War Poems

21 Pages·2016·20.31 MB·English

3rd
 Year

English

Higher
 Level

Gavin
 Cowzer

War
 Poems
No
 part
 of
 this
 publication
 may
 be
 copied,
 reproduced
 or
 transmitted
 in
 any
 form
 or
 by
 any

means,
  electronic,
  mechanical,
  photocopying,
  recording,
  or
  otherwise,
  without
  prior
  written

permission
 from
 The
 Dublin
 School
 of
 Grinds.

Ref:
 3/eng/h/gc/
 War
 Poems
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Contents

Introduction
 .................................................................................................................................
 3

Prescribed
 Poetry
 Past
 Paper
 Questions
 .....................................................................................
 3

Structure
 ......................................................................................................................................
 8

Language
 ......................................................................................................................................
 9

Imagery
 ......................................................................................................................................
 10

Poems
 ........................................................................................................................................
 11

‘Dulce
 et
 Decorum
 Est’
 Wilfred
 Owen
 .....................................................................................................
 11

Wilfred
 Owen's
 First
 Encounter
 with
 the
 Reality
 of
 War
 .........................................................................
 12

Wilfred
 Owen
 Biography:
 ........................................................................................................................
 12

‘Base
 Details’
 -­‐
 Siegfried
 Sassoon
 .............................................................................................................
 16

‘The
 General’
 –
 Siegfried
 Sassoon
 ............................................................................................................
 16

Siegfried
 Sassoon
 Biography
 ....................................................................................................................
 17

‘An
 Irish
 Airman
 Forsees
 his
 Death’
 W.B.Yeats
 ........................................................................................
 19

©The
 Dublin
 School
 of
 Grinds

 2
  Gavin
 Cowzer
Introduction

-­‐ Poetry
 accounts
 for
 60
 out
 of
 180
 marks
 on
 paper
 2.

-­‐ The
 unseen
 poetry
 question
 is
 worth
 30
 marks
 in
 the
 junior
 certificate
 English
 paper,
 the
 same

amount
 of
 marks
 as
 the
 studied
 poetry
 section.

-­‐ You
 should
 spend
 approximately
 45
 minutes
 on
 this
 section.

Prescribed
 Poetry
 Past
 Paper
 Questions

This
 section
 outlines
 previous
 exam
 questions
 for
 studied
 poetry
 for
 junior
 certificate
 English.
 You

should
 practice
 answering
 these
 questions
 under
 exam
 conditions
 (i.e.
 within
 45
 minutes).

2015

1. Choose
 a
 poem
 you
 have
 studied
 that
 has
 a
 strong
 sense
 of
 place.

(a)
 What
 thoughts
 and
 feelings
 about
 the
 place
 are
 expressed
 in
 the
 poem?
 Explain
 your
 answer
 with

reference
 to
 the
 poem.
  (15)

(b)
 How
 does
 the
 poet's
 use
 of
 either
 sounds
 or
 images
 in
 your
 chosen
 poem
 help
 to
 create
 a
 sense

of
 the
 place
 in
 your
 mind?
 Explain
 your
 answer
 with
 reference
 to
 the
 poem.
  (15)

OR

2. Choose
 a
 poem
 you
 have
 studied
 in
 which
 the
 poet
 has
 something
 interesting
 to
 say
 about
 the

relationship
 between
 either:
 People
 and
 Nature

 or

 Adults
 and
 Children.

(a)
  Describe
  the
  relationship
  dealt
  with
  in
  your
  chosen
  poem
  and
  explain
  why
  you
  find
  this

relationship
 interesting.
  (15)

(b)
 How
 does
 the
 poet's
 use
 of
 either
 sounds
 or
 images
 in
 your
 chosen
 poem
 help
 you
 to
 understand

what
 the
 poet
 feels
 about
 the
 relationship?
 Explain
 your
 answer
 with
 reference
 to
 the
 poem.

