in the conflict, but as a bystander and observer, rather than as an active participant. Their memory is sharply painful “the cries of this man’s wife” with the enjambment reinforcing the powerful jolt of remembrance, when the “half formed ghost” appears as it is revealed in his darkroom. The photographer appears to have compartmentalised what he saw and refers to the memories using emotive language “a hundred agonies in black and white” which almost dehumanises the powerful emotions linked to the conflict that was seen by the war photographer, as the vast array of “agonies” reflects the habitual suffering that humanity experiences during conflict. However, Duffy may have been influenced to write about the powerful emotions in the poem in a detached way to show the outside world the horror that her friends had to catalogue and photograph, while not being able to help or do anything, as that was not what they were there to do. This dehumanisation of the people depicted in the poem is further reinforced by the next step of removal from the horror when the fact is used that “the editor will pick out five or six”, which is completely different from the first-person perspective in Poppies. The mother in Poppies seems to live and breathe the pain and suffering, whereas the photographer is once removed from the suffering.

Furthermore, both poets use visual representations to emphasise the powerful emotions that are evident in the poems. In poppies the imagery of “poppies…placed on individual war graves.” Is an incredibly strong visual, as most people have experienced the sight of poppies on graves as a form of memorial, so this is familiar and significant. Unlike this public visual display, in War Photographer, he is “finally alone” creating imagery of a relief that the photographer is able to hide away in his darkroom surrounded by the ironic “spools of suffering” as the old-fashioned camera’s had “spools” of film that captured the images. The sibilance here perhaps reinforces the visual representation of the sheer amount of powerful emotions contained in the film that has yet to be developed. As well as the actual poppies creating vivid visual imagery and the as yet undeveloped film from War Photographer, in Poppies the setting is visually represented. Duffy has the persona “skirting the church yard walls,” with the verb “skirting” implying that she does not want to be there or does not want to be seen, as if she wants to fade into the background, but the visual imagery of a churchyard is very commonplace and familiar to British people. Whereas, in War Photographer the setting and visual representation of areas is listed with the proper nouns naming places that are far away and unfamiliar to the reader “Belfast. Beruit. Phnom Penh.”. All these places are known to be places that have suffered from conflict and the removal of the familiar by Duffy to the less familiar name only settings could show another removal from the powerful emotions that ordinary people feel when they see images in the newspapers. As Duffy reflects the “reader’s eyeballs prick with tears” which is a recognition of the powerful emotions reflected in the photographs taken of the conflict but the juxtaposition of the familiar comfort of everyday life shows that this is a fleeting moment of empathy for most people “between the bath and pre-lunch beers”. Both poems use visual representations as a way of familiarising and defamiliarising the conflict and the powerful emotions felt as a result of the conflict.

Finally, both poems use the power of touch through the tactile acts inherent in the poems. As a seamstress, Weir uses imagery of keeping the hands busy and using touch to make the persona seem closer to their lost loved one. The verbs “traced”, “leaned” and “pulled” in the final stanza show the powerful emotions of the persona missing her son and using touch as a way to keep her with her son. Although, it isn’t only touch, the senses are important too and she “hoping to hear your playground voice” implying she misses a time when her son was young, free and innocent and wants to remember this. Powerful emotions of loss are shown in the way she continually references caring touches “smoothed down your shirt’s” which are clearly memories of what she did when her son was with her. Duffy, meanwhile, uses the actions of the people suffering in the conflict to create the feeling of how futile the conflict was “running children in a nightmare heat.” These images are only possible due to the developing of these with hands that “tremble” even though they “did not tremble then” which implies that while undertaking the job of taking photographs of the conflict the photographer is fine, but not after the event, when he has time to reflect and think about it. Both Poppies and War Photographer show the power of touch in bringing powerful memories to the surface. In Poppies this is done through the memory of tactile acts of care between the mother and the son and in War Photographer through the developing of the film and the release of the memories as a result of the pictures that were taken.

Both poets reflect powerful emotions in different ways. The powerful emotions in Poppies appear to be reflected through the relationship of a mother and a son and this leads to a very personal reflection, which one could be forgiven for thinking is Weir’s own experience but is not. Whereas, in War Photographer the experience is that of a third-party bystander, who was employed to take pictures of the conflicts and sell these, but Duffy shows that the powerful emotions evoked by the pictures mean that the persona is not able to see this as a purely business and unemotional transaction. Both poets show the powerful emotions through the persona’s and although they are very different in many ways, the suffering of humanity is evident in both poems.

Hope that this comparison is useful.

"Poppies" and "War Photographer": a Comparison of War Poems

Categories: Carol Ann Duffy Poetry

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Words: 514 |

Published: May 19, 2020

Words: 514 | Page: 1 | 3 min read

Dowson, J., & Dowson, J. (2016). Voices from the 1980s and After. Carol Ann Duffy: Poet for Our Times, 87-121. (https://link.springer.com/chapter/10.1057/978-1-137-41563-9_3)
Hughes-Edwards, M. (2006). ‘The House […] has Cancer’: Representations of Domestic Space in the Poetry of Carol Ann Duffy. In Our House (pp. 121-139). Brill. ( https://brill.com/display/book/9789401202817/B9789401202817_s010.xml)
Dimarco, D. (1998). Exposing Nude Art: Carol Ann Duffy's Response to Robert Browning. Mosaic: A journal for the interdisciplinary study of literature, 25-39. ( https://www.jstor.org/stable/44029809)
Schweik, S. (1987). Writing war poetry like a woman. Critical Inquiry, 13(3), 532-556 . ( https://www.journals.uchicago.edu/doi/abs/10.1086/448407?journalCode=ci)

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English Literature
Pre and Post 1914 Comparison

Comparing and Contrasting war poems

Compare and contrast poems by a minimum of 3 war poets who present different views on war. You should refer to at least four poems in your answer.

During the First World War there were many attitudes towards the war such as pro-war and anti-war. Many people who were all for the war showed great enthusiasm and many men were desperate for glory seeking to be a hero instead of the “One in the stand” as Jesse Pope wrote in her poem ‘Who’s For The Game?’ The main reason for everyone being so open towards the war was the propaganda that was published by Pro-War poets and publishers. That got all the men thinking that if they didn’t join the fight to help their country they would be marked cowards in the eyes of all.

