poetry

Question 1

how to structure essay

Answer 1

• 1 para on language, 1 para on form, 1 para on structure
  1. point about both (similarity and/or difference)
  2. Evidence technique analysis for poem a
  3. 2nd evidence technique analysis (link to reader)
  4. comparative sentence to poem b
  5. evidence technique analysis for poem b
  6. 2nd evidence technique analysis for poem b

Question 2

london summary

Answer 2

a speaker (could be seen as Blake) is wandering down the streets of london, encountering the plight of poverty and suffering of its citizens. he indicts the abuse of power of the authorities and how their power is not used to benefit society as child labour, prostitution, and corruption permeated London.

Question 3

London context

Answer 3

• he was a Romantic poet - believed nature was awe-inspiring. he was anti-establishment.
• 2 poetry collections: ‘songs of innocence’ and ‘songs of experience’. this belonged to ‘songs of experience’ which laments the loss of innocence in the face of corruption

Question 4

London key quotes

Answer 4

1. ‘I wander thro’ each charter’d street, Near where the charter’d Thames does flow’
2. ‘mind-forged manacles’
3. ‘black’ning church appalls

Question 5

London “I wander thro’ each charter’d street, near where the charter’d thames does flow”
analysis

Answer 5

• Blake juxtaposes ideas of natural freedom (Thames) with rigid control (charter’d), symbolising the loss of individual liberty under political and economic oppression. This analysis will explore the linguistic, thematic, and historical significance of these lines.
• “I wander” – The verb wander suggests aimlessness, perhaps even helplessness. It contrasts with the idea of controlled, structured streets, reinforcing a sense of powerlessness. The speaker is not in command of his movements; he simply drifts through an environment that is already mapped, controlled, and dictated by external forces.
• The repetition of charter’d conveys the idea that every street in London has been subjected to legal and economic ownership. The word charter’d suggests that public spaces have been licensed, mapped, and controlled for profit, leaving ordinary people restricted and trapped within a system that benefits the wealthy.
• Blake’s use of juxtaposition is key to understanding the poem’s message. He deliberately contrasts:
  
  • The free-flowing Thames vs. Legal control – The river, a force of nature and movement, is placed in opposition to the bureaucratic and economic constraints of London.
  • Personal freedom vs. Institutional oppression – The speaker wanders but does so through a landscape that is entirely charter’d, implying that even movement in London is dictated by external forces.
  • Public vs. Private ownership – Streets and rivers are traditionally communal spaces, but the word “charter’d” implies they have been placed under legal and financial control, highlighting the rise of private ownership and economic inequality.
• This clash between natural freedom and human-imposed restriction is central to Blake’s critique of 18th-century capitalism and monarchy, where even spaces that should be for the public good (streets, rivers) are instead monetised and controlled by the powerful.
• The most significant word in these lines is “charter’d”, which appears twice. It carries powerful political and economic connotations:
  
  • A charter was a legal document issued by a monarch or government, often granting exclusive rights to a particular group, such as merchants or landlords.
  • In Blake’s time, many public resources were being privatised, including land, trade routes, and even aspects of the River Thames. The City of London Corporation controlled access to the Thames, and tolls were imposed on its use, meaning even natural resources were becoming financial assets.
  • Charter’d suggests that everything in London has been mapped, regulated, and restricted for profit, leaving no space for true freedom.
    By repeating charter’d, Blake emphasises the pervasiveness of economic and legal constraints in London, reinforcing a sense of suffocation and lack of autonomy.
    “Thames” – A Symbol of Natural Freedom (Now Lost)
    The River Thames is traditionally a symbol of movement, natural energy, and freedom. By calling it charter’d, Blake implies that even nature has been put under bureaucratic control, reinforcing the theme of unnatural restriction. This creates a stifling, claustrophobic tone, making London feel like a prison where even the river cannot flow freely.
• Alliteration and Phonetic Effects
  Blake’s use of alliteration and sound devices enhances the oppressive tone of the poem:
  
  • “Charter’d” / “Charter’d” – The hard ‘ch’ sound is repeated, creating a harsh, grating effect that mirrors the rigid control he describes. This sound almost forces the reader to stumble and pause, mimicking the lack of freedom in Blake’s London.
  • “Thro’” and “flow” – The soft, elongated vowels in “flow” contrast with the clipped sounds of “charter’d”. This contrast further highlights the struggle between restriction and natural movement. The Thames should flow, but Blake’s language makes it clear that this freedom is an illusion.
  • “I wander” – The long, open vowel sounds in wander give the line a melancholy, weary tone, reinforcing the speaker’s powerlessness and despair.
    The phonetics of these lines enhance the tension between movement and restriction, making the reader feel the suffocating nature of Blake’s London.

Question 6

london ‘mind-forged manacles’ analysis

Answer 6

• The phrase “mind-forged manacles” is a metaphor representing psychological oppression. While “manacles” (chains or shackles) are typically physical restraints, Blake suggests that the most powerful form of imprisonment is mental rather than physical. This reflects the idea that people in London are not only suffering from external oppression (poverty, government control, industrialisation) but also from internalised beliefs that prevent them from seeking freedom or change.
  
  • “Mind-forged” implies that these restraints are not imposed solely by external forces but are created and reinforced by individuals themselves through societal conditioning.
  • This links to Blake’s broader themes of institutional control, social conformity, and self-imposed limitations.
• Blake employs alliteration in the repeated ‘m’ sound (“mind-forged manacles”), which creates a heavy, rhythmic effect. This has several impacts:
  
  • The harsh, mechanical sound mimics the clanking of real manacles, reinforcing the theme of entrapment.
  • The repetition slows the reader down, making the phrase more impactful.
  • The hard ‘m’ and ‘d’ sounds contribute to the metallic and oppressive tone, making the phrase feel restrictive and weighty.
• The phrase is short yet highly impactful, packed with meaning in just three words. Blake’s choice to omit a verb makes it more declarative and absolute, as if stating an undeniable truth. The hyphenation of “mind-forged” links the words closely, reinforcing the idea that mental conditioning is an active, almost industrial process

Question 7

london ‘black’ning church appalls’ analysis

Answer 7

• This phrase ties into Blake’s broader critique of institutions, showing how the Church, which should provide refuge and morality, instead contributes to society’s oppression by remaining passive in the face of suffering.
• Blake’s phrase “black’ning church appalls” is deeply symbolic, carrying multiple layers of meaning:
  
  • Religious Hypocrisy – The “Church” is typically associated with purity, morality, and guidance. However, the “black’ning” suggests corruption, moral decay, or guilt, implying that instead of offering hope and salvation, the Church is complicit in the suffering of London’s poor.
  • Industrial Pollution – The literal interpretation of “black’ning” could refer to the soot and smoke from the Industrial Revolution, which physically darkened the buildings of London, including its churches. This reflects how industrialisation taints not just the city but also its moral institutions.
  • Sin and Evil – The colour black often symbolises sin, evil, or oppression in literature. The black’ning of the Church suggests it is not only physically darkened but also spiritually tainted by its inaction.
    This phrase ties into Blake’s broader critique of institutions, showing how the Church, which should provide refuge and morality, instead contributes to society’s oppression by remaining passive in the face of suffering.
• Blake’s use of alliteration in “black’ning” and “Church” creates a striking auditory effect:
  
  • The harsh ‘k’ sound in “black’ning” and “Church” mirrors the abrasive, polluted atmosphere of London, reinforcing the imagery of decay.
  • The elongated vowel sounds in “appalls” create a sombre, drawn-out effect, as if the Church’s horror is stretching over time but without action.
    The phonetics contribute to the phrase’s ominous tone, making it feel heavy and accusatory.
• “Appalls” – A complex word choice with dual meanings:
  
  • It can mean to horrify or disgust, suggesting that the Church is disturbed by the suffering of London.
  • However, it also derives from the Latin pallere (to grow pale), which could imply weakness or a failure to act.

Question 8

London key forms

Answer 8

1. quatrains and ABAB rhyme
2. Iambic tetrameter

Question 9

London quatrains and ABAB rhyme analysis

Answer 9

• to emulate the mass oppression and restriction that the lower classes were subject to - they were oppressed by establishments chaining them to ‘mind-forged manacles’
• as the stanza length and rhyme is not broken, blake uses this to mimic how this control seems unbreakable and sempiternal.

Question 10

London iambic tetrameter analysis

Answer 10

• the consistent iambic tetrameter heightens the motif of oppression that permeates the poem; there is no freedom to escape this control.
• blake provides a glimmer of hope when he breaks the iambic tetrameter on ‘marks of weakness, marks of woe’. he could be implying that there is hope to break free from this oppression if london was to be united against the establishments that controlled them.

Question 11

London comparisons

Answer 11

1. Ozymandias
2. My last Duchess
3. the prelude

Question 12

London / ozymandias comparison

Answer 12

Comparison themes: Power, human suffering, control, decay of power
* Both explore how human power is ultimately temporary.
* London shows ongoing suffering caused by corrupt power, while Ozymandias shows how once-great rulers are forgotten and powerless in the face of time.
* Both critique authority: Blake criticises institutions (church, monarchy), Shelley mocks the arrogance of rulers.

Question 13

london / my last duchess comparison

Answer 13

Comparison themes: Control, abuse of power, oppression
* Both feature figures with too much power: the Duke in My Last Duchess, and the institutions in London.
* Both poems explore how people are silenced—Blake shows the poor and vulnerable suffering, and Browning presents a woman who is controlled and destroyed for being too independent.

Question 14

london / the prelude comparison

Answer 14

Comparison themes: Power of nature vs. power of man, internal conflict
* London focuses on man-made suffering in a corrupted city, while The Prelude contrasts this by showing nature’s power to inspire fear and respect.
* Both poems include a shift from confidence to fear, especially linked to forces beyond the speaker’s control.

Question 15

ozymandias summary

Answer 15

ozymandias tells the tale of a statue in the desert that is now decrepit and dilapidated but once was a statue of the great ‘ozymandias’. the statue is in the middle of the barren desert, with nothing around it for miles but boasts of it’s great empire, might and power. ozymandias’ statue serves as a stark reminder to all that power is ephemeral and that all empires must fall. it criticises those who lust for power by portraying the memory of a once mighty king as no encapsulated by a broken monument.

Question 16

Ozymandias context

Answer 16

• shelley was a romantic poet - believed in power of nature and the spiritual connection to it (known as the sublime)
• shelley was also anti-monarchy and a pacifist

Question 17

Ozymandias key quotes

Answer 17

1. “ My name is Ozymandias, King of Kings: / Look on my Works, ye Mighty, and despair!”
2. “Nothing beside remains. Round the decay / Of that colossal Wreck, boundless and bare”
3. “The lone and level sands stretch far away.”

Question 18

Ozymandias “ My name is Ozymandias, King of Kings: / Look on my Works, ye Mighty, and despair!” analysis

Answer 18

• The inscription on the pedestal of Ozymandias’ ruined statue, “My name is Ozymandias, King of Kings: / Look on my Works, ye Mighty, and despair!”, serves as a powerful example of dramatic irony, arrogance, and the inevitable decline of human achievements. This analysis explores the linguistic, structural, and thematic significance of these lines.
• This quote represents Ozymandias’ belief in his own greatness, but the reality of the poem contradicts his expectations.
  
  • “My name is Ozymandias” – By stating his name first, the ruler emphasizes his identity and status. He sees himself as legendary and worthy of eternal remembrance. However, the irony is that his name has been preserved, but his power has vanished.
  • “King of Kings” – This biblical allusion elevates Ozymandias above all other rulers, as if he considers himself a supreme monarch, second only to God. The phrase is also found in Christian scripture (used for Jesus Christ), making Ozymandias’ arrogance even more striking. His god-like self-image contrasts with the reality of his forgotten empire.
  • “Look on my Works, ye Mighty, and despair!” – This is an imperative command, directed at future rulers. Ozymandias believes his achievements are so great that even the most powerful rulers should feel hopeless in comparison.
  • Dramatic Irony – The irony is that his “Works” no longer exist. The statue is ruined, his empire has crumbled, and nature has reclaimed the land. Instead of inspiring fear, his words now serve as a warning about the fleeting nature of power.
    Blake uses juxtaposition to emphasize the irony in Ozymandias’ declaration:
  • “King of Kings” vs. the broken statue – Ozymandias boasts ultimate power, yet he is now nothing but a shattered relic.
  • “Look on my Works” vs. The surrounding wasteland – His “Works” have disappeared, replaced by boundless and bare sands. This contrast reinforces the futility of human pride.
  • The voice of Ozymandias vs. The voice of the speaker – The inscription presents Ozymandias as a powerful ruler, but the poet’s voice reveals his insignificance.
    This clash between expectation and reality highlights the fragility of human power.
    King of Kings” – The repetition of the ‘K’ sound makes the phrase sound strong and authoritative, reinforcing his perceived power.
  • “My Works” – The ‘W’ sound slows the line, giving a boastful and self-important tone.
  • Punctuation & Caesura:
  • The colon after “King of Kings” forces a pause, as if Ozymandias expects admiration.
  • The comma in “Look on my Works, ye Mighty” mimics a commanding tone.
  • Iambic Pentameter:
  • The rhythm of this line echoes formal speech, making it sound like a proclamation or decree.

Question 19

Ozymandias
“Nothing beside remains. Round the decay / Of that colossal Wreck, boundless and bare” analysis

Answer 19

• These lines come towards the end of the poem and serve as a crucial turning point, where the reader fully realises the dramatic irony of Ozymandias’ once-great empire now reduced to ruins. Shelley contrasts the boastful inscription on the statue with the reality of its decay and insignificance, reinforcing the poem’s themes of transience, the power of nature, and the futility of human pride.
• The stark simplicity of these lines emphasises the complete downfall of Ozymandias’ empire:
  
  • “Nothing beside remains.” – This short, blunt sentence shatters the illusion of power built up in Ozymandias’ words.
  • “Nothing” is a powerful absolute – it completely erases Ozymandias’ achievements.
  • The short, final-sounding sentence mimics the emptiness of the scene, reinforcing the idea that power is temporary.
  • “Round the decay / Of that colossal Wreck” – This phrase emphasises the destruction of what was once great.
  • “Decay” suggests slow, inevitable ruin, symbolising how time gradually erases all human achievements.
  • “Colossal” implies that the statue was once enormous and impressive, making its current wrecked state even more ironic.
  • “Wreck” suggests complete destruction, reinforcing the idea that powerful rulers cannot escape the forces of time and nature.
  • “Boundless and bare” – This phrase creates an image of vast emptiness, highlighting the contrast between Ozymandias’ arrogance and the reality of his forgotten empire.
  • “Boundless” suggests endless space, emphasising how insignificant the ruins are compared to the vast desert.
  • “Bare” reinforces the isolation of the scene, stripping away all traces of human civilisation.
    Shelley juxtaposes two opposing ideas to enhance the poem’s irony:
  • “Nothing” vs. “Colossal” – This sharp contrast highlights the scale of loss. Ozymandias once ruled a powerful empire, yet now nothing remains of his greatness.
  • “Decay” vs. “Boundless” – The word “decay” implies gradual disintegration, while “boundless” suggests limitlessness. This contrast reflects how time erodes human achievements, leaving only nature behind.
  • The human vs. the eternal – Ozymandias represents the temporary nature of human power, while the desert represents the eternal. Shelley’s imagery suggests that civilisations rise and fall, but nature remains unchanged.
    Alliteration:
  • “Boundless and bare” – The repeated ‘b’ sound creates a soft, echoing effect, reinforcing the vast emptiness of the desert.
  • Caesura:
  • “Nothing beside remains.” – The full stop in the middle of the line forces the reader to pause, emphasising finality and loss.
  • Iambic Pentameter:
  • The steady rhythm mimics the slow, inevitable passing of time, reinforcing the idea that everything fades away eventually.

Question 20

Ozymandias “The lone and level sands stretch far away.” analysis

Answer 20

• The final line, “The lone and level sands stretch far away,” serves as a haunting conclusion to the poem, reinforcing the themes of transience, isolation, and nature’s dominance over human ambition.
• This line paints a vivid image of emptiness and reinforces the poem’s central message:
  
  • “The lone and level sands” – This phrase symbolises both physical emptiness and the erasure of Ozymandias’ legacy.
  • “Lone” – Suggests isolation and abandonment, reinforcing the idea that Ozymandias and his empire have been forgotten.
  • “Level” – Suggests uniformity and sameness, contrasting with Ozymandias’ desire to be unique and remembered. It also implies that nature has “levelled” his achievements, erasing any sign of his greatness.
  • “Sands” – A symbol of time, as in the sands of an hourglass, representing the inevitable passing of all human achievements.
  • “Stretch far away” – This phrase extends the image of emptiness and endlessness, reinforcing the vast insignificance of Ozymandias’ remains.
  • The verb “stretch” gives a sense of infinity, suggesting that time and nature will continue long after Ozymandias has been forgotten.
  • The phrase evokes a desolate and unchanging landscape, where human ambition fades into nothingness.
    Lone” – Suggests desolation and abandonment, reinforcing the isolation of Ozymandias’ forgotten legacy.
  • “Level” – Has a double meaning:
  • Literally, it describes the flat, featureless desert.
  • Metaphorically, it suggests that time has “levelled” all human accomplishments, erasing any distinction between the mighty and the weak.
  • “Sands” – A classic symbol of time, often associated with hourglasses and the inevitable passing of all things.
  • “Stretch far away” – Emphasises the vastness of the desert, creating a sense of infinity.
    Shelley’s word choices create a bleak, haunting image, reinforcing the idea that nothing lasts forever.
    Lone and level” – The repeated ‘L’ sound creates a smooth, flowing effect, mimicking the endless sands.
  • This gentle repetition contrasts with the harsh, broken imagery of Ozymandias’ ruined statue, reinforcing his insignificance.
  • Sibilance:
  • The repeated ‘S’ sounds in “sands stretch” create a soft, whispering effect, mirroring the silence and stillness of the desert.
  • Meter & Pace:
  • This line slows down the poem, mimicking the stillness of the landscape.
  • It provides a sense of finality, as if the sands go on forever, just as time continues without Ozymandias.

