Edexcel Conflict Poetry Form Structure Language

A POISON

Very simple rhyme scheme made up of ___ ___

___ rhyme scheme

Creates a regular beat, makes it sound childlike like a ___ ___. Emphasises the moral message

First stanza introduces the ___ message of the poem.

Following stanzas introduce develop the ___ ___ of the tree as it grows

The final stanza provides the poem's ___. Implied that the poet's building anger has led to the foe's death

Uses ___ to emphasise moral message. Compares time where anger was spoken about to time where it was repressed to show consequences of repressing emotions

___ language - speaker's anger is described using metaphor of a tree, which grew naturally with sun and water

Repetition - ___ of 'and' is used at the start of many lines

Creates urgency and reflects constant ___ of speaker's anger

THE DESTRUCTION OF

____ rhyme scheme

Written in ___ ___ which drive the poem forward and reflect quick defeat of Assyrians

Regular rhythm might remind reader of ___ horses

Told in ___ order

First stanza describes glory of army. ___ on line 7 begins to describe defeat

Poet compares things to ___

Shows Sennacherib's violence by comparing him to a ___

Compares defeat of Assyrians to changing ___ to make it seem natural and inevitable

Second stanza uses the same format in the first two lines and second two, but ___ the seasons

Does not compare the rider to anything nature-related, ___ individual soldiers

Repetition - ___ of 'and' creates momentum and inevitability

Language is often beautiful and creates a sense of ___ which gives the poem an eerie tone

Emphasises how ___'s power is effortless compared to big displays of power by Assyrians

Adjectives with ___ prefixes like "unsmote" show the passivity of the soldiers

EXTRACT FROM THE

___ ___ perspective. Sounds personal and describes turning point in Wordsworths's life

Uses ___ verse

This is ___ verse in iambic pentameter

Sounds serious and important, but also like ___ speech

___ main sections in the extract. In the first, the tone is light and carefree

___ when mountain appears. Tone becomes darker and more fearful

Final section: speaker reflects on how experience ___ him

Beautiful language: begins with pretty, pastoral images of ___

Dramatic language: initial glimpse of threatening language becomes more intense after the ___ appears

Fearful: far less confident at end of extract. Troubled by what he's witnessed. Experience has a ___ effect on him

Sexual language: could relate to Wordsworth losing his ___

THE MAN HE

Speech from a single character: ___ ___

Regular metre and ___ rhyme scheme

Make the poem ___, contrasting with the dark subject matter

The longer third line of each stanza is a feature of ___ ___ (often used in hymns)

1st, 2nd and 4th lines: iambic ___. 3rd line: iambic ___.

Has a ___ structure which reflects speaker's though process as he replays memories of the war

The bar in the final stanza links to the ancient inn in the first, suggesting that the speaker's ___ is ongoing

___ language: informal language and slang suggest that the speaker is an ordinary, working-class man

Shows how the working class were ___ and contrasts with the harrowing themes of war and death

Speaker has an almost childlike ___

Matter-of-fact, unemotional language describes killing the man. Highlights the ___ nature of war

(Also why no ___ are given in the poem)

Repetition and ___ create hesitance. Speaker is questioning his actions (and, by extension, the war)

Contrasts the final paragraph where the exclamation "Yes" suggest's he's come to a ___

COUSIN

___ rhyme scheme

It's a ___ ___ addressed to the speaker's cousin

The speaker is ___ as her opinions of Kate are coloured by resentment

In ___ order

The lord is the ___ of many sentences and is doing things to the women

Shows their relative passivity. Rossetti reinforces this by likening women to ___ - which, to the lord, they are

In the second stanza, ___ is used to describe how the lord seduced and abandoned the speaker

A significant number of lines in the poem start with ___ to present the lord as the most important figure in the narrative. Also shows Kate's passiveness in 3rd stanza

Poem contrasts ___ with ___

HALF

No regular ___ ___

Some rhymes and ___ are used to create a sense of rhythm

Use of ___ and lack of standard punctuation provide a sense of urgency

First half of poem compares being ___ ___ to great art and natural weather

Second half exaggerates the idea that the speaker is half a person, to expose the ridiculousness of the term ___-___. Final lines invite reader to reconsider using the term

Metaphor: Being mixed race is compared to art. Suggests combinations make things beautiful rather than ___

Guyanese ___ is used to show how mixing things creates powerful poetry

Poem is ___ to highlight the absurdity of the term

EXPO

Written in present tense using first person ___

___ voice shows shared experience of the soldiers

Regular ___ rhyme scheme to reflect monotony

Often rhymes are ___ like "snow" and "renew"

This offers no comfort or satisfaction: rhymes are ___ and convey the men's confusion and fading energy

Each stanza ends with a ___ line, leaving gap that mirrors lack of activity/hope for men

Has ___ stanzas but no real progression

Last stanza ends with same words as first one: "___ ___ ___"