Another attitude towards war was Anti-War. Most people didn’t turn against war until they were at the front line, in the trenches knee deep in mud, watching close friends die in front of their eyes, even sometimes causing some to commit suicide just to escape the horrors of war.

Some of the soldiers such as Wilfred Owen and Siegfried Sassoon wrote poems to show and inform the people back at home, what the war was really about.

Jessie Pope was one of those pro-war poets who composed crude recruitment poems for the Daily Mail. One of her most famous poems was ‘Who’s for the Game?’ This poem is a recruiting poem with the aim of encouraging men to volunteer to join the forces. It was written at the beginning of the First World War in 1914 and therefore the true effects of the war had not been experienced yet. Patriotic poetry of this kind was extremely common.

Jessie Pope compares the war to a ‘game’, implying that there is little danger on the battlefield. She also refers to the war as a sport where a player would return with a minor injury such as a ‘crutch’. Throughout the poem she emphasizes war as being fun and a comradely adventure.

Within the poem, Pope uses many questions which involve the reader, giving the poem a less formal feel. She persuades the men to join the army by making them feel deceitful and cowardly if they were to ‘lie low’. She also has a friendly manner in her propaganda poem as she refers to the men as ‘lads’. She pressurises the men into joining the forces with her assumption that they’ll ‘come on alright’.

The last two lines of the poem ‘ Your country is up to her neck in a fight, And she is looking and calling for you ’ are very inspiring and appropriate as the personification of Britain and pronouns make the reader feel it is their duty to help Britannia in this war.

Pope has written this poem in four stanza’s using a, b, a, b rhyming pattern creating a regular rhythm. This makes the poem more memorable. This is also a technique used in children’s poetry and as such makes the war seem less complex than what it really is.

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Although the poem was written to persuade the men to go to war, at this stage Pope did not know the full danger of war as she did not have any experience. Her poems were well intentioned at the time as she thought she was doing her bit for her country.

Unlike Jessie Pope, Owen was totally against war as he had experienced its realities. Therefore Owen saw Pope as the typical of the unfeeling civilian who was supporting the war from the relative safety of the home front.

‘Dulce et decorum est’ was written by Wilfred Owen in 1917. In Owen’s poems he exposes the harsh realities of life at war and what it really does to people compared to the likes of Jessie Pope.

The presentation of war is quite different in Wilfred Owen’s poems to Jessie Pope’s ‘Who’s for the Game?’ Jessie writes in a more conversational manner which makes the poem more memorable and persuasive. Both poets are very effective, but present such different pictures of war.

‘Dulce et decorum est pro patria mori’ is a famous quote from the Latin poet ‘Horus’, meaning ‘It is sweet and appropriate to die for one’s country.’ In this poem Owen writes about an incident in which a soldier dies because of gas.

In the first stanza, British soldiers are leaving the trenches after an exhausting span of duty. The pace is very slow and a painstaking rhythm is formed through Owen’s use of long words. This shows how painstaking and slow the war was. This contrasts with Jessie Pope’s poem, where she uses short words and lines to portray that the war would be over and done with very quickly. Many believed that war would be over in a few months.

The first words ‘Bent double’ immediately give the impression of extreme exhaustion and convey an image of the soldiers in unbearable agony, having no energy left. The terrible physical condition of the men is also illustrated with the line ‘Knock-kneed, coughing like hags, we cursed through the sludge.’ The simile compares the soldiers’ physical condition to that of witches, and creates the image of very old wrinkled women slowly stumbling through thick mud.

The word ‘trudge’ is an onomatopoeia used to emphasize the fact that the pace is tremendously slow. It portrays the image that it takes a lot of effort for them to take every step. ‘All went lame; all blind’ emphasizes that the war affected everyone and the fact that Owen uses personification to describe the shells as ‘tired’, gives the impressions that he thinks that the war is pointless and had been occurring for too long.

In the second stanza there is suddenly a big contrast and the mood instantly changes. The pace speeds up to a much faster, more panicky mood.

‘Gas! GAS! Quick, boys!’ is the first few words written in the second stanza. It immediately highlights the speed of this section and that everything is happening unexpectedly and urgently. The image created is that all the men are in ‘an ecstasy of fumbling’, unaware of their fate. The word ‘ecstasy,’ is ironic as it gives the impression of extreme joy, yet the opposite emotion would be expected. Owen uses this line to try and portray a gush of energy.

‘Fitting the clumsy helmets just in time,’ and words like ‘stumbling’ are used to create the image that the process is urgent, life threatening and dangerous. This image creates a totally different image to that of Pope’s where the poem is compared to a game, with no life threatening consequences.

Owen uses alliteration to emphasize that there is just one person left, making hysterical movements, ‘Someone still was yelling out and stumbling.’ He then uses the simile ‘As under a green sea I saw him drowning.’ This portrays the image that the soldier is really suffering and struggling which definitely is not a ‘sweet,’ way to end one’s life.

The third stanza is a very small verse where Owen vividly describes the young man "drowning" before his "helpless sight". During this verse, Owen uses the present tense verbs "guttering, choking, drowning", to give the reader a feeling of it still happening which is very effective. The fact that these verbs are onomatopoeic means that the death is also ‘heard’ vividly by the reader.

In the final stanza I believe Owen uses the most effective language. Throughout the stanza there are some hideous comparisons. When Owen uses words like ‘you’ and ‘My friend’ he obviously aims this poem towards Jessie Pope. Owen's choices of verbs in this verse are very well thought out. He uses verbs such as ‘writhing’ and ‘gargling’ to give clear verbal images to the reader. But one verb that truly stands out is "flung". Owen uses this verb to get across how common terrible tragedies like this were and that bodies weren't even treated with care and respect anymore because the soldiers didn’t have time to bury the bodies.