Question 21

Ozymandias key forms

Answer 21

1. Mix of Petrachan and Shakespearean sonnet
2. Iambic pentameter

Question 22

Ozymandias - mix of Petrachan and Shakespearean sonnet analysis

Answer 22

• the poem is set as a sonnet, traditionally a way of writing love poems. therefore, by making the statue the focus of the poem, shelley could be making it an object of love and respect. this sentiment contrasts with the content of the poem, which in actuality ridicules the statue.
• the sonnet form allows shelley to simultaneously mock ozymandias’ lack of love and respect, but to ridicule his excessive hubris that resulted in this infatuation and love with barbaric power.
• the poem uses a blend of petrarchan and shakespearean sonnet, perhaps as a way of showing how even old ideas, such as everlasting power, can be changed and evolved.

Question 23

Ozymandias - iambic pentameter analysis

Answer 23

• it is used as a motif of control. iambic pentameter is used throughout the poem in order to demonstrate the frightful regularity of the oppression by those in power on those they rule. its use so regularly may also suggest that there is no way to break free - they are constrained by the oppressive tyrant that rules them.

Question 24

Ozymandias comparisons

Answer 24

1. london
2. My last duchess
3. storm on the island

Question 25

ozymandias / london comparison

Answer 25

Comparison themes: Power, corruption, loss, control over people
* Both critique the abuse of power: Ozymandias mocks the arrogance of a long-forgotten ruler, while London attacks the ongoing oppression by institutions like the monarchy and church.
* Both show that power can lead to suffering (London) or ultimately mean nothing (Ozymandias).
* London shows the effects of power on everyday people; Ozymandias shows how even the most powerful are eventually reduced to “colossal wreck.”

Question 26

ozymandias / my last duchess comparison

Answer 26

Comparison themes: Power, corruption, loss, control over people
* Both critique the abuse of power: Ozymandias mocks the arrogance of a long-forgotten ruler, while London attacks the ongoing oppression by institutions like the monarchy and church.
* Both show that power can lead to suffering (London) or ultimately mean nothing (Ozymandias).
* London shows the effects of power on everyday people; Ozymandias shows how even the most powerful are eventually reduced to “colossal wreck.”

Question 27

ozymandias / storm on the island comparison

Answer 27

Comparison themes: Power of nature vs. human control
* Ozymandias shows that nature and time destroy even the most powerful empires.
* Storm on the Island shows how nature is a force beyond human control—wind and storms overpower human defences.
* Both suggest that human pride is insignificant in the face of greater, uncontrollable forces.

Question 28

COMH context

Answer 28

• growing up british guyana, john agard received a british education
• after living in britain for 30 years and seeing the flawed and oppressive education system, COMH was published in a collection named ‘half-caste and other poems’ which explored the issues of race and identity

Question 29

COMH key quotes

Answer 29

1. “Dem tell me / Wha dem want to tell me”
2. “Bandage up me eye with me own history / Blind me to me own identity”
3. “I carving out me identity”

Question 30

COMH “Dem tell me / Wha dem want to tell me” analysis

Answer 30

• The lines “Dem tell me / Wha dem want to tell me” establish the poem’s rebellious tone, highlighting the speaker’s frustration with historical erasure and cultural oppression.
  These lines immediately establish the poem’s critical tone and the speaker’s sense of injustice:
  
  • “Dem tell me” – The repetition of this phrase reinforces the idea that the speaker has been force-fed a selective version of history.
  • “Dem” (instead of “They”) is written in Creole dialect, reflecting the speaker’s Caribbean heritage and rejection of Standard English.
  • This challenges linguistic and cultural oppression, as Creole was historically considered “inferior” to English.
  • The use of a collective pronoun (Dem) suggests an impersonal system of authority – likely the British education system.
  • “Wha dem want to tell me” – This phrase suggests that history has been deliberately filtered, with certain narratives being prioritised over others.
  • The verb “want” implies control and manipulation, reinforcing the idea that colonial rulers dictated what was worth remembering and what was erased.
  • The speaker feels denied access to the full truth, showing how education has been used as a tool of cultural dominance.
    
    2. Juxtaposition and Contrast
       Agard uses juxtaposition to highlight the one-sided nature of historical education:
  • “Dem” vs. “me” – The contrast between the powerful (Dem) and the oppressed (me) establishes an us vs. them dynamic.
  • It highlights how the speaker has no control over his own history.
  • Creates a rebellious tone, showing the speaker’s desire to reclaim his own identity.
  • “Tell” vs. “Want to tell” – The verb “tell” implies one-sided instruction, while “want” suggests intentional censorship.
  • The phrase subtly suggests that what is omitted is just as important as what is included in history lessons.
  • This reinforces the theme of Eurocentrism, where British history is glorified while Black history is ignored.
    This contrast between control and oppression emphasises the speaker’s frustration with the way history is manipulated.
    Agard uses sound and rhythm to make his critique even more powerful:
  • Repetition:
  • “Dem tell me” is repeated multiple times throughout the poem, reinforcing the monotony and frustration of being taught the same narrow version of history.
  • Phonetic Spelling & Dialect:
  • The use of Creole spelling (“Wha” instead of “What”) reflects oral tradition and cultural resistance.
  • Celebrates Caribbean identity, showing that history should be told in different voices, not just through colonial narratives.
  • Strong Rhythmic Cadence:
  • The short, clipped lines create a spoken, chant-like rhythm, making it feel like an oral protest against historical erasure.
  • The lack of punctuation adds to the urgency and anger in the speaker’s voice.

Question 31

COMH “Bandage up me eye with me own history / Blind me to me own identity” analysis

Answer 31

• In these lines, the speaker accuses the British education system of deliberately concealing his cultural heritage, using metaphors of blindness and injury to symbolise the erasure of identity. This analysis explores the linguistic, structural, and thematic significance of these lines.
  These lines convey the speaker’s frustration with how his history has been hidden from him:
  
  • “Bandage up me eye with me own history” – The metaphor of a bandage suggests that history has been used to cover up the truth rather than to heal or educate.
  • A bandage is meant to protect or aid recovery, yet here it is used to obscure vision, showing how the speaker’s education harmed rather than helped him.
  • “Me own history” – The irony is that it is not a foreign history covering his eyes, but his own, meaning that his heritage has been twisted or ignored.
  • “Blind me to me own identity” – This phrase emphasises the deliberate removal of knowledge that would have allowed the speaker to understand his cultural background.
  • “Blind me” suggests complete loss of sight, reinforcing the idea that the education system has erased key aspects of his identity.
  • “Me own identity” – The repetition of “me own” reinforces a sense of personal loss, highlighting that the speaker has been denied something that should have belonged to him.
    Each word in these lines adds to the feeling of oppression and erasure:
  • “Bandage” – Suggests concealment, restriction, and control, rather than protection.
  • “Eye” – Symbolises sight, knowledge, and awareness, reinforcing the idea that history should provide clarity, but instead it obscures the truth.
  • “Blind” – Implies complete removal of knowledge, not just distortion, showing how colonial education erased Black identity.
  • “Me own” – The repetition of this phrase highlights the speaker’s personal loss, making the impact of historical suppression deeply personal.
    Agard’s word choices make the oppression feel physical, reinforcing the emotional weight of cultural erasure.
    Agard’s use of poetic techniques enhances the impact of these lines:
  • Metaphor:
  • “Bandage up me eye” – Compares historical censorship to a physical injury, making the loss tangible and painful.
  • “Blind me to me own identity” – Suggests that education has deliberately stripped the speaker of self-awareness.
  • Repetition:
  • “Me own” – Stresses how personal this loss is and how the speaker is reclaiming his voice.
  • Creates a defiant, rhythmic tone, reinforcing the theme of resistance.
  • Harsh ‘B’ sounds:
  • The plosive consonants (“Bandage,” “Blind”) create an abrupt, forceful sound, reflecting the aggressive nature of colonial suppression.
    These techniques enhance the feeling of frustration and injustice, making the reader sympathise with the speaker’s loss.

Question 32

COMH “I carving out me identity” analysis

Answer 32

The closing line, “I carving out me identity,” is a declaration of self-determination, showing the speaker’s active effort to reclaim his cultural heritage and personal identity. It marks a shift from frustration to empowerment, reinforcing the poem’s message of resistance and self-discovery.
This line symbolises the speaker’s journey toward reclaiming his identity:
* “I carving out” – The verb “carving” is significant as it suggests:
* A physical, deliberate action, implying effort and struggle.
* Creating something new, suggesting that identity is not given but must be actively shaped.
* A slow, difficult process, reinforcing the idea that unlearning colonial narratives and rediscovering true heritage takes time.
* “Me identity” – The phrase asserts ownership and cultural pride:
* “Me” (instead of “my”) is written in Creole dialect, emphasising the speaker’s rejection of Standard English and colonial norms.
* This reflects cultural resistance and the idea that language itself is a form of identity.
By using “carving”, Agard presents identity as something that must be reclaimed, not passively inherited. This contrasts with the way British history was imposed on him, suggesting that real identity is something individuals must actively construct.
This line symbolises the speaker’s journey toward reclaiming his identity:
* “I carving out” – The verb “carving” is significant as it suggests:
* A physical, deliberate action, implying effort and struggle.
* Creating something new, suggesting that identity is not given but must be actively shaped.
* A slow, difficult process, reinforcing the idea that unlearning colonial narratives and rediscovering true heritage takes time.
* “Me identity” – The phrase asserts ownership and cultural pride:
* “Me” (instead of “my”) is written in Creole dialect, emphasising the speaker’s rejection of Standard English and colonial norms.
* This reflects cultural resistance and the idea that language itself is a form of identity.
By using “carving”, Agard presents identity as something that must be reclaimed, not passively inherited. This contrasts with the way British history was imposed on him, suggesting that real identity is something individuals must actively construct.
Each word in this line is carefully chosen to reinforce the themes of resistance and identity:
* “I” – The use of first-person pronoun asserts individual agency. The speaker is no longer being told who he is – he is defining himself.
* “Carving” – A strong, dynamic verb that implies:
* Struggle and persistence – Identity is not simply given, it must be reclaimed.
* Creativity and craftsmanship – The speaker is shaping himself, like a sculptor chiselling a statue.
* “Me” – The use of Creole dialect represents:
* Cultural authenticity and pride – The speaker is using his own language, not the colonial “standard”.
* A rejection of British influence, reinforcing his independence.
* “Identity” – This final word sums up the speaker’s goal, highlighting that his journey is about self-definition.
Agard’s word choices create a strong sense of empowerment, showing that identity is an ongoing process of discovery and resistance.

Question 33

COMH key forms

Answer 33

1. Free verse
2. rhyming quatrains

Question 34

COMH - free verse analysis

Answer 34

It’s written in FREE VERSE with the periodic use of RHYMING QUATRAINS. Through this we see him undulating between European literary traditions and extended stanzas of free verse which allow him to praise the characters of black history. This could be a metaphorical act of breaking free from European convention as he abandons poetic tradition to give voice to the past that is oppressed by this very tradition (poetry with a meter is generally what is taught in the British education syllabus).

Question 35

COMH rhyming quatrains anlysis

Answer 35

1. Looking more closely at the rhyming quatrains, each reference to black history comes at the end of each stanza, perhaps critiquing how white history was prioritised. However, by it being the final image of the stanza it remains more pertinent in the reader’s mind, so Agard is now giving the the acknowledgement they deserve.
2. The rhyme scheme is used to combat segregation as it pairs together these symbols of black and white history.
3. Alternatively, it imbues the stanzas that speak of white history with a rigid and rehearsed childlike quality - they sound like nursery rhymes. It could be an implication that this teaching of history is contrived and superficial, it lacks complexity.

Question 36

COMH comparisons

Answer 36

1. london
2. kamikaze
3. the emigree

Question 37

COMH / London comparison

Answer 37

Comparison themes: Oppression, control, power structures, resistance
* Both criticise powerful institutions—Blake attacks political and religious oppression, while Agard challenges the British education system and its control over history.
* Both poems use powerful imagery and a critical tone to highlight how those in power manipulate truth and restrict freedom.
* Agard fights to reclaim identity; Blake exposes the effects of lost identity in a controlled society.

Question 38

COMH / kamikaze comparison

Answer 38

Comparison themes: Cultural expectations, identity, internal conflict
* Both explore how identity can be shaped—and damaged—by powerful systems like tradition (Kamikaze) or education (Agard).
* In Kamikaze, the pilot’s personal identity conflicts with national duty. In Checking Out Me History, the speaker reclaims identity from a system that tried to erase it.
* Both highlight the emotional consequences of rejecting or reclaiming cultural heritage.

Question 39

COMH / the emigree comparison

Answer 39

Comparison themes: Memory, identity, power over narrative
* Both poems explore the power of storytelling and memory in shaping identity.
* Agard reclaims black historical figures that were hidden from him, while the speaker in The Emigrée clings to an idealised version of her homeland.
* Both resist external control and assert the importance of personal or cultural truth.

Question 40

SOTI summary

Answer 40

• Heaney is concerned with the conflict between man and nature, his poem is about a group of people living on an island preparing for a storm.
• the community initially thought they were well prepared for the barrage of a storm however this confidence dissipates as the storm escalates and is replaced by fear.

Question 41

SOTI context

Answer 41

• SH lived 1939-2013 - raised in N.Ireland in a Catholic household. Wrote about personal & local experiences from his youth - picking plackberries or watching his father gardening.
• One of the most acclaimed Irish poets, second only to W.B. Yeats
• SOTI doesn’t have any specific geographic or historical context - perhaps to imbue it with a universality. Suggesting it could happen anywhere at any time.
• It was a poem in a collection called “Death of a Naturalist looking at the Aran Islands and the power nature has over them. Within Irish poetry, these islands are a symbol of Irish culture. This collection dismantled the romanticisation of natural beauty to instead explore the potential violence of nature.
• It is also a conceit (extended metaphor) for the tumultuous political situation in N.Ireland ie the Troubles which was a “low-level war”. There were also divisions and conflicts between Catholics and Protestants in Ireland.

Question 42

SOTI key quotes

Answer 42

1. “We are prepared: we build our houses squat”
2. “The wizened earth has never troubled us”
3. “We are bombarded by the empty air”

Question 43

SOTI “We are prepared: we build our houses squat” analysis

Answer 43

The opening line, “We are prepared: we build our houses squat,” establishes a tone of confidence and practicality, suggesting that the islanders have adapted to their harsh environment. However, as the poem progresses, this initial certainty is challenged, reinforcing the theme of nature’s unpredictable power.
This line immediately sets the scene, suggesting preparedness and experience in dealing with storms:
* “We are prepared” – A bold declarative statement, implying confidence and readiness.
* The collective pronoun “we” suggests that the islanders have learned to survive together, reinforcing the idea of community resilience.
* However, this phrase is ironically undermined later in the poem, when the storm’s power becomes overwhelming.
* “We build our houses squat” – This phrase highlights practicality over aesthetics, showing how the islanders adapt to their hostile environment.
* “Squat” means low, sturdy, and wide, implying stability and resistance against strong winds.
* The lack of decoration or luxury in these houses reflects the harshness of island life.
* The word “squat” can also have negative connotations – it suggests something small and insignificant, foreshadowing the idea that humans, no matter how prepared, are still vulnerable to nature.
Each word in this line is carefully chosen to convey confidence, practicality, and foreshadow vulnerability:
* “We” – The collective pronoun suggests community strength, but it also implies that everyone must face the storm together.
* “Prepared” – A strong, active word, but it is vague – how prepared can humans truly be against nature?
* “Build” – A practical verb, reinforcing the islanders’ active role in shaping their environment.
* “Squat” – Has dual connotations:
* Positive: Sturdy, solid, resistant.
* Negative: Small, insignificant, hunched down – suggesting humans are powerless compared to the vastness of nature.
The combination of strong and vulnerable words creates a false sense of security, which is shattered later in the poem.

Question 44

SOTI “The wizened earth has never troubled us” analysis

Answer 44

The line “The wizened earth has never troubled us” appears early in the poem and reflects the harsh but familiar landscape of the island, reinforcing the false sense of security that is later shattered by the storm.
This line suggests a contrast between the barrenness of the land and the destructive force of the storm:
* “The wizened earth” – The personification of the land as “wizened” makes it seem aged and weathered, much like the islanders who have adapted to their surroundings.
* “Wizened” means shrunken, dry, and wrinkled, suggesting that the earth is infertile and tough, but not actively dangerous.
* This contrasts with the unpredictable violence of the storm, which is far more threatening than the solid, unyielding land.
* “Has never troubled us” – This phrase implies that, despite its harshness, the land has not been a major problem.
* The use of “never” is significant, as it suggests absolute certainty, reinforcing the idea that the islanders feel secure in their environment.
* This sense of security is undermined later in the poem, when the storm proves to be an overwhelming force.
Each word in this line adds to the theme of resilience and false security:
* “Wizened” –
* Suggests age, dryness, and toughness, implying that the earth has endured hardships.
* Can also suggest wisdom, implying that the islanders respect and understand their land.
* “Earth” –
* Represents stability and familiarity, contrasting with the storm’s uncontrollable power.
* Reinforces the idea that humans can adapt to nature but never fully control it.
* “Never troubled us” –
* The use of “never” creates a sense of absolute certainty, which is later undermined.
* “Troubled” is a mild word, suggesting that the islanders do not see the land as a threat.
This careful word choice builds a sense of security that will later be destroyed, reinforcing the poem’s dramatic shift from confidence to fear.
* Personification:
* The “wizened earth” is given human characteristics, suggesting that the land is like an old survivor, hardened by experience.
* This makes the islanders’ relationship with the land feel personal, as if they understand and respect it.
* Irony:
* The statement implies security, but this is dramatically contradicted later in the poem when the storm proves to be far more dangerous than the land itself.
* Enjambment:
* The line flows directly into the next part of the poem, mirroring the fluid movement of thought and the gradual build-up of tension.

