Aim: How do the “War Poets” convey the complex nature of war?

AIM: How do the “War Poets” convey the complex nature of war?

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AIM: How do the “War Poets” convey the complex nature of war?

(What are the poets communicating and how do we account for differences?)
As you read and discuss these poems:

Note dates, figs of speech, syllable count, (e.g. there’s a discrepancy in the Sassoon poem)

Marks to use to annotate the poem text:

! = important details (ideas you agree with)

* = interesting or provocative details

? = confusing details (e.g. words that need definitions)

“High Flight” + Turret both use “lark”

Turret: “State” is Cap. Why?

Nightmare fighters (ppl IN the plane thems)

    • Linked to Sassoon: forgotten (washed out of hose vs. never spoke of him again)

    • Soldier w/o sympathy

    • Foreshadow death “loosed from its dream of life”

    • Just wash out turrets + reuse them when soldiers die

    • “War” + Country/State from Pirandello’s story

“High Flight”

  • Joyful; happy vs. sad tone of BTG

  • Speaker enjoys; escapes suffering

  • Died the same year; knew time was running out?

  • “High untrespassed” sugg he’s been one of the 1st  Result of propaganda? To influence others to join?

  • This soldier’s memory; longing to return

  • Warning to ppl “burning blue”; yes, it seems great, but you may die; you have to be willing to take the risk

  • Pirandello’s “War”: father: the men know they’ll die; unmatched exp

  • Die of honor, having supp country

  • Laughter-silvered wings beneath the surface (touch the face of God)

  • Eagles (American) + lark (Europe), fighting overseas

WWII 1st 2 poems (planes)

Most dangerous setting vs. WWI trench fighting (Sassoon)
Sassoon: 7 syllable line: forgotten beat, just like the forgotten soldier (rest of poem is 8 syllables)

Summ: you show pride + fighting for your country, sometimes you’re simply dismissed at your death

Leaving war could’ve felt like a death

Promote war vs. reality: war is dangerous
Overall thesis for a poetry essay: 3/11/15

WHAT does a poet say and HOW does the poet convey this?

In “The Swimming Lesson,” Mary Oliver uses alliteration and metaphor to show how one has to suffer in order to mature.
BP 1: Oliver uses alliteration to illustrate how growing up often entails undergoing trauma. The speaker specifically struggles with the way adults sometimes teach children. The poem centers on a time when an adult had tried to teach the speaker how to swim. Oliver uses the lines, “not knowing that none of us… ever learned anything,” to show that the adult ultimately failed (lines 8-10). The alliteration of “not knowing… none” may emphasize the adult’s dismissal of the child’s emotional wellbeing (8). In other words, the repetition can represent the adult’s fixation on teaching a skill and getting results by force (by “[tossing her] in line 6) than on guiding the child with “love and grace” (13). The way this child learned this “lesson” can represent the helplessness and resentment that can result when children struggle through life, despite any positive outcomes.

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