 (15)

2014

1. Choose
  a
  poem
  you
  have
  studied
  where
  you
  think
  that
  the
  poet
  makes
  an

important
 observation
 about
 ordinary
 life.

(a)
 What
 important
 observation
 about
 ordinary
 life
 does
 the
 poet
 make
 in
 your
 chosen
 poem?

Explain
 your
 answer
 with
 reference
 to
 the
 poem.

 (15)

(b)
 Explain
 how
 any
 two
 aspects
 of
 the
 poet's
 style
 helped
 to
 make
 the
 important
 observation

clearer
 for
 you.

 Support
 your
 answer
 with
 reference
 to
 the
 poem.

 (15)

OR

Choose
 two
 poems
 you
 have
 studied
 that
 explore
 the
 same
 theme.

(a)
 In
 the
 case
 of
 each
 of
 your
 chosen
 poems,
 explain
 what
 you
 learn
 about
 that
 theme.

 Support
 your

answer
 with
 reference
 to
 the
 poems.

  (15)

(b)
 Which
 of
 the
 two
 poems
 creates
 the
 more
 vivid
 picture
 in
 your
 mind?
 Explain
 your
 answer
 with

reference
 to
 the
 poems.

  (15)

©The
 Dublin
 School
 of
 Grinds

 3
  Gavin
 Cowzer
2013

1.
 You
 have
 been
 invited
 to
 contribute
 to
 a
 radio
 programme.
 The
 programme's
 topic
 is:

Why
 young
 people
 should
 read
 poetry.
 Write
 the
 text
 of
 the
 talk
 you
 would
 give.
 Support
 your
 views

with
 detailed
 reference
 to
 two
 of
 the
 poems
 that
 you
 have
 studied.

  (30)

OR

2.
 From
 the
 poetry
 you
 have
 studied,
 choose
 a
 poem
 that
 revealed
 something
 new
 to
 you
 about
 one
 of

the
 following
 topics:
 People
 or
 Relationships
 or
 The
 World
 Around
 Us.

(a)
 In
 the
 poem,
 what
 did
 you
 learn
 about
 your
 chosen
 topic
 that
 was
 new?
 Explain
 your
 answer
 with

reference
 to
 the
 poem.

  (10)

(b)
 How
 did
 the
 poet's
 use
 of
 language
 help
 to
 reveal
 something
 new
 to
 you
 about
 your
 chosen
 topic?

You
 may
 wish
 to
 consider
 some
 of
 the
 following:
 imagery;
 tone
 or

 mood;
 the
 structure
 of
 the
 poem
 or

any
 other
 feature
 of
 language.
 Support
 your
 answer

 with
 reference
 to
 the
 poem.

  (20)

2012

1. From
 the
 poetry
 you
 have
 studied,
 choose
 one
 poem
 in
 which
 the
 poet
 uses
 interesting

language
 to
 convey
 powerful
 thoughts
 and
 feelings.

(a)
 What
 powerful
 thoughts
 and
 feelings
 are
 conveyed
 by
 the
 poet
 in
 your
 chosen
 poem?

 Support

your
 answer
 with
 reference
 to
 the
 poem.

  (15)

(b)
 Explain
 what
 you
 find
 interesting
 about
 the
 language
 used
 by
 the
 poet
 in
 the
 poem

 you
 have

chosen.
 Support
 your
 answer
 with
 reference
 to
 the
 poem.

  (15)

OR

2. From
 the
 poetry
 you
 have
 studied
 choose
 a
 poet
 whose
 work
 impressed
 you.

(a)
 What
 topics
 or
 themes
 does
 the
 poet
 deal
 with
 in
 the
 poetry
 that
 you
 have
 studied?
 Support
 your

answer
 with
 reference
 to
 the
 work
 of
 your
 chosen
 poet.
 (15)

(b)
 Explain
 why
 you
 find
 the
 work
 of
 your
 chosen
 poet
 impressive.
 Give
 reasons
 for
 your
 answer
 with

reference
 to
 his
 or
 her
 poetry.
 (15)

©The
 Dublin
 School
 of
 Grinds

 4
  Gavin
 Cowzer
2011

1. From
 the
 poetry
 you
 have
 studied,
 identify
 a
 poem
 in
 which
 you
 feel
 the
 poet
 brings
 a

 person,
 a

place
 or
 a
 thing
 vividly
 to
 life.

