Going to war means sacrificing your life to save others, to save the world, leaving your loved ones and families behind, all in the name of bravery. However, the experiences and feelings toward wars differ from one person to another. This essay will talk about the similarities and differences in perspectives, tones, and diction that the writers use to convey what war meant to them in the poems, which further develops the theme and delivers the poets’ main idea to their audience.
In some ways the two sets are similar. For example both sets are obviously writing about war. The poets use rhyme to get across their point; this also makes the poems easier to remember and recite. However, the theme of first poetry set is about sacrifice and honor that it is glorious and
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The poem itself is a patriotic ballad keeping up with the tradition of the time. The poem delivers a strong message, it gives us the impression that war is glorious and noble. Alliteration and sound devices are used to recreate the sound of the battle, including the sound of horses and guns. The author used them to make a flow in his poem and to make sure that the reader can imagine the poem by the repetition of words “Half a league, half a league, half a league onward.” Tennyson frequently repeats this phrase along with others like, six hundred and flashed, that suggest the theme of waste and endless war, it also creates a feeling of doom. Yet, the tone is somehow serious and formal. Furthermore, diction like “the noble six hundred,” “honor the charge brigade,” “hero”, and “boldly,” is used to glorify war, which is the main theme of poetry set one. Tennyson believes in what war stands for, he believes in the honor of death in battle. Poets at that time honored and glorified war due to the due to the Victorian era
“The Charge of the Light Brigade”, by Alfred, Lord Tennyson, affects my understanding of the real events behind the narrative poem in the following ways. Tennyson used repetition and metaphors and rhyme to deliver his message that battle is intimidating, deathly, and heroic. As depicted in “The Charge of the Light Brigade”, war can be intimidating. A phrase that is repeated twice is “Cannon to right of them, Cannon to left of them...”
The author sets the tone as reverent, the poem memorializes the battle and the heroic men who sacrificed their lives. The lines, “Into the valley of death / Rode the six hundred,” show the mistake someone made when leading the noble soldiers into a surrounded valley, but this mistake led to the soldiers pursuing victory instead of retreating The line, “Forward the Light Brigade!” shows them not shying away revealing their bravery. At the end of the poem, the lines, “When can their glory fade? /
Analyzing and comparing the way that conflict is presented in Out of the Blue and Charge of the Light Brigade Conflict is a big theme and many poems and texts have been written on this topic, but two of the most well done and most expressive poems about this topics are “Out of the Blue” and “The Charge of the Light Brigade”. Even though the topic is the same the two authors, Simon Armitage and Alfred, Lord Tennyson, present the theme with different approaches, one about the innocent, one about the ones that chose to get involved In the conflict. The first poem, “Out of the blue”, is about the terrorist acts on 9/11 and the position that the ordinary people were putting in. The people that have been caught in the two towers were ordinary people going to their jobs and doing their daily routines and they were definitely not expecting what happened.
This metaphor displays his uncertainty as per his crucial part in that moment in time. The soldier pictures himself as the hand on a clock, subject to the inevitable force of a clockwork motor that cannot be slowed or quickend. He realises that he does not really know why he is running and feels “statuary in mid-stride”. However, towards the end of the poem, all moral justifications for the existence of war have become meaningless- “King, honour, human dignity, etcetera Dropped like luxuries in a yelling alarm”, which is extremely dismissive of all the motives people provide for joining the army, explicitly stating that those motives do not justify and do not withstand the war. Disorientation is also highlighted in the line “Stumbling across a field of clods towards a green hedge That dazzled with rifle fire” where the confusion between the natural world and man-made world is expressed.
