The document provides learning outcomes and activities related to studying Wilfred Owen's poem "Dulce et Decorum est". It includes comprehension questions about the poem, activities identifying vocabulary and analyzing imagery, and prompts for discussing themes and attitudes presented in the work. Students are asked to closely examine how the poem depicts the realities and horrors of warfare through graphic descriptions of a gas attack. They are also tasked with considering Owen's anti-war perspective and rejection of the idea that it is honorable to die for one's country.

1. Learning Outcome: learn the contents of the written studied text
Dulce et Decorum est
STUDIED WRITTEN TEXTS
3.1
91472 RESPOND CRITICALLY TO SPECIFIED ASPECT(S) OF STUDIED
WRITTEN TEXT(S), SUPPORTED BY EVIDENCE

2. 4 February 2013
1. Which event in the poem has been represented here?
2. What are the main words here?
3. Can you remember where these words fit into the context of the poem?
4. Why do you think these words have been written like this?
5. What effect is being created in this picture? Why?
6. Listen to the song and look at the images. What realities of warfare can you notice?

3. • The soldiers seem to be “drowning” in the gas as it fills
their lungs.
• The gas is the focus of the poem, it surrounds and
chokes them.
• The picture tries to capture the effect of being in a
trench surrounded by poisonous gas.
• The green gas surrounds them, the soldiers cannot
see clearly through the panes of glass in their helmets.

4. ACTIVITY THREE: VOCABULARY: PLACE THE FOLLOWING WORDS NEXT TO THEIR CORRECT
EXPLANATIONS:
1. ______________________ rockets which were sent up to burn with a brilliant glare to light up men
and other targets in the area between the front lines
2. ______________________ a camp away from the front line where exhausted soldiers might rest for
a few days, or longer
3. ______________________ the noise made by the shells rushing through the air
4. ______________________ outpaced, the soldiers have struggled beyond the reach of these shells
which are now falling behind them as they struggle away from the scene of battle
5. _______________________explosive shells
6. _______________________From the symptoms it would appear to be chlorine or phosgene gas –
both are poisonous. The filling of the lungs with fluid had the same effects as when a person
drowned.
7. _______________________ the early name for gas masks
flares
zest flares Five-Nine helmets hoots lime panes
guttering cud Gas rest ardent outstripped
Dulce et Decorum est Pro patria mori
rest
hoots
Five-Nines
outstripped
Gas
helmets

5. • 8. _______________________ a white chalky substance which can burn living tissue
• 9. _______________________ the glass in the eyepieces of the gas masks
• 10. _______________________ Owen probably meant flickering out like a candle or gurgling
like water draining down a gutter, referring to the sounds in the throat of the choking man, or it
might be a sound partly like stuttering and partly like gurgling.
• 11. _______________________ normally the regurgitated grass that cows chew; here a
similar looking material was issuing from the soldier's mouth.
• 12. _______________________ idealistic enthusiasm, keenly believing in the rightness of the
idea
• 13. _______________________ keen – eager and willing to do something
• 14. __________________________________________________________It means that ‘it is
a wonderful and great honour/ sweet and right to die for one’s country. (Decorous means
good, correct, proper, respectable and well-mannered.)
zest flares Five-Nine helmets hoots lime panes guttering cud
Gas rest ardent outstripped
Dulce et Decorum est Pro patria mori
lime
panes
guttering
cud
zest
ardent
Dulce et Decorum est Pro patria mori

6. 7 February 2013 Wordle
What is this poem about?
Find 5 actions/verbs.
Find 5 areas of the body being
referred to (but not necessarily
mentioned by name).
What ides have been left out?
Extension:
Which word has been spelt
incorrectly? What does this word
mean? This is an allusion to
which literary piece of work?
• Should be idea (ides –
calendar) a day in the Roman
calendar that marked the
approximate middle of the
month.
• Alludes/ refers to “Julius
Caesar” by William
Shakespeare .
Make your own = http://www.wordle.net/create

7. 8 FEBRUARY 2013
WAR POSTER
• What is the message of this
poster?
• What is the purpose of this
poster?
• Who would be the intended
audience of this poster?
• To what quality does this poster
appeal?
• How do you think Wilfred Owen
would respond to this?