Question 45

SOTI “We are bombarded by the empty air” analysis

Answer 45

• The line “We are bombarded by the empty air” is a turning point in the poem, shifting from the early sense of confidence to a feeling of fear and helplessness. The storm is now fully unleashed, and the islanders realise that they are powerless against its invisible force.
  This line captures the overwhelming and violent force of the storm:
  
  • “We are bombarded” – The military metaphor suggests that the storm is an attack, turning nature into a violent enemy.
  • “Bombarded” is a word associated with warfare and destruction, making the storm feel like an ambush or invasion.
  • This shifts the tone from resilience to vulnerability, reinforcing human powerlessness.
  • “By the empty air” – This phrase creates a paradox, as the air seems both invisible and destructive.
  • “Empty air” highlights that the storm is made of wind, not solid objects, yet it is still terrifying and damaging.
  • This suggests that nature does not need a physical presence to be dangerous – its invisible force is enough to create chaos.
    Each word in this line adds to the theme of fear and destruction:
  • “We” – The collective pronoun reinforces the shared experience of vulnerability, showing that no one is immune to nature’s power.
  • “Bombarded” – A violent, military word suggesting a relentless attack.
  • “Empty air” – A paradox, highlighting that the most powerful forces can be unseen.
    Heaney’s word choices create a sense of panic and destruction, reinforcing the storm’s intensity.
    Heaney’s use of poetic techniques enhances the dramatic impact of this line:
  • Metaphor:
  • The storm is compared to a military attack, making it seem like an enemy in battle.
  • Paradox:
  • “Empty air” seems harmless, yet it is causing destruction, reinforcing the unpredictability of nature.
  • Plosive sounds (“b” in “bombarded”)
  • The harsh “b” sounds mimic the impact of the storm, making it feel more violent.
    These techniques create a sense of fear and helplessness, reinforcing the storm’s dominance over the islanders.

Question 46

SOTI key forms

Answer 46

1. metaphor
2. blank verse
3. lack of stanzas

Question 47

SOTI metaphor form analysis

Answer 47

The single 19 line stanza of the poem is a metaphor for the way the islanders huddle together in preparation for the storm. Similarly they build their “houses squat” to maximise their protection against the elements.

Question 48

SOTI blank verse form analysis

Answer 48

It is written in blank verse to make the poem sound conversational (this is mirrored by the colloquialisms). This presents the experience of a storm as casual and regular; the people are so accustomed to the feeling of fear it has become an everyday occurrence.

Question 49

SOTI lack of stanza form analysis

Answer 49

The lack of stanzas denies the reader any respite or pause to uphold the same level of tension throughout the whole poem.

Question 50

SOTI comparison

Answer 50

1. the prelude
2. exposure
3. ozymandias

Question 51

SOTI / the prelude comparison

Answer 51

Comparison themes: Power of nature, fear, internal conflict
* Both poems show nature as overwhelming and beyond human control.
* In The Prelude, the mountain causes awe and fear; in Storm on the Island, the storm is violent and threatening.
* Both use dramatic shifts in tone—from confidence to fear—to show how nature humbles the speaker.
* Nature is not just physical, but emotionally powerful in both poems.

Question 52

SOTI / exposure comparison

Answer 52

Comparison themes: Nature as the enemy, suffering, fear
* Both present nature as a powerful, almost violent force.
* In Exposure, soldiers are attacked not by bullets, but by the cold. In Storm on the Island, wind and weather become the enemy.
* Both poems use harsh imagery and sounds (e.g. sibilance, plosive sounds) to create tension and fear.
* Nature is indifferent to human life in both—there’s no comfort, just survival.

Question 53

SOTI / ozymandias comparison

Answer 53

Comparison themes: Human vs. natural power, insignificance
* Ozymandias shows that nature and time destroy human power.
* Storm on the Island shows that despite human preparation, we are still powerless in the face of nature.
* Both highlight nature’s ability to reduce human pride or structures to nothing.

Question 54

Poppies summary

Answer 54

A mother describes the experience of her son leaving home to join the army. She reminisces on memories of his childhood, yet the tone becomes increasingly somber as the narrator implies her son has lost his life in battle.

Question 55

Poppies context

Answer 55

1. Weir has two sons herself which likely drove her empathy towards a mother who had to say goodbye to a son leaving for war.
2. Spending several years in Belfast, Weir lived through the Troubles of the 1980s, a period defined by conflict & violence.
3. Poppies became a symbol of remembrance in 1921 after they grew on battlefields used during WWI
4. Being published in 2009, WW1 would have been fleeting from people’s memory. Weir may have seen it as her duty to keep enforcing the importance of remembrance,
5. Her work typically grapples an array of social, historical and political themes.

Question 56

Poppies key quotes

Answer 56

1. “I pinned one onto your lapel, crimped petals, / spasm of paper red, disrupting a blockade”
2. “I listened, hoping to hear / your playground voice catching on the wind”
3. “Released a songbird from its cage”

Question 57

poppies “I pinned one onto your lapel, crimped petals, / spasm of paper red, disrupting a blockade” analysis

Answer 57

• The lines “I pinned one onto your lapel, crimped petals, / spasm of paper red, disrupting a blockade” use powerful imagery and contrast to capture the mother’s emotional turmoil as she prepares to say goodbye to her son. This moment of physical closeness between mother and child is loaded with symbolism, highlighting both love and impending loss.
  These lines describe a seemingly small, tender action – the mother pinning a poppy onto her son’s lapel – but beneath the surface, they reveal her deep emotions and fears:
  
  • “I pinned one onto your lapel” – The mother performs a gentle, caring gesture, yet the verb “pinned” has an underlying sense of pain and permanence.
  • “Pinned” suggests attachment, but also piercing, hinting at the pain of separation.
  • The lapel suggests formal attire, which could foreshadow his departure to war.
  • “Crimped petals” – The poppy, a symbol of remembrance and sacrifice, is described as crimped, meaning folded or wrinkled.
  • This suggests delicacy and fragility, mirroring the vulnerability of young soldiers.
  • It could also symbolise the mother’s emotions, which are twisted and crumpled by grief.
  • “Spasm of paper red” – This phrase is loaded with violent imagery, shifting the tone from gentleness to trauma.
  • “Spasm” suggests sudden pain, tension, or a loss of control, reflecting the mother’s inner turmoil.
  • “Paper red” makes the poppy seem fragile, reinforcing the fragility of life.
  • The colour red is associated with blood and sacrifice, linking the poppy to war and death.
  • “Disrupting a blockade” – This phrase has multiple possible interpretations:
  • The poppy symbolises love and remembrance, momentarily breaking through the emotional barrier between mother and son.
  • The blockade could represent her son’s growing independence, suggesting that he is emotionally distant as he prepares for war.
  • It could also reflect the mother’s struggle to contain her emotions, as though her grief is about to overwhelm her.
    Each word in these lines adds to the theme of love, war, and emotional struggle:
  • “Pinned” – Suggests both attachment and pain, reinforcing maternal love mixed with grief.
  • “Crimped” – Suggests fragility and imperfection, mirroring the mother’s emotions.
  • “Spasm” – A word associated with involuntary pain, hinting at suffering and loss.
  • “Paper red” – Suggests delicacy, yet red connotes danger, war, and bloodshed.
  • “Blockade” – A word often used in warfare, but here it represents emotional barriers.
    These contrasting words deepen the emotional impact, making the reader feel the mother’s love and sorrow.
    Symbolism:
  • The poppy represents both love and loss, reinforcing the poem’s central theme.
  • The blockade symbolises emotional barriers between the mother and son.
  • Enjambment:
  • The sentence runs across two lines, mirroring the flow of emotions and struggle to hold onto the moment.
  • This creates a sense of movement, as if the son is already moving away.
  • Alliteration (“pinned… petals, paper”)
  • The soft “p” sounds create a gentle, rhythmic quality, contrasting with the harsher war imagery.
  • This contrast reinforces the dual themes of tenderness and conflict.
    These techniques make the moment feel intimate yet unsettling, reflecting the mother’s emotional turmoil.

Question 58

poppies “I listened, hoping to hear / your playground voice catching on the wind” analysis

Answer 58

• The line “I listened, hoping to hear / your playground voice catching on the wind” is particularly poignant as it shows the mother’s longing to reconnect with her son’s childhood, highlighting how memory and grief intertwine.
  This moment in the poem conveys the mother’s yearning for the past, as she seeks comfort in memories:
  
  • “I listened, hoping to hear” – The verbs “listened” and “hoping” suggest an active yearning, as though the mother is desperate to reconnect with her son.
  • “Listened” implies she is straining to hear something that is no longer there, reinforcing the theme of absence.
  • “Hoping to hear” reveals her emotional vulnerability, as she clings to the past despite knowing it is out of reach.
  • “Your playground voice” – This phrase immediately links to childhood and innocence, contrasting with the harsh reality of war.
  • “Playground” connotes safety, joy, and carefree moments, making the son’s departure feel even more tragic.
  • The contrast between past innocence and present loss reinforces the mother’s grief.
  • “Catching on the wind” – This phrase suggests a fleeting, fragile memory, as though the mother is trying to hold onto something intangible.
  • “Catching” implies grasping at something that is slipping away, reflecting her struggle to hold onto the past.
  • “On the wind” gives a sense of movement and impermanence, reinforcing the idea that time cannot be stopped.
  • The wind is a natural force, much like grief—it cannot be controlled, and it carries things away, mirroring the mother’s loss.
    Each word in these lines adds to the themes of longing, grief, and transience:
  • “Listened” – A verb implying active searching, as though she desperately wants to hear her son again.
  • “Hoping” – Suggests wishful thinking, revealing that she knows deep down she cannot bring him back.
  • “Playground” – Connotes childhood, innocence, and joy, contrasting with the seriousness of war.
  • “Voice” – Represents identity and presence, reinforcing his absence.
  • “Catching on the wind” – Creates an image of something fleeting and untouchable, reflecting her inability to hold onto the past.
    These words make the mother’s grief feel deeply personal, allowing the reader to connect with her loss.
    Weir’s use of poetic techniques enhances the emotional depth of this moment:
  • Metaphor:
  • The wind represents memory and time, showing how the past is always moving away.
  • Enjambment:
  • The lack of a pause between lines reflects the mother’s continuous thoughts and longing.
  • This creates a flowing rhythm, mimicking the way grief lingers.
  • Soft, airy sounds (“s” in “voice” and “wind”)
  • The gentle sounds create a wistful, melancholic tone, reinforcing the feeling of loss.
    These techniques deepen the emotional impact, making the reader feel the mother’s sorrow more intensely.

Question 59

poppies “Released a songbird from its cage” analysis

Answer 59

The line “Released a songbird from its cage” is one of the most symbolic moments in the poem, representing the mother letting go of her son. This imagery suggests both freedom and heartbreak, reinforcing the theme of sacrifice.
This line captures the mother’s emotional struggle as she lets her son go:
* “Released” – The verb suggests an active decision, yet also reluctance, as if she has no choice but to let him go.
* The mother is not holding her son back, even though it is painful for her to let him leave for war.
* The word implies both love and sacrifice, as she is doing what she believes is best for him.
* “A songbird” – The songbird is a metaphor for the son, symbolising:
* Innocence and youth – Songbirds are delicate and beautiful, much like a young soldier heading off to war.
* Freedom – Birds are meant to fly, just as the son is meant to go out into the world.
* Loss – Releasing a bird means letting go, reinforcing the mother’s grief.
* “From its cage” – This phrase has multiple layers of meaning:
* The cage could represent the safe home she provided for him, which he must now leave.
* It could also symbolise her own grief, as if she is finally accepting her emotions and setting them free.
* There is an element of inevitability – keeping a bird in a cage forever is unnatural, just as keeping her son at home forever is impossible.
* “Released” – Implies a forced separation, suggesting the mother’s pain in letting go.
* “Songbird” – Suggests delicacy, innocence, and potential, much like a young soldier full of hope.
* “Cage” – Connotes safety and restriction, reinforcing the contrast between protection and independence.
The emotional weight of these words makes the mother’s sacrifice deeply personal and relatable.
* Metaphor:
* The songbird represents the son, and the cage symbolises the mother’s protection.
* This comparison emphasises both love and grief, showing the complex emotions of parenthood.
* Enjambment:
* The line flows into the next, reinforcing the idea that life and time move forward, even when we want to hold on.
* Soft, flowing sounds (“s” in “songbird” and “released”)
* Creates a gentle, melancholic tone, reflecting the mother’s quiet pain rather than dramatic grief.
These techniques deepen the emotional impact, making the reader feel the mother’s loss more vividly.

Question 60

poppies key forms

Answer 60

1. dramatic monologue

Question 61

Poppies dramatic monologue form analysis

Answer 61

1. Dramatic monologue allows every aspect of poem to be imbued with personal emotions.
2. Written in 2nd person and directed at her son, suggestion of an absent listener amplifies the sense of loss and mourning
3. Gives a voice to those who were generally overlooked during the war 0 the mothers and families of soldiers still experienced traumatic emotions, but public attention was directed towards the soldiers themselves.
4. No regular rhyme or rhythm (free verse), and stanza length also irregular - makes poem seem conversational & intimate.
5. Reader given the impression that the speaker is struggling to control, organise and understand her emotions.

Question 62

poppies comparison

Answer 62

1. war photographer
2. kamikaze
3. remains

Question 63

poppies / war photographer comparison

Answer 63

Comparison themes: Emotional impact of war, memory, personal conflict
* Both explore the emotional aftermath of conflict from a distance.
* Poppies shows a mother grieving her son going to war, while War Photographer shows someone capturing war’s horrors, haunted by what they’ve seen.
* Both use imagery of pain and memory—“spasms of paper red” vs. “a half-formed ghost.”
* Structure in both poems reflects emotional tension and internal struggle.

Question 64

poppies / kamikaze comparison

Answer 64

Comparison themes: Family, memory, identity, conflict between duty and emotion
* Both poems are about personal sacrifice and how war affects relationships.
* In Poppies, the speaker reflects on her son leaving for war; in Kamikaze, the speaker reflects on a father who didn’t go through with his mission.
* Both use dual timelines (present reflection + past memories) and symbolism (e.g. poppies, fishing boats) to show emotional conflict and regret.

Question 65

poppies / remains comparison

Answer 65

Comparison themes: Psychological impact of war, memory, trauma
* Poppies shows a silent, emotional trauma of a mother; Remains shows active PTSD of a soldier.
* Both poems explore how war lingers long after the event itself.
* Use of first-person and fragmented memory gives both poems a deeply personal and emotive tone.

Question 66

War Photographer Summary

Answer 66

A war photographer is developing photos of war-stricken locations around the world. He reflects on the morality of his job as he contemplates the apathy of the western world that view his photographs in the media. Duffy uses the poem to critique how the western world has become desensitised and indifferent to the suffering of war, she juxtaposes the overt agony ride within war zones with the impassivity of those in England.

Question 67

War Photographer Context

Answer 67

1. Published in 1985 - it references the Vietnam war which ended 1975 so would still be in living memory of readership.
2. Line 12 “running children in a nightmare heat” is an allusion to Nick Ut’s ‘Napalm Girl’ photograph. This was a photo of of a 9 yr old girl (Kim Phuc) running naked towards the camera in agony during the Vietnam war. It received a lot of attention within the media and published on front of New York Times.
3. Duffy may have been critiquing how over time the impact of war photography is diminishing, emphasising that this single famous photograph is not enough recognition of the suffering that endures all over the world.
4. Duffy was UK’s poet laureate from 2009 - 2019, the first female to hold the title.
5. It’s important to note that she was appointed to the role as she didn’t support and advocate for the traditional convention, she was not an establishment poet, much of her poetry was strongly feminist.
6. Duffy was friends with a war photographer which likely inspired this poem. As a poet & Playwright she had an affinity for those whose occupation was concerned with capturing and crystallising emotions, whilst a photographer does so with images, she does so with words.