The last thing Owen says in this poem is almost certainly aimed towards Jessie Pope but also tells the readers something; that if they had seen all of this terror and tragedy they would most definitely not tell ‘with such high zest’ the ‘the old lie’: Dulce et decorum est pro patria mori- that it is sweet and fitting to die for your country. This poem is extremely effective as an anti-war poem, making war seem absolutely horrid and revolting, just as the author wanted it to. The aim of this poem was to shock the reader-to let them feel the sense of disgust and frustration felt by all the soldiers when incidents occurred like this.

Like Owen, Sassoon also wrote anti-war poetry that was very effective. One of his very simple yet precise and effective poems was ‘Suicide in the Trenches.’ Sassoon uses simple language and a simple structure to make the war sound ironic and meaningless.

Sassoon uses an AA BB CC DD EE FF rhyming pattern creating a rhythm which makes the poem more memorable.

The poem starts off describing how the life of a typical ‘soldier boy’ was before he went to war. Throughout the stanza it describes how the ‘soldier boy’ had once lived a happy, energetic life. The fact that Sassoon uses the word soldier ‘boy’ emphasizes that the soldier was young, naive and had his whole life ahead of him. Sassoon describes the boy as being happy and having no worries as he ‘grinned at life’, ‘slept soundly’ and ‘whistled early with the lark’ which is often associated as a sign of happiness.

In the second stanza the mood completely changes and the terrible condition of life in the trenches and the precarious existence that goes hand in hand with battle has a profound effect upon the boy; he kills himself. This stanza generates great sympathy as it is a tragic waste of life. Like Owen he shows the reality of war.

In the third stanza, Sassoon directs the poem at ‘You’ in an accusatory fashion. The ‘smug-faced’ crowds have no real concept of what it means to fight in a war. Sassoon powerfully advises them to ‘Sneak home and pray you’ll never know/The hell where youth and laughter go’. Like Owen he scolds the people and poets, who cheered and encouraged the men to enlist.

In conclusion, I feel that all 3 poets are just as effective in their writing, yet Jessie Pope presents very different pictures of war to that of Owen and Sassoon. Owen and Sassoon are excellent examples of poetry portraying the realism of war whereas Pope’s poem is an excellent example of the unfortunate attitude of those people back at home, who had not experienced war at all. Jessie pope aimed her poems towards young men in general, with the aim of persuading them to enlist in the forces. Yet Owen and Sassoon aimed their poetry towards a different audience, they scolded the people that had not experienced war, making them feel guilty for once encouraging and sending so many innocent men to their death. All poets are very successful in portraying their aims and views of war. Each poem was just as convincing.

In my opinion I believe that Sassoon’s poem and use of language is the most effective as it explains the harsh realities of life at war and the fact that he informs his readers that the war did not only affected men physically but also psychologically creates great sympathy.

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Word Count 1954
Page Count 5
Subject English

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Essay on the comparison of War Poetry - advice and opinions