8. USE WORDS FROM THE POEM TO SHOW HOW DIFFERENT PARTS OF THIS SOLDIER’S BODY
HAVE BEEN AFFECTED BY WARFARE:
Head: ____________________________________________________________
____________________________________________________________________Eyes: ______________________________________________
____________________________________________________
Mind: _______________________________________________________________________
______________________________________________________________________________Ears: ___________________________________________
_________________________________________________
Mouth:________________________________________________
__________________________________________________________
Legs: ____________________________________________________________
___________________________________________________________________
Tongue: ___________________________________________
_____________________________________________________
_____________________________________________________
__
Chest: _____________________________________________
____________________________________________________
Lungs: ____________________________________________
____________________________________________________
Back:
____________________________________________________
____________________________________________________
_
Feet: ______________________________________________________
____________________________________________________________
Face: _____________________________________________
____________________________________________________
Knees: “___________________________________________
____________________________________________________
Head: “Fitting clumsy helmets just in
time” – the helmets are uncomfortable.
Mind: “Drunk with fatigue” – they are so tired they
cannot walk straight. “In all my dreams” – he is
haunted by images of the man dying.
Mouth: “ coughing like hags” – they are
subject to such awful conditions that
they become like sick, old women.
Legs: “…began to trudge.
Men marched asleep.”- they are forced to walk
through a muddy mess; they are so tired that they
can barely lift their legs.
Feet: Many had lost their boots
But limped on, blood-shod. All went lame; …”-
they are forced to walk through a muddy mess,
they lose their boots and so hurt their feet which
get covered with blood, as a result.
Tongue: “we cursed…” – they swear to express
how awful it is to walk through the muck.
“Of vile, incurable sores on innocent tongues, ” -
the gas eats away at the skin on their tongues.
Eyes: “… haunting flares” “all blind,
“… helpless sight,” “white eyes writhing …” –
the battlefield is filled with bright lights and
terrifying sights.
Ears: “…deaf even to the hoots…” – they are so
tired they cannot hear the falling shells. “If you
could hear the blood/ Come gargling …” The dying
man’s noises are horrifyingly gruesome.
Face: “… eyes writhing in his face,” – his eyes roll
in its sockets due to the gas attack.
“… hanging face, like a devil's sick of sin;” – the
gas causes his face to drop and contort in agony.
Back: “’Bent double, like old beggars
under sacks, ” - the soldiers are bent over
to avoid being shot and due to
exhaustion.
Lungs: “the blood/ Come gargling from the froth-corrupted
lungs,” - the gas causes blisters inside and outside the body.
The blisters inside the lungs start to bleed and mixes with air
to create a bloody froth.
Chest: “…flound'ring like a man in fire or lime …”
– the gas attack victim is lying down, flailing on
the floor in absolute torment. Knees: “Knock-kneed …” – the soldiers are no longer young and fit
but are now skinny from lack of food and their legs are bowed
under the weight of haversacks and weapons.

9. STRUCTURE
• There is no clearly defined structure to the poem, although Owen does make use of
rhyme, mostly on alternate line endings.
• The poem opens with a description of ____________ life and the conditions faced by the
soldiers. Then comes the gas attack, and the poem offers a graphic description of the
effects of such an attack.
• The opening stanza is characterised by language about ‘______________ ': the soldiers
'marched asleep', they 'trudge', and 'limped on'.
• They are 'deaf', 'lame' and 'blind'; all rather pitiful language intended to reveal the
___________ of war and its effects.
• The speaker describes a vision in a dream of a gas victim 'guttering, choking, drowning'.
The listed verbs are associated with a lack of ____________ and death.
• The language used in the sections depicting the gas attack is strong, representing both
the anguish of the victims of the gas attack as well as the effect on those _____________
by what they have seen: 'watch the white eyes writhing in his face, / His hanging face'.
• The repetition of the word '‘_______________” makes it clear which element disturbs the
speaker most: the transformation in the appearance of the victim. The use of alliteration
on the 'w' sound reflects the agonised twisting of the gas victim.
fatigue
reality
trench
air
haunted
face