Question 68

War Photographer key quotes

Answer 68

1. “Spools of suffering set out in ordered rows”
2. “A hundred agonies in black and white”
3. “they do not care”

Question 69

War Photographer “Spools of suffering set out in ordered rows” analysis

Answer 69

• The line “Spools of suffering set out in ordered rows” is highly symbolic, illustrating the tension between the chaos of war and the photographer’s attempt to control and process it.
  This line creates a vivid, unsettling image, emphasising both the horrors of war and the photographer’s methodical detachment:
  
  • “Spools of suffering” – This phrase links the physical film rolls to the human suffering they contain.
  • “Spools” refers to the photographic film, reminding us that the photographer’s job is to capture images of war.
  • “Suffering” personifies the contents of the photos, as if pain and agony are physically stored within the film.
  • The use of sibilance (“s” sounds) creates a soft but sinister tone, reinforcing the idea that war’s trauma lingers within these images.
  • “Set out in ordered rows” – This phrase highlights the contrast between war’s chaos and the photographer’s structured approach:
  • “Ordered rows” suggests precision and control, as though the photographer is trying to impose order on the uncontrollable horrors of war.
  • This phrase could also be a symbolic reference to mass graves or the regimented rows of soldiers, reinforcing the large-scale destruction of war.
  • The act of setting the spools in rows reflects the photographer’s professional detachment, treating them not as human suffering, but as objects to be processed.
    Duffy uses juxtaposition to highlight the contrast between war’s brutality and the photographer’s attempt to structure it:
  • “Spools of suffering” vs. “ordered rows” –
  • “Suffering” suggests pain, disorder, and chaos, while “ordered rows” suggests precision and control.
  • This contrast reinforces the unnaturalness of war – it cannot be neatly contained or organised.
  • Human pain vs. mechanical process –
  • The phrase makes war seem distant and clinical, as though the photographer is handling suffering in a detached way.
  • This suggests that his job forces him to be emotionally numb, even though he is surrounded by images of trauma.
    This tension between chaos and control is central to the poem’s exploration of war photography and the emotional burden of documenting suffering.
    Each word in this line is carefully chosen to enhance the themes of suffering and detachment:
  • “Spools” – Has connotations of mechanical repetition, reinforcing the idea that photographing war has become routine.
  • “Suffering” – A highly emotive word, bringing the pain of war into focus.
  • “Set out” – A calm, controlled action, suggesting deliberate organisation despite the horrors contained in the photos.
  • “Ordered” – Suggests structure, discipline, and professionalism, highlighting the conflict between the photographer’s role and the emotions war evokes.
  • “Rows” – Could be a subtle reference to soldiers or mass graves, reinforcing the scale of war’s destruction.
    These word choices make the scene feel clinical yet disturbing, reflecting the unsettling nature of war photography.
    Duffy’s use of poetic techniques enhances the impact of this line:
  • Sibilance (“spools of suffering”)
  • The repetition of the “s” sound creates a whispering, sinister effect, reflecting the unspoken horrors within the photos.
  • It also mimics the hissing sound of film being unrolled, adding a sensory layer to the imagery.
  • Metaphor
  • “Spools of suffering” turns photographic film into a physical representation of human pain, reinforcing the responsibility the photographer carries.
  • Enjambment
  • The line flows into the next part of the poem, reflecting the continuous nature of war and the photographer’s work.
    These techniques make the reader feel the emotional and ethical tension within the photographer’s role, reinforcing the poem’s exploration of war’s impact on both victims and those who document it.

Question 70

war photographer “A hundred agonies in black and white” analysis

Answer 70

• The line “A hundred agonies in black and white” is one of the most powerful moments in the poem, emphasising both the scale of suffering and the way war is reduced to images in the media.
  This line encapsulates the emotional weight of the photographs and the contrast between raw human suffering and how it is perceived by others:
  
  • “A hundred agonies” – This phrase conveys the sheer scale of suffering contained within the photographs.
  • “A hundred” suggests a vast number, reinforcing the idea that war causes endless pain.
  • “Agonies” is a highly emotive word, emphasising extreme suffering, pain, and distress.
  • The use of plural form reinforces the widespread impact of war – this is not just one tragedy, but many.
  • “In black and white” – This phrase has dual meanings:
  • Literal meaning: The photographs are in black and white, removing colour and stripping the images down to stark contrasts. This could suggest an attempt to make suffering more digestible for an audience.
  • Symbolic meaning: The phrase “black and white” suggests simplification, as though war and human suffering are being reduced to something impersonal and detached.
  • This phrase highlights the problem of media representation, where war is often packaged as something distant and easy to consume.
• Raw suffering vs. the printed image –
  
  • The word “agonies” reminds us that these are real people experiencing pain, yet the black-and-white images create distance between the viewer and the victims.
  • This contrast criticises how war photography is often consumed as art or news, rather than inspiring real action.
    Each word in this line is carefully chosen to reinforce themes of war, suffering, and detachment:
  • “A hundred” – Suggests vast numbers, overwhelming suffering.
  • “Agonies” – Conveys intense physical and emotional pain, making the suffering personal and real.
  • “Black and white” – Connotes simplicity, reduction, and detachment, suggesting war is stripped of its emotional impact when presented in the media.
    These word choices highlight the contrast between the brutal reality of war and the way it is viewed by a disconnected audience.
    Duffy’s use of poetic techniques enhances the emotional impact of this line:
  • Metaphor
  • “A hundred agonies” metaphorically compares the photographs to suffering itself, reinforcing how they capture real human pain.
  • This makes the photographs feel like living evidence of war’s brutality.
  • Juxtaposition
  • The contrast between “agonies” and “black and white” highlights the gap between reality and representation.
  • Harsh consonants (“g” in “agonies”)
  • The hard sound of “g” in “agonies” creates a harsh, jarring effect, mirroring the pain contained within the images.
    These techniques deepen the emotional weight of the line, making the reader confront the way war is portrayed and consumed.

Question 71

War Photographer “they do not care” analysis

Answer 71

• The final line, “They do not care,” is a blunt, accusatory statement that highlights society’s indifference to war and suffering. This ending leaves the reader with a sense of guilt, frustration, and hopelessness, reinforcing the poem’s critique of modern apathy and media consumption.
  This final line serves as a damning conclusion to the poem’s themes of detachment and indifference:
  
  • “They” –
  • The vague pronoun makes it unclear who exactly is being referred to, suggesting a collective societal guilt.
  • It could refer to the readers of newspapers, the general public, or even the editors who select which images get published.
  • This ambiguity forces the reader to consider their own complicity – are we part of “they”?
  • “Do not care” –
  • The phrase is direct and unemotional, reflecting cold detachment.
  • The use of present tense (“do not”) suggests that this apathy is ongoing and unchanged, reinforcing the idea that war continues to be ignored.
  • The simplicity of the phrase makes the accusation feel even more brutal, as if the poet sees no need for elaboration – the truth is painfully obvious.
    This final line strips away any illusion of change or redemption, leaving only a stark condemnation of society’s failure to respond to human suffering.
    Duffy deliberately contrasts this final line with earlier sections of the poem, reinforcing the photographer’s growing realisation that his work is futile:
  • Contrast between suffering and indifference –
  • The “hundred agonies” in the previous stanza evoke intense pain and trauma, yet this line reduces it to apathy and ignorance.
  • This contrast makes society’s detachment feel even more jarring and cruel.
  • Shift in tone from effort to futility –
  • The earlier stanzas describe the photographer’s meticulous work – developing photos, reliving memories, and hoping his images will have an impact.
  • This final line crushes that hope, making it clear that no matter how powerful the images are, the audience remains unmoved.
    This contrast between the raw suffering in the photos and the indifference of the public reinforces the central tragedy of war photography – the images expose pain, but nothing changes.
    Duffy’s choice of simple yet powerful words enhances the final line’s impact and message:
  • “They” –
  • A vague, impersonal pronoun, making the accusation broad and universal.
  • It could include newspaper readers, editors, politicians, or society in general, forcing the reader to question their own role.
  • “Do not” –
  • The use of present tense suggests an ongoing issue, reinforcing the lack of change.
  • The photographer has likely seen this cycle repeat many times – war photos are published, people glance at them, then move on.
  • “Care” –
  • The most emotionally loaded word in the sentence.
  • The absence of care suggests complete detachment, as though war has become nothing more than a spectacle.
  • It reinforces the photographer’s disillusionment, as he realises his work has no real impact.
    These carefully chosen words make the final line harsh and unambiguous, ensuring it lingers in the reader’s mind.
    The simplicity of this line enhances its brutal honesty and finality:
  • Blunt, monosyllabic structure –
  • The sentence is short, direct, and unemotional, mirroring the lack of emotion in the people it describes.
  • The monosyllabic words create a staccato, abrupt ending, as though the speaker has nothing more to say – the truth speaks for itself.
  • Lack of punctuation or elaboration –
  • The sentence is stark and final, mirroring the photographer’s resignation to the public’s indifference.
  • There is no attempt to soften the statement, making it even more accusatory.
    These techniques force the reader to dwell on the statement, ensuring the poem ends on a note of disillusionment and frustration.

Question 72

War Photographer key form

Answer 72

1. equal stanzas
2. regular rhyme

Question 73

War Photographer equal stanzas form analysis

Answer 73

4 stanzas of equal length - with regular rhythm scheme.
- poem is “set out in ordered rows” much like photographers spools of film.
This could be a metaphor to reinforce the way order and structure is artificially imposed over the chaos and disorder of war. Alternatively, it could be Duffy conveying that as a poet, she empathises with the role of a photographer, taking care of the presentation of her message.

Question 74

War Photographer regular rhyme analysis

Answer 74

Regular ABBCDD rhyme scheme to once again reinforce this imposed order over the chaotic suffering of war.

Even audibly, the notion of war is softened for the reader much like the horrors within the photographer’s photographs are made palatable for his unreceptive audience.

Question 75

war photographer comparisons

Answer 75

1. poppies
2. remains
3. exposure

Question 76

war photographer / poppies comparison

Answer 76

Comparison themes: Grief, memory, emotional conflict, effects of war at home
* Both show the indirect victims of war—War Photographer through the emotional toll on the photographer, Poppies through a mother’s grief.
* Strong sensory imagery in both: “spasms of paper red” vs. “a half-formed ghost.”
* Both reflect on how memory and loss linger.
* Structure reflects inner turmoil: both poems use enjambment and shifts between past and present.

Question 77

war photographer / remains comparison

Answer 77

Comparison themes: Trauma, guilt, memory, war’s lasting effects
* Both explore psychological damage: Remains shows PTSD, while War Photographer shows emotional numbness and internal conflict.
* Imagery of violence and aftermath: “blood-shadow” vs. “a hundred agonies.”
* Both use colloquial vs. formal tones to reflect personal response (Remains is more conversational, War Photographer is more structured and detached).

Question 78

war photographer / exposure comparison

Answer 78

Comparison themes: Suffering, war’s futility, emotional desensitisation
* Exposure shows physical suffering in war; War Photographer shows emotional suffering from witnessing it.
* Both criticise the way war is presented to the public—Exposure through the silence of leaders, War Photographer through the public’s indifference.
* Language in both poems evokes cold, numb feelings: “the merciless iced east winds” vs. “his hands…which did not tremble then / though seem to now.”

Question 79

The Emigree summary

Answer 79

The speaker reminisces over her homeland which she was forced to flee to escape warfare and tyranny. She recounts solely positive memories of her home and romanticises it through an extended metaphor of warmth and sunlight, yet she explains she can never return. She acknowledges her new city as threatening and unwelcoming, she seeks her past city as a solace to provide refuge from the adversity she now experiences.

Question 80

The Emigree context

Answer 80

• Originally born in London. Lived around UK & Europe - notably Russia.
• Noted two Russian poets as her influences: Anna Akhmatova & Osip Mandelstam.
• Work centred around the socio-political customs within foreign countries, and The Emigree particularly investigates the emotional aspects of this
• The Emigree doesn’t conform to a particular historical context (the city and country are never named or identified) to allow it to universally focus on the emotional experience of emigration.
  Emigration has been common historically and still occurs frequently in the present day; thus it’s relevance endures through time.

Question 81

The Emigree key quotes

Answer 81

1. “There once was a country…”
2. “I am branded by an impression of sunlight”
3. “My city takes me dancing through the city of walls”

Question 82

the emigree “There once was a country…” analysis

Answer 82

The poem’s opening line, “There once was a country…”, is deceptively simple but rich in meaning, immediately setting the tone of nostalgia, loss, and uncertainty.
This line establishes the poem’s central theme of displacement and introduces the contrast between past and present:
* “There once was” –
* The phrase resembles a fairy tale opening, creating a mythical or dream-like quality.
* It suggests that the speaker’s homeland now exists only in memory, as if it has become a distant, unreachable place.
* The past tense (“was”) reinforces the idea of separation and longing, indicating that the speaker is reflecting on something that has changed or been lost.
* “A country” –
* The lack of a specific name makes the country feel universal, allowing readers to relate the poem to multiple historical or personal contexts.
* This vagueness suggests that the speaker may have lost their personal connection to it, or that it is no longer recognisable in its current state.
* Ellipsis (”…”) –
* The ellipsis creates a pause, adding a sense of hesitation, uncertainty, or even grief.
* It suggests that the speaker is struggling to articulate their emotions, reinforcing the theme of loss and exile.
* The unfinished thought hints at an untold story, inviting the reader to fill in the blanks about what happened to the country.
Each word in this line carries deeper emotional and symbolic weight:
* “There once was” –
* The phrase evokes fairy tales, suggesting an idealised or fictional version of the past.
* The use of past tense (“was”) conveys distance, loss, and longing.
* “A country” –
* The lack of a name makes it feel universal, allowing different interpretations.
* It could symbolise any place affected by war, exile, or dictatorship.
* Ellipsis (”…”) –
* Creates a sense of hesitation or grief, suggesting the speaker is struggling to continue their thought.
* Could symbolise silenced voices or suppressed memories, reinforcing the theme of political exile.
These lexical choices draw the reader into the speaker’s emotional turmoil, making them question what happened to the homeland.

Question 83

The Emigree “I am branded by an impression of sunlight” analysis

Answer 83

• The phrase “I am branded by an impression of sunlight” is one of the most powerful and symbolic lines in the poem. It encapsulates the speaker’s emotional attachment to their homeland, the persistence of memory, and the conflict between reality and idealization.
  This phrase suggests the permanence of the speaker’s emotional connection to their homeland, despite having left it behind:
  
  • “I am branded” –
  • “Branded” has dual connotations:
  • Permanence – It suggests the speaker’s memories of home are deeply ingrained and cannot be erased.
  • Pain and suffering – Branding is a violent act, often associated with ownership, control, or punishment, which could suggest that exile has been a traumatic experience.
  • This contradiction between love (a lasting connection) and pain (a forced exile) mirrors the emotional conflict of displacement.
  • “By an impression” –
  • The word “impression” suggests that the speaker’s memories are vivid yet somewhat distorted, shaped more by emotion than reality.
  • It implies that their homeland may not have been as perfect as they remember, but the emotional imprint is unshakable.
  • The idea of an “impression” also conveys a sense of fading or soft-focus memory, reinforcing the theme of nostalgia.
  • “Of sunlight” –
  • “Sunlight” is a recurring symbol in the poem, representing hope, warmth, beauty, and an idealized vision of home.
  • It suggests that the speaker remembers their homeland in a positive, almost dream-like way, despite hints that it is now a place of political turmoil and oppression.
  • The contrast between “branded” (which suggests pain) and “sunlight” (which suggests warmth and happiness) highlights the speaker’s struggle to reconcile their idyllic memories with the reality of exile.
    Each word in this phrase carries deeper emotional and symbolic weight:
  • “Branded” –
  • Connotes permanence, pain, and forced identity.
  • Could suggest that exile has left a permanent emotional scar.
  • “Impression” –
  • Suggests memory, perception, and the way experiences leave a lasting mark.
  • Implies that the speaker’s memories may be distorted or romanticized.
  • “Sunlight” –
  • Symbolizes warmth, hope, and nostalgia.
  • Reinforces the speaker’s unwavering love for their homeland, despite its possible flaws.
    These lexical choices highlight the paradox of exile – the speaker is both wounded by and devoted to their past.
    Rumens’ use of poetic techniques enhances the emotional weight of this line:
  • Metaphor:
  • The speaker is “branded” by “sunlight”, suggesting that memories of home have left a permanent mark.
  • This metaphor highlights the emotional scars of exile while also suggesting that the speaker’s love for their homeland is inescapable.
  • Juxtaposition:
  • The contrast between “branded” (pain) and “sunlight” (warmth) reinforces the tension between exile and nostalgia.
  • Soft sounds (“s” in “sunlight” and “impression”)
  • Creates a gentle, reflective tone, mirroring the speaker’s nostalgic longing.
    These sound and structural techniques deepen the emotional impact, making the line both beautiful and tragic

Question 84

the emigree “My city takes me dancing through the city of walls” analysis

Answer 84

• The phrase “My city takes me dancing through the city of walls” is a pivotal moment in the poem, highlighting the speaker’s deep emotional attachment to their homeland, the contrast between joy and restriction, and the persistence of memory despite oppression.
  This phrase reflects the speaker’s romanticized vision of their homeland, even when faced with its darker realities:
  
  • “My city takes me dancing” –
  • The personification of the city suggests a deep, emotional bond between the speaker and their homeland.
  • The verb “takes” implies that the city is leading the speaker, reinforcing the idea that the past still has a hold on them.
  • “Dancing” symbolizes joy, freedom, and celebration, suggesting that the speaker’s memories of their homeland are filled with happiness and beauty, even if reality suggests otherwise.
  • “Through the city of walls” –
  • “City of walls” introduces a darker, more restrictive image, suggesting political oppression, war, or forced separation.
  • “Walls” symbolize barriers, limitations, and a lack of freedom, hinting at political turmoil or authoritarian rule in the homeland.
  • The contrast between “dancing” (freedom) and “walls” (restriction) reinforces the conflict between memory and reality – the speaker remembers a joyful past, but acknowledges the current struggles of their homeland.
    Each word in this phrase adds to the layers of meaning and emotion:
  • “My city” –
  • The possessive pronoun “my” reinforces the speaker’s deep personal connection to their homeland.
  • This suggests that even in exile, the speaker still claims the city as their own.
  • “Takes me dancing” –
  • The personification of the city makes it seem alive, welcoming, and affectionate, as if it actively embraces the speaker.
  • “Dancing” has connotations of joy, movement, and intimacy, reinforcing the speaker’s deep emotional bond with the past.
  • “City of walls” –
  • “Walls” symbolize restriction, barriers, and oppression, possibly referring to political conflict, dictatorship, or war.
  • The phrase suggests that the speaker’s homeland has changed from a place of freedom to one of limitation.
    These lexical choices emphasize the tension between love and loss, capturing the emotional depth of exile.
    Rumens’ use of poetic techniques enhances the emotional weight of this line:
  • Personification:
  • The city is given human qualities, making it feel like a loved one guiding the speaker.
  • This suggests that the speaker’s connection to their homeland is not just physical, but deeply emotional and personal.
  • Contrast:
  • “Dancing” (freedom, movement) vs. “walls” (restriction, control) reinforces the conflict between nostalgia and reality.
  • Soft, flowing sounds in “takes me dancing”
  • Creates a gentle, lyrical quality, making the memory feel warm and affectionate.
  • Harsh, restrictive sound in “city of walls”
  • The “w” and “ll” sounds create a more solid, immovable tone, reinforcing the idea of barriers and restriction.
    These poetic devices make the emotional contrast between past and present more vivid, enhancing the reader’s connection to the speaker’s experience.