 (i)
 Describe
 the
 person,
 the
 place
 or
 the
 thing
 brought
 vividly
 to
 life
 by
 the
 poet.

 (10)

 (ii)
 In
 your
 opinion,
 what
 words
 or
 phrases
 used
 by
 the
 poet
 are
 the
 most
 effective
 in
 bringing
 the

person,
 place
 or
 thing
 to
 life?
 Give
 reasons
 for
 your
 answer.

 (20)

OR

2.
 Imagine
 you
 have
 been
 asked
 by
 your
 teacher
 to
 choose
 a
 poem
 to
 read
 to
 your
 class
 as
 part
 of
 a

poetry
 reading
 event.

 (i)
 Identify
 the
 poem
 you
 would
 choose
 and
 explain
 why
 you
 believe
 your
 class
 would
 enjoy
 this

particular
 poem.

 (10)

(ii)
 Suggest
 ways
 to
 make
 the
 reading
 of
 your
 chosen
 poem
 as
 interesting
 and
 engaging
 as
 possible
 for

your
 audience.
 Explain
 why
 you
 believe
 your
 suggestions
 would
 help
 to
 make
 the
 poem
 interesting
 and

engaging
 for
 your
 classmates.
 You
 might
 consider
 some
 of
 the
 following
 in
 your
 answer:
 the
 use
 of

props
 or
 costumes
 or
 visuals
 or
 music,
 etc.

 (20)

2010

1.
 Choose
 a
 poem
 you
 have
 studied
 in
 which
 the
 poet
 deals
 with
 an
 important
 issue.

 (a)
 Explain
 what
 the
 poet
 had
 to
 say
 about
 the
 important
 issue
 in
 the
 poem.
 (15)

 (b)
 What
 insights
 into
 the
 issue
 did
 you
 get
 from
 studying
 this
 poem?
 (15)
 Explain
 your
 answer
 with

reference
 to
 the
 poem.

OR

2.
 Imagine
 you
 have
 to
 recommend
 one
 poem
 that
 you
 have
 studied
 for
 a
 new
 publication
 entitled,
 A

Book
 of
 Favourite
 Poems
 for
 Young
 People
 of
 the
 21st
 Century.

Name
 the
 poem
 you
 would
 choose
 and
 explain
 why
 this
 particular
 poem
 would
 be
 suitable
 for

inclusion
 in
 this
 collection.

 In
 your
 answer
 you
 may
 wish
 to
 consider
 some
 of
 the
 following;
 the
 poem’s

theme,
 the
 way

 the
 poet
 uses
 language,
 the
 use
 of
 imagery,
 tone
 and/or
 mood,
 the
 structure
 of
 the

poem,
 etc.

  (30)

©The
 Dublin
 School
 of
 Grinds

 5
  Gavin
 Cowzer
2009

1.
 Select
 a
 poem
 you
 have
 studied
 which
 deals
 with
 either
 war
 OR
 peace.

(i)
 What
 does
 the
 poet
 say
 about
 either
 war
 or
 peace
 in
 the
 poem?
 Support
 your
 answer
 by
 reference

to
 the
 poem.

  (15)

(ii)
 What
 effect
 did
 this
 poem
 have
 on
 you?

 Explain
 your
 answer
 with
 reference
 to
 the
 poem.

  (15)

OR

2.
 Poetry
 offers
 us
 a
 way
 to
 explore
 places
 we
 have
 never
 been,
 foreign
 lands
 and
 different

 cultures.