10. THE OLD LIE:
• What is the “old Lie”?
• Why is it called an OLD
lie?
• Why can it be called a
LIE?
• What is the purpose of
the flags in this image?

11. 20 FEBRUARY 2012
• Describe the image shown here.
• Who is this aimed at?
• What is the message?
• How are they convincing
people?
• What is it called when the
second person is used in this
manner?

12. ATTITUDES AND IDEAS
• Wilfred Owen mounts a powerful argument against the __________________ of those who
believe war to be a glorious __________duty.
• The opening of the poem suggests Owen ______________ the state to which the soldiers have
fallen. Instead of youthful, strong fighters they are 'Bent double', 'Knock-kneed, coughing like hags'.
• Owen's imagery presents the men as prematurely old and weakened. War has broken these men,
and they are described in the most unglamorous, inglorious manner.
• Owen's __________________at this transformation is obvious.
• Owen's __________________ with war is also clear from the closing lines of the poem. After
describing the horrifying effects of the gas attack he addresses the reader:
• 'My friend, you would not tell with such high zest To children ardent for some desperate glory, The
old Lie'
• He ________ the accepted attitude back at home that serving your country in war is glorious.
• He is ________ of the 'high zest', or great ___________, used to convince men to go to war. He
sees war as brutal and wasteful of young lives. His choice of the word 'children' is also significant;
impressionable young men are almost lured to war by the promise of 'desperate glory'.
• Owen's _________ sentiments contrast starkly with the work of other poets.
Fill in the correct words that describe various attitudes:
pities disillusionment enthusiasm complacency
critical anti-war bitterness patriotic rejects
complacency
pities
bitterness
disillusionment
rejects
critical enthusiasm
anti-war
patriotic

13. WHAT MIGHT YOU WANT TO SAY ABOUT THE POET'S PRESENTATION
OF WAR IN THE POEM DULCE ET DECORUM EST?
• Sample Answer
• War transforms soldiers, breaking them physically and mentally: 'Bent double' 'Knock-kneed'.
Rather than glorious men, Owen presents the soldiers as weakened old 'hags'.
• The experience of war is something no soldier can escape: 'In all my dreams, before my helpless
sight, / He plunges at me'.
• The effect of gas used in World War One is communicated to the reader through Owen's use of
verbs linked to death by a lack of oxygen: 'guttering, choking, drowning', 'smothering'.
• Owen offers the reader very graphic imagery associated with suffering, aiming to present the truth
about the war experience, arguably arising from his first-hand experience of war.
• Owen presents the soldiers as victims who have been betrayed by those who encouraged them to
go to war. He uses words such as 'innocent' and 'children' to reinforce his positive attitude towards
the soldiers.
• Owen is bitter about war and the encouragement given to go to war. He angrily refers to 'The old
Lie' that dying for your country is sweet and honourable.
• The detailed description of a soldier dying as a result of gas attack is intended to make the reader
feel discomfort, forcing him or her to confront the reality of war, something which is far from
honourable or sweet.