Question 85

the emigree key forms

Answer 85

1. fairly regular structure
2. first person

Question 86

The Emigree - Fairly regular structure form analysis

Answer 86

3 stanzas - first two have 8 lines, third has 9.
This maintains a somewhat regular structure, which may have been speaker’s attempt to impose a sense of order over her city which we learn has descended into chaos. She is trying to preserve it’s image.

Question 87

The Emigree - First person form analysis

Answer 87

Written in first person as it explores the inner emotions of The Emigree speaker in the poem, Rumens explores the effect of war on people.

The stanzas are written in free verse with no regular rhythm or rhyme scheme. This could expose the true nature of her city, which is rife with disarray. This also helps to make the poem feel conversational - presenting it as a slowing stream of consciousness, it does not seem contrived.

Question 88

The Emigree - Comparisons

Answer 88

1. Checking out me history
2. poppies
3. kamikaze

Question 89

The emigree / comh comparison

Answer 89

Comparison themes: Identity, culture, power over knowledge and memory
* Both explore how personal identity is shaped by what we’re told and what’s left out.
* In The Émigrée, the speaker clings to an idealised memory of her homeland; in Checking Out Me History, the speaker rejects an education that erased his culture.
* Both use strong, assertive voices to reclaim control over their past.
* Emotive imagery (“sunlight-clear” vs. “I carving out me identity”) highlights resistance and pride.

Question 90

the emigree / poppies comparison

Answer 90

Comparison themes: Memory, loss, emotional conflict
* Both poems are told from a personal, emotional perspective and focus on memory as a powerful, shaping force.
* The Émigrée idealises a lost place; Poppies mourns a lost child.
* Use of light imagery in both to suggest purity, hope, or longing—“sunlight” repeated in The Émigrée and “the world overflowing like a treasure chest” in Poppies.
* Both explore the tension between past and present, internal and external conflict.

Question 91

the emigree / kamikaze

Answer 91

Comparison themes: Conflict between personal belief and cultural expectation, identity, exile (emotional or physical)
* In Kamikaze, the pilot is metaphorically exiled from his family and culture for refusing to die in war. In The Émigrée, the speaker is physically exiled but emotionally attached to her homeland.
* Both show how identity and belonging can be torn between duty and emotion.
* Nature imagery is important in both: fish, boats, and sunlight help express memory and inner conflict.

Question 92

Remains - Summary

Answer 92

“Remains” reflects on the experiences of war and following PTSD. It tells of the shooting of a bank robber and the far reaching repercussions of that act on the soldier, both during the act and in the aftermath. It is loosely based on the experiences of Guardsman Tromans, a soldier who fought in Iraq in 2003.
The poem seeks to highlight the pervasive effects of war and the mental burden it places on those who fight it.

Question 93

Remains - Context

Answer 93

• Written for “The Not Dead” on Ch4, raised awareness on PTSD.
• Based on experiences of Guardsman Tromans in 2003 Iraq War.
• Remains seeks to highlight the virulent effects of war by exploring the psychological effects on the soldiers, which contrasts other typical presentations of war as glorious or noble.
• The poem and documentary came at a time of changing public opinions on war.
• Armitage presents conflict as more visceral and real than those who have come before him.

Question 94

Remains - key quotes

Answer 94

1. “His bloody life in my bloody hands.”
2. “Probably armed, possibly not.”
3. “Torn apart by a dozen rounds.”

Question 95

Remains “His bloody life in my bloody hands.” analysis

Answer 95

• The closing line, “His bloody life in my bloody hands,” is the poem’s most powerful moment, encapsulating the speaker’s unresolved guilt and emotional torment. This phrase serves as a direct allusion to Macbeth, reinforcing the soldier’s descent into guilt-ridden madness.
  This line highlights the permanent impact of war on the speaker’s conscience:
  
  • “His bloody life” –
  • The word “bloody” has dual meanings:
  • Literal – Refers to the violent, graphic death of the looter.
  • Metaphorical – Suggests guilt, anger, and regret, showing that the speaker cannot separate himself from the killing.
  • “Life” ironically contrasts with death, emphasizing the brutality of war – life is easily reduced to bloodshed.
  • “In my bloody hands” –
  • Personal responsibility – The possessive pronoun “my” suggests that the speaker feels solely responsible, even though the killing was a collective action.
  • Macbeth allusion – This phrase directly echoes Macbeth Act 2, Scene 2, when Macbeth, after murdering King Duncan, asks:
  • “Will all great Neptune’s ocean wash this blood clean from my hand?”
  • Like Macbeth, the speaker is haunted by guilt, suggesting that he will never be free from the psychological burden of his actions.
  • Symbol of guilt – Hands covered in blood traditionally symbolize moral corruption and remorse, reinforcing the theme of PTSD and psychological trauma.
    Each word in this phrase contributes to its intensity and emotional weight:
  • “His” – Highlights that this was an individual, a person, not just an enemy, intensifying the personal guilt of the speaker.
  • “Bloody” – Has both physical (violence) and emotional (guilt) connotations, reinforcing the weight of the speaker’s memories.
  • “Life” – Ironic, since the looter’s life has been taken, reinforcing the brutal, dehumanizing reality of war.
  • “My” – The first-person pronoun makes the guilt feel intensely personal, as though the speaker bears all responsibility.
  • “Hands” – Traditionally symbolize action and responsibility, reinforcing the idea that the speaker feels morally stained.
    These word choices heighten the emotional intensity, making the speaker’s guilt inescapable.
    Armitage’s use of poetic techniques enhances the impact of this line:
  • Repetition of “bloody” –
  • The word appears twice in close succession, mirroring how the speaker’s guilt repeats in his mind.
  • This reinforces the obsessive nature of trauma, suggesting that the memory plays over and over again.
  • Enjambment (leading into the final line) –
  • The lack of punctuation before this line makes it feel like an uncontrollable rush of thought, mirroring how PTSD forces unwanted memories upon the speaker.
  • This reflects his lack of control over his emotions and trauma.
  • Echoes of Macbeth –
  • The Shakespearean allusion adds a layer of literary depth, comparing the speaker to a tragic figure haunted by his own actions.

Question 96

Remains “Probably armed, possibly not.” analysis

Answer 96

• The phrase “Probably armed, possibly not.” is one of the most significant lines in the poem, as it highlights the speaker’s lingering doubt, the unpredictability of war, and the emotional weight of his actions.
  This phrase captures the uncertainty of combat and the soldier’s inner conflict:
  
  • “Probably armed” –
  • “Probably” suggests that the soldier believed he was making the right decision in the moment, but was not completely sure.
  • It conveys hesitation and self-justification, as though the speaker is trying to reassure himself that his actions were justified.
  • The phrase suggests that in war, soldiers often have to act on instinct without clear evidence, reinforcing the chaotic nature of combat.
  • “Possibly not” –
  • The doubt introduced here is devastating, as it suggests that the soldier may have killed an unarmed, innocent man.
  • This contradicts the assumed certainty in “probably armed”, showing how war blurs moral boundaries and leaves soldiers questioning their own actions.
  • The hesitation lingers, reinforcing the speaker’s ongoing guilt and psychological trauma.
  • Structural ambiguity –
  • The parallel structure of “probably” and “possibly” reflects the indecisiveness and lack of clarity in war.
  • This uncertainty stays with the speaker, leading to his lasting psychological torment.
    Each word in this phrase adds to its emotional complexity:
  • “Probably” –
  • Suggests assumption rather than knowledge, reinforcing the uncertainty of war.
  • Reflects how soldiers must make split-second decisions without full clarity.
  • “Armed” –
  • Implies danger, threat, and justification for killing.
  • Contrasts with “possibly not,” which calls this assumption into question.
  • “Possibly” –
  • Introduces doubt, making the killing feel more tragic.
  • Suggests that even at the time, the speaker was unsure, reinforcing his moral dilemma.
  • “Not” –
  • This single word at the end of the phrase carries huge emotional weight, as it suggests the possibility of an unjustified killing.
  • The abruptness of “not” leaves the reader stuck with the soldier’s uncertainty, mirroring how this doubt lingers in the speaker’s mind.
    These word choices make the phrase feel haunting and inescapable, reflecting the lasting effects of war on the human psyche.
    enhances the emotional impact of this phrase:
  • Parallel Structure (“Probably armed, possibly not”) –
  • The symmetry of the phrase reflects the constant back-and-forth in the speaker’s mind.
  • This suggests an internal battle between guilt and justification.
  • Plosive Sounds (“p” in probably, possibly) –
  • The repetition of hard “p” sounds creates a punchy, fragmented rhythm, mimicking the soldier’s struggle to process his thoughts.
  • The harshness of the plosive sounds could also reflect the gunfire itself, reinforcing the violence of war.
  • Caesura (Pause Between the Phrases) –
  • The comma in the middle forces a pause, making the reader dwell on the contrast between justification and doubt.
  • This mirrors the soldier’s hesitation and internal conflict, emphasizing how the decision to kill still haunts him.
    These poetic techniques amplify the weight of the soldier’s uncertainty, making the phrase feel deeply unsettling.

Question 97

Remains “Torn apart by a dozen rounds.” analysis

Answer 97

• The phrase “Torn apart by a dozen rounds.” is one of the most graphic and violent moments in the poem, depicting the killing of a potentially unarmed looter. This line emphasizes the excessive force used, the loss of human dignity, and the way war strips life down to statistics of bullets and destruction.
  This phrase captures the horrifying nature of war violence and the soldier’s desensitization to it:
  
  • “Torn apart” –
  • Suggests complete destruction, as if the body was shredded beyond recognition.
  • The verb “torn” is brutal and visceral, emphasizing the violent, inhumane nature of war.
  • It could also symbolize psychological fragmentation, reflecting the mental trauma experienced by the speaker.
  • “By a dozen rounds” –
  • “A dozen” suggests excessive force, highlighting the brutal overkill used in war.
  • The word “rounds” refers to bullets, but the phrase reduces the act of killing to a mechanical, military statistic, stripping away the humanity of the victim.
  • The fact that the looter is not even named reinforces the dehumanization of war.
    Each word in this phrase carries violent and dehumanizing connotations:
  • “Torn apart” –
  • A visceral, painful image suggesting complete destruction.
  • Reinforces the lack of control soldiers have once the bullets start flying.
  • “A dozen” –
  • Suggests excess, overkill, and the indiscriminate nature of military action.
  • Implies that the soldiers didn’t just shoot once, but unloaded multiple rounds, reinforcing the brutality of war.
  • “Rounds” –
  • A clinical, impersonal military term for bullets.
  • Makes the act of killing feel mechanical, stripping away the humanity of both victim and soldier.
    These word choices emphasize the relentless violence of war and its emotional detachment, making the moment feel brutal yet disturbingly routine.
    Armitage’s use of poetic techniques enhances the emotional and physical impact of this phrase:
  • Enjambment (running into the next line) –
  • Creates a sense of breathlessness, mimicking the chaos of gunfire.
  • This mirrors how quickly events unfold in combat, reinforcing the lack of control soldiers have.
  • Harsh consonant sounds (“torn” and “dozen”) –
  • The hard “t” and “d” sounds create a sharp, brutal tone, reflecting the violence of war.
  • This contrasts with the softer, regretful tone later in the poem, showing how the speaker’s emotions change over time.
  • Short, blunt phrasing –
  • The lack of elaboration makes the line feel cold and factual, as if the speaker is trying to suppress his emotions.
  • This reflects how soldiers often detach themselves emotionally from killing to survive.
    These poetic devices amplify the horror of war, making the moment feel both shocking and disturbingly normal.

Question 98

remains key forms

Answer 98

1. dramatic monologue
2. regular quatrains
   3, coloquial language

Question 99

Remains - dramatic monologue form analysis

Answer 99

• Dramatic Monologue and in the present tense. Both paint a picture of it being a traumatic account from memory.
• Shifts in perspective throughout - monologue mirrors the soldier coming to terms with his guilt.
• Usage of colloquial language shows how the soldier is accustomed to violence, whilst the very act of the soldier discussing his emotions goes against what society would traditionally see as a “masculine” soldier, repressing his emotion.

Question 100

Remains - regular quatrains form analysis

Answer 100

• Highlights the regularity of his PTSD and the rigid, unrelenting control it has on him.
• May show how experiences of conflict and the guilt resulting from them are also regular.

Question 101

Remains - colloquial language form analysis

Answer 101

“I swear” “legs it” “mates” “bloody”
* Semantic field of colloquial language shows how the violence and brutality is commonplace
* The casual nature of the soldier’s vernacular mirrors his casual nature towards violence - as a result of becoming desensitised after years of war.

Question 102

Remains - comparisons

Answer 102

1. war photographer
2. poppies
3. exposure

Question 103

remains / war photographer comparison

Answer 103

Comparison themes: Trauma, guilt, memory, emotional distance
* Both explore the psychological impact of witnessing suffering—Remains from a soldier’s point of view, War Photographer from someone observing war.
* Both use graphic imagery: “blood-shadow” vs. “a hundred agonies.”
* Each speaker is haunted by what they’ve seen, and both show how these memories intrude into everyday life.
* Use of structure (caesura, enjambment, final lines as fragments) reflects emotional breakdown.

Question 104

remains / poppies comparison

Answer 104

Comparison themes: Memory, emotional impact of war, lasting grief
* Both poems explore invisible wounds—Remains shows PTSD; Poppies shows a mother’s private grief.
* Use of symbolism (e.g. “blood-shadow” vs. “spasms of paper red”) shows emotional scars.
* Both use personal, reflective tones to explore the internal consequences of war, even though the conflict itself happens elsewhere.

Question 105

remains / exposure comparison

Answer 105

Comparison themes: Mental torment, suffering, lasting impact of war
* Both present war as psychologically damaging—not just physically painful.
* Exposure uses collective suffering (“our brains ache”); Remains is more individual (“his bloody life in my bloody hands”).
* Both explore how the real conflict happens in the mind, even after the physical danger is over.
* Both use repetition and harsh sounds to mirror anxiety and trauma.

Question 106

kamikaze summary

Answer 106

• a daughter is reflecting on the life of, and her relationship with her father who was a kamikaze pilot in the second world war.
• her father turned back and did not carry out his suicide mission
• upon returning he was shunned and isolated from his community.
• He was shamed for cowardice and not dying in support of his country.

Question 107

kamikaze context

Answer 107

• Beatrice Garland is a british poet thus she was not writing on her own experiences. this is typical of her work as it often involves immersing heself within someone else’s perspective.
• japan was brought into WW2 in 1940 when it signed a contract with Germany. The war ended 5 years later with the surrender of Japan in response to America’s use of the atomic bomb
• japan’s military attitudes were founded on codes of hounour and self-sacrifice, these stemmed from the tradition of the samurai warrior, making the sword a pertinent symbol within the poem.
• these social and military codes were so deeply ingrained into society that they controlled people’s behaviour even towards their loved ones.

Question 108

kamikaze key forms

Answer 108

1. perspective shifts
2. volta
3. sestets
4. meter

Question 109

kamikaze perspective shifts analysis

Answer 109

• kamikaze falls within the category of war poetry that explores the experience of those left behind, the people that didn’t fight. Although it is written from the daughter’s perspective, the third-person narrative establishes a sense of detachment. this mirrors both the detachment the daughter feels from her father and the detachment those left behind feel from the soldiers who experienced the war first hand.
• the reader is prompted to pity this unexpectedly obscure narrative to describe what would conventionally be an intimate relationship - the negative effects of war endured socially, politically and emotionally for generations to come.

Question 110

kamikaze volta analysis

Answer 110

• there is a volta that manifests as a shift from the third to the first person which allows the reader to appreciate that war trauma was passed down the generation. it imbues th epoem with a personal quality to serve as a reminder that these experiences, despite being distant, happened to real people.
• the final couplet shifts once again to the third person to re-establish a sense of detachment. It sets up an ultimatum questioning which would’ve been the ‘better way to die’ yet ironically, the pilot is silenced, denying him the opportunity to answer.
• this could be representative of how the pilot was stripped of his agency by his militaristic rulers - his fate was predetermined for him and no matter what actions he made he was destined to ‘die’

Question 111

kamikaze sestets analysis

Answer 111

• the poem is divided into sestets (stanzas of 6 lines) which can be grouped in two
• the first 5 describe the story of her father’s mission, it moves linearly and enjambment is common which creates a sense of speed
• yet, the final two stanzas explore his return, this compresses the years after his return to be far shorter than his flight that would’ve happened within minutes or hours. The gravitas of his decision within that one moment cut his life short.

Question 112

kamikaze meter analysis

Answer 112

• initially, the poem is written in free verse to allow it to unfold quickly, mimicking the light of the plane. it could also represent the spontaneity of his decision due to internal conflict
• however, the end resorts to iambs which reinstate a steady and melancholic tone, perhaps the words seem more considered making the poem almost mirror an elegy (a speech about someone who has died)

Question 113

kamikaze key quotes

Answer 113

1. “her father embarked at sunrise”
2. ‘He must have looked far down/at the little fishing boats/strung out like bunting’
3. ‘which had been the better way to die’

Question 114

kamikaze ‘her father embarked at sunrise’ analysis

Answer 114

• “embarked”:
  
  • Connotes the beginning of a journey, often used for military missions or voyages, giving it a formal and solemn tone.
  • Suggests a sense of duty and purpose — the pilot is not just leaving, but starting something significant and possibly final.
  • “sunrise”:
  • Symbol of hope, renewal, and beauty — contrasts the dark purpose of his mission (a suicide flight).
  • Also has cultural significance: Japan is known as the “Land of the Rising Sun”, linking the pilot’s personal journey to national identity and expectations.

