Power & Conflict Conceptualizer

Although questions are always worded differently, essentially, there are two types. Look
at the question you are attempting to answer and click on the question type* that best
describes it:

Type A: how forces of pow Type B: how those affected b

er / conflict are Presented y power / conflict are present
ed

* A typical question is worded like this: ‘Compare

the ways in which the poets present ideas about
(theme / idea) in ‘(Poem Name)’ and one other
poem from Power and Conflict.’
Type A: how forces of power / conflict are Presented

Now click on your named poem.

Prelude My Last Charge of the

Ozymandias London Exposure
Extract Duchess Light Brigade

Storm on the Bayonet War

Remains Poppies Emigree
Island Charge Photographer

back Tissue Kamikaze

Checking Out
Me History
 AQA Poetry Anthology

Are You Sure?

The subject of this poem is focused more on those

affected by power… click here for more ideas!
back
 AQA Poetry Anthology

Are You Sure?

The subject of this poem is focused more on those

elements that inflict power and conflict
back
… click here for more ideas!
 Type B: how those affected by
power / conflict are presented

Click on your named poem.

Prelude My Last Charge of the

Ozymandias London Exposure
Extract Duchess Light Brigade

Storm on the Bayonet War

Remains Poppies Emigree
Island Charge Photographer

back Checking Out

Tissue Kamikaze
Me History
Type A: how forces of power / conflict are Presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

BEST OPTIONS
NAMED POEM

My Last
Duchess

Storm on the
Island

Ozymandias

Tissue

back
 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

My Last
Ozymandias Duchess

• Both poets explore controlling figures

from history. Click on a point to see how you
• O creates distance might write it up in an essay.
between the powerful person and the reader
(structure); MLD creates
familiarity through monologue.
• O explores tyranny
against a kingdom, MLD against an individ
ual.
• In MLD, theback
reign of power
continues; in O it has been rendered obsolete
Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both poets explore controlling figures from

history. My Last
Ozymandias Duchess
1. Topic sentence making point of
comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation Both Shelley and Browning base their tyrannical subjects on
3. Analyse the quotation for techniques figures from history. Shelley’s ‘king of kings’ in described as
4. Bring in second poem, with linking being from the ‘ancient land’ of Egypt; whereas Browning’s
comparative words (‘also’ , ‘similarly’) dramatic monologue focuses on the C16 Duke of Ferrera. While
5. Blend in second quotation in comments the noun-phrase ‘ancient lands’ distances us from the ruler,
and analyse for effects Browning’s use of first person brings his speaker closer to the
6. Develop by pointing out how they listener– here, the unsuspecting servant of the Count.
differ within this context – possibly
with more examples.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• O creates distance between the powerful

person and the reader (structure); MLD
creates familiarity through monologue. Ozymandias
My Last
Duchess
1. Topic sentence making point of
comparison.
Example Point:
2. State how this occurs in first poem,
The poets create differing senses of distance between their
blending in a quotation
speakers and the reader through ingenious techniques. We hear
3. Analyse the quotation for techniques
the words of Shelley’s ‘cruel’ ruler just once, where the writing
4. Bring in second poem, with linking
on the plinth reads, ‘Look on my work, ye mighty and despair!’
comparative words (‘also’ , ‘similarly’)
The combination of imperative and exclamative gives a sense of
5. Blend in second quotation in comments
drama. This is diminished by the fact that the statue is ‘all that
and analyse for effects
remains.’ Browning’s use of first person brings his speaker closer
6. Develop by pointing out how they
to the listener– here, the unsuspecting servant of the Count.
differ within this context – possibly
with more examples.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• O explores tyranny against a kingdom,

MLD against an individual. My Last
Ozymandias Duchess
1. Topic sentence making point of
comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation Furthermore, Shelley's Ozymandias tyrannises a whole kingdom,
3. Analyse the quotation for techniques whilst Browning's speaker persecutes an individual. The 'king of
4. Bring in second poem, with linking kings' subjects are mere 'lifeless things', the noun phrase
comparative words (‘also’ , ‘similarly’) attributing them with very little worth. They are 'mocked' by
5. Blend in second quotation in comments their ruler. Browning's Duke describes how all his Duchess'
and analyse for effects smiles 'stopped altogether when he 'gave commands’. His sinister
6. Develop by pointing out how they euphemistic language seems altogether more chilling and
differ within this context – possibly personal.
with more examples.
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Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• In MLD, the reign of power continues; in O

it has been rendered obsolete by Nature.
My Last
Ozymandias Duchess
1. Topic sentence making point of
comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation Finally, Browning's Duke of Ferrara perpetuates his tyrannical
3. Analyse the quotation for techniques reign over his wives. While the Duchess, who is the subject of
4. Bring in second poem, with linking the poem, has now been 'stopped'; his attentions turn to the 'fair
comparative words (‘also’ , ‘similarly’) daughter' of the Count towards the close of the poem. In
5. Blend in second quotation in comments contrast, Ozymandias' reign belongs to 'ancient times’: the land
and analyse for effects around the 'wreck' of his statue is described with the alliterative
6. Develop by pointing out how they adjectival phrase, 'boundless and bare'. This is both memorable
differ within this context – possibly and places a curious distance between the speaker and
with more examples. Ozymandias.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• In O, forces of nature
strip power leaving nothing; in SotI
, nature seems to be a ‘huge nothing’.
Storm on the
• In O, human power is presented as finite, in Ozymandias
Island

SotI
, a metaphor is used to show its continued stren
gth.
• In SotI, nature
is presented as aggressive; in O, it is something Click on a point to see how you
that gradually eats away and causes decay ove might write it up in an essay.
r time.
• Both poems have a sense of mystery
– O explores the past, SotI
, the nature of the storm / terrorism.
• Both poems deal with rule using terror.

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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• In O, forces of nature strip power leaving

nothing; in SotI, nature seems to be a ‘huge
nothing’. Ozymandias
Storm on the
Island

1. Topic sentence making point of

comparison. Example Point:
2. State how this occurs in first poem, In addition, Shelley shows us how Nature has the capacity to
blending in a quotation strip back the powerful to nothing, where Heaney, strangely,
3. Analyse the quotation for techniques actually describes the power of Nature as ‘a huge nothing.’
4. Bring in second poem, with linking Shelley uses a semantic field of nihilistic demise, utilising nouns
comparative words (‘also’ , ‘similarly’) such as ‘nothing’ and ‘decay’ alongside similarly spare
5. Blend in second quotation in comments adjectives, like the alliterative ‘boundless and bare’.
and analyse for effects Alternatively, Heaney’s force is there but moves ‘invisibly’ in the
6. Develop by pointing out how they ‘empty air’, the adverb perhaps conjuring the stealthy, unseen
differ within this context – possibly nature of terrorism.
with more examples.
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Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

In O, human power is presented as finite, in SotI,

a metaphor is used to show its continued strength.
Storm on the
Ozymandias Island

1. Topic sentence making point of

comparison.
Example Point:
2. State how this occurs in first poem, Interestingly, Shelley’s Ozymandias explores the transient nature of
blending in a quotation power, where Heaney presents it as a consistent force. Shelley recreates
3. Analyse the quotation for techniques the diminishing nature of tyrannical power through the passage of time.
4. Bring in second poem, with linking The narrator cites a ‘traveller’, who in turn cites the ‘king of kings’
comparative words (‘also’ , ‘