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Brief essay on war poetry
Brief essay on war poetry
Roman numerals
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Many war poems such as “In Flanders Fields” by John McCrae depict the typical war themes of death, despair, and sadness. In Alan Bennett’s book “The History Boys”, the students recite the poem “MCMXIV” by war poet Phillip Larkin who describes the more joyous part of the war, the celebrations held in the days before the men left for war. In this commentary, we will analyze the question the students made to their teacher Mr. Irwin asking whether the poem “MCMXIV” as a piece of art describes the truth about history.
As a war poet, Philip Larkin titled his poem “MCMXIV” which are Roman numerals for the year 1914, which is also the year that World War I started, and when the first of thousands of soldiers died. Many gravesites are marked with Roman numerals, so Larkin chose to use the Roman numerals to title his poem rather than a 1914 because the letters MCMXIV create an emotional value and paint a vivid, dark picture in the reader’s head. So Larkin is saying that words aren’t there just to explain things in an easy to understand manner but that the words are art in their own right and have meaning that creates a more beautiful picture than any painting.
The poem uses vivid word choice to create imagery that says one thing but also describes another. For example, the words, “Those long uneven lines, Standing as patiently, As if they were stretched outside, The Oval or Villa Park.” describe a scene of men waiting in long lines to enlist in the army. The reader can picture the men, filled with eagerness and anticipation, slowly shuffling forward just like they would do if they were waiting patiently to get into a fairground or movie theatre. It is easy to imagine that for many of the men that they expected the war to be like a walk ...
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...ields, Shadowing Doomsday lines, Under wheat’s restless silence;”. With these words, Larkin shows that the countryside has no regard for the battle that will ensue and as time passes, the scars and damage caused by the war will be covered up and hidden from sight.
In Alan Bennett’s book, “The History Boys”, the students recite the poem “MCMXIV” to try and convince the Mr. Irwin that art always wins over truth. While Larkin’s poem seems to describe vivid and colourful scenes of men eagerly waiting to go to war and celebrating the adventure they are about to take part in, the words that the Larkin chose have a deeper emotional value and paint a vivid, dark picture in the reader’s head of the carnage and destruction that war causes. So while the poem is a beautiful piece of art on its own, its words also tell the truth that war is destructive and many men will die.
The three narratives “Home Soil” by Irene Zabytko, “Song of Napalm” by Bruce Weigl, and “Dulce et Decorum Est” by Wilfred Owen all have the same feelings of war and memory, although not everyone experiences the same war. Zabytko, Weigl, and Owen used shifting beats, dramatic descriptions, and intense, painful images, to convince us that the horror of war far outweighs the devoted awareness of those who fantasize war and the memories that support it.
The powerful poem ‘Weapons Training’ showcases a sergeant, through malicious words, guiding his troops. However it is through ‘Homecoming’, where Dawe exposes the brutal hopelessness brought forth by the futility of war. Therefore it can be seen that war has an emotional toll on both families and the soldiers. Both poems have a recurring message that all war does is bring loss, death and mourning, showcasing Dawes strong opinions about a futile
Many soldiers who come back from the war need to express how they feel. Many do it in the way of writing. Many soldiers die in war, but the ones who come back are just as “dead.” Many cadets come back with shell shock, amputated arms and legs, and sometimes even their friends aren’t there with them. So during World War I, there was a burst of new art and writings come from the soldiers. Many express in the way of books, poems, short stories and art itself. Most soldiers are just trying to escape. A lot of these soldiers are trying to show what war is really like, and people respond. They finally might think war might not be the answer. This is why writers use imagery, irony and structure to protest war.
Many war pieces express a distinct sense of truth, hatred, and anger that can be found in the style, tone, and imagery they possess. Incredible images are created in ones mind as war writings are read and heard. Works written by such writers as Siegfried Sassoon, Wilfred Owen, and Tim OBrien really reach out to the audience by way of the authors choice of words and images that they use in their writing. These talented writers create very touching and heart-felt images as they write about the true occurrences, problems, feelings and emotions that soldiers encountered throughout times of war. It is by way of these writers words that the bloody truth of war is heard, rather than the glorified victories heard which overlook the pain that soldiers went through.
Tim O’Brien states in his novel The Things They Carried, “The truths are contradictory. It can be argued, for instance, that war is grotesque. But in truth war is also beauty. For all its horror, you can’t help but gape at the awful majesty of combat” (77). This profound statement captures not only his perspective of war from his experience in Vietnam but a collective truth about war across the ages. It is not called the art of combat without reason: this truth transcends time and can be found in the art produced and poetry written during the years of World War I. George Trakl creates beautiful images of the war in his poem “Grodek” but juxtaposes them with the harsh realities of war. Paul Nash, a World War I artist, invokes similar images in his paintings We are Making a New World and The Ypres Salient at Night. Guilaume Apollinaire’s writes about the beautiful atrocity that is war in his poem “Gala.”
