Comparison of bayonet charge and come
How many opportunities do I give students to show that they have misconceived information? Whilst this avoids the shock value of actual human horror, it makes the effect of the line to suggest that bullets are everywhere and so powerful that they can damage the air itself.
The consequences of his actions are more important to the individual than to the political powers that control them.
Both poems have a different rhythm that creates opposing feelings. They affect the individual, but also the whole of mankind. It could also represent how, even once a solider has returned from a placement, war memories can break up the pattern of their day and ruin the flow of life, because the punctuation stunts the flow of the poem. This could be because he is trying to forget, or because death and tragedy are too common that he has become used to it. This also reinforces the collective force of the soldiers going together into death. Tennyson was reflecting on a historic event, while Hughes was reflecting on the personal conflict and suffering growing up with war shrouding the area he lived in. They both depict violence but use it to highlight the wider consequences of war. How many opportunities do I give students to show that they have misconceived information? Both poems imply that the soldiers they depict are pawns in a political game not of their making. Perhaps the regimental structure could indicate life in the military, like the continuous formality of a team or unit.
Both poets depict war as grossly unfair and a place of terrible suffering and perhaps this is what both poets wanted to reinforce, that war does bring suffering.
How then do I address these?
Bayonet charge ww1
Tennyson uses vivid metaphors to get to the heart of the horror of being propelled forward as one, into an enemy trap. How then do I address these? The green hedge could metaphorically represent the barbed wire that protected the enemy trenches. Tennyson was reflecting on a historic event, while Hughes was reflecting on the personal conflict and suffering growing up with war shrouding the area he lived in. Despite these similarities of theme, the two poems have distinctly different atmospheres and language. The momentum is driven forward and the archaic language relating to distance also makes it feel like the action happened a long time ago, but also that they were on a momentous journey as well, a journey that many men would not return from. It is written in the third-person, so the reader is like an observer of events, rather than looking over the shoulder of a participant.
This imagery constructs a soldier who is doing, almost without thinking and that the suffering he is enduring, as well as the harm he is likely to inflict, is not of his own making. Both poems have a different rhythm that creates opposing feelings.
Perhaps, this is something to be explored and worked on further. Tennyson and Hughes use of different perspectives links to the different authorial viewpoints that they held, although both were not soldiers and both were removed from the action.
This is the fourth in a series of blog posts looking to compare the poems in the AQA Anthology for Power and Conflict. At the same time, they are both political poems that seem to place their combatants as pawns in a global political game over which they have no control.
based on 15 review