SophieH 1 / - Oct 7, 2010 #1 How do the Poets McCrae, Kirkup and Owen Present their Opinion of War? Through the poems "No More Hiroshima's" and "Mental Cases," the poets convey their views on the impact of war, and the devastation it can cause; Owen's powerful account of the effect of war on the soldiers, and Kirkup's poignant description of the destruction of Hiroshima, is in stark contrast to McCrae's patriotic language and use of euphemism in the poem "In Flanders Fields. Written from personal experience of war with Owen and McCrae, and by Kirkup from having explored the city of Hiroshima years after the devastation, the difference in language illustrates the different perceptions of war through different eyes. Owen's, at times, deeply traumatic language reflects the use of poetry as an emotional outlet, whereas Kirkup's writing is far more narrative, using free verse, and allows the reader to see the lasting impact of the atomic war through the eyes of the poet. McCrae contrasts to both of these in that he speaks from the perspective of a soldier who has died as a result of war, which has a dramatic impact on the audience; he illustrates how, even though the war culminated with so many lives lost, they were ultimately fighting for a cause, and it would have been worse if they had surrendered and died for nothing. "No more Hiroshimas" also studies the impact of war, but looks more closely at the impact, not just on the soldiers, but of a whole city and the community within it. Kirkup's simple, yet hugely poignant poem evokes a sense of purpose; he shows the reader how the aftermath of the atomic bomb is still painfully apparent, but to him it is ironically by how everything has changed: "I had forgotten to remember where I was... a cheerfully shallow impermanence." It is as if they have tried to remove all visual recollection of what has happened, but in doing so the town feels empty, reflected further through Kirkup's language, where he uses words such as "thinly", "forgotten", "ramshackle", "drab" and "shallow." These simple words that are scattered throughout the poem convey the lasting impact of one catastrophic action, illustrating how it should never be repeated. Kirkup's language suggests an antipathy towards the apparent commercialisation of Hiroshima, and how the facade of "flimsy department stores" and "souvenir shops piled high with junk" is almost obscuring the memories of what happened. Kirkup's description of a "memorial ruin tricked out with glitter-frost and artificial pearls" creates an ironic image of a smokescreen being used to hide the truth; even a memorial, which was created to honour the dead, tries to conceal the horrifying reality of what happened. The poem "Mental Cases" explores the psychological impact of modern warfare; Owen's language conveys the deep mental anguish felt by war, and how the everyday life of a soldier after he has returned will be tarnished by the memories of what he saw. Owen's writing was strongly influenced by his time in the Craiglockhart War Hospital and by fellow patient and poet Siegfried Sassoon, who became a close friend to Owen. Sassoon is credited with encouraging him to begin to write as an emotional-outlet, resulting in the very vivid imagery in his poems. The victims of shell shock whom he saw at the hospital also directly influenced his poem. In the poem, he describes them as "purgatorial shadows," creating an image of them being only half alive; his use of language in distorting the physical features of the soldiers creates an unsettling, and almost horrific image: "what slow panic gouged these chasms round their fretted sockets?" The word "fretted" brings to life the suffering of the soldiers, and makes it appear more real; placing the word "slow" next to "panic" has the same effect, in creating this prolonged image of suffering. Owen's frustration, like Kirkup's, is acutely apparent throughout their poems. Their desperation to have the reader grasp the harsh reality of warfare is reflected in very different ways, through their style of writing. Whereas Kirkup's language is more reflective, with subtle hints throughout of loss and desolation, Owen's use of dynamic words such as "tormented" "gouged" "fretted" "ravished" and "perished" have a more instantly distressing effect; they make what he is witnessing seem far more real to the reader. McCrae's message in "In Flanders Fields," is in stark contrast to the previous two poets. Whilst he accepts the tragedies found in warfare, reflected in his moving account of the fallen soldiers, his use of euphemism places a light/shade contrast into his writing, which is harder to find in Kirkup's poem, and almost non-existent in Owen's; the negative imagery used in Owen's poem is replaced with a sense of hopefulness and patriotism. The poem is thought to have been written during the Second Battle of Ypres, inspired by the death of McCrae's close friend Alexis Helmer. Even though used as an emotional outlet, like with Owen, his poem shows more acceptance of the war, honouring those who died and remembering why they did. McCrae's poem was in many ways a message to the soldiers to keep fighting, and can be viewed as an enduring message today. He contrasts to Owen in that he does not want to show regret in his poem; no matter how much remorse is shown they cannot reclaim the lives that were lost. McCrae, instead, speaks of how it is the responsibility of the soldiers left to "take up our quarrel with the foe." Even though they may not see the war as just or moral, the way they can honour the dead is by winning the war and not surrendering. McCrae's use of writing in the fourth person strengthens his message, making it more powerful: "we lie in Flanders Fields." By speaking as one of the fallen soldiers, his words and message appear to have more significance. In his bold statement at the beginning of the second stanza: "we are the dead," his language is the most direct statement of all three poets, yet because he follows it by speaking of their life, using the imagery of nature that is present throughout the poem, it does not seem so apparent. His use of caesura also separates the statement from the rest of the stanza; separating the image of death from the image of life. His description is one of poignancy, as well as reflection. The reader is drawn in by the beauty and sincerity of his language: "we lived, felt dawn, saw sunset glow..." The deeper meaning to these words is also the use of "dawn" to represent the beginning of life, and "sunset" to symbolise the end. This contrasts to "Mental Cases," where Owen refers to dawn breaking "open like a wound that bleeds afresh." The simile he uses here to compare how every new day is like a new wound, bringing yet more pain and horrifying memories of the war, reflects how the two poets' use of one simple word can bring such dramatic contrast. Even though dawn is meant to symbolise a new day and beginning, nothing can erase they saw on the front-line. McCrae juxtaposes this by using euphemism to create an image of the soldiers not being truly dead. They are still represented by the poppies lying "In Flanders Fields." The image of nature is also used prominently in "No more Hiroshimas." Kirkup uses it to describe the only true remnants left of the atomic bomb and how, no matter how hard the people try to erase what happened, its mark will always be felt through the things, which man has no control over: "The river remains unchanged, sad, refusing rehabilitation." The personification of the river here is ironic in that it is one of the only moments in the poem where Kirkup places a particular emotion with something. Everything else he often describes as either empty or dead, or in using lists to show how the it is trying to be hidden form memory; one of the very few times the word "atomic" is used, to describe the "atomic lotion, for hair fall-out" it is in a list, reflecting how it is partly dismissed in the desperation to forget. The alliteration of "r" echoes the rolling of the river, adding a rhythm to the otherwise free-verse poem; this partly portrays the confusion and change of reaction in the poet himself upon witnessing all of this. His emotions range from cynicism to disbelief, horror and anger and, finally, to genuine grief over what has happened; the change in line length and rhythm alters the speed and way the poem is read. "In Flanders Fields" uses the imagery of nature, like with Kirkup, as representations of remembrance; whilst things can be rebuilt, nature is constant and will not change in accordance with society's will. The symbol of the lark, which represents life and hope, is used powerfully to convey how overpowering the war has become, as they are "scarce heard amid the guns below." This sorrowful image of hope being obscured by the death and destruction of warfare is made more poignant, by McCrae describing how the larks "still bravely singing fly." This once again links back to the message he wants to convey about carrying on with the war. Even though this symbol of hope appears to be fading as a result of the increasing loss of life, it is still there and fighting to remain so. This is also similar to the image of the poppy, which even today remains as a symbol to honour the dead, partly as a result of McCrae's poem. Despite Flanders Fields being central to numerous battles in World War One, resulting in extensive bloodshed and war-torn ground, poppies grew in abundance "between the crosses." This illustrates the power that nature has; as a true account, it conveys the simple yet hugely moving power of McCrae's language. The honesty and poignancy of his words reflects the different ways war can be perceived. Even though he and Owen were both soldiers in the war, their responses through their writing could not be in greater contrast. This shows how different perceptions can be based on different outlooks, and also how the use of language has portrays this. McCrae's writing chooses to emphasise the images of how the "poppies blow" and the "larks bravely singing fly, " giving life and meaning to them. The crosses remain un-animated, as McCrae chooses to remember the dead, and portray them in his poem, through a symbol that also represents life. Kirkup's experience of visiting Hiroshima leads him to be confronted with the "atomic peace geared to meet the tourist trade." The oxymoron "tidy-waste" reflects the confusion of Hiroshima, and how everything seems out of place with what it should be. His evident disgust and anger at this is reflected in how he wants it to "remain like this, for all the world to see... dogged with shame." He, and the reader with him, see a place, which is so determined to recover from the atomic devastation that it has completely erased the memory of what happened. It cannot, however, simply be ignored; furthermore, Kirkup's words echo how it should not be forgotten, as without it the city becomes lost behind the façade it has created. He describes how "anger too is