Autobiographies, diaries, letters, official records, photographs and poems are examples of primary sources from World War One. The two primary sources analyzed in this essay are the poems, “Anthem for Doomed Youth” by Wilfred Owen and “In Flanders Fields” by John McCrae. Primary sources are often personal, written from the limited perspective of a single individual. It is very difficult for the author to capture their own personal experience, while incorporating the involvement and effects of other events happening at the same time. Each piece of writing studied describes the author’s perception of the war. Both of the poems intend to show to grave reality of war, which often was not realized until the soldiers reach the frontlines. The poems were both written at battle within two years of each other. However, the stark difference between the two poems is astonishing. “Anthem for Doomed Youth” gives a much different impression than “In Flanders Field” despite the fact that both authors were in the same war and similar circumstances. The first two lines in “In Flanders Fields” “…the poppies blow, Between the crosses, row on row.” are an image o...
..., as well as the readers. Stephen Crane’s poem in contrast, uses irony to try and convey the message about the ugliness war brings. Eric Gumalinda’ poem on the other hand, is the one that is sort of off-tangent to the two. This poem in particular, shows the readers a glimpse of what is happening on a damaged person’s mind. It shows the readers a first-hand view on what people during war times could do, and all their intentions.
The difficult association between the occurrence of war and storytelling is told through the eyes of Tim O’Brien; he explains that a true war story has a supreme adherence to offensiveness that provides a sense of pride and courage commonly found in storytelling. “The thing about a story is that you dream it as you tell it, hoping that others might then dream along with you, and in this way memory and im...
Chaos and drudgery are common themes throughout the poem, displayed in its form; it is nearly iambic pentameter, but not every line fits the required pattern. This is significant because the poem’s imperfect formulation is Owen making a statement about formality, the poem breaks the typical form to show that everything is not functioning satisfactorily. The poem’s stanza’s also begin short, but become longer, like the speaker’s torment and his comrades movement away from the open fire. The rhyming scheme of ABABCDCD is one constant throughout the poem, but it serves to reinforce the nature of the cadence as the soldiers tread on. The war seems to drag on longer and longer for the speaker, and represents the prolonged suffering and agony of the soldier’s death that is described as the speaker dwells on this and is torn apart emotionally and distorts his impressions of what he experiences.
This type of writing interests me because it was used as a tool to open people’s eyes to the brutality of war. In a way it protested and spoke up against this injustice and most importantly gave a voice to the people who became the biggest victims of war – the soldiers themselves.
In contrast to Romanticism, which was often characterized by the use of vague language, Sassoon makes use of exact, descriptive verbs in the first stanza, which describes the unnamed soldier walking through the trench. However, Sassoon never uses a word as vague as “walking”; he employs verbs such as “blundered,” “sliding,” “poising,” “groping,” “tripped,” and “lurched.” By using these exact words, Sassoon is able to make a statement on the individual level about the difficulty of life in the trenches of the war. By using “blundered,” the poet is suggesting a difficult journey, one where perhaps he was having trouble getting footing or keeping his balance. This is further suggested with the use of “groping with his boots.” The word “groping” connotes the soldier having no sense of direction in his actions. He does not know where he is going, as if he is completely unaware of what is in front of him; symbolically, this represents the ignorance that the individual soldier has about the future of war, and consequently, his own future. By showing us a soldier who is tripping and lurching along the walls of a damp trench, Sassoon is showing us one aspect of the harshness of the war experience on the personal level.
...is witness of atrocity and bleak ugliness stretched to the limit desperation would allow, their enthusiasm would be forgotten, shameful in fact. War is a game of sobriety, a thing to celebrate when finished, not a celebration itself. There is no more Romance in war, and no more Romance in Owen’s poems.
World War I impacted poetry profoundly. Poets who served in the war were using poetry to share their horrific stories about the hardships they faced. These poets became known as “war poets.” They wrote about the traumatic, life changing experiences that haunted them once the war was over. Intense poems started emerging that portrayed the mental and physical struggles soldiers faced. Two examples of the impact that World War I had on poetry is seen in the poems “Dulce et Decorum Est” by Wilfred Owen and “Repression of War Experience” by Siegfried Sassoon.
When we first started the poetry unit, I felt that I would hate reading and creating poetry. When I heard we had to read poetry I was very disappointed. Every other year we did poetry units, I hated it. I hated every part of it. I dreaded reading poetry and answering the questions. I mostly felt this way because I am a factual person. I always have to have one right answer. I do not like when there are more than one answer choices that are correct. Poetry always has more than one interpretation.This year, however, hearing poetry and writing my own poetry has changed my opinion on poetry. Although I still hate answering questions on the poems I love to listen to poetry and write my own poetry. But, even when you read the poems that I write they are very straightforward and there are usually no other ways to interpret it.
The two roads presented in this poem represent difficult decisions we are faced with in life. He uses the relationship between the paths and real life decisions throughout the whole poem. This is an example of extended metaphor, which is used to help the readers understand the analogy between the two. The man in the poem said: “long I stood” (3), which lets us know the decision was not made instantly. It was hard for the man to make a final judgment.