Bayonet Charge Point Evidence Technique Explain/explore/effect Relate Structure In media res – ‘Suddenly he In media res Shows how the soldier runs WWI – most starts in the awoke…’ away from the action soldiers fought – middle of action animal on a battlefield to create a sense instinct/fear/preservation against another of movement and of own life. battalion. Death fear. or serious injury was expected for huge numbers of men. Patterns Semantic field to lugged’, Semantic Focuses on the confusion Could relate to ‘raw’, suggest fear, field and fear of the soldier and Ted Hughes ‘tear’ effort, confusion. his natural reaction to father, who ‘sweating’, danger. Suggests bravery fought in WWI ‘bewilderment’, is not part of the soldier’s and may have ‘crawled’, immediate agenda. He passed on is volunteered to join up, but experiences. regrets this. Language Emotive to Emotive Each word suggests ‘dazzled’ highlight fear and Language confusion and/or fear. The ‘smacking’ confusion soldier could be seen as ‘terror’s’ both brave and a coward as he is on the battlefield, but he tries to run. Imagery The imagery tear’ Imagery The 1st contrast initial ‘patriotic creates a sense of vs bravery at volunteering ‘’King, despair and honour, human because he was a confusion and dignity, patriotic man, but later contrast. etcetera’. shows he can no longer respect king and country. ‘…cold clockwork’ vs The 2nd contrast is in a between a moment of ‘’…crawled threshing reflection why am I here? – circle…’ Why does the universe not care? With sheer terror. A soldier cannot think or act bravely when they are paralysed with fear. Themes Anti-war The poem focuses on the thoughts, instincts and responses of a soldier who is in a state of complete terror.
Bayonet Charge Point Evidence Technique Explain/explore/effect Relate Structure In media res – starts in the middle of action to create a sense of movement and fear. ‘Suddenly he awoke…’ In media res Shows how the soldier runs away from the action – animal instinct/fear/preservation of own life. WWI – most soldiers fought on a battlefield against another battalion. Death or serious injury was expected for huge numbers of men. Patterns Semantic field to suggest fear, effort, confusion. ‘raw’, lugged’, ‘tear’ ‘sweating’, ‘bewilderment’, ‘crawled’, Semantic field Focuses on the confusion and fear of the soldier and his natural reaction to danger. Suggests bravery is not part of the soldier’s immediate agenda. He volunteered to join up, but regrets this. Could relate to Ted Hughes father, who fought in WWI and may have passed on is experiences. Language Emotive to highlight fear and confusion ‘dazzled’ ‘smacking’ ‘terror’s’ Emotive Language Each word suggests confusion and/or fear. The soldier could be seen as both brave and a coward as he is on the battlefield, but he tries to run. Imagery The imagery creates a sense of despair and confusion and contrast. ‘patriotic tear’ vs ‘’King, honour, human dignity, etcetera’. ‘…cold clockwork’ vs ‘’…crawled in a threshing circle…’ Imagery The 1st contrast initial bravery at volunteering because he was a patriotic man, but later shows he can no longer respect king and country. The 2nd contrast is between a moment of reflection – why am I here? Why does the universe not care? With sheer terror. A soldier cannot think or act bravely when they are paralysed with fear. Themes Anti-war The poem focuses on the thoughts, instincts and responses of a soldier who is in a state of complete terror.
PC-3.-Essay-plan-patriotism.docx