Opening LinesThe 1914-1918 War (ii)

•The Falling Leaves•In Flanders Fields•The Seed-Merchant’s Son•The Parable of the Old Man and the Young•Spring in War-Time•Perhaps•Reported Missing

•Recruiting•Joining the Colours•The Target•The Send-Off•Spring Offensive•The Bohemians•Lamentations•The Deserter•The Hero

The Poems

•The Falling Leaves (1)•In Flanders Fields (2)•The Seed-Merchant’s Son (2)•The Parable of the Old Man and the Young (3)•Spring in War-Time (2)•Perhaps (3)•Reported Missing (3)

•Recruiting (2)•Joining the Colours (2)•The Target (2)•The Send-Off (1)•Spring Offensive (2)•The Bohemians (3)•Lamentations (5)•The Deserter (3)•The Hero (2)

Examination Appearances

•The Falling Leaves (1)•In Flanders Fields (2)•The Seed-Merchant’s Son (2)•The Parable of the Old Man and the Young (3)•Spring in War-Time (2)•Perhaps (3)•Reported Missing (3)

•Recruiting (2)•Joining the Colours (2)•The Target (2)•The Send-Off (1)•Spring Offensive (2)•The Bohemians (3)•Lamentations (5)•The Deserter (3)•The Hero (2)

The Numbers Game

•The Falling Leaves (1)•In Flanders Fields (2)•The Seed-Merchant’s Son (2)•The Parable of the Old Man and the Young (3)•Spring in War-Time (2)•Perhaps (3)•Reported Missing (3)

•Recruiting (2)•Joining the Colours (2)•The Target (2)•The Send-Off (1)•Spring Offensive (2)•The Bohemians (3)•Lamentations (5)•The Deserter (3)•The Hero (2)

The Numbers Game

•You must answer one question from a choice of three offered•You have 45 minutes to complete your answer•You can take your annotated copies into the exam•The questions require you to identify the similarities and differences between named poems written between 1914 and 1918•There are sometimes bullet points to guide your planning – use them!

The Questions

Example Paper

•In your answer you will be expected to comment on HOW the poets explore one or more of the following:

‘ways in which’ = HOW?

Experiences of War

People Affected by

War

Descriptions of War

How is the fear of the soldiers brought powerfully to life for you in these two poems? (June 2008)

Experiences of War - examples

What thoughts and feelings about death in wartime do the poets memorably convey to you in any TWO of the following poems? (June 2008)

What differences do the poets show you between what young men expected of war and what they found, in Recruiting (Mackintosh) and Joining the Colours (Hinkson)? (January 2008)

How do the poets help you to understand the effects of war on individuals in any TWO of the following poems? (June 2007)

People Affected by War - examples

Explore the ways in which the poets write movingly about the loss of family members, in TWO of the following poems (January 2007)

What do you find memorable about the portrayal of relationships between fathers and sons in The Parable of the Old Man and the Young (Owen) and The Seed-Merchant’s Son (Herbertson)? (June 2008)

How do the poets’ descriptions of the natural world vividly convey their personal feelings in these two poems? (January 2007)

Descriptions of War - examples

What do you find memorable about the ways in which the poets portray death in war in these two poems? (June 2007)

How are the horrors of war brought powerfully to life for you in Spring Offensive (Owen) and The Deserter (Letts)? (January 2007)

There are a limited number of questions topics that can be asked BUT:

•You must know the poems well•You must have an appreciation of their shared and distinctive features•You must be able to create focused comparative commentaries under timed conditions

Experiences of WarDeathFear

Grief & LossBitterness

Expectations & reality

People Affected by War

Soldiers going to WarSoldiers in WarFamily at home

Descriptions of War

NatureDeath

Horrors of war & death

Analysing poems

Poem

Form & Structure

Images

Aural features

Narrative voice

Setting Themes

Language

Context

•Stanzas & line order•Metre & rhythm•Rhyme•Repetition•Punctuation•Enjambement•Grammar

•Symbol•Simile•Metaphor•Personification

•Vocabulary•Lexical fields•Connotations

•Alliteration•Assonance•Onomatopoeia

•1st / 2nd / 3rd person•Past / present tense•Viewpoint

•Historical•Political•Social•Cultural

•Time•Place

•Author’s agenda•Concerns•Message

Look for patterns of similarity and differenceBetween the two poems

•Both poets...

•In each case...

•The texts share...

•Neither poem...

•Similarly...

•Both texts...

Useful Vocabulary - Compare

•Whereas...

•While (text A)..., (text B)...

•Although...

•In contrast...

•On the other hand...

Useful Vocabulary - Contrast

•Poet / narrator / writer

•Text / poem / piece

•Uses employs

•Shows reflects

•Causes us to feel evokes

•Emphasises / draws attention to /

suggests / implies / creates a sense of

More Useful Vocabulary

•It is significant that...

•It should be remembered that...

•Sympathy pathos

•Contrasts juxtaposes

•Satire

•Everyday speech colloquialisms

•Propaganda

More Useful Vocabulary

•Patriotism

•Naivety

•Disillusionment

•Esprit de corps

•Irony

More Useful Vocabulary

•Interrogate the question & identify keywords

•Select poems if appropriate

•Plan answer using 2 poem grid which directly

responds to the terms of the question

Writing under timed conditions

Writing under timed conditionsPoem 1 Poem 2

Introduction

Point #1

Point #2

Point #3

Point #4

Conclusion

•Write your response ensuring that you:

1. afford equal commentary to both texts2. use P.E.E. Paragraphs3. adopt focused analytical expression 4. use evidence from the text to support your

ideas5. remain legible!6. Keep an eye on the time!

Writing under timed conditions

•Check your response for technical accuracy and sense by reading through

Writing under timed conditions

•Planning – 10 minutes

•Writing – 30 minutes

•Checking – 5 minutes

Timings