14. Dulce et Decorum est
(Dulce et Decorum Est” means ______________________ it shows a massive change, for the first
time, a poet does not display war as being heroic but rather he describes a ______________________.
_________________. The purpose of the poem is to
__________________________________________________________________________________
it is sweet and honourable,
a gas attack between
strongly deny that it is sweet and fitting to die for your country (as stated in Latin at the end of the poem.)
trenches in WW1

15. Bent double, like old beggars under sacks,
• The poem opens with a description of _______________________________________________
• The soldiers in this poem are crippled, mentally and physically overcome by the ____________ of
their experiences in war. The opening stanza focuses on language that emphasises their _____
as shown by words like
trench life and the conditions faced by the soldiers.
fatigue
marched asleep, they trudge, limped on . They are deaf, lame and blind.
weight

16. The opening line contains two ___________ which compare the soldiers to ____________
and _____. This is not how we would portray young, fit, keen solders, but they are no longer
fit or eager. War has __________________ them so much that they are compared to hags
and beggars. This shows us that war is neither __________________ ’.
Knock-kneed, coughing like hags, we cursed through sludge,
‘sweet’ nor ‘decorous
SIMILES beggars
hags
aged and deteriorated

17. Till on the haunting flares
we turned our backs
And towards our distant
rest began to trudge.
The battle's about to end for the day. The soldiers turn from
the lights (_____) and noise of war and head back to _____
Ironically, "distant rest" could be talking about their barracks
or “rest" may be ______ as over nine million men were
killed in WW1. “Trudging through the sludge” describes the
_____ needed to walk through the ______ mire in the
trenches.
camp.
death
effort muddy
flares

18. 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
The figure of speech used here is a ____________. The
lines ‘All went lame; all blind’, ‘Drunk with fatigue; deaf’
describes how badly war has affected __________ them.
Repetition of “all” ____________ how no one is spared,
emphasising war is neither ‘sweet’ nor ‘decorous’.
• The ____________ of ‘hoots’ and
‘dropped’ tries to ______ the sound
of the 5.9 Calabar shells.
HYPERBOLE
so many of
exaggerates
onomatopoeia
capture

19. Of tired, outstripped Five-Nines that
dropped behind. The description of the five-nines is ____________
in, ‘tired, outstripped’ and shows us that they are
no longer __________ or that there is not enough
energy left in the soldiers.
PERSONIFIED
intimidating

20. Stanza 2: The gas attack is the _____ topic as it
is a terrifying way to die. The outburst shows the
_______. Considering the speed that they must
react and the state they are in, a gas attack is very
dangerous.
Owen uses the word ‘boys’ which reminds us of
their _____ , having already described them as
aged and disabled we realise that their youth
was _____ , they are innocent _____.
urgency
central
youth
stolen victims

21. But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime . . .
The ______ emphasises
the soldier’s helplessness.
Owen shows – war can be
random, soldiers’ lives are
left to chance. This man is
_________; he has no
control over his body at all.
SIMILE
floundering

22. “Dim, through the misty panes and thick green light,”
• ‘Dim’ describes the light in
the scene, it gives an eerie
and ______ feel.
• It is difficult to through
the helmet.
• Secondly, it describes the
chances this boy has for
______ .
gloomy
see
survival

23. As under a green sea,
In this SIMILE both the ________ of the word
"green" and the long "ee"s of green lengthen
the time it takes us to read the lines, slowing our
tongues down slightly. It is like __________ :
what occurs is so awful that we have to pause
to take it all in.
Owen refers to himself which makes it real as
it shows these horrors are ________
experiences.
I saw him drowning.
repetition
personal
slow motion

24. “In all my dreams, before my helpless sight,
He plunges at me,
It is in Owen’s _________, he watches
helplessly as the boy rushes towards
Owen. He feels powerless as he cannot
stop the effects of the gas. We can never
know these horrors because
______________. These visions
have_______ him and he is trying to
describe them.
guttering, choking, drowning.”
These words are associated with lack of __ and
ultimately, death.
haunted
air
nightmares
we were not there

25. “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 the devils sick of sin;”
During the first three lines of the stanza Owen
speaks ______ to the reader. If we could
experience these things, only described here, we
would not be ______ to send soldiers off to war.
When you read line ___ aloud, it's almost as if you're
hissing like a snake caused by repetition of "s"
sounds (sibilance) – "face" and "devil's" and "sick"
and "sin." Snakes are ________ of evil and the
soldier’s death can be seen as being so ______ it’s
“evil”.
directly
eager
20
symbolic
wrong

