To compare the ways in which these poems display the horrors of war.

The Solider by Rupert Brooke and Dulce et decorum Est by Wilfred Owen, are two poems written during the time of World War One (WW1). Both poems are an example of each authors’ perception on war, Owens being about the spiteful reality and Brookes about the glory of dying one’s country. Although they are two very different perspectives both are based around the horrors of war and the unimaginable amount of deaths that WW1 had caused.

In Wilfred Owen’s war poetry, the distinctive idea criticised all through all his poetry are the ideas of the horrors, brutality and waste of war and the hypocrisy and lies held by many back homes. This idea is developed a significant amount in two of his poems, “Dulce et Decorum Est” and “The Next War” through the shocking images Owen creates. With both poems being written in first person plural, Owen invites us into his poem which allows his idea to be properly conveyed to his audience and his desired outcome, to make the people back home realise the terror of war and complete lack of glory, to be reached.

In war poems, war is always condemned, dispraised and demonstrated as a futile and tragic event. In both poems, "War Photographer" by Duffy and "Exposure" by Owen, poets illustrate their suffering and acrimony of conditions of war. "War Photographer" is an inspiration of the friendship of the poet with a photographer of war. It is also an illustration of the brutality of war and the apathy of those who might see the photos in newspapers. Whereas, Exposure is a poem written by a solider who was honoured for his bravery and then was killed in the battle; therefore, Exposure has more authenticity.

Owen uses Imagery as another method to convey the brutality of war and also as a means of contrast to show his life before and after. In the third stanza he creates a picture of blood being poured away; “poured it down shell-holes till the veins ran dry” and he uses metaphorical language to emphasis the point that he nearly bled to death as you cannot literally pour the blood out of your veins.

Compare how poets present the effects of conflict in ‘Belfast Confetti’ and one other poem from Conflict.

Compare how poets present World War 1 in ‘Mametz Wood’ and one other poem you studied

Compare and contrast images of heroism in these two poems. Heroism is a trait that we seem to have no problem identifying, yet when asked to define what a hero is a myriad of answers emerge. This phenomenon is not unique to today’s society; the definition of a hero is something that is constantly under revision and debate. An example of this can be seen in two older pieces of English literature: Beowulf, written circa 750-900, and Sir Gawain and the Green Knight, written circa 1375-1400. These stories both have a main character that possesses heroic qualities, many of which are very similar.

There were a few similes, such as in stanza 1, line 1 – ‘like old beggars under sacks’ that emphasised the description made. There were several instances of alliteration; one of them in the last stanza, line 3, with the words ‘watch the white eyes writhing’. They all help to stress the meaning and importance of these lines, bringing a vivid picture to mind. We noticed the use of internal rhyme in stanza 2 lines 3 and 4, ‘stumbling/flound’ring’, drawing attention to the description. The rhyme scheme of alternating rhyming end-lines, with 10 syllables per line, gives the poem rhyme, metre, structure and order, making the words flow; making it easier to read, more memorable, and drawing attention to the sounds of the words. There are some disruptions to this, such as the short, sharp, last line, which makes the reader more aware, and places emphasis on, the meaning and importance of those words. We both noticed that stanza 2 appeared to be shorter than verse 1 with a shorter, 2 line stanza following it. I interpreted this as another disruption to the scheme of the poem to place importance on the words of the 2 line stanza. The final verse is longer than the others, again a disruption for effect. It also contains a Latin quote that, at that time, would have been taught in grammar schools, so Owen would have expected his readers to understand the Latin quotation at the

I personally have read theses six poems a few times each now. Starting with “Introduction to Poetry,” “How I Discovered Poetry,” “Poetry Should Ride the Bus,” “How Poetry comes to me,” “Making It in Poetry” and “Poem.” I for one will be explicating each poem and discussing how they are similar and different in their own ways. As well as explaining my own thoughts on the poems themselves and summarizing what I believe them to be.

This would start to change during the War of 1812. Often referred to as the “Second War of Independence,” the conflict inspired a fresh wave of patriotism in a generation too young to remember the Revolution. When Key declared that “our flag was still there,” he fused the physical symbol of the nation with universal feelings of patriotism, courage, and resilience. By giving the flag a starring role in one of the most celebrated victories of the war, Francis Scott Key’s song established a new prominence for the flag as an expression of national identity, unity, and pride. And by giving it a name—that Star-Spangled Banner—Key transformed the official emblem into something familiar and evocative, a symbol that Americans could connect with and

The mood and tone drops throughout the poem. The start is fairly sombre, using phrases such as ‘cursed through sludge’, ‘marched asleep’ and ‘limped on’. The mood darkens in the second stanza. Owen uses words such

In Standing Soldiers, Kneeling Slaves, Kirk Savage, through public monuments both real and proposed, analyzes the problems of American society following the Civil War and shows how race, class, and regional relations ended up as they did. Looking Backward, on the other hand, is a fictional book in which Edward Bellamy lays out his idea for how a utopian society could be constructed and run. In the era that Savage describes, more easily referred to as Reconstruction, there were a multitude of social issues facing the American people who were more divided than ever along lines of race, class, and region. Savage identifies some very specific problems that divided Americans which include the general and deep seeded view that black people were lesser and less human than white Americans, the fact that Americans were individualistic to the point that they cared more for themselves and groups they belonged to than society or the nation as a whole, and that the North and South required a mending of relationships after the war. However, Bellamy’s is a system which is purely economic and educational and does not provide solutions to these largely irrational issues and in fact would even be undermined by them given that the system itself is reliant on the fair evaluation of workers’ performance and ability of people to move up in society in accordance with their performance in labor. This means that even if Bellamy’s system could have been fully implemented in America at the time,

but says that in that case it is better that there will only be a

The two poems, 'Dulce et decorum est' and 'Who's for the game?' are both very different war poems. Although they were both written about the First World War, they both had different purposes. The poems have aspects in which they are similar, but they also have very big differences.

When faced with the countless problems of war including death, disease, sorrow, and loss, soldiers develop and intense bond between one another as they seek support in one another. A brotherhood is formed among these soldiers who rely on one another for protection and companionship amid a time in their lives where they are faced with the constant threat of death and violence everyday of their lives. But what happens to them after the war? In After the War, poet brings awareness to how the war-torn soldier attempts to reestablish their self in a society they have been isolated from for so many years through use of free verse and repetitive phrases, which further reinforces the theme throughout the poem.