dead;" the remnants of Hiroshima' community have suppressed their emotions for so long, in their desperation to forget, that they cannot even feel anger at what has happened. The theme of death is constant throughout the poem, from when Kirkup describes his room as an "over-heated morgue" to the third to last stanza, where nearly every image is associated with death: "In the dying afternoon, I wander dying round the Park of Peace." The image created here ironic in that the Park should be a place that celebrates the life of those who died, yet Kirkup describes it as a "dead place... the stunted trees..." to constantly illustrate the atmosphere felt in the city. He goes on to give us the only glimpse throughout the entire poem of the residents of Hiroshima; Kirkup depicts them as being old to subtly remind us of the casualties amongst the younger generations: "the gardeners are old... survivers weeding the dead brown lawns around the Children's monument." This is one of the most poignant images of the entire poem, as Kirkup triggers, through his writing, the reader to feel the same emotion that is, in his eyes, so painfully absent in Hiroshima. Through the narrative approach to his writing, contrasting to the other two authors in that he writes in the first person, he brings us to feel the same shock and distress that he does, over the images he creates. The one rhetorical question he asks in the poem is one that lingers long after it is said, and stems from the true irony of the poem: "and why should memorials of what was far from pleasant have the grace that helps us forget?" The memorials were built so that the dead could be remembered; yet here they are seen as helping people to 'forget' the devastation. Owen's language is more filled, not necessarily with anger, but with grief and bitterness towards the situation he is witnessing; his use of rhetorical questions reflect his frustration with the "madness" of war and the effect it has had mentally on people's lives. It is not the physical wounds often associated with war, but the mental ones that are impossible to heal. The "who," "where" and "why" questions revolving around the soldiers returning from war remain unanswered in the first stanza, keeping their identity ambiguous; this also reflects Owen's longing to understand what has happened, but the minds of the soldiers, where he describes of how the "dead have ravished" them, act as a shield, preventing him from doing so. The second stanza centres on the past lives of these soldiers, and how they can never re-capture it: "always they must see these things and hear them." They cannot escape from the horrors of war. The image of "twilight" links to how even in sleep they cannot escape what the memories of warfare. Every image is tainted with the images of war and the "multitudinous murders they once witnessed." The word "multitudinous" further emphasises the reality of the war, and how it cannot be forgotten; the use of alliteration also strengthens this, as the line has more of a lasting impact. Owen's language in the second stanza is the most poignant as he speaks of the "mental cases" in his poem, partly because of his use of the past tense: "treading blood from lungs that had loved laughter." He reiterates the common theme amongst the three poems of what cannot be undone; the sense of finality is present, whether with McCrae speaking of the dead: "and now we lie in Flanders Fields," to Kirkup's description of Hiroshima: "an awful emptiness... the new trees are still small." Both conflicts left a mark, which is evoked in different ways by the three poets. Owen's writing is similar to McCrae in that he writes in the plural form, referring to the soldiers as a collective. He however, does not use the fourth person until the very end, when he speaks of them as "pawing us who dealt them war and madness." Here, his use of the word "we" is quite ambiguous, as it appears as if he is accepting responsibility for the war that has driven them to 'madness.' This last line could be interpreted in many different ways; it seems more like he is guilty on behalf of society and the people who supported the war. Owen's clear dismay at the reality of war stems from the "old lie" that he speaks of in his most famous poem "Dulce et decorum est" - the full final line translating to: it is sweet and honourable to die for your country. His poignantly honest account of the torment of the soldiers in "mental cases" is a result of the broken promise of war, and how it was portrayed in the poems of propaganda poets such as Jessie Pope as simply a game. Owen shows the reader the other side to war that is not idealised and a 'game,' but filled with horror, bloodshed and unbearable loss. His poem questions these statements made by other poets who, unlike Owen, had never seen the front -line, or the horrors witnessed there. Whereas in McCreae's poem, his style of euphemism fits with its patriotic and hopeful message, in "Mental Cases" euphemism would seem out of place; he does the exact opposite to McCrae in that he emphasises the suffering of the soldiers, and doesn't try to obscure them. He wanted people to see the catastrophic results of the conflict, which had cost so many lives, and affected nearly every soldier who went to war; their minds will be tarnished forever with the memory of the conflict and atrocities witnessed; it is "rucked too thick for these men's extrication." His poem is not meant to be hopeful like McCrae's as it was written for a different reason; McCrae's use of nature as positive imagery completely juxtaposes Owen's use of it to show the extent of the mental damage caused by warfare: "sunlight seems a blood-smear; night comes blood-black." The soldiers see even the image of 'sunlight', which is supposed to symbolise life and hope, as tainted by the war. The structure of Owen's poem mostly follows a trochaic metre; the emphasis on the first word of every line means that the poem develops a falling rhythm, to evoke the tone and style of the poem. It also draws the reader in more to Owen's words and message, so that they are instantly engaged. This contrasts to McCreae's use of an iambic metre, writing principally in iambic tetrameter, in the style of a French rondeau poem. It creates the juxtaposing effect to "Mental Cases," giving the poem a steady rhythm which rises instead of falling; with the 'a, a, b, b, a' rhyme scheme, it allows it to be read more easily than the other two poem. Its structure gives it a simplicity and pace that allows the final line of the second and third stanzas, "In Flanders fields," to stand out more; the stanzas a sense of finality, and makes what McCrae is saying have more impact. In the final stanza, the true patriotism of his poem is shown, as well as the image of light coming fully to the surface. As one of the fallen soldiers, McCrae tells the soldiers still fighting that they "throw the torch; be yours to hold it high," once again using caesura to separate the past from present; it is now the duty of the soldiers to continue fighting and not "break faith with us who die," McCrae once again using "us" for powerful impact. His last words in the poem hint subtly at an ominous undertone, warning that if they do "break faith... we shall not sleep, though poppies grow in Flanders fields." McCrae's final line mirrors the first, in indication to the poppies blowing in Flanders Fields. However, in the final line, the word "grow" makes further reference to how more poppies will grow as more soldiers die, but they will be meaningless if their death was for nothing; the dead will not rest in peace. McCrae uses the final stanza to convey his message to the readers, and his opinion of war. Kirkup also uses his final stanza for the same purpose. Even though his frustration throughout the poem is real, his true emotions towards Hiroshima are only revealed in the final stanza. Here, his language is not angry, or disbelieving, but instead takes on a truthful simplicity. He describes how, true memorials are not the "photos showing the atomic desert" the "atomic bomb explosion centre" or the "peace tower." He sees them as the relics, which hold some true meaning: "the bits of burnt clothing... stained and tattered vests," and finally, in bitter poignancy, "the cotton summer pants the blasted boys crawled home in, to bleed and slowly die." These words render more emotion than any of the others, because they are the first true links to the life that had been taken away by the atomic bomb. Kirkup wanted to demonstrate how a memorial should not be something to forget the dead by, but to remember them, and accept the atomic war as part of their history; ignoring it can never erase it, something that was reflected in his description of the river. All three poems portray very different perceptions of war. They are, however, all linked by the same theme of the consequences of war. All three poets do not openly criticise war, but by looking at the remnants left after it has happened, come to their own conclusions about the impact of it. In the case of Owen, with "Mental Cases," his horror is in what the war can do to people mentally. Owen's own diagnosis of shell shock will have influenced his writing significantly, as did his friendship with Sassoon, during their time in the Craiglockhart war hospital. His writing is the most vivid of the three poets, with the profundity and significance of every word clear to the reader. His message through the poem is not an attack on the war, but of the people who mislead them into entering it, unbeknown to the true horrors of modern day warfare. His feeling of frustration is shared with Kirkup in "No More Hiroshimas." The poem centres on the aftermath of Hiroshima, chronicling his reactions as he walks through the city. The theme of emptiness is the most apparent throughout the poem, and we share in the poet's shock over the memories that are being obscured, by the commercialisation created, in the desperation to forget. "In Flanders Fields" contrasts to both these poems, in that McCrae does not necessarily come to find acceptance with the war, but sees surrendering as breaking the duty to the fallen soldiers, who gave their lives to defend their country. He demonstrates how euphemism can be used to write a poem that, even though makes references to the dead and the war, can be hopeful and convey the message that it does. The three poems show the very different approaches to war, depending on different experiences and outlooks; McCrae and Owen both fought on the front line, yet their writing shows such contrast, because of how they reacted to the war. It is the poets' ability to convey these messages that make the poems so powerful; they all portray the common theme of remembrance, and how war will always leave an impact. It is their differences, in how they responded to the aftermath of the war, which contrast the three poems so much, making the messages they hold all the more powerful and enduring as a result.