26. 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,–
• The speaker’s point is that this experience is pretty
_________. This speaker is deep in the memory of
his own dream .
• He wants to _________ just how degrading,
humiliating, and unreal the destruction of the
human body can be. Within minutes, the young
man’s body turns into aging sores – almost as if a
version of ______ moved through his body at warp
speed.
• Owen's imagery is ceaseless in its realism. Owen's
________ at this transformation is obvious.
disgusting
highlight
cancer
bitterness

27. My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie:
He is rejecting the accepted attitude back at home
that serving your country in war is ________. He is
critical of the 'high zest', or great ___________,
used to ________ men to go to war.
He sees war as brutal and ________ of young lives.
His choice of the word ‘_______' is also significant;
impressionable young men are almost lured to war by
the promise of 'desperate _____'.
glorious
enthusiasm
convince
wasteful
glory
children

28. He calls it the “old Lie” because it was used by
ancient poets to encourage young _______ men to
go to war and fight for their country.
In the speaker's mind, there's nothing ________ or
honourable about death, or, for that matter, _____
itself.
Here are the lines in English: "It is sweet and proper
to ________________."
The old Lie; Dulce et Decorum est
Pro patria mori.
Roman
glorious
for one's country
war
die

30. • Use the following colour codes to highlight any words in
the poem that you believe are linked to the relevant
abstract noun.
• Heroism
• Death
• Futility (hopelessness)
• Reality (grey/pencil)
• Choose one of the titles above and write a paragraph
explaining what you think the poem tells us about it.

31. Learning Outcome: look at the main ideas in the poem
DULCE ET DECORUM EST

32. • Use the following colour codes to highlight any words in
the poem that you believe are linked to the relevant
abstract noun.
• Heroism
• Death
• Futility (hopelessness)
• Reality (grey/pencil)
•
Heroism Death Futility Reality
Dulce et Decorum est haunting like beggars bent double
towards our distant rest like hags coughed
we cursed through sludge
we turned our backs
towards our distant rest
Gas! Gas!

33. Heroism Death Futility Reality
Dulce et
Decorum
est
haunting like beggars bent double
towards our
distant rest
like hags coughed
Dim, Quick, boys! we cursed through sludge
I saw him
drowning.
just in time; we turned our backs
guttering,
choking,
drowning.
like a man in fire or lime… towards our distant rest
smothering
dreams
As under a green sea, Gas! Gas!
In all my dreams, before my
helpless sight,
An ecstasy of fumbling,
If in some smothering dreams you
too could pace
Fitting the clumsy helmets

34. Heroism Death Futility Reality
My friend, white eyes
writhing in
his face
flung Fitting the clumsy helmets
you would not tell with
such high zest13
cancer like a devil's sick of sin; But someone still was yelling out and stumbling,
To children incurable froth-corrupted And flound'ring
ardent for some Obscene as cancer, bitter
as the cud
Dim, through the misty panes and thick green
light,
desperate glory, vile, incurable sores He plunges at me,
Dulce et Decorum est The old Lie; Behind the wagon that we flung him in,
Pro patria mori.15 And watch the white eyes writhing in his face,
His hanging face,
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Of vile, incurable sores on innocent tongues,

35. COMPARISON:
• You need to use the JUST AS________, SO
__________ formula. This applies to writing
about Studied Written Text as well as Unfamiliar
Texts.
• EXAMPLE:
JUST AS hags are old, feeble, ugly and weak,
SO the men are deformed, unhealthy and less
manly due to their experiences of war.

