Wilfred Owen's poem "Dulce et Decorum est" describes a gas attack on British soldiers during World War I. The poem depicts soldiers stumbling through mud, exhausted from marching. They hastily put on gas masks when gas is detected, but one soldier is too slow and suffers terribly as he drowns on land from the effects of the gas. The speaker has recurring nightmares of this event and challenges the idea that it is noble to die for one's country. The poem uses graphic imagery and addresses those who propagate pro-war propaganda to shock readers and undermine patriotic views of war.
WW1 poetry analysis. Ted Hughes.
English GCSE and IGCSE component for English Literature
Details of Ted Hughes poems and comparison between his poems and others.
Dulce et Decorum Est Essay
Dulce Et Decorum Est
Dulce Et Decorum Est
Dulce Et Decorum Est
Dulce et decorum est Essay
Dulce et Decorum Est Essay
Dulce et Decorum est Essay
Writing Assignment – Art, Expression, & the Great War D.docxericbrooks84875
Writing Assignment – Art, Expression, & the Great War
Directions:
Essays should be doubled-spaced, size 12 font, with one-inch margins all around.
Essays must be a minimum of 1 page and should be a maximum of 3 pages.
All references from the textbook or documents must be cited parenthetically (Tindall, pg) or (Author).
All references to the art must be cited parenthetically by an abbreviated title and artist (Wounded, Dix).
All references to the memorials must be cited parenthetically by the title (Skeleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely dramatic ways. For example, the 19
th
Amendment gave women the right to vote which changed the role of women; the "Great Migration" and
Harlem Renaissance changed the lives of African-Americans; the advent of radio and the growth of Hollywood
shrank the country; and the birth of the age of the automobile made people more mobile and free. Your
weekly textbook reading will detail these changes and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at the effect of WWI on individuals and society.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many soldiers expressed themselves during and
after the war through poetry, literature, art, and sculpture, and many societies expressed their grief in small
and large memorials and cemeteries. The following sources are a collection of several poems, excerpts from
literature, and images of works of art and memorials. Read the words and view the images, then write a
response paper based on the questions below!
Question:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian, French, and German soldiers that fought on the Western Front throughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society. End your essay by answering the question: If you had to sum up the impact of the
Great War in one word, what would that word be?
Some of the questions to consider when writing your response are: What do the poems tell us about the
experiences of these soldiers? How do the works of art express what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience? What differences can you see between
the European and American perspectives on the war? How do these men view the war and their role therein?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help .
Writing Assignment–Art, Expression, &the Great WarDirections.docxmaryettamckinnel
Writing Assignment
–
Art, Expression, &
the Great War
Directions:
Essays should be doubled
-
spaced, size 12 font, with one inch margins all around.
Essays must be a minimum of 1
page
and should be a maximum of 3
pages.
All references from the textbook
or documents must be cited parenthetically (
Tindall
, pg) or (Author)
.
All references to the art
must
be cited parenthetically by an abbreviated
title
and artist (
Wounded, Dix).
All references to the
memorials must be cited parenthetically by the title (Sk
eleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely
dramatic ways.
For example
,
t
he 19
th
A
mendment gave women the right to vote which changed
the
role of women; the "Great M
igration
"
and
Harlem
Renaissance
changed the lives of African
-
Americans
;
the advent of radio and the growth of Hollywood
shrank the c
ountry; and the birth of the age of the automobile made people more mobile and free. Y
our
weekly
textb
ook reading will detail
these changes
and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at t
he
effect
of
WWI
on individuals and
s
ociety.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many
soldiers
expressed themselves during
and
after the war through poetry, literature, art, and
sculpture
, and many societies expressed
their
grief in small
and large memorials and
cemeteries
. The following
sources
are a collection of several
poems
, excerpts from
literature, and images of works
of art and memorials. Read the words and view the images, then
write
a
response paper based on the question
s
below!
Question
:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian
, French,
and German soldiers that fought
on the Western Front th
roughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society.
End your essay by answering the ques
tion:
If you had to sum up the
impact of the
Great War in one word, what would that word be?
Some of the questions to consider
when writing your response are:
What do the poems tell us about the
experiences of these soldiers?
How do the works of art expre
ss what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience?
What differences can you see between
the
European
and American perspectives on the war?
How do these men view the war and their role there
in?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help gi.