/ /

Comparing experiences of war in poetry

I can explore reasons why poets write about war and begin to make connections between the poems in the Edexcel ‘Conflict’ anthology.

Lesson details

Key learning points.

Poets have been writing about wars for hundreds of years.
Sometimes poets sensationalise dying for your country as a form of propaganda.
Poets who have first hand experience of combat often depict the brutal reality of war.
Some of the poems in the Edexcel ‘Conflict’ anthology reflect on experiences of particular wars in history.

Common misconception

All of the poems in this anthology focus on a particular war from history.

There are some war poems in the anthology which focus on particular conflicts (e.g. 'Destruction of Sennacherib' and 'Charge of the Light Brigade') but others which focus more on societal conflicts (e.g. racism, social class).

Honour - behaving with integrity, and moral dignity; show respect or admiration for someone

Propaganda - manipulative information disseminated to influence opinions, often biased or misleading

Brutal - extremely cruel, harsh, or violent in action or manner

Sensationalise - present information in an exaggerated or attention-grabbing way to evoke shock or excitement

Cynicism - sceptical or distrustful attitude towards motives, sincerity, or the goodness of human nature

Edexcel GCSE Poetry Anthology.

Content guidance

Contains depictions of discriminatory behaviour.
Contains conflict or violence.

Supervision

Adult supervision suggested.

This content is © Oak National Academy Limited ( 2024 ), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

Starter quiz

6 questions.

behaving with integrity and moral dignity

propaganda -

manipulative information disseminated to influence opinions

extremely cruel, harsh or violent

sensationalise -

present information in an exaggerated or attention-grabbing way

cynicism -

sceptical or distrustful attitude towards motives

Poetry Comparison Mark Scheme and Model Answers ( Edexcel IGCSE English Literature )

Revision note.

English and Language Lead

Poetry Comparison Mark Scheme and Model Answers

The best way to improve any essay is to know how you are assessed, and what skills you are being assessed on. Find out what examiners are looking for in a Grade 9 essay:

Mark scheme

Example tasks

Grade 9 model answer

Mark Scheme

In Section B you will be asked to compare a named poem from the Pearson Edexcel International GCSE English Anthology to another poem from that collection. You will answer one question on either two set poems or the set poem and one of your own choice from the anthology.

It is crucial that you have a thorough understanding of the Edexcel IGCSE English Literature mark scheme because, in doing so, you will know exactly what you are being assessed on and how to improve.

AO2 and AO3 are assessed in Section B and both are worth 50%, or 15 marks each. AO2 asks you to analyse the language, form and structure used by each poet to create meanings and effects. AO3 requires you to explore links and connections between both of the poems.

The following model answers are based on different past papers for the Edexcel IGCSE English Literature exam (4ET1). The commentary is designed to highlight how to structure your response and integrate all aspects of the assessment objectives, so these models could be applied to any of the poems in the examination.

We will now explore some exemplars using examples of examination questions from Section B. First, let’s read through the question below which is taken from the June 2018 past paper .

Re-read ‘Search For My Tongue’ and ‘Half-caste’.

Compare the ways the writers convey feelings about identity in ‘Search For My Tongue’ and ‘Half-caste’.

You should make reference to language, form and structure.

Support your answer with examples from the poems

[AO3] [AO2] [AO2]

Here is another example using an examination question from the November 2020 past paper (titled June 2020) .

Re-read ‘Hide and Seek’ and ‘War Photographer’.

Compare how the writers present isolation in ‘Hide and Seek’ and ‘War Photographer’

You should make reference to language, form and structure.

Support your answer with examples from the poems.

[AO2] [AO3] [AO2]

Although the structure of your response can vary, you must ensure that you compare and write about both poems. Remember the mark awarded cannot progress beyond the top of Level 2 if only one poem has been considered in your response.

Model Answer

Below you will find a full-mark Grade 9 model answer for this task. The commentary labelled in each section of the essay illustrates how and why it would be awarded Grade 9. The commentary is relevant to any question because it is modelling how to structure an answer incorporating the relevant assessment objectives.

Re-read ‘Piano’ and ‘Poem at Thirty-Nine’.

Compare the ways the writers convey feelings about parents in ‘Piano’ and ‘Poem at Thirty-Nine’.

You should make reference to language, form and structure.

Support your answer with examples from the poems.