Structure Analysis:
* Opening line of the poem:
* Begins in media res (in the middle of the action), with no introduction — mimics how the pilot’s decision is already in motion, reflecting inevitability.
* Creates immediate tension and curiosity — we don’t know yet what he’s embarking on or why.
* Passive tone (“Her father”):
* He is introduced not by name, but through the daughter’s perspective — suggests emotional distance or disconnection.
* Shifts focus from the pilot’s personal identity to his role in others’ lives, especially his family.

Question 115

kamikaze ‘He must have looked far down/at the little fishing boats/strung out like bunting’ analysis

Answer 115

Word-Level Analysis:
* “little fishing boats” – The adjective “little” creates a sense of innocence and fragility. It emphasizes the everyday, peaceful life the pilot is leaving behind, suggesting a contrast between war and normality. The boats may also symbolise community and tradition, subtly reminding the reader of what’s at stake.
* “strung out like bunting” – This simile is rich in connotations. “Bunting” is associated with celebration, patriotism, and national pride, yet here it feels ironically used: the fishing boats – signs of life – are described with imagery used in celebration, potentially foreshadowing the internal conflict of the pilot. The comparison also gives the scene a delicate, almost childlike beauty, making his choice to turn back more poignant.

Structure-Level Analysis:
* Enjambment across the lines creates a flowing, gentle rhythm that mirrors the natural movement of the sea and the peacefulness of the scene. This contrasts powerfully with the violence and finality expected of a kamikaze mission.
* Placement in the poem: This image appears early in the pilot’s journey, just before he turns back. Structurally, it marks the turning point in his mindset – the beauty and normality of life below prompts a moral and emotional shift, highlighting the tension between duty and humanity.

Interpretation:
The quote reflects the central conflict of Kamikaze: the struggle between national obligation and personal, emotional ties. Garland uses gentle, nostalgic imagery and a calm, flowing structure to convey the seductive pull of life and memory, suggesting that true bravery may lie in choosing peace over destruction.

Question 116

kamikaze ‘which had been the better way to die’ analysis

Answer 116

Word-Level Analysis:
* “better” – This comparative adjective is deeply ironic. It implies that both options – dying in battle or living in disgrace – are forms of death. The word invites the reader to question societal values: is physical death more honourable than emotional and social death?
* “to die” – The stark, monosyllabic phrase ends the poem on a bleak and unresolved note. Even though the pilot physically survives, the word “die” suggests he suffers a metaphorical death – rejected by his family and community. It highlights the devastating cost of going against national expectations.

Structure-Level Analysis:
* Final line of the poem – Structurally, this closing rhetorical question has huge impact. Ending the poem with a question invites the reader to reflect, offering no clear answer and reinforcing the moral ambiguity of the pilot’s choice. It leaves the poem open-ended, mirroring the complexity of war, honour, and shame.
* Lack of punctuation (as seen throughout the poem) allows thoughts to blend into one another. This line breaks from the narrative voice and becomes reflective and philosophical, giving the poem a haunting final tone.

Interpretation:
The final line encapsulates the central conflict of Kamikaze: the tension between honour and humanity. Garland uses ambiguity and irony to challenge traditional notions of heroism, suggesting that choosing life can carry just as heavy a consequence as death. The poem ends with a powerful emotional impact, forcing the reader to question what truly makes a hero.

Question 117

kamikaze comparisons

Answer 117

1. poppies
2. the emigree
3. remains

Question 118

kamikaze / poppies comparison

Answer 118

Comparison themes: Family, loss, emotional conflict, memory
* Both poems explore how war affects families left behind.
* Kamikaze is told from the daughter’s perspective, reflecting on her father’s decision; Poppies follows a mother mourning her son’s departure.
* Both show personal, emotional cost of war beyond the battlefield.
* Nature imagery is used to express emotion and memory: “fishing boats strung out like bunting” vs. “the world overflowing like a treasure chest.”

Question 119

kamikaze / the emigree comparison

Answer 119

Comparison themes: Identity, exile, conflict between personal and political loyalty
* Both speakers reflect on a lost connection—The Émigrée with a homeland, Kamikaze with a father who chose life over duty but was still “not the father we loved.”
* Explore how cultural expectations can cause isolation.
* Use of positive imagery (sunlight, nature) contrasts with darker emotional consequences (rejection, isolation).

Question 120

kamikaze / remains comparison

Answer 120

Comparison themes: Guilt, memory, psychological impact of war
* Both focus on internal conflict—Remains deals with trauma from killing, Kamikaze from the consequences of choosing not to kill.
* Both show lasting emotional damage: “his bloody life in my bloody hands” vs. the pilot living in shame and silence.
* Use of conflicted tones—regret, guilt, reflection—reveals the emotional cost of moral choices in war.

Question 121

Bayonet charge summary

Answer 121

• Hughes presents a frantic soldier charging into battle, showing us his thoughts and emotions as he moves.
• Hughes explores the priorities of a soldier in the hear of the moment in war whilst also looking at the reasons people normally go to war.
• He indicts the abuse of the soldiers and the lies they are told in order to persuade them to make the ultimate sacrifice.

Question 122

Bayonet charge context

Answer 122

• Hughes was not alive duing WW1, however his father fought in Gallipoli, a fact which may influence his thoughts and feelings on war.
• Hughes grew up in Yorkshire in a post-war society, not fighting in war but seeing the effects of war on his humble rural home
• his poetry often focuses on animals, as seen with the hare in this poem
• Bayonet charge was from a collection of poems called “The Hawk in the Rain” dedicated to his wife Sylvia Plath. the anthology focuses mainly on animals and their behaviours. This focus on animalistic is seen with the poems focus on instinctual behaviours
• Hughes was heavily influenced by Wilfred Owen and that fact is clearly seen in Bayonet charge, which shares many similarities with Owen’s poem “Spring Offensive”

Question 123

Bayonet charge key forms

Answer 123

1. third person perspective
2. lack of rhyme scheme

Question 124

Bayonet charge third person perspective analysis

Answer 124

• poem in third person singular, allowing the poet to focus on showing the reader hoe war impacts one person through the perspective of that person.
• By showing the war through the eyes of the soldier, Hughes makes it impossible to view war favourably, rather the soldier’s abject terror is rubbed off on the reader.
• the singular perspective also focuses on the isolation felt by soldiers, thrust into a life or death situation with no means of hope or comfort. Hughes presents it as ironic that in an army of thousands each and every one feels so lonely
• Hughes writes in a third person singular form perhaps as he has no first hand experience of war.

Question 125

bayonet charge lack of rhyme scheme analysis

Answer 125

• there is a clear lack of rhyme scheme within the poem, with lines never bearing any firm of audible similarity to the ending of the line before them.
• this may be hughes intentionally attempting to communicate to the reader the absolute lack of regularity and order within the soldier’s experiences of war, with every new moment bringing another challenge and another surprise.
• the lack of rhyme scheme also creates an atmosphere of discomfort and nerviness for the audience who are never able to settle into a rhyme and regularity, rather they are forced to listen to the soldier’s anguish with every line being something new.

Question 126

bayonet charge key quotes

Answer 126

1. “Suddenly he awoke and was running – raw / In raw-seamed hot khaki”
2. “In what cold clockwork of the stars and the nations / Was he the hand pointing that second?”
3. “His terror’s touchy dynamite.”

Question 127

bayonet charge “Suddenly he awoke and was running – raw / In raw-seamed hot khaki” analysis

Answer 127

Word-Level Analysis:
* “Suddenly” – This adverb creates an immediate sense of panic and disorientation. It thrusts both the reader and the soldier into the chaos of battle, mid-action, without warning – mirroring the unpredictability and confusion of war.
* “awoke” – Suggests that the soldier was previously in a dream-like or numb state. It hints at a loss of awareness, and the sudden realisation of danger or mortality. It may also reflect a deeper awakening – to the horrors of war or to his own fear.
* “raw” / “raw-seamed” – The repetition of “raw” emphasizes vulnerability and pain. It conjures images of exposed flesh or wounds, blurring the line between uniform and skin. The word “seamed” suggests rough stitching, highlighting discomfort and the unnaturalness of war. There’s a visceral physicality to this language – the soldier is not just scared, he’s being stripped down emotionally and physically.
* “hot khaki” – The adjective “hot” intensifies the discomfort and claustrophobia. Khaki, the uniform, becomes almost oppressive – not a symbol of honour, but of suffering and heat. It’s as though the soldier is being cooked alive in his uniform.

Structure-Level Analysis:
* Opening line of the poem – Hughes begins the poem in medias res (in the middle of action), instantly creating tension. There’s no buildup or explanation – this mirrors how soldiers may be abruptly thrown into battle with no time to think.
* Enjambment between lines reflects the uncontrollable forward momentum of the soldier’s body – he’s running on instinct, not thought. This mirrors the loss of agency in war.
* Caesura with the dash (“– raw”) interrupts the rhythm and mirrors the soldier’s mental fragmentation and physical jolt. It slows the reader down after the rush of movement, creating a pause that reflects the jarring intensity of his sudden awareness.

Interpretation:
This quote powerfully captures the brutal immediacy of war. Hughes uses visceral, physical imagery and a fragmented, disorienting structure to convey the soldier’s vulnerability, fear, and loss of control. The repetition of “raw” and the uncomfortable sensory language immerse the reader in the soldier’s experience, challenging romanticised ideas of battle by showing its brutal, dehumanising reality.

Question 128

bayonet charge
“In what cold clockwork of the stars and the nations / Was he the hand pointing that second?”
analysis

Answer 128

“cold clockwork” – This metaphor dehumanises war, suggesting it’s part of a mechanical, emotionless system. “Cold” implies a lack of empathy or warmth, while “clockwork” suggests predetermined, unchangeable motion – fate beyond the soldier’s control. It critiques the machinery of politics and war, reducing human lives to cogs in a system.
* “stars and the nations” – This phrase elevates the scale of the soldier’s situation, suggesting that global forces – governments (nations) and fate or destiny (stars) – control his actions. There’s a cosmic indifference here, making the soldier’s life feel insignificant in the grand scheme.
* “hand pointing that second” – The soldier is metaphorically reduced to a “hand” on a clock, which strips him of individuality and agency. He becomes a symbol of measured violence, just another part in the timing of war. The phrase “that second” creates urgency and precision – lives are decided in an instant.

Structure-Level Analysis:
* Rhetorical question – This invites the reader to think deeply about the meaning behind war and the soldier’s role within it. It reflects the soldier’s inner conflict and sudden realisation that he is part of a larger, uncaring system.
* Mid-poem placement – Structurally, this marks a turning point. It’s one of the few moments of abstract thought in a poem otherwise dominated by physical action. It shows the soldier pausing, overwhelmed not just by fear, but by existential doubt.
* Enjambment between lines maintains the poem’s breathless momentum, while also reinforcing the soldier’s loss of control – thoughts spill over, just like his body moves instinctively through the battlefield.

Interpretation:
This quote captures a moment of existential clarity in the chaos of war. Hughes uses metaphor and rhetorical questioning to explore the soldier’s realisation that he is just a pawn in a vast, uncaring system. The imagery of clockwork, stars, and nations strips away any romantic idea of glory, instead exposing the mechanical and indifferent nature of modern warfare. It’s a deeply philosophical moment that critiques the systems that lead individuals to die for causes they barely understand.

Question 129

bayonet charge “His terror’s touchy dynamite” analysis

Answer 129

Word-Level Analysis:
* “terror’s” – The use of the possessive form shows that the soldier is now owned or consumed by his fear. “Terror” is not just an emotion; it becomes a force with power over him. This highlights how war strips away rational thought, reducing the soldier to pure, instinctive fear.
* “touchy dynamite” – This metaphor is extremely powerful. “Touchy” suggests volatility, something easily triggered. It creates a sense that the soldier is like an unstable bomb, ready to explode. “Dynamite” conveys destruction, danger, and uncontrollable power. It symbolises how fear has transformed the soldier into something potentially violent and unpredictable.
* The juxtaposition of human emotion (terror) and explosive material (dynamite) illustrates how war turns internal panic into an external weapon. The soldier himself becomes dangerous – not because of bravery or patriotism, but because of raw, uncontrolled fear.

Structure-Level Analysis:
* Final line of the poem – Ending the poem with this explosive image gives it a sharp, unsettling conclusion. It leaves a lasting impact and shows that the soldier’s experience of war has permanently altered him. The lack of resolution mirrors the psychological damage war causes.
* Short, punchy sentence – The brevity of the line mimics an explosion. It’s fast, sudden, and powerful – just like dynamite. The abruptness leaves the reader with no comfort or closure.
* Alliteration in “terror’s touchy” enhances the tension. The repeated “t” sound is sharp and staccato, mimicking the ticking of a time bomb or the crack of gunfire.

Interpretation:
This final line encapsulates the psychological destruction caused by war. Hughes uses metaphor, sound, and sentence structure to show how fear dehumanises the soldier, turning him into a volatile weapon. There is no glory or heroism here – just raw panic and the horrifying transformation of a human being into a vessel of destruction. It’s a chilling end that reflects the poem’s core message: war reduces people to instinct, fear, and fragility.

Question 130

bayonet charge comparison

Answer 130

1. remains
2. exposure
3. charge of the light brigade

Question 131

bayonet charge / remains comparison

Answer 131

Comparison themes: Psychological effects of war, fear, confusion, trauma
* Both explore the mental impact of combat—Bayonet Charge shows panic in the moment; Remains focuses on guilt afterward.
* Vivid, violent imagery: “sweating like molten iron” vs. “blood-shadow stays on the street.”
* Both show a loss of control—Bayonet Charge presents war as chaos; Remains shows how it lingers mentally.
* Use of enjambment and irregular rhythm to reflect panic and instability.

Question 132

bayonet charge / exposure comparison

Answer 132

Comparison themes: Futility of war, physical and emotional suffering, fear
* Both show soldiers as victims of war.
* In Exposure, soldiers are frozen and waiting; in Bayonet Charge, the soldier is forced to act, but both show confusion and fear.
* Nature is used in both: “bullets smacking the belly out of the air” (Bayonet Charge) vs. “merciless iced east winds” (Exposure).
* Both question the pointlessness of war, asking what it’s all for.

Question 133

bayonet charge / COTLB comparison

Answer 133

Comparison themes: Duty vs. fear, action in battle, patriotism vs. reality
* Charge presents soldiers as brave and noble, charging into death with “honour”; Bayonet Charge strips that away, showing raw terror and confusion.
* Bayonet Charge questions patriotic ideals: “King, honour, human dignity, etcetera.”
* Both describe action-packed battle scenes, but from different emotional angles—glory vs. survival.

Question 134

charge of the light brigade summary

Answer 134

• COTLB tells the story of a group of soldiers who are ordered to make a mad charge towards certain death.
• They charge heroically and with valour but few remain as they retreat.
• COTLB highlights the bravery of the soldiers whilst simultaneously questioning the authorities that ordered the soldiers to charge to their deaths

Question 135

COLTB context

Answer 135

• tennyson had a miserable childhood with an abusive father however he was still able to get a good education in suberb grammar schools
• Tennyson was made into poet laureate, a post which bound him into not making criticisms of british aristocracy and glorifying the british war effort
• the poem is based on the battle of baclava on 25th of october 1854 as a part of the crimean war
• the charge of the light brigade was a charge made headfirst into enemy guns as a result of a communication error
• the crimean war was originally a conflict between russia and the ottoman empire however france and britain got involved to prevent a russian expansion
• the war effort was unpopular with the public as the light brigade often consisted of people from the lower classes who were lightly armoured

Question 136

COTLB key forms

Answer 136

1. ballad form
2. irregular stanza length
3. rhyme scheme

Question 137

COTLB ballad form analysis

Answer 137

• the poem is composed in a ballad form, a form historically used in order to demarcate events that were to be commemorated and memorialised
• this shows how highly tennyson regards the sacrifice of the soldiers; he understood the futility of their sacrifice, despite not be able to be brazen about this, hence uses his ballad to immortalise their sacrifice for years to come.

Question 138

COTLB irregular stanza length

Answer 138

• tennyson varies his stanza length masterfully, never truly allowing the reader to settle in to feel any sense of consistency
• the varied stanza length also allows for a sense of chaos to be communicated to the reader, mimicking how the soldiers were being shot at by an enemy they could not fairly counter.

Question 139

COTLB rhyme scheme analysis

Answer 139

• the poem uses an irregular rhyme scheme with rhyming couplets between indented lines
• the couplets create a repetitive sense of inevitability, similar to how valiant the charge, the outcome of it was decided beforehand
• the presence of an irregular rhyme scheme also adds chaos into the poem, leaving it unable to settle into rhythm, and thus mimicking the chaos of battle.

Question 140

COTLB key quotes

Answer 140

1. “Into the valley of Death / Rode the six hundred.”
2. “Theirs not to reason why, / Theirs but to do and die.”
3. “When can their glory fade? / O the wild charge they made!”

Question 141

COTLB “Into the valley of Death / Rode the six hundred.” analysis

Answer 141

Word-level analysis:
* The phrase “valley of Death” is a biblical allusion to Psalm 23 (“the valley of the shadow of death”), evoking ideas of sacrifice and fate. The capitalisation of “Death” personifies it as a powerful, almost godlike force, reinforcing the danger and inevitability the soldiers face.
* The word “into” implies movement towards danger, creating a sense of impending doom. It also gives the impression that there’s no turning back, heightening the tragic heroism of the charge.

Structure-level analysis:
* The use of enjambment between the lines (“Into the valley of Death / Rode the six hundred”) reflects the relentless, unstoppable movement of the soldiers. It mirrors how they are swept forward into battle, unable to escape.
* The line falls within dactylic dimeter, a fast, galloping rhythm that mimics the motion of the cavalry, enhancing the urgency and pace of the charge. This rhythm also contrasts with the grim imagery, emphasising the tension between bravery and doom.
* The repeated phrase “the six hundred” acts like a refrain throughout the poem, creating a collective identity. It strips the soldiers of individuality, suggesting they are united in both courage and tragedy.