38. 1. The characters we respond to the most sympathetically are those who experience
both suffering and triumph.
2. Effective writers communicate with a voice that is personal and distinct.
3. It is not until the closing of the text that we truly understand the importance of the
opening.
4. The most significant text is one which challenges us to reassess our thinking.
5. What matters most in a text is what goes on beneath the surface.
6. The most rewarding reading experience is one in which the language is plain or
direct.
7. Paying attention to detail is the key to unlocking our understanding of a text.
8. The setting of a text is a rich resource for understanding significant ideas.
9. It is through minor characters that we gain valuable insight into the world of the
text.
10. The most satisfying texts feature only one turning point.
DISCUSS THE EXTENT TO WHICH YOU AGREE WITH YOUR CHOSEN STATEMENT.
RESPOND CRITICALLY TO THE STATEMENT BY MAKING A CLOSE ANALYSIS OF THE
TEXT(S). 2015 STATEMENTS (CHOOSE ONE)

39. WRITTEN TEXTS STATEMENTS (CHOOSE ONE)
DISCUSS THE EXTENT TO WHICH YOU AGREE WITH YOUR CHOSEN STATEMENT.
RESPOND CRITICALLY TO THE STATEMENT BY MAKING A CLOSE ANALYSIS OF THE
TEXT(S).
1. Our reading experience is heightened when we care about the fate of the
protagonist.
2. For a text to be successful, elements of the setting must be recognisable.
3. The most challenging ideas in a text are found in the detail.
4. A successful text helps us to think but it doesn’t tell us what to do.
5. The most important texts are those that criticise the present.
6. The most effective villain is one who both attracts and repels.
7. The most engaging writers will make themselves known through their
text(s).
8. To communicate ideas well, a text must have a recognisable shape.
9. The most satisfying text is one that is uplifting or optimistic.
10.Effective writers use images that provoke us.

40. WRITTEN TEXTS STATEMENTS (CHOOSE ONE)
DISCUSS THE EXTENT TO WHICH YOU AGREE WITH YOUR CHOSEN STATEMENT.
RESPOND CRITICALLY TO THE STATEMENT BY MAKING A CLOSE ANALYSIS OF THE
TEXT(S). 2016
1. Our reading experience is heightened when we care about the fate of the
protagonist.
2. For a text to be successful, elements of the setting must be recognisable.
3. The most challenging ideas in a text are found in the detail.
4. A successful text helps us to think but it doesn’t tell us what to do.
5. The most important texts are those that criticise the present.
6. The most effective villain is one who both attracts and repels.
7. The most engaging writers will make themselves known through their text(s).
8. To communicate ideas well, a text must have a recognisable shape.
9. The most satisfying text is one that is uplifting or optimistic.
10. Effective writers use images that provoke us.

41. BEAUTIFUL ESSAY LANGUAGE
1. The connotations of the phrase evoke a powerful sense of ...
2. Through this, the author impresses upon readers that ...
3. As the text reaches its denouement readers are imbued with a
growing sense that ...
4. Here, the perceptive reader will observe that the writer is ....
5. One cannot but be moved by this - the poignancy is palpable.
6. The writer’s central concern is clearly evident here, he wishes
readers to consider just how ...
7. The significance of this is profound; one cannot help but
appreciate that ....
8. Undoubtedly, this is powerful and moving; but the true wonder of
it comes from the way that readers are invited to question ....
9. This phrase here is an echo of a refrain repeated throughout the
text ...

42. 15 MAY 2017 ESSAY PLAN
• The INTRODUCTION should …
• 1. Provide a hook about the genre or interesting information about the text you are analysing in your essay.
• 2. State the title and author
• 3. Re-phrase the question.
• 4. State your main point and give your HYPOTHESIS about the text. Indicate what you will look at to support
your argument.
•
• BODY
• The body = at least three paragraphs. Each point needs to answer the question.
• Each point needs to be in a topic sentence. (This is where you will use:
• S. STATEMENT
• E. EXAMPLE = QUOTE to support each point.
• E. EXPLAIN,
• look at the EFFECT
• C. show how your CRITICAL THEORY relates to your point
• and then R. Recap)
•
• CONCLUSION
• Summarises main point of view.
• You should NOT introduce any new ideas here.
• State your own personal point of view to sum up the essay.
• Generally discuss how your hypothesis and critical theory answers the question.