[AO3]

[AO2]

[AO3]

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War Poetry Comparing Poems

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

Last updated

22 March 2022

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War poetry comparing poems lesson that explores ways of making comparisons between two similar or two different war poems. Students analyse Who’s For The Game by Jessie Pope before making comparisons with another poem of their choice. Includes differentiated activities and is useful for students preparing for GCSE English Literature Paper 2 or for KS3 students developing their essay skills.

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

War poetry English scheme of work that includes fully differentiated lessons, PowerPoints, worksheets and activities. Includes the following lessons: War Poetry Introduction - For The Fallen Remembrance Day Descriptive Writing The Soldier by Rupert Brooke Dulce et Decorum Est by Wilfred Owen The Manhunt by Simon Armitage The Man He Killed by Thomas Hardy In Flanders Fields by John McCrae At The Bomb Testing Site by William Stafford (Focus on structure) The Hero by Siegfried Sassoon War Girls by Jessie Pope Base Details by Siegfried Sassoon Language techniques - To His Love Model Essay lesson Sorrow of Sarajevo language lesson Full scheme of work document for six weeks **Check out our [English Shop](http://www.tes.com/teaching-resources/shop/EnglishGCSEcouk) for loads more free and inexpensive KS3, KS4, KS5, Literacy and whole school resources.** [AQA English Language Paper 1 and Paper 2 Knowledge Organisers](http://www.tes.com/teaching-resource/-12063979) [AQA English Language Paper 1 Section A package](http://www.tes.com/teaching-resource/-11757237) [AQA English Language Paper 1 Sections A and B package](http://www.tes.com/teaching-resource/-11747224) [AQA English Language Paper 1 package](http://www.tes.com/teaching-resource/-11561370) [AQA English Language Paper 2 Question 5 package](http://www.tes.com/teaching-resource/-11899610) [AQA English Language Paper 1 Question 5 package](http://www.tes.com/teaching-resource/-11483869) [AQA English Language Paper 2 Section A package](http://www.tes.com/teaching-resource/-11828984) [AQA English Language and English Literature revision package](http://www.tes.com/teaching-resource/-11449199) [An Inspector Calls whole scheme package](http://www.tes.com/teaching-resource/-11711589) [An Inspector Calls revision package](http://www.tes.com/teaching-resource/an-inspector-calls-gcse-9-1-exam-practice-11850503) [Macbeth whole scheme package](http://www.tes.com/teaching-resource/-11702645) [Macbeth revision package](http://www.tes.com/teaching-resource/-11904820) [A Christmas Carol whole scheme package](http://www.tes.com/teaching-resource/-11718691) [A Christmas Carol revision package](http://www.tes.com/teaching-resource/-12080244) [Jekyll and Hyde whole scheme package ](http://www.tes.com/teaching-resource/-11607362) [Jekyll and Hyde revision package](http://www.tes.com/teaching-resource/-11904852) [Romeo and Juliet whole scheme package](http://www.tes.com/teaching-resource/-11903624) [Power and Conflict poetry comparing poems package](http://www.tes.com/teaching-resource/-11843215) [Power and Conflict poetry whole scheme package](http://www.tes.com/teaching-resource/-11563766) [Love and Relationships poetry whole scheme package](http://www.tes.com/teaching-resource/-11924178) [Unseen Poetry whole scheme package](http://www.tes.com/teaching-resource/-11843275) Or check out some Citizenship GCSE, RE, PSHE + RSE resources at [EC Resources](https://www.tes.com/teaching-resources/shop/EC_Resources)

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The Tortured Poets Department Essay Collection

Hello. I'm curious on to what your ideas for essays are for "The Tortured Poets Department". I am willing to write more about this album because of its literary content, but I do not know where to start. Please give me ideas, and I will see if I can do that. Classic literature comparisons are also very welcome.

These are essay slates I already have planned...

"Peter" as an alternate ending to the "Betty" trilogy (due to "Peter losing Wendy" in "Cardigan" being compared to the Peter Pan symbolism in "Peter".) This time, Betty realizes James will not grow up.

"Florida" (due to "cheating husband disappeared"), "Fortnight) ("My husband is cheating. I want to kill him") and "No Body, No Crime) are in the same universe.

"The Albatross" comparison to "The Rime of the Ancient Mariner"

Taylor Swift's ambivalent relationship with fame in "I Hate It Here".

Please suggest some more ideas. I'd like to get the ball rolling again.