Question 142

COTLB “Theirs not to reason why, / Theirs but to do and die.” alalysis

Answer 142

Word-level analysis:
* The repetition of “Theirs” at the start of both clauses emphasizes the soldiers’ lack of agency. They are defined entirely by duty, not thought or choice.
* The phrase “not to reason why” implies that questioning is forbidden—this critiques the hierarchy and blind obedience within the military, where soldiers must follow commands even when they are fatally flawed.
* The verb “do” contrasts sharply with “die”—the simplicity of these words reflects the brutal reality of war, reducing the soldiers’ existence to action and death.
* The conjunction “but” is key—it dismisses reasoning as irrelevant, highlighting the tragic futility of their sacrifice.

Structure-level analysis:
* The use of parallel structure (“Theirs not to… / Theirs but to…”) reinforces the sense of unquestioning duty, showing how the soldiers have internalised obedience as their identity.
* The line follows the poem’s dactylic rhythm, which mimics the sound of horses galloping—this maintains the momentum of the charge, suggesting how the soldiers are swept up in the motion of war without pause to think.
* The caesura (the comma in the first line) subtly breaks the rhythm, perhaps reflecting a moment of hesitation or the internal conflict between loyalty and logic—even if that hesitation is immediately overridden.

Question 143

COTLB “When can their glory fade? / O the wild charge they made!” analysis

Answer 143

Word-level analysis:
* The rhetorical question “When can their glory fade?” implies that the soldiers’ bravery is eternal. The use of “glory” romanticises their sacrifice, suggesting they’ll be remembered with honour, even though their charge was a military failure.
* The verb “fade” is metaphorical—it refers to memory and legacy, hinting at the passage of time but also resisting the idea of forgetting, giving their actions a kind of immortality.
* The exclamatory “O” in the second line expresses strong emotion—awe and grief. It adds a tone of reverence, suggesting that the speaker is overwhelmed by the heroism of the event.
* The adjective “wild” is powerful—it evokes both chaos and courage. It suggests the charge was both reckless and bold, reflecting the duality of honour and horror in war.

Structure-level analysis:
* The rhetorical question followed by an exclamation forms a dramatic shift in tone—moving from reflective admiration to passionate praise. This contrast shows the speaker’s emotional response and helps elevate the soldiers to heroic status.
* This line appears near the end of the poem, where the tone changes from depicting the charge to memorialising it. Structurally, it marks the beginning of a shift from action to legacy, reminding readers to honour the fallen.
* The internal rhythm and punctuation (especially the exclamation mark) break the regular dactylic pattern slightly, mirroring the unpredictable and frantic nature of the charge itself—a moment of chaos immortalised in verse.

Question 144

COTLB comparisons

Answer 144

1. bayonet charge
2. exposure
3. remains

Question 145

COTLB / bayonet charge comparison

Answer 145

Comparison themes: Patriotism, fear, reality of war, individual experience
* Charge of the Light Brigade presents soldiers as heroic, dying with “honour” and “noble six hundred.”
* Bayonet Charge challenges this ideal—showing the raw fear of a single soldier, questioning “King, honour, human dignity, etcetera.”
* Charge uses rhythm and repetition to mimic the galloping of horses and give a sense of organised bravery; Bayonet Charge uses erratic structure to show confusion.

Question 146

COTLB / exposure comparison

Answer 146

Comparison themes: Futility of war, suffering, loss of purpose
* Charge celebrates loyalty and duty, even in the face of death.
* Exposure is more critical, showing war as pointless and slow suffering—“but nothing happens.”
* Both involve soldiers obeying orders, but Owen questions the value of sacrifice, while Tennyson glorifies it.

Question 147

COTLB / remains comparison

Answer 147

Comparison themes: Violence, aftermath of war, mental impact
* Charge presents collective glory, while Remains focuses on personal guilt and trauma.
* Charge uses formal language and heroic tone; Remains is more conversational and brutally honest.
* Both show violence, but Remains strips away honour, revealing psychological scars, while Charge reinforces public respect for sacrifice.

Question 148

my last duchess summary

Answer 148

• the poem is centred around an italian duke who murdered his wife and is now preparing for his second marriage.
• he tells the story of his first marriage to a visitor, whilst looking at a portrait of his first wife.
• it is a subtle poem that condemns the stranglehold that those in power have on those below them

Question 149

MLD context

Answer 149

• the poem is loosely based around a real italian nobleman, with the duchess in question being lucrezia de medici
• robert browning spent most of his life in italy
• the poem was written around the time of the industrial revolution after which people say more class mobility and freedom leading to more poets such as Browning voicing progressive attitudes within their poems
• however, society was still highly unequal, as it was still patriarchal leading browning to sheild his criticism via time and setting. therefore the views offered by Browning are a more subtle criticism of society as opposed to an outright indictment
• the poem is set during the renaissance, a period in which art was more highly made and valued, as shown by Browning’s exploration of his characters through art

Question 150

MLD key forms

Answer 150

1. dramatic monologue
2. rhyme scheme
3. perspective

Question 151

MLD dramatic monologue analysis

Answer 151

• the poem is structured as a dramatic monologue with no stanzas, this goes to show how the duke exercises absolute power over his wife with no room for deviation or freedom of expression
• this set up also shows the domineering personality of the duke: he chooses to soliloquise on his own thoughts only, neglecting those around them an opportunity to speak. this means that the reader immediately recognises it as a biased account and is made aware of the need to infer to ascertain what really happened.

Question 152

MLD rhyme scheme analysis

Answer 152

• there is a regular ABAB rhyme scheme present throughout the poem, with no deviation. this may serve to show how the duke controlled the duchess’ life with startling regularity, allowing her no freedom to break free
• the fact that ABAB rhyme scheme continues throughout the poem without ever stopping may also reflect how not only did the Duke stifle and control the Duchess whilst she was alive, he continued to do so after her death.

Question 153

MLD perspective analysis

Answer 153

• the poem is a persona poem, in this case the speaker is taking on the personality of the Duke of Ferrara. This enables Browning to give us a greater understanding of the realities and contexts of the time.
• the first person narrative also gives the Duke greater control over how much information he divulges, perhaps mirroring the excessive control he had over his wife.

Question 154

MLD key quotes

Answer 154

1. “That’s my last Duchess painted on the wall, / Looking as if she were alive.”
2. “I gave commands; / Then all smiles stopped together.”
3. “Notice Neptune, though, / Taming a sea-horse, thought a rarity”

Question 155

MLD “That’s my last Duchess painted on the wall, / Looking as if she were alive.” analysis

Answer 155

Word-level analysis:
* The possessive pronoun “my” reveals the Duke’s obsession with ownership and control—he speaks about his wife as if she were a possession or object rather than a person.
* The word “last” is deeply revealing—it implies there have been multiple duchesses, suggesting the Duke may have a pattern of replacing them, hinting at a disturbing past.
* The phrase “painted on the wall” strips the Duchess of agency—she is now just a piece of art, a permanent image that he can dominate and display on his terms.
* The eerie phrase “as if she were alive” implies she is dead, foreshadowing the Duke’s possible role in her demise. It creates a sinister tone, especially given how casually it’s said.

Structure-level analysis:
* The enjambment across the two lines reflects the Duke’s natural, conversational tone, but also mimics how he slides past disturbing details, making the reader complicit in his calm delivery of something dark.
* The poem is a dramatic monologue, and this opening line quickly establishes the Duke’s controlling nature—he speaks uninterrupted, controlling the narrative just as he controlled the Duchess.
* The placement of this line at the very beginning creates immediate tension—the reader is drawn into a situation that seems polite on the surface but quickly becomes unsettling as the Duke reveals more.
* The Duke’s self-important tone is already clear here—he doesn’t name the Duchess, just refers to her in terms of her role and image, which reveals how he values status over emotion.

Question 156

MLD “I gave commands; / Then all smiles stopped together.” analysis

Answer 156

Word-level analysis:
* The phrase “I gave commands” is chilling in its simplicity—it’s deliberately vague and euphemistic, suggesting the Duke ordered his wife’s death but refuses to state it outright. This lack of emotional language shows his cold, authoritarian nature.
* The noun “commands” reinforces the idea of power and control—the Duke expects absolute obedience, treating people, even his wife, like subjects to be ruled.
* The phrase “all smiles stopped together” is an unsettling way to describe a death. The plural “smiles” reduces the Duchess’s warmth and personality to a superficial trait that annoyed him.
* The verb “stopped” is abrupt and final, suggesting death as a solution to disobedience. It reflects the Duke’s desire to end what he couldn’t control.

Structure-level analysis:
* The caesura (the semicolon in “I gave commands;”) creates a pause that mirrors the moment of action, suggesting a sudden, decisive shift—possibly the exact moment the Duke arranged her death.
* The line break between “commands; / Then all smiles stopped together” builds suspense—the reader momentarily pauses before the disturbing revelation, heightening its impact.
* The short, clipped syntax and use of passive voice obscure the violence. It shows how the Duke distances himself emotionally and morally from the act, yet still brags about the outcome.
* This moment is a turning point in the monologue—structurally, it reveals the depth of the Duke’s cruelty just beneath the surface of his calm, polite exterior. It shocks the reader, challenging the earlier impression of a sophisticated nobleman.

Question 157

MLD “Notice Neptune, though, / Taming a sea-horse, thought a rarity” analysis

Answer 157

Word-level analysis:
* The imperative “Notice” reflects the Duke’s need to control attention—he directs his listener not only physically but intellectually, revealing his dominance in conversation and in relationships.
* The reference to “Neptune”, the Roman god of the sea, is symbolic—the Duke aligns himself with a powerful, godlike figure, suggesting his own sense of superiority and authority.
* The verb “Taming” is key—it connotes power over something wild or free, directly linking back to how the Duke tried to ‘tame’ the Duchess’s behaviour. It implies he sees women as creatures to be subdued.
* The “sea-horse” is delicate, exotic, and rare—just like the Duchess was to him. Yet it is diminutive and easily controlled by Neptune, showing how the Duke views beauty as something to be possessed, not appreciated.
* The phrase “thought a rarity” shows his obsession with unique, valuable objects. He treats both art and people like collectibles, reflecting his materialistic and controlling mindset.

Structure-level analysis:
* This moment comes at the end of the poem, serving as a symbolic closing image. Structurally, it reinforces the Duke’s view of relationships as transactions of power and possession.
* The shift in focus from the Duchess to the statue is significant—it mirrors how he replaces real women with art he can control, showing how he prefers objects over unpredictable human emotions.
* The enjambment between “Notice Neptune, though, / Taming a sea-horse” creates a smooth, flowing tone that contrasts with the sinister implications of what he’s actually saying—this tension enhances the unease.
* Ending the monologue on a mythological metaphor elevates the Duke’s self-image, suggesting he sees his actions as justified, even admirable, reinforcing his narcissism.

Question 158

MLD comparisons

Answer 158

1. ozymandias
2. london
3. checking out me history

Question 159

MLD / ozymandias comparison

Answer 159

Comparison themes: Pride, power, control, downfall
* Both present powerful men obsessed with control—the Duke over his wife, Ozymandias over his empire.
* Both show how pride leads to isolation or ruin: the Duke is cold and controlling; Ozymandias’s statue lies broken in the sand.
* Use of dramatic irony in both—the speakers don’t realise how much they reveal about their own flaws.
* Both critique the fragility of human power over time or others.

Question 160

MLD / london comparison

Answer 160

Comparison themes: Oppression, control, abuse of power
* The Duke in My Last Duchess controls his wife through fear and eventually has her silenced. In London, institutions like the monarchy and Church control and oppress the people.
* Both poems show how those in power use it to silence or dominate the vulnerable.
* The use of structure to reflect control: the Duke’s monologue is tightly structured, showing his obsession; London uses repetition and rhythm to show restriction.

Question 161

MLD / checking out me history comparison

Answer 161

Comparison themes: Control of knowledge and narrative, identity, power imbalance
* In My Last Duchess, the Duke controls the story and how others view his wife.
* In Checking Out Me History, the speaker resists a system that controls his knowledge of history.
* Both poems deal with voice and power—one is about a powerful man silencing a woman, the other about reclaiming a silenced cultural identity.
* Both use strong, individual voices but with very different tones—one cold and controlling, the other passionate and defiant.

Question 162

Exposure summary

Answer 162

• Exposure tells the horrifying story of a brutal experience in the trenches during WW2.
  It shows the reader the herculean burden placed on the soldiers not only by the opposing army but the weather.
• It also subverts traditional ideas of the glory of war by showing the visceral and horrifying reality that most soldiers face.
• It exposes the trauma faced by soldiers whilst also showing how mentally taxing war can be on those who fight in it.

Question 163

Exposure context

Answer 163

• wilfred owens was a soldier, killed in battle one week before the armistice
• owens was inspired by writers such as siegfried sassoon who was also a war writer who critiqued patriotism and jingoistic attitudes
• owens wrote his poetry to express the horror of war as opposed to internalising it
• exposure was written in 1917 as owens was at war in the trenches, creating an impression of salience on the reader
• exposure contrasted the jingoistic and glamorised portrayals of war by poets such as jessie pope
• owens dispelled this myth by ‘exposing’ the harsh realities and virulence of war

Question 164

Exposure key forms

Answer 164

1. rhyme scheme
2. pararhymes

Question 165

Exposure rhyme scheme analysis

Answer 165

• consistency of rhyme shceme means that the fifth line always stands out. this means that the message in this line is emphasised and is more striking to the reader
• this is significant as it serves to communicate owen’s emotions in the given stanza, often providing poignant insights into his inner thoughts on how his life has been reduced to nothing
• the consistency of the rhyme scheme also communicates the monotony of the war, with minimal changes or variations. the four lines preceding the final line are always poetic and rich, meaning that the fifth line always functions as an anti-climax with the eventual realisation that nothing is happening
• owens uses bathos to emphasise this effect (anti-climaz created by lapse in mood from sublime to the trivial)
• this shows how the soldier must always remain vigilant even though nothing happens creating the endless mental torture as they are tortured by every moment, they’re on the battlefield: tortured by nothingness, the weather and the prospect of being attacked by the enemy

Question 166

exposure pararhymes analysis

Answer 166

• atmosphere of discomfort with half-rhymes that lead to the poem feeling slightly uneasy
• “knife us” “nervous”
• half rhymes leave the reader nervous and unsatisfied, as the readers are always left expecting a rhyme but never getting it, perhaps to mirror how the soldiers are expecting conflict and it is the nervy anticipation that is playing on their minds
• this sense of unease throughout the poem is what owens intends to try and communicate an emotion of war to the reader
• owen utilises pararhymes to ‘expose’ that the unease and anticipation of war was more mentally torturous then the battle itself - soldiers in battle did not have ti wait for the death, this way it was imminent and quick. the deterioration in the trenches was far from this
• this attempt to communicate an emotion of war to the reader may also come to try and educate the people back home
• ownes tells us in his preface that the “poetry is in the pity”, perhaps a referral to the true poetry in his poetry in his poems being the pity that they incite from the reader.
• He also tells us that “all a poet can do today is warn”, perhaps alluding to how his poetry is a warning to the true nature of war and the lies that peddled about war

Question 167

exposure key quotes

Answer 167

1. “But nothing happens.”
2. “The merciless iced east winds that knive us…”
3. “We cringe in holes, back on forgotten dreams, and stare, snow-dazed…”

Question 168

exposure “But nothing happens.” analysis

Answer 168

This refrain is repeated throughout the poem, building a sense of futility, waiting, and psychological torment. The blunt, short sentence reflects the monotony and emotional numbness of the soldiers. Ironically, the real battle is against time and the elements, not the enemy. The repetition also suggests the pointlessness of war, reinforcing Owen’s anti-war message.

Word-level analysis:
* The conjunction “But” introduces contrast—it undercuts everything that came before, showing how despite the soldiers’ suffering and fear, there is no resolution or progress.
* The adjective “nothing” is deceptively simple—it suggests emptiness, futility, and a terrifying lack of purpose. It captures the psychological warfare of waiting and hopelessness, not just physical battle.
* The verb “happens” is present tense, implying an ongoing, endless state of inaction, which adds to the soldiers’ emotional torment. The action is not in fighting the enemy but in enduring endless time and suffering.

Structure-level analysis:
* This line is used as a refrain, repeated at the end of stanzas and echoed in the final line, creating a cyclical structure that mirrors the endless, repetitive suffering of the soldiers in the trenches.
* Its short, simple sentence stands out among Owen’s often complex and descriptive lines, drawing attention to the stark reality of war—boredom, fear, and futility, not glory or action.
* Structurally, this refrain denies closure. Each time it returns, it suggests that nothing has changed, and nothing will change, reinforcing the theme of pointlessness and despair.

Question 169

exposure “The merciless iced east winds that knive us…” analysis

Answer 169

2. “The merciless iced east winds that knive us…”
   The personification of the wind as “merciless” and the violent metaphor “knive us” present nature as the true enemy. The sibilance and harsh consonants mimic the biting sound of the wind, creating a chilling, sensory effect. Owen contrasts this with the expected enemy—here, nature is more deadly than man, subverting traditional war narratives.
   Word-level analysis:
   
   • The adjective “merciless” personifies nature as cruel and unrelenting, immediately presenting the weather as an active enemy rather than a passive background element.
   • The phrase “iced east winds” uses sibilance and harsh consonants to create a chilling, almost piercing sound, mimicking the biting cold and adding a sensory effect that immerses the reader in the soldiers’ suffering.
   • The violent verb “knive” is unexpected—a weaponised metaphor, likening the wind to a physical attack. This presents nature as even more threatening than the enemy soldiers, showing how the environment is the real killer.
   • The use of “us” creates a collective voice, reinforcing the shared suffering and brotherhood of the soldiers, while also drawing the reader into their experience.