43. Achievement
Respond critically to specified aspect(s) of studied
written text(s), supported by evidence.
Achievement with Merit
Respond critically and convincingly to specified
aspect(s) of studied written text(s), supported by
evidence.
Achievement with Excellence
Respond critically and perceptively to specified
aspect(s) of studied written text(s), supported by
evidence.

44. LEVEL 3 EXEMPLAR ACHIEVED
22 May 2017 Exam Questions
1. Who is the author and what is the
name of the text?
2. How has the question been
reworded?
3. What is the learner going to look at
in order to answer the question?
4. What does the following mean?
Provide an example of:
S. E. E. E. C.R?
‘Day of the Sheep’ by Janet Frame
She will look at symbolism and dialogue.
Frame is a great writer who had strong
opinions … uses two texts to express her
feelings about conformity.
Statement. Example. Explain. Effect. Criticise
Recap.

45. L O: HOW TO ANSWER A QUESTION ON A WRITTEN
STUDIED TEXT:
•S
•E
•E
•E
•C
•R
Statement Answers the question
Example Usually a quotation
Why has the author chosen to use those words?Explain
Effect What is the effect on the audience?
Criticise
What is your reaction to and opinion about the
given statement? How far do you agree/ disagree
and why?
Recap
Go over the main facts and show how they
work together.

46. 19 May 2017 Exam Questions
1. How does the learner introduce the
technique here?
2. How has the question been reworded?
3. Can you provide an example of:
S. E. E. E. R. C here?
‘Day of the Sheep’ by Janet Frame
Provides a short description about what a
symbol is.
Frame uses sheep to help her readers link
her text to conformity. … Frame has used
sheep to reflect and symbolise Nance’s
conformity. Frame strongly thinks that it is
not a good thing to conform …
Statement. Example. Explain. Effect. Recap.
Criticise

47. 19 June 2017 Exam Questions
1. Provide an example of:
S.
E.
E.
E.
R.
C
‘Day of the Sheep’ by Janet Frame
Provide a short statement about what a
symbol is.
Frame explains how sheep link her text to
conformity. …
Statement. Example. Explain. Effect. Recap. Criticise
While the media might tell you this is what
you want, it doesn’t provide the happiness
it promises.
Frame has used sheep to reflect and
symbolise Nance’s conformity.
A quote from the text is provided as an
example of conformity: ‘sheep are silly
animals …where they are put.’
Frame strong thinks that it is not a good
thing to conform …

49. The Academic Voice:
Do…
● Use the 3rd Person
● Use the pronoun ‘The
reader/viewer’ if a pronoun is
required
● Use the present tense
● Use a sophisticated, critical
vocabulary
● Write in a detached, impersonal
style.
● Use formal connectives such as
‘however / thus / whereas /
moreover
● Integrate your quotations
● Strive for accuracy
Do not …
● use contractions (can’t isn’t)
● Use abbreviations
● Use colloquial/chatty
language
● Use clichés (common
sayings)
● Use slang (unless in
quotation)
● Use phrasal verbs – get out,
turn around, etc.
● Use metaphor, analogy

50. INTRODUCTION
‘Dulce et decorum est’ is a famous anti-war poem written
by Wilfred Owen in 1917, during World War One. An
effective writer needs to have a distinct purpose. In this
poem, the poet’s main purpose is to expose the true
horrors of World War One and to challenge the
romanticised view that war poets such as Rupert Brook
held. The language features that create images that
provoke readers include similes, personification and
emotive language, such as the use of adjectives.
10. EFFECTIVE WRITERS USE IMAGES THAT PROVOKE US.