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COMMENTS

Poetry Essay
Here is an exemplar AQA Power and Conflict poetry essay - Grade 9 GCSE standard - based upon the AQA English Literature exam (June 2019). ... Grade 9 GCSE Essay - AQA - June 2019 Compare how poets present the ways that people are affected by war in 'War Photographer' and in one other poem from 'Power and Conflict'. ... 'Remains' and ...
"Dulce Et Decorum Est" and "The Soldier": a Comparison of The Poems
Conclusion paragraph: Through the contrasting poems The Soldier and Dulce et Decorum Est, Rupert Brooke and Wilfred Owen share their opposing feelings and thoughts about war and dying for one's country. Both The Soldier and Dulce et Decorum Est highlight the firsthand accounts of Brooke and Owen's experiences, yet they differ drastically in many other ways.
War Poetry Comparison Essay
War Poetry Comparison Essay. The Following comparative essay is comparing two poems that follow the topic of war, the two poems are 'Men In Green' By David Campbell which is written about World War II and 'Anzac' which is Written by John Bretheron, this one is written about the Anzac. Poems, and in this case war poems have existed for ...
Poetry Essay
Compare how poets present the effects of war in 'Bayonet Charge' and in one other poem from 'Power and conflict'. AQA June 2017 English Literature Power and Conflict poetry essay response. In both 'Bayonet Charge' and 'Remains', we are presented with the idea that war is haunting and inescapable - perhaps in a similar way to PTSD.
Why I love…Comparing in the AQA Anthology: Poppies and War Photographer
A copy of the essay can be downloaded here: Poppies vs War Photographer. Why I love…Comparing AQA poems a series: Ozymandias and My Last Duchess. Why I love…Comparing Poems: AQA Extract from the Prelude and Storm on the Island. Why I love…Comparing Poems: AQA Exposure by Owen with Storm on the Island by Heaney
Lesson: Comparing Conflict in War Poems
Keywords. If you teach this lesson after doing other war poems such as 'Remains' and 'War Photographer', feel free to add them into the comparison. You will need a copy of the AQA Power & Conflict Poetry Anthology for GCSE. Contains subject matter which individuals may find upsetting. Contains conflict or violence.
Lesson: Comparing 'Power and Conflict' war poems
The anthology's war poems can be grouped via their exploration of the effect of war during and after the conflict. The poems that you choose to compare should both be linked to the focus and nuances of the question you are asked. It is useful to consider the similarities between poems and then consider any subtle differences between them.
Comparing Two or More Poems for a Literature Essay
"In this essay, I shall compare Wilfred Owen's 'Futility', a short poem of two stanzas written during the First World War, with that of 'Louse Hunting' by Isaac Rosenberg. This second choice, in contrast, is a longer poem, again with two stanzas, but is in free verse, unlike Owen's which has hints of rhyme and half rhyme.
war poems comparison
Dulce et Decorum est is about the horrors of World War One. The poem is depressing and pessimistic. The mood in Tennyson's poem is proud and honorable in view of how the men gave up their lives without a question. The tone of the poem is of praise as he calls the soldiers "noble six hundred". The mood in Owen's poem is the exact opposite.
Comparing how poets explore the experience of war
It is useful to consider the similarities between poems and then consider any subtle differences between them. You can consider the different contexts of poems as part of your comparison. Whereas most of the poems present the horrors of war, Brooke is the most patriotic in his writing.
"Poppies" and "War Photographer": a Comparison of War Poems
To analyze the bright examples of war poetry, "Poppies" and "War Photographer", a comparison of the two poems will be presented in this essay. In Poppies,... read full [Essay Sample] for free
GCSE Grade 9 Power and Conflict Poetry Essay
GCSE Grade 9 AQA Power and Conflict Poetry Essay - Comparing Carol Ann Duffy's 'War Photographer' with Simon Armitage's 'Remains'You can also access this com...
How To Write A Poetry Comparison Essay
March 13, 2024 by Minnie Walters. An essay comparing two poems needs to be written with an understanding of how themes, structure, forms, language, and style distinguish the two poems. It is also important to consider how the themes, structure, forms, language, and style interact with each other to create meaning and richness.
Comparing and Contrasting war poems
This poem is a recruiting poem with the aim of encouraging men to volunteer to join the forces. It was written at the beginning of the First World War in 1914 and therefore the true effects of the war had not been experienced yet. Patriotic poetry of this kind was extremely common. Jessie Pope compares the war to a 'game', implying that ...
Comparing Poems: War Poetry Analysis
Tips to improve essay writing, introduction to war poetry. Skeleton coursework essay plan for a comparison between "Joining the Colours" by Katherine Tynan Hinkson a. ... Very detailed lesson for students with guideline for comparing two poems. Great selection of war propaganda posters. Thank-you so much for sharing!
Essay on the comparison of War Poetry
Through the poems "No More Hiroshima's" and "Mental Cases," the poets convey their views on the impact of war, and the devastation it can cause; Owen's powerful account of the effect of war on the soldiers, and Kirkup's poignant description of the destruction of Hiroshima, is in stark contrast to McCrae's patriotic language and use of euphemism ...
How to Write a Grade 9 Poetry Comparison Essay
How to end a poetry comparison essay. It is always a good idea to include a conclusion to your essay so that it reads coherently throughout. However, there is no need to spend a long time writing it. A conclusion for a poetry anthology comparison essay should only summarise the proof you have provided for your thesis.
Lesson: Comparing experiences of war in poetry
Poets have been writing about wars for hundreds of years. Sometimes poets sensationalise dying for your country as a form of propaganda. Poets who have first hand experience of combat often depict the brutal reality of war. Some of the poems in the Edexcel 'Conflict' anthology reflect on experiences of particular wars in history.
Model Answers
Below you will find a full-mark, Level 6 model answer for a poetry anthology comparison essay. The commentary below each section of the essay illustrates how and why it would be awarded Level 6. Despite the fact it is an answer to a specific Power and Conflict question, the commentary below is relevant to any poetry anthology question.
War Poetry Comparison Essay
In this essay, I will compare two different poems and compare the way they portray the war. The two poems I will be comparing are, "The Immortals," by Isaac Rosenberg and, "In a V A D Pantry," by Alberta Vickridge. They both give contrasting perspectives in the approach due to the different circumstances of the authors during the War were ...
Poetry Comparison Mark Scheme and Model Answers
Re-read 'Hide and Seek' and 'War Photographer'. Compare how the writers present isolation in 'Hide and Seek' and 'War Photographer' ... How to Write a Grade 9 Poetry Comparison Essay; Poetry Comparison Mark Scheme and Model Answers; Part 3: Pearson Edexcel International GCSE English Anthology
War Poem Comparison Essay
War Poem Comparison Essay. Q. In an essay of not more than 1,500 words compare and contrast ONE PAIR of the two pairs of poems printed below. Your answer should exhibiy a clear understanding of each poem's meaning and tone, and you should consider the effect and importance of formal features, such as rhyme scheme, sound patterning, word ...
War Poetry Comparing Poems
PNG, 71.2 KB. PNG, 103.26 KB. zip, 3.51 MB. War poetry comparing poems lesson that explores ways of making comparisons between two similar or two different war poems. Students analyse Who's For The Game by Jessie Pope before making comparisons with another poem of their choice. Includes differentiated activities and is useful for students ...
The Tortured Poets Department Essay Collection : r/TaylorSwift
Fortnight suburbia could also compare to "madness in conformity" for "A Wrinkle in Time" where Camazotz (best known for giant brain-enforced conformity) satirizes the blandness of American suburbia as well as satirizing the Soviet Union. Authenticity, I could see that one. Same with the game of love ones. The Prophecy essay would be a good one ...

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Lesson details

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Poetry Comparison Mark Scheme and Model Answers ( Edexcel IGCSE English Literature )

Poetry Comparison Mark Scheme and Model Answers

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Mark Scheme

Model Answer

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War Poetry Comparing Poems

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