Structure-level analysis:
* The line opens the poem, immediately establishing the bleak, hostile tone and subverting expectations of war by focusing not on action or enemies, but on the brutality of nature.
* The ellipses at the end suggest that the suffering goes on beyond the line, creating a sense of ongoing pain, uncertainty, and helplessness. It mirrors the soldiers’ own inability to see an end to their situation.
* This line is part of a longer sentence, but its position at the start gives it prominence. It sets the tone for the rest of the poem and introduces one of the central themes: nature’s dominance over man.
* The ongoing sentence structure throughout the stanza reflects the unrelenting nature of the weather, with little relief—mirroring how the soldiers receive no respite.

Question 170

exposure “We cringe in holes, back on forgotten dreams, and stare, snow-dazed…” analysis

Answer 170

The verb “cringe” evokes animalistic fear and dehumanisation, showing how war strips away dignity. The phrase “forgotten dreams” suggests lost hope and youth, while “snow-dazed” implies confusion and mental detachment. The ellipses reflect the soldiers’ drifting thoughts and the slow, mental disintegration caused by prolonged exposure and trauma.
Word-level analysis:
* The verb “cringe” has connotations of fear, weakness, and dehumanisation—it suggests the soldiers have been reduced to animal-like survival, no longer proud or strong, but exposed and broken.
* The phrase “in holes” is symbolic—it recalls grave imagery, implying they are already buried or forgotten. It reinforces the idea that they are close to death, both physically and spiritually.
* “Forgotten dreams” evokes deep emotional loss and disillusionment—hopes of glory, home, or even survival have faded. These are men stripped of identity and purpose.
* The compound adjective “snow-dazed” creates a sense of mental fog and emotional numbness, possibly due to cold, trauma, or both. It reflects the soldiers’ detachment from reality, bordering on psychological breakdown.

Structure-level analysis:
* The tricolon of actions—“cringe,” “back on forgotten dreams,” “stare”—shows a progression from physical fear, to emotional disconnection, to mental paralysis. It reflects the total breakdown of the soldiers’ humanity.
* The use of commas slows the pace, mimicking the lethargy and weariness of the soldiers in the freezing conditions. The structure drags, just as their energy and will to live are drained.
* The ellipses at the end suggest an incomplete thought, a drifting mind, or perhaps that what comes next is too terrible or too meaningless to say. It reinforces the theme of mental disintegration and hopelessness.
* The use of the first-person plural “we” adds to the collective identity of suffering, showing this is not one man’s trauma but a shared experience of helplessness.

Question 171

exposure comparisons

Answer 171

1. bayonet charge
2. remains
3. charge of the light brigade

Question 172

exposure / bayonet charge comparison

Answer 172

Comparison themes: Fear, confusion, war’s futility, soldier’s experience
* Exposure shows soldiers frozen in fear and hopelessness, while Bayonet Charge captures a soldier mid-action, driven by panic and instinct.
* Both question the purpose of war: Exposure ends with “but nothing happens,” and Bayonet Charge mocks ideals like “King, honour, human dignity, etcetera.”
* Both use unpredictable structure (enjambment, caesura) to reflect instability and mental disorientation.

Question 173

exposure / remains comparison

Answer 173

Comparison themes: Psychological trauma, memory, lasting impact of war
* Exposure shows emotional numbness and despair, while Remains presents lingering guilt and PTSD.
* Both poems highlight how war affects the mind as much as the body.
* Use of colloquial vs. poetic language: Remains is blunt and personal; Exposure is lyrical yet bleak—“slowly our ghosts drag home.”

Question 174

exposure / COTLB comparison

Answer 174

Comparison themes: Duty, sacrifice, differing views of war
* Charge presents war as heroic and noble, praising those who “rode into the valley of death.”
* Exposure completely contrasts this, portraying war as pointless suffering—“the merciless iced east winds that knive us.”
* Both focus on soldiers facing death, but with very different tones: Charge is patriotic; Exposure is bitter and questioning.

Question 175

tissue summary

Answer 175

• tissue does not follow a narrative as such, rather it uses tissue paper as an extended metaphor (conceit) for the mankind’s power and dharker explores how even something as fragile as tissue has the power to leave a lasting mark.
• she also contrasts the fragility of humans with the staying power of nature, demonstrating how both have power in their own ways

Question 176

tissue summary

Answer 176

• dharker was born in pakistan but grew up in glasgow. she describes herself as a “scottish muslim calvinist” adopted into india and married into wales
• a lot of her poetry focuses on identity, perhaps stemming from her ability to balance her conflicting identities
• tissue is from a 2006 collection called ‘the terrorist at my table’ which focused on politics, terrorism and fundamentalism. as the first person in the collection, tissues acts as a preface of sorts, commenting on what dharker believes to be the root of these problems; abuse and misuse of power
• tissue’s pessimistic viewpoint on the fickleness of human life may stem from her heart-wrenching experience with her husband, who passed away after an 11 year long battle with cancer

Question 177

tissue key forms

Answer 177

1. lack of rhyme scheme
2. regular stanzas and stanza length

Question 178

tissue lack of rhyme scheme analysis

Answer 178

• dharker uses a clear lack of a rhyme scheme to create a more free flowing text, with fewer steadfast rules. this creates an impression of freedom, perhaps showing how human attempts to exert control are futile and rather there should be freedom for expression and dissent
• the lack of rhyme scheme heightens her message of the importance of freedom. unlike other poems which often focus on an experience or a character, tissue instead explores a key idea free from the constraints of a singular experience or a historical event
• perhaps dharker opts for this method once more to show the importance of freedom as well as allowing her to explore her idea more thoroughly by analysing her sentiment on a level above time and humanity.

Question 179

tissue regular stanzas and stanza length

Answer 179

• the whole poem comprises of restrictive quatrains which may be dharker showing how suffocating and stifling human power can be
• the regularity of the quatrains is contrasted with the final one line stanza which show how imperative it is that people break free from human power in order to live freely and embrace the wonder and magnificence provided by the nature around them

Question 180

tissue key quotes

Answer 180

1. “Paper that lets the light shine through”
2. “Maps too. The sun shines through / their borderlines”
3. “Raise a structure / never meant to last”

Question 181

tissue “Paper that lets the light shine through” analysis

Answer 181

This metaphor introduces the idea that paper, though fragile, can reveal deeper truths—symbolizing human vulnerability and spiritual insight.
Word Analysis:
* “Paper” – Symbolises human life, fragility, and transience. Paper is something easily torn, showing how delicate our existence and systems are.
* “lets” – A gentle, passive verb. It suggests openness, not force—hinting that true strength lies in yielding or allowing, rather than controlling.
* “light” – A metaphor for truth, knowledge, or possibly divine presence. Light often symbolises clarity and hope.
* “shine through” – Suggests that even though paper is fragile, it has the power to reveal something greater—like how human life can reveal truth, beauty, or spirituality.

Structure Analysis:
* The line is simple and understated, mirroring the fragility of the subject (paper/life).
* It’s the opening image of the poem, setting the tone and introducing central themes like vulnerability and revelation.
* The lack of punctuation creates a fluid, flowing rhythm, suggesting continuity—just as ideas, light, or truth flow through paper (and through people).

Question 182

tissue “Maps too. The sun shines through / their borderlines” analysis

Answer 182

• Dharker challenges man-made boundaries, suggesting that natural forces like the sun (symbolizing truth or divinity) can erase divisions we’ve created.
  Word Analysis:
  
  • “Maps” – Symbolise human attempts to control, define, and divide the world. They’re man-made, representing political power and artificial boundaries.
  • “The sun” – A natural and powerful force, often used as a metaphor for truth, clarity, or the divine. It’s beyond human control.
  • “shines through” – Suggests that natural forces (like truth or nature) can overcome man-made restrictions. The verb “shines” implies something unstoppable and illuminating.
  • “borderlines” – A key word. Borders represent divisions between countries or people, but here they are shown as fragile and almost meaningless in the face of nature.

Structure Analysis:
* The short sentence “Maps too.” is abrupt and stands alone, drawing attention to it. This mirrors how we often see maps as powerful or important.
* The enjambment (the line running over into the next) in “The sun shines through / their borderlines” reflects the idea of the sun literally and metaphorically crossing borders—ignoring limits set by humans.
* This structural choice helps reinforce the poem’s message: nature and truth can’t be contained by human rules or control.

Question 183

tissue “Raise a structure / never meant to last” analysis

Answer 183

• A reflection on human life and power—how our creations (buildings, institutions, even legacies) are temporary, despite our attempts at permanence.
  Word Analysis:
  
  • “Raise” – A verb that suggests effort, ambition, and building. It reflects human desire to create, control, or leave a legacy.
  • “structure” – This can refer to physical buildings, but also to systems, governments, or even lives. It symbolises human achievements or institutions.
  • “never meant to last” – Implies impermanence and fragility. Despite our efforts, everything we build—physically or metaphorically—is temporary. It underlines the poem’s key theme: nothing man-made is truly permanent.

Structure Analysis:
* The line is broken over two lines (enjambment), which mirrors the instability of the “structure” being described—it flows into the next line, just as time moves forward and breaks things down.
* The phrase “never meant to last” is placed on its own line, giving it emphasis. This highlights the inevitability of collapse or change, reinforcing the idea that fragility is at the core of everything we build.
* The lack of punctuation continues the poem’s flowing, delicate rhythm—mirroring the transient, fragile quality of life and human creations.

Question 184

tissue comparisons

Answer 184

1. ozymandias
2. checking out me history
3. london

Question 185

tissue / ozymandias comparison

Answer 185

Comparison themes: Fragility of human power, impermanence, time
* Both poems explore how human achievements are temporary—Tissue uses the metaphor of fragile paper, while Ozymandias describes a ruined statue.
* Each critiques human arrogance: Ozymandias mocks kings who believe their power lasts forever, while Tissue suggests even structures and borders are fragile.
* Both use imagery of decay—“shattered visage” and “raise a structure never meant to last.”

Question 186

tissue / checking out me history comparison

Answer 186

Comparison themes: Identity, control, power over knowledge
* Both explore how those in power control information—Tissue through maps and documents, Checking Out Me History through education and history.
* Tissue suggests that human systems are fragile and can be changed; Agard demands the rewriting of identity and reclaiming of truth.
* Both use symbolism and metaphor—“paper that lets the light shine through” and “I carving out me identity.”

Question 187

tissue / london comparison

Answer 187

Comparison themes: Human control, restriction, suffering
* Tissue contrasts man-made structures with natural freedom; London shows the pain caused by those man-made structures (e.g. government, church).
* Both criticise institutions of power and question their lasting value.
* Tissue uses gentle, hopeful imagery (“light”, “sunshine”), while London uses dark, oppressive language (“marks of weakness, marks of woe”).

Question 188

the prelude summary

Answer 188

• this is an extract of an autobiographical epic poem comprised of fourteen books, this is taken from the first book, “introduction and school-time”. - the poem explores a childhood memory of wordsworth’s trip to the lake district in which he stole a boat
• he sees a nearby mountain and believes it to be growing, he percieves it as increasingly threatening and it begins to incite fear within him. As a result of this experience, wordsworth’s view and perspective of nature was changed

Question 189

the prelude context

Answer 189

• william wordswort was a romantic poet he wrote in criticism of industrialism and celebrated nature’s beauty.
• the romantics employed an emotional view of the world, they generally celebrated the beauty of nature and the past in retaliation to the growing influence of urban life
• living through the industrial revolution was likely a source of inspiration for his poetry, britain underwent a period of rapid change which saw natural landscapes transforming into factories and roads
• many romantic poets were anti-establishment and in favour of overthrowing institutions e.g. religion. wordsworth was initially in support of the french revolution as he stood in support of democracy and equality, however when the revolution became associated with violence, it lost respect from the romantic poets
• the prelude was intended to be the first volume of a three-part autobiographical epic poem names “the recluse” however wordsworth dies before this was finished
• wordworth had a troubled childhood, not only did he have a problematic relationship with his father, but both of his parents also died during his adolescence. he was raised by several different relatives, many of whom treated hum poorly which had a detrimental impact on his mental health. growing up in the lake district, the lake’s natural landscape became a place where he could escape.

Question 190

the prelude key forms

Answer 190

1. epic poem
2. blank verse

Question 191

the prelude epic poem analysis

Answer 191

• the prelude is an epic poem, a long narrative poem that details the extraordinary feats of a heroic protagonist. within the prelude, the ‘hero’ is up for debate, arguably it is wordsworth himself, but it is possible to interpret the hero as nature personified
• criticisms of wordsworth’s poem suggest that the contents are comparatively mundane and less gallant than what would be expected of an epic, yet this is telling about how profound wordsworth believed his interactions with nature to be.

Question 192

the prelude blank verse analysis

Answer 192

• it is written in blank verse, which means that each line is 10 syllables which alternate between an unstressed and stressed syllable
• this is a useful tool with a poem so long as it establishes and maintains an artistic quality to keep the reader engaged
• it also supports the suggestion that the prelude was inspired by and intended to compete with “paradise lost” as this blank verse form was also used by milton

Question 193

the prelude quotes

Answer 193

1. “One summer evening (led by her)”
2. “A huge peak, black and huge”
3. “With trembling oars I turned”

Question 194

the prelude “One summer evening (led by her)” analysis

Answer 194

• This opening line is calm and peaceful. “Her” personifies nature, suggesting it has a powerful, almost mystical pull—introducing nature as a guiding force.
  Word Analysis:
  
  • “One summer evening” – The phrase creates a calm, peaceful mood. “Summer” suggests warmth, beauty, and freedom—setting a tranquil, almost idyllic scene.
  • “led by her” – Personification of nature as a female figure. “Her” could represent Mother Nature, suggesting nature is gentle, guiding, and almost divine in its influence. It also hints that the speaker is not in control—nature is.

Structure Analysis:
* The quote is placed right at the start of the extract, introducing the setting and mood. This peaceful opening contrasts with the later fear and awe the speaker experiences.
* The brackets around “(led by her)” make it feel like a personal, almost secret thought—adding to the intimacy of the moment and showing a quiet influence of nature.
* The line begins a narrative journey, both literal (rowing the boat) and emotional (from confidence to fear). It signals the start of a transformation.

Question 195

the prelude “A huge peak, black and huge” analysis

Answer 195

• Repetition of “huge” and the dark imagery shows how overwhelming and terrifying the mountain becomes. Nature shifts from beautiful to powerful and intimidating.
  Word Analysis:
  
  • “huge” – Repeated for emphasis. This repetition shows the overwhelming size and power of the mountain, almost as if the speaker is lost for words and struck by awe or fear.
  • “peak” – Refers to the mountain, a symbol of nature’s dominance. It’s no longer just scenery—it’s threatening, looming, and alive.
  • “black” – A dark, ominous colour. It contrasts with the light and calm of the earlier scene, showing how nature has shifted from beautiful to terrifying.

Structure Analysis:
* The phrase “black and huge” comes after a pause (a comma), drawing attention to it and making the image more powerful and dramatic.
* The repetition of “huge” creates a sense of panic or awe—it disrupts the flow of the line, as if the speaker is overwhelmed.
* The shift in tone (from calm to threatening) is reinforced by this line. It marks the turning point in the poem where nature becomes intimidating and majestic, not just peaceful.

Question 196

the prelude “With trembling oars I turned” analysis

Answer 196

• This shows the speaker’s fear and respect for nature. “Trembling” reflects his loss of confidence and growing awareness of nature’s immense power.
  Word Analysis:
  
  • “trembling” – Suggests fear, vulnerability, and physical weakness. The speaker is no longer confident or in control—he’s shaken by his experience with nature.
  • “oars” – Symbolise action and control earlier in the poem, but now they’re “trembling,” showing how that control has been lost.
  • “I turned” – A simple phrase that holds emotional weight. It shows the speaker retreating, overwhelmed. This turning point is both physical (he rows away) and emotional (he’s changed by what he’s seen).

Structure Analysis:
* The line is short and direct, reflecting the speaker’s sudden fear and instinct to flee.
* Placed near the end of the extract, it marks the climax of the emotional journey—the moment where awe turns into fear.
* The use of first person (“I”) makes the moment personal and reflective, showing how deeply the experience affects the speaker.

Question 197

the prelude comparisons

Answer 197

1. storm on the island
2. exposure
3. kamikaze

Question 198

the prelude / storm on the island comparison

Answer 198

Comparison themes: Power of nature, fear, human vulnerability
* Both poems show nature as a powerful force—The Prelude’s mountain becomes a terrifying presence, and Storm on the Island presents the storm as threatening and uncontrollable.
* Both include a shift in tone—from confidence to fear.
* Prelude: the speaker goes from joyful to awestruck and afraid; Storm: villagers seem prepared, then realise their helplessness.
* Use of violent imagery—“huge peak, black and huge” vs. “spits like a tame cat turned savage.”

Question 199

the prelude / exposure comparison

Answer 199

Comparison themes: Power of nature, psychological conflict, suffering
* The Prelude shows nature’s emotional power through fear and awe; Exposure shows its physical and mental toll on soldiers.
* Both portray nature as a dominant force, indifferent to human suffering or confidence.
* Language of coldness and threat—“dim and undetermined sense” (Prelude) vs. “merciless iced east winds” (Exposure).

Question 200

the prelude / kamikaze comparison

Answer 200

Comparison themes: Conflict between duty and emotion, nature, personal reflection
* Both use nature to provoke reflection and transformation.
* The Prelude: the speaker changes after a single moment with nature; Kamikaze: the pilot is inspired by memories of nature to abandon his mission.
* In both, nature represents truth, beauty, and deeper values that overpower man-made expectations or beliefs.