51. INTRODUCTION
‘Dulce et decorum est’ is a famous anti-war poet written
by Wilfred Owen in 1917, during World War One. An
effective writer needs to have a distinct purpose. In this
poem, the poet’s main purpose is to expose the true
horrors of World War One and to challenge the
romanticised view that war poets such as Rupert Brook
held. The language features that create images that
provoke readers include similes, personification and
emotive language, such as the use of adjectives.
10. EFFECTIVE WRITERS USE IMAGES THAT PROVOKE US.
HOOK

52. 23 May 2017 Studied Written Text
Find out the meaning of the following words:
Which aspects of a question and the text have been looked at in each grouping? Identify the
element of a story (map) used here. Which grouping would suit which genre? POEM/PLAY?
1. writer narrator personal voice narrative voice
2. conflict challenge problem
3. ideas messages lessons worldview
4. memorable interesting striking surprising worth clear
important significant positive negative impression effect result
turning point purpose opinion impact climax effective timeless/today
5. incident event experience structure organisation tension climax
6. relationship friendship individual
7. analyse affect influence change intensified explore develop apply
link provoke evoke
8. language technique/ feature symbolism atmosphere mood
theme
point of view
character
plot
style
conflict
focus
instructions
POEM
POEM
POEM/PLAY
POEM/PLAY
Longer text
character point of view focus style plot
conflict theme instructions

53. • An effective writer has a clear purpose in writing – an important idea in this poem
is that war is horrific and that the soldiers face appalling conditions. The language
feature that helps to understand this is the use of similes. The opening line
contains two similes which compare the solders to beggars and hags, ‘bent
double, like old beggars under sacks’, ‘coughing like hags.’ This is not how we
normally portray young, fit, keen soldiers, but the fact of the matter is that they are
no longer fit, they are no longer keen and they barely remain soldiers. War has
aged and deteriorated them so much so that they are now compared to hags and
beggars. This shows readers that war is neither ‘sweet’ nor ‘decorous’. In contrast
to previous poets who praised soldiers as being heroes and used uplifting
adjectives, Owen compares soldiers to images that have negative connotations.
Thus, the use of the similes at the start of the first stanza serves to get the
reader’s notice and introduces the poet’s main theme – the atrocities of war.
• S = Statement = main idea = the point
• E = example = language feature = simile
• E = explain the effect
• C = critical aspect
• R = recap = sum up
BEFORE WE WRITE A PARAGRAPH LET’S READ ONE…
10. EFFECTIVE WRITERS USE IMAGES THAT PROVOKE US.

54. NOW THE CONCLUSION
• In conclusion…
• [very basic, try something more interesting …
• And then all you have to do is sum up the main points
and you can state your opinion.

55. WRITE THE CONCLUSION HERE…
Overwhelmingly, Owen has effectively used language features
such as similes, personification and emotive language to create
images that capture the readers’ imagination. They help to get
the readers’ attention and also show that war takes away from
the humanity of the soldiers. I think that this poem would not
have had the impact it has had, if these features had not been
used. The unusual comparisons in the similes …, make me
think deeply about what he says; the graphic descriptions create
striking imagery that still provoke readers to react with horror
and a sharp realisation of how gruesome war can be and inspire
a new generation to avoid such atrocities in future.

56. 10. EFFECTIVE WRITERS USE IMAGES THAT PROVOKE US.
• Dulce et Decorum est:
• DESCRIBE images - confronted by the horrific sight of a comrade dying
in front of him.
• EXPLAIN WHY THESE IMAGES ARE EFFECTIVE– Look at techniques
used: similes, hyperbole, onomatopoeia, personification
• The individual is so traumatised by the incident of seeing a gas attack
occur that he has nightmares of the images of the man dying in front of
him.
• He responds by writing about his experiences in the war. He is not
patriotic. He sounds bitter when he talks about the war and the effects of
war on the soldiers involved.
• The use of graphic descriptions and imagery would have made his
readers realise that the individual is so affected and changed by this
incident that he wants to CONVINCE his fellow countrymen to not listen to
lies about war; instead they should realise that it is horrifyingly destructive.