Aqa Anthology Poetry Cluster: Conflict

1.) An injured probably dead, soldier.

2.) Set in France during the First World War.

3.) The poet questions what the point is of life being created if it can be destroyed so easily.

The poet mainly uses half rhyme (e.g. "seeds" and "sides") rather than full rhyme, which makes the poem seem less formal and more conversational.

Each stansa begins with a command. The first stansa is a practical instruction about how to help the solier. In the second stansa the language becomes more philosophical as the poet considers whether creation is worthwhile when life can be ended so quickly.

The poet uses a mixture of past and present tenses to show the contrast between the soldier's life at home and his current situation. The repeated references to waking emphasise the contrast between being awake and alive and being paralysed or dead.

Nature is personified as powerful but helpless in the face of war.

The language becomes more Biblical and philosophical as the poet reflects on what has happened.

The poet addresses the reader directly, which makes the reader feel more emotionally involved with the poem. The poem contains commands and questions that challenge the reader to think about why the soldier's life has been wasted.

The poet is sympathetic to the soldier, and uses a kind and respectful tone to talk about him.

The poet feels bitter about the waste of life caused by war, and frustrated at the pointlessness of creating life for it to be destroyed by war.

The Falling Leaves

Come On, Come Back

Poppies

Belfast Confetti

1.) The poem describes a disastrous battle between British calvary and Russian forces during the Crimean War. (1853- 1856).

2.) A misunderstanding meant that the LIght Brigade was ordered to advance into a valley surrounded by enemy soldiers.

3.) The calvary were only armed with swords, whereas the Russian soldiers had guns. The Light Brigade were virtually defeceless against their enemies, and many of them were killed.

The poem is narrated in the third person, making it seem more like a story. There's a strong, regular, relentless rhythm that creates a fast pace, imitating the cavalry going forward and the energy of the battle.

The poem tells the story of the battle in chronological order. Some lines and phrases are repeated throughout the poem, sometimes with subtle differences - this keeps the focus on the cavalry troops throughout the poem.

Repetition creates a sense of impending doom, and the idea that what is going to happen is inevitable. Repition of "the six hundred" in each stansa reinforces the idea of the large number of men involved. It also creates an image of a chaotic battle.

The poet chooses powerful verbs and adjectives to give a strong sense of the violence of the battle.

The poet uses respectful language to emphasise the soldier's bravery.

The poet admires the bravery and sacrifice of the men because they were determined to obey orders even though they knew death was likely. He thinks that the world should recognise their bravery and appreciate their sacrifice.

The poet seems shocked by the stupidity of the order, but this doesn't diminish his respect for the soldiers who did their duty.

There's a suggestion that the poet is horrifed by the violence of the battle.

Poppies

Futility

Bayonet Charge

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