Choose
 a
 poem
 you
 have
 studied
 which
 creates
 such
 a
 place.

(i)
 Describe
 the
 place
 created
 in
 this
 poem.

 Support
 your
 answer
 with
 reference
 to
 the
 poem.

  (15)

(ii)
 Would
 you
 like
 to
 live
 there?

 Explain
 your
 answer
 with
 reference
 to
 the
 poem.

  (15)

2008

1.
 Choose
 any
 poem
 you
 have
 studied
 which
 created
 vivid
 images
 of
 a
 person
 in
 your
 mind.

(a)
 Describe
 what
 images
 of
 the
 person
 come
 to
 mind
 from
 your
 chosen
 poem.

  (10)

AND

(b)
 Write
 about
 how
 two
 of
 these
 images
 contribute
 to
 your
 understanding
 of
 the
 person
 in
 this
 poem.

(20)

OR

2.
  Choose
  any
  poem
  you
  have
  studied
  which
  has
  interesting
  sound
  effects
  or
  musical
  qualities.

Describe
 these
 sound
 effects
 or
 musical
 qualities
 and
 explain
 how
 they
 enrich
 the
 poem?

 (30)

2007

1.
 Choose
 any
 poem
 you
 have
 studied
 which
 is
 “wonder-­‐filled”
 or
 captures
 the
 “whoosh
 of
 the

imagination”.

 (i)
 Describe
 what
 happens
 in
 this
 poem.
 (15)

 (ii)
 How
 does
 the
 poet
 fill
 the
 poem
 with
 wonder
 or
 show
 the
 imagination
 at
 work?

  (15)

OR

2.
 Choose
 a
 poem
 that
 you
 think
 has
 an
 interesting
 title.

(i)
 Considering
 the
 poem
 as
 a
 whole
 explain
 how
 the
 title
 is
 interesting.

  (15)

(ii)
 Name
 two
 other
 features
 of
 your
 chosen
 poem
 which
 appeal
 to
 you
 and
 explain
 why
 they
 appeal
 to

you.

  (15)

©The
 Dublin
 School
 of
 Grinds

 6
  Gavin
 Cowzer
2006

1.
 Take
 any
 poem
 you
 have
 studied
 which
 deals
 with
 wishes
 or
 thoughts.

 (a)
 What
 are
 the
 poet’s
 main
 wishes
 OR
 thoughts
 in
 the
 poem?

 (b)
 Describe
 how
 either
 the
 imagery
 or
 the
 language
 of
 the
 poem
 contributes
 to
 the
 poet’s
 expression

of
 his/her
 thoughts
 or
 wishes.
 Explain
 your
 answer
 with
 reference
 to
 the
 poem.

  (30)

OR

2.
 If
 you
 could
 invite
 a
 poet
 of
 your
 choice
 to
 your
 school,
 who
 would
 you
 choose?

(a)
 Explain
 your
 choice
 of
 poet
 with
 reference
 to
 the
 poet’s
 work.

(b)
 Choose
 your
 favourite
 poem
 by
 this
 poet
 and
 explain
 why
 you
 like
 it
 so
 much.

Support
 your
 answer
 by
 reference
 to
 the
 poem.

  (30)

2005

1.
 From
 the
 poetry
 you
 have
 studied
 choose
 a
 poem
 which
 is
 set
 in
 an
 interesting
 time
 or
 place.

(a)
 Describe
 this
 setting.

  (10)

(b)
 What
 does
 this
 setting
 contribute
 to
 the
 effectiveness
 of
 the
 poem?

Give
 reasons
 for
 your
 answer
 based
 on
 evidence
 from
 the
 poem.

  (20)

OR

2.
 From
 the
 poetry
 you
 have
 studied
 choose
 a
 poem
 which
 deals
 with
 either
 Youth
 or
 Old
 Age.

(a)
 What
 picture
 does
 this
 poem
 give
 of
 either
 youth
 or
 old
 age?

