...War Sucks the Life out of You Some may think war is honorable and full of glory, but those are the ones who have not seen the grim, graphic violence of their friends dying right in front of them, the ones who have not seen the lonely outcast faces of their follow soldiers while they march along the road, or had the constant stress of keeping a sharp eye out for the enemy. War is never sweet, clean, cheerful, or fine, it’s mostly horrific for the ones who have endured it, which is the capturing theme in the poem “Dulce et Decorum Est” by Wilfred Owen. Wilfred Owen stresses this theme by use of a few literary terms such as imagery, many similes, and personification. Scattered throughout the poem, always was imagery; Wilfred frightened and terrified readers with the constant sicking sounds and violent flashes of words imposing graphic images in the reader’s head. While reading, the reader would endure the haunting reflections of World War I from a soldier. Wilfred paints an image in this line; “He plunges at me, guttering, choking, drowning.” (16). When he shows the movement of plunging and the noises...
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...Why is imagery so important in Wilfred Owen’s Poem? The statement Dulce et Decorum est pro patria mori, means “it is good and fitting to die for one’s country”. Wilfred Owen is arguing against this statement through his poem. Imagery is important for this because it helps portray to the reader or “the friend” the horror of war. The soldiers of the poem are described as “boys” not men, they are not described as heroic, they instead are described as “bent double, like old beggars under sacks”, and as ill, “knock kneed, coughing, marching asleep”. Normally soldiers are displayed as inspirational, as strong, Wilfred’s imagery goes against this. He uses metaphor to convey this using “drunk with fatigue”, invoking a strong image of them exhausted and weak. When the gas actually comes the soldiers do not react with training, but instead are described as fumbling, and just putting their helmets on just in time. The earlier imagery of exhausted and overworked soldiers shows how they are not prepared for the gas, or any danger of war, therefore they are likely to die. This again highlights that they are they’re not the soldiers that the Latin phrase refers to, strong and heading to worthy deaths, they are weak, and ill prepared for death, and their health is not valued, they are there to fight and die. The use of gas instead of conventional or seen enemies, shows the reader the faceless nature or mechanism of death in war. Death can come from anywhere, and it does in the poem, when the...
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...MODERN BRITISH LITERATURE (c. 1900 to 1950) READING LIST Please note that there are two lists below. The first is the full list with the core readings in bold; the second is the core list separated out. You are responsible for all core readings and may incorporate readings from the full list into your tailored list. Unless otherwise noted, selections separated by commas indicate all works students should know. A. FICTION Beckett, Samuel. One of the following: Murphy, Watt, Molloy Bennett, Arnold. Clayhanger Bowen, Elizabeth. The Heat of the Day Butler, Samuel. The Way of All Flesh Chesterton, G.K. The Man Who Was Thursday Conrad, Joseph. Heart of Darkness AND one of: Lord Jim, The Secret Agent, Nostromo, Under Western Eyes Ford, Ford Madox. The Good Soldier Forster, E. M. Howards End, A Passage to India (plus the essays “What I Believe” and “The Challenge of Our Times” in Two Cheers for Democracy) Galsworthy, John. The Man of Property Greene, Graham. One of: Brighton Rock, The Power and the Glory, The Heart of the Matter Huxley, Aldous. Brave New World Joyce, James. Dubliners, A Portrait of the Artist as a Young Man, Ulysses Kipling, Rudyard. Kim Lawrence, D. H. Two of: Sons and Lovers, Women in Love, The Rainbow, The Plumed Serpent Lewis, Wyndham. Tarr, manifestos in BLAST 1 Mansfield, Katherine. “Prelude,” “At the Bay,” “The Garden Party,” “The Daughters of the Late Colonel” (in Collected Stories) Orwell, George. 1984 (or Aldous Huxley, Brave New World) Wells, H. G. One of the...
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...yMacmillan Study Companions Sharon R. Wilson-Strann POETRY FOR THE CSEC® ENGLISH B EXAMINATION Second edition Prescribed list for 2012–2017 CSEC® is a registered trademark of the Caribbean Examinations Council (CXC) POETRY FOR THE CSEC® ENGLISH B EXAMINATION is an independent publication and has not been authorised, sponsored, or otherwise approved by CXC. CSEC Study Comp Poetry 2nd Ed_2011.indd i 9/6/11 4:31 PM Macmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN: 978-0-230-41802-8 Text © Sharon R. Wilson-Strann 2011 Design and illustration © Macmillan Publishers Limited 2011 First published 2008 This edition published 2011 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them. Designed by Mike Brain Graphic Design Ltd Typeset by E Clicks Enterprise, Malaysia Cover design by Clare Webber Cover photo by Jenny Palmer The author and publishers are grateful for permission to reprint the following copyright material: Bloodaxe Books for the poem...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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