• Like
Weapons Training
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Published

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
943
On SlideShare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
9
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Weapons Training by Bruce DaweThe poem highlights the regimentation and humiliation dished outduring defence training. 1. Who is ‘I’? Is the reader supposed to sympathise with him, do you think 2. What’s happening here? What is the context? 3. Why is the language clipped, the tone condescending? 4. What is the purpose of omitting most of the punctuation, including full stops and capital letters? 5. What concepts do you consider demeaning to the soldiers and is the speaker’s choice of language acceptable in either the armed forces or in civilian life? Why has Dawe written in this way? 6. The speaker in the poem refers to ‘a mob of the little yellows’ and the ‘Charlies’ with their ‘rotten fish-sauce breath’. To whom is he referring and why has Dawe chosen language that most people would consider racist and offensive? 7. Does the opening line set the tone for the poem? How effective are onomatopoeic words ‘click’ and ‘pitter-patter’? 8. What is the point of the last line and the repetition of ‘dead’? 9. Dawe has chosen to use a regular rhyme scheme for this poem – abba – and finishing with a rhyming couplet. What is the effect of this? What is the point of this poem? Would you consider this an anti-war poem? Explain.Notes per line  The poem starts in the middle of a sentence, giving the impression that we might have fallen asleep like one of the young recruits being shouted at. It serves to catch our attention.  Note the use of spaces and pauses: these indicate a dramatic monologue, because they are natural spaces to take breath. Dramatic monologues give insight into the speaker, their situation, and the people around the speaker and their reactions.  pitter-patter is generally a gentle sound, but in this context it is made to sound harsh.  are you a queer? - this question reflects the tone of the whole poem: to be called a "queer" is obviously insulting to these men. Also is the start of a whole string of insults littered through the monologue, delivered in a blunt, confronting tone. The question mark is also the first use of punctuation, as the speaker pauses for impact - and breath. 1
  • 2.  Eventually we get to the heart of the matter - the instructions the sergeant is giving: "Cockpit drill" where soldiers drop to the ground and return fire, and the weapon checks.  The poem is full of crude sexual references: "Cockpit drill" and "crown jewels", for example.  mob of the little yellows - the sergeant dehumanises the enemy by making a racist comment, thus making it easier for the soldiers to kill them (if theyre not really people, it doesnt matter if they die).  turning the key in the ignition, apart from being an obvious reference to sex, serves to give the soldiers hope by reminding them of coming back home.  The sergeant has drifted slightly, with alright now he gets back on track, and throws a problem at the soldiers, to make them feel uncomfortable. They are conscript soldiers and unused to the strict discipline of the Army; the sergeant must show his authority to impress into them the necessity of listening to him: its the only hope theyve got of staying alive.  He drops back into dramatic monologue, using "you" all the way because in the end it will be up to the individual soldiers to determine what happens to them.  a number-one blockage refers to a certain technical problem. The sergeant is teaching his soldiers to learn by terrorising them.  Charlies is a racist name given to the Viet Cong. At every opportunity he degrades the enemy: rotten fish-sauce breath; they are ugly, etc.  its not a womans tit - back to sex references, reinforced with worse luck - because in this case, its bad luck its not a woman!  tripes is slang for "guts" (which I guess is slang for "stomach and intestines"!) Here Dawe shows how bloody war is - this is a vivid image that brings to mind images of battle.  Like I said ... youre dead dead dead : the message of this poem; leaves us with a sense of foreboding, that most people in this group will end up "dead dead dead".General Notes  Dawe shows the realities of war: alive one moment, dead the next. too late ... your tripes are round your neck ... you know what you are? Youre dead dead dead. Here we see the explicit crudity of the sergeant, and the repetition of "dead" emphasises the message the officer wants to drill into his soldiers. They are taught to hate, fear, and listen to authority, so they wont just go out and die needlessly. The officer does this by asserting his authority and convincing them that war is real, not a game: they are sent out not only with a weapon, but as a weapon. 2
  • 3.  The soldiers need to be numbed of all emotion when on the field. Crude, racist jargon is used so they will view the enemy as subhuman and feel no emotion for them.  The officer is not malicious: he is doing his job, and he will do anything he has to keep the boys alive.  There is no clear structure and the rhyme scheme is unobtrusive, which emphasises the monologue form of the poem: despite the rhymes, the poem still sounds like human speech.  The repetition of "T" and "I" sounds in words like "click" and "pitter-patter" are onomatopoeic and sound like weaponry. The soldiers are being turned into weapons themselves (so that their gun is merely an extension of themselves).  This poem is not ironic; the use of voice is almost a parody of a sergeant, but the edge to the tone gives away his fear that these soldiers will just go and die.Questions  What initial impression do we get of the instructor?  What is our attitude to him and what he represents?  How do we know it is the voice of somebody who has power or control in this situation?  Why does the instructor raise the issue of protecting the genitalia?  Why does he speak about the enemy in the way he does?  What do you think the instructor hopes to achieve?  Is your attitude towards the instructor changed by the end of the poem? 3