01062024_First India Newspaper Jaipur.pdfFIRST INDIA
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हम आग्रह करते हैं कि जो भी सत्ता में आए, वह संविधान का पालन करे, उसकी रक्षा करे और उसे बनाए रखे।" प्रस्ताव में कुल तीन प्रमुख हस्तक्षेप और उनके तंत्र भी प्रस्तुत किए गए। पहला हस्तक्षेप स्वतंत्र मीडिया को प्रोत्साहित करके, वास्तविकता पर आधारित काउंटर नैरेटिव का निर्माण करके और सत्तारूढ़ सरकार द्वारा नियोजित मनोवैज्ञानिक हेरफेर की रणनीति का मुकाबला करके लोगों द्वारा निर्धारित कथा को बनाए रखना और उस पर कार्यकरना था।
‘वोटर्स विल मस्ट प्रीवेल’ (मतदाताओं को जीतना होगा) अभियान द्वारा जारी हेल्पलाइन नंबर, 4 जून को सुबह 7 बजे से दोपहर 12 बजे तक मतगणना प्रक्रिया में कहीं भी किसी भी तरह के उल्लंघन की रिपोर्ट करने के लिए खुला रहेगा।
role of women and girls in various terror groupssadiakorobi2
Women have three distinct types of involvement: direct involvement in terrorist acts; enabling of others to commit such acts; and facilitating the disengagement of others from violent or extremist groups.
In a May 9, 2024 paper, Juri Opitz from the University of Zurich, along with Shira Wein and Nathan Schneider form Georgetown University, discussed the importance of linguistic expertise in natural language processing (NLP) in an era dominated by large language models (LLMs).
The authors explained that while machine translation (MT) previously relied heavily on linguists, the landscape has shifted. “Linguistics is no longer front and center in the way we build NLP systems,” they said. With the emergence of LLMs, which can generate fluent text without the need for specialized modules to handle grammar or semantic coherence, the need for linguistic expertise in NLP is being questioned.
31052024_First India Newspaper Jaipur.pdfFIRST INDIA
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CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
3. Dulce et decorum est
Title of the poem comes from
Horace’s Odes (“Dulce et
decorum est pro patria mori”).
Loose translation: “It is sweet
and proper to die for one’s
country”
Drafts of the poem were
dedicated to the propaganda
poet Jessie Pope, but this
dedication was removed from
the published copy.
Title is ironic – it’s intended
meaning is the opposite of
the literal. The aim is to shock
the audience. The use of
Latin reflects the classical
education of the wealthier
classes at the time and
indicates that the audience
Owen is writing for are well-
educated Brits supporting the
war in Europe.
Wilfred Edward Salter Owen, MC (March 18, 1893 –
November 4, 1918) - British poet and soldier,
regarded by many as the leading poet of the First
World War. He was influenced by his friend Siegfried
Sassoon and sat in stark contrast to both the public
perception of war at the time, and to the confidently
patriotic verse written earlier by war poets such as
Rupert Brooke. Died one week before the armistice.
Wilfred Owen
4.
5. Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of tired, outstripped Five-Nines that dropped behind.
Caesura, a pause created
for emphasis
Image of men walking
beneath the flares used
to light the battlefield
Powerful verb (“cursed”)
– we have an image of
men at breaking point
trudging in the mud
Simile – compares men to ugly old women
(“hags”) in their coughing – reader must remind
themselves that these are in fact young men.
What kind of
rest?
Powerful simile – no longer
strong, young men.
Starched uniforms have
become rags.
“Shod” – term
used for horse
shoes. Men
barely human
with bloodied
feet. Image
supported by the
word “lame”,
also used for
horses
War does sound like Wagner, it is “tired”. The men
are strangely immune to the sound. The crashed of
shells is reduced to “tired, outstripped Five-Nines”.
Stanza ends with a slow rhythm, reflecting the tiredness of the men.
Persona
introduced –
one of the
men.
6.
7.
8. Gas! GAS! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime . . .
Dim, through the misty panes and thick green light,
As under a green sea, I saw him drowning.
Sudden shift. Sudden
urgency.
Interesting diction – “ecstasy”
gives image of uncontrolled
frantic fumbling
Imagery of the
man’s pain as
he inhales the
gas.
The simile of the “green sea”, evokes drowning
imagery – the effects of chlorine gas (mustard gas)
on the lungs created the appearance of drowning
as the lungs became blistered.
9. In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.
Repetition of drowning
words – “plunges”,
“guttering, choking,
drowning”.
Lines establish that the
persona is reflecting on
these events some time
after they happened.
Helplessness lies at the
heart of the persona’s
anxiety.
10.
11. If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et Decorum est
Pro patria mori.
Strong sound
imagery
Strong visual
imagery.
Body is
dehumanised.
“Flung” in like a
carcass. War’s true
horror.
Direct address to the reader – who is
the reader? Original manuscript said
Jessie Pope, but this was deleted.
Why?
Continuation on idea of
nightmares from last stanza
Repetition of “if” –
creates an if/then
pattern in the
stanza.
Who is “my friend”
– sardonic.
This line from Horace was used
on a number of war graves. It is
an enormous challenge to call
this a “Lie” (note the capital).
12.
13. A Note on Form
• Lyric poem
• Loose iambic pentameter
• Irregular verse length
• Follows something of a narrative structure
with a challenge:
– Stanza 1 – sets the scene
– Stanza 2 – gives the action
– Stanza 3 – the aftermath
– Stanza 4 – the challenge
Editor's Notes
Ben Wishaw is an English actor. Film roles include Perfume: Story of a Murderer and recently he played Q in Skyfall.