  (10)

(b)
 What
 is
 your
 personal
 response
 to
 the
 picture
 of
 youth
 or
 old
 age
 given
 in
 the
 poem?

Support
 your
 answer
 with
 reference
 to
 the
 poem.

  (20)

©The
 Dublin
 School
 of
 Grinds

 7
  Gavin
 Cowzer
Structure

Title
  Our
 first
 impression
 of
 the
 poem.
 This
 will
 be
 related
 to
 either
 the
 theme
 or

the
 subject
 of
 the
 poem.

Punctuation
  Full
 stops
 generally
 equal
 certainty,
 Question
 marks
 uncertainty,
 Little

punctuation
 is
 for
 long
 descriptions
 or
 childish
 excitement.
 Ellipsis
 …
 poet

gives
 up.

Stanza
  This
 is
 considered
 the
 building
 block
 of
 a
 poem
 –
 effectively
 a
 paragraph.
 A

new
 stanza
 is
 marked
 by
 a
 line
 gap
 in
 the
 text.
 It
 is
 uncommon
 to
 be
 a
 notable

feature
 of
 the
 poem
 unless
 there
 is
 a
 change
 in
 tone/mood/style
 between

stanzas.

Refrain
  Like
 that
 heard
 in
 a
 song,
 the
 refrain
 is
 a
 regularly
 repeated
 line,
 or
 group
 of

lines.
 It
 can
 often
 give
 the
 poem
 a
 “psalm-­‐like”
 feel,
 used
 when
 the
 poet
 may

be
 preaching
 a
 point.

Rhyme
  Rhyming
 is
 the
 repetition
 of
 two
 similar
 sounding
 words
 to
 give
 a
 rhythm
 to

the
 verse.
 When
 dealing
 with
 rhyme,
 we
 usually
 look
 at
 the
 words
 at
 the
 end

of
 each
 line
 but
 there
 is
 also
 such
 thing
 as
 internal
 rhyme
 which
 is
 where
 two

words
 sound
 similar
 in
 the
 same
 sentence
 (e.g.
 “the
 air
 of
 despair
 hanging

there”).

Rhyming
 Scheme
  The
 rhyming
 scheme
 refers
 to
 the
 way
 in
 which
 a
 poem
 rhymes.
 By
 now
 you

know
 it
 is
 not
 required
 that
 a
 poem
 rhymes,
 and
 many
 don’t.
 However,
 when

they
 do,
 they
 follow
 a
 set
 structure
 known
 as
 a
 rhyming
 schemes.

This
 involves
 giving
 the
 word
 at
 the
 end
 of
 a
 line
 a
 letter
 (a).
 If
 the
 next
 line

ends
 with
 a
 word
 that
 rhymes
 with
 the
 first,
 this
 line
 is
 also
 (a),
 but
 if
 it
 is

different
 we
 say
 it
 is
 (b).

Meter/Rhythm
  You
 don’t
 need
 to
 know
 about
 meter
 in
 depth,
 but
 a
 basic
 understanding
 of
 it

is
 important
 for
 the
 next
 two
 definitions.
 Effectively
 you
 can
 refer
 to
 meter

when
 talking
 about
 the
 natural
 rhythm
 of
 the
 lines.

“Just
 by
 reading
 these
 lines
 aloud,
 the
 inherent
 rhythm
 is
 instantly
 noticeable.

The
 meter,
 then,
 lends
 a
 musical
 quality
 to
 the
 poem.
 Meter
 gives
 the
 poem

rhythm,
 without
 always
 giving
 it
 rhyme.
 “

Blank
 Verse
  Blank
 verse
 is
 the
 term
 used
 to
 describe
 a
 poem
 that
 has
 a
 definite
 meter
 (or

rhythm)
 but
 does
 not
 have
 a
 rhyme.
 It
 is
 relatively
 uncommon,
 but
 it
 is
 good

to
 be
 aware
 of
 it.