He expressed himself on how to die as a brave man and not has a coward, in his expression, he urged the reader not to die like “hogs” that is hunted and penned in an inglorious spot, he further expressed himself using the words dogs and lot which will be my point of discussion. All the four word end each verse in the poem. After reading further, the rest of the poem are all in rhyme but with a slight difference from the first
In both texts, the Universal Theme is that war takes away the things we love and hold dear to ourselves. We can see an example of this in Gwendolyn Brooks’ poem, the sonnet-ballad
Many stories throughout history attempt to recreate what war seemingly feels like. War is largely undescribable to those who have not actually experienced it, but literary devices can bridge the gap between actual experience and “experience” gained strictly through reading. Specifically, in The Things They Carry, the author appeals to the reader's senses and by doing this creates an image in the reader’s mind. This image helps the reader create an empathetic and more legitimate depiction of the war experience. Furthermore, word choice helps the reader decipher the mucky world of war by creating imagery that helps them relate to their own experiences.
An example of this is when Tennyson writes "HALF a league, half a league, Half a league onward". This use of repetition puts emphasis on the words creating a feeling of encouragement for the soldiers to keep going. The use of words "half a league" also illustrates how the soldiers went into the battle. This quote also creates a rhythm for the poem. We also see this when he writes.
Textual Analysis project - The Last of the Light Brigade Shreyas Gopalakrishnan SR Number - 11955 Out of curiosity, I googled “The greatest poems ever written” and went through the list, trying to see how many of the authors I recognized. Alfred Lord Tennyson stood out immediately. I had read “The Brooke”, a poem by him in our class 10 English Textbook. The poem being quoted in the list was titled “The Charge of the Light Brigade” and it was a fictionalised account of the charge of the English Light Brigade during the Battle of Balaclava (during the Crimean War) due to a miscommunication.
.Most poetry of this genre is based around the topic of World War One and World War Two. But also around other famous wars in history such as the American Civil War and Troubles in Northern Ireland. This poetry contains messages of hatred towards war and towards the idea of war. This section includes poetry of very famous poets who not only were alive during the war but some of whom also
Comparative Essay How can different perceptions about one topic be expressed in poetry? The main theme that the two sets of poems convey is war, but it’s expressed in different point of views through the use of diction that builds tone. The tones of these poems play a big role in conveying the differences between the different eras that these poems are written in, and shows how societies have changed from the Victorian era till the time of World War I. The diction and tone in Borden and Owen’s poems is so much different than the diction and tone in Lovelace and Tennyson’s poems due to different perspectives and point of views. In all four poems the main idea is war, but each set conveys a perspective of war, a positive perspective
In the next two lines (“All in the valley of Death/ Rode the six hundred”[3,4]) Tennyson uses Death as a proper noun to give the word more purpose and meaning. The first of the two lines is a metaphor in that Tennyson compares the field the light brigade is charging across to a valley of Death. The line “Rode the six hundred” is the first instance of this being used in the poem and it will be repeated throughout the poem. In the next two lines (“Forward the light brigade!/Charge for the guns! '
In the poems “Disabled” by Wilfred Owen and “The Bright Lights of Sarajevo” by Tony Harrison, both poems present the truths of war. However, both differ in terms of setting and contrast that help depicts the similarities between their theme. Disabled takes place within World War I as Owen vividly describes the subject’s amputation, but the poem is centered around the subject’s adjustment to civilian life after war. In The Bright Lights of Sarajevo although Harrison discusses the consequences of partaking in war in the town, he illustrates the way in which life goes on regardless the horrific impact. Through use of setting and contrast, both poets contribute to presenting the theme of the realities of war.
A heroic couplet structure within the poem provides a degree of clarity while still asserting the chaos and cruelness of war. Once again, it can be inferred that Owen himself serves as the speaker. However, this time his audience is more focused on young soldiers and families rather than plainly the public in general. In contrast to the previous work, this poem is set primarily in a World War I training camp, signifying the process young soldiers go through prior to deployment to the front line. The tone of this poem is more foreboding and condemnatory, not only describing the training soldiers but outright degrading their forced involvement as morally wrong.
Tennyson uses repetition, imagery, and tone to convey his feeling of pride of the Light Brigade. One literary device he uses is repetition. While on the battlefield, the Light Brigade faces a “cannon to the right of them, [a] cannon to the left of them, [and a] cannon in front of them.” Through this image of bombardment Tennyson reveals the men are surrounded by multiple powerful weapons and that there is little chance of them surviving.