Shows monotony of life in trenches and ___ of change. Even death alters nothing

___ ___ ask why the men are exposed to such conditions

___ is personified as the real enemy in the war

___ imagery reminds the reader of the men's pain, bad weather, lack of hope

Assonance, onomatopoeia and carefully chosen verbs add to bleak mood and make descriptions vivid and ___

THE CHARGE OF THE LIGHT

Narrated in ___ ___ making it seem like a story

___ rhythm creates fast pace and imitates the cavalry's advance and energy of the battle

Rhyming ___ and ___ drive poem forward, but momentum is broken by unrhymed lines. Mirrors stumbling horses/falling soldiers

Lack of regular rhyme scheme resembles ___ of war

The story is told ___

___ creates sense of impending doom and inevitability

Repetition of "___ ___" reinforces the mass destruction of the war

Adverbs and verbs like "boldly" and "charging" seem ___

Respectful language shows that the speaker feels the soldiers should be ___

Violence: powerful verbs & adjectives give sense of violence in the battle. Sounds are often ___

Punctuation also adds to the sense of ___. Poem has noisy atmosphere

CAT

Free ___, with no regular rhythm or rhyme

Makes emotion feel authentic. ___ also helps imitate flowing thoughts and reflects the 'rope of love' - persisting link between the pair

Punctuation and ___ show cracks in relationship

Two ___ - the daughter's birth and a later argument - are compared

Relationship presented as challenging. Birth described as "___ ___" and mother still fighting daughter off later in life

No ___ to the conflict

Rope binds pair together. "___ ___" suggests plentiful supply of maternal love, but also suggests that daughter's love is buried

WAR

___ ___ reveals thoughts and events in natural style

Mirrors interest in truth because words are not dressed up in ___

Varying stanza/line lengths reflect ___ of frames

___ structure: begins and ends by exploring flexibility of frames and boundaries

This is initially reassuring, but becomes menacing (how easy it is to ignore ___)

Contrasts highlight ___ and ___, eg. Ascot girls vs small girl. Connects the girls, while emphasising a huge difference in their experiences.

Powerful descriptions of warzones force reader to confront the ___

Pleasant descriptions of the girl and her baby in the ___ of the photo contrast reality

BELFAST

___ line lengths, incomplete sentences and enjambment reflect a lack of clarity in the speaker's thoughts

Starts ___ ___ ___ and has no real conclusion

1st stanza is past tense, second is present. Shift creates sense of ___

Also shows how trauma is ___. Speaker can't come to terms with what they saw

Imagery of ___, and frequent use of violent vocabulary reinforces impression of devastation

___ usually shows structure. By scattering it throughout poem, loss of control is conveyed

Weapon. It brings terror instead of ___

THE CLASS

"I" vs "you" emphasises ___ division

Mostly in ___ ___ but some are pararhymes

Reflects speaker's belief that formal langage/conventions are unnecessary and that they're proud of their ___

One sided ___ and ___ structure. Speaker asks questions, responds with even more questions

After each repetition of "___ ___ ___ ___ ___ ___ ___ ___" the speaker asks about different elements of their identity

The final change to "I'm proud of the class that I come from" provides a clear ___

___ gives the speaker authenticity and makes the poem personal

___ language/working class slang make the poem conversational. Reinforces speaker's pride in their class

___ such as 'patio' and 'yard' emphasise the triviality of the divide

POP

___ person narrative

Provides strong impression of the mother's ___

No ___ rhyme/rhythm - sounds like thoughts/memories

Long sentences and ___ also provide this impression

Poem is ___ but the time frame is ambiguous

Memories of the son's ___ are mingled with those of him leaving home

Mother's ___ from her son shown in the ways she can't touch or hear him

She touches other things and listens for his voice "___ ___ ___" but can't replace the person

War imagery and mentions of the war memorial convey violence, and perhaps the son's ___

Images of war are juxtaposed with ___ images of family life

NO

___ person makes it personal

___ rhyme scheme looks at new part of problem every 4 lines

More conventional to use ___ but 2 stanzas of different lengths reflects speaker's message that they're more than what's expected of them

1st stanza is how speaker's been affected by racial ___

2nd looks to the future and hopes for ___

___ ___ ___ dialect - words are spelt as they're spoken

Reflects pride and authenticity in ___

Language of ___ creates sympathetic response

Speaker repeatedly demonstrates that they're more complex than stereotypes expected of them - language of ___

Last line is ___ to create more authenticity and encourage the reader to reflect on using that argument as an excuse

WHAT WERE THEY

Unusual ___ and ___ form

Not immediately recognisable as ___ ___

May reflect how ___ is also not recognisable

___ and questions create ponderous pauses

How to read it is ___, mirroring the poem's unease

Peaceful, ___ imagery contrasts with war

Consequences of war are described vividly to ___ to reader

The speaker is ___ and respectful

However, they have an ___/sarcastic undertone. They are repressing the true extent of their feelings about the war