©The
 Dublin
 School
 of
 Grinds

 8
  Gavin
 Cowzer
Language

Assonance
  This
 is
 a
 technique
 use
 when
 a
 line
 of
 a
 poem
 has
 many
 of
 the
 same
 vowel

sounds.
 Keep
 in
 mind
 that
 just
 because
 a
 vowel
 letter
 recurs
 through
 a
 line

does
 not
 mean
 the
 sound
 does.

It
 is
 an
 important
 tool
 in
 language
 as
 the
 vowel
 sound
 can
 help
 dictate
 the

pace
 and
 mood
 that
 poem
 is
 read
 at.
 Bright,
 short
 e
 and
 I
 sounds
 make
 for
 a

sharp,
 jumpy
 line
 e.g.
 “It
 beats…as
 it
 sweeps…
 as
 it
 cleans”.

It
 can
 also
 be
 used
 to
 create
 a
 sombre
 atmosphere
 by
 using
 the
 naturally

long
 vowel
 sounds
 of
 other
 words
 e.g.
 "Do
 not
 go
 gentle
 into
 that
 good

night,
 Old
 age
 should
 burn
 and
 rave
 at
 close
 of
 day;
 Rage,
 rage,
 against
 the

dying
 of
 the
 light.
 .
 .
 .”

Consonance
  Not
 dissimilar
 to
 assonance,
 this
 a
 grouping
 together
 of
 the
 ends
 of
 words,
 all

of
 a
 similar
 sound.
 It
 is
 the
 backward
 version
 of
 the
 much
 more
 common

alliteration
 (see
 below).

Alliteration
  Alliteration
 is
 a
 technique
 that
 uses
 the
 repetition
 of
 the
 first
 letter
 of
 several

words
 in
 a
 line.
 This
 often
 gives
 the
 lines
 pace,
 punch
 and
 power
 e.g.

“Whereat,
 with
 blade,
 with
 bloody
 blameful
 blade,
 He
 bravely
 breach'd
 his

boiling
 bloody
 breast.”

Sibilance
  Like
 the
 three
 before,
 this
 one
 again
 relates
 to
 the
 group
 together
 of
 several

words
 which
 share
 letters.
 In
 this
 case,
 the
 focus
 is
 on
 the
 letter
 “s”.
 It
 can

occur
 at
 any
 point
 in
 the
 words,
 as
 the
 “s”
 sound
 doesn’t
 need
 to
 be

accented.
 Once
 it
 is
 pronounced
 in
 the
 word,
 its
 effect
 is
 achieved.
 It
 is
 a
 very

important
 tool
 for
 creating
 a
 sense
 of
 atmosphere
 and
 mood.

Repetition
  Where
 the
 previous
 definitions
 have
 highlighted
 the
 importance
 of
 repeated

use
 of
 a
 single
 letter/sound,
 repetition
 of
 words
 or
 sentences
 is
 also
 a

powerful
 tool.
 Like
 the
 refrain,
 the
 fact
 that
 we
 hear
 it
 more
 than
 once
 lends

it
 significance.
 It
 may
 relate
 to
 the
 key
 theme,
 or
 it
 may
 suit
 the
 image
 the

poet
 is
 trying
 to
 convey.

Onomatopoeia
  This
 is
 the
 word
 used
 to
 describe
 a
 word
 that
 sounds
 like
 the
 action
 is

describing.
 A
 bee
 buzzes,
 a
 pebble
 sploshes
 in
 a
 lake
 and
 big
 explosions
 make

big
 bangs.
 A
 poet
 may
 take
 a
 break
 from
 a
 stream
 of
 fancy
 language
 to
 use

onomatopoeia
 as
 it
 is
 a
 very
 evocative
 device.

©The
 Dublin
 School
 of
 Grinds

 9
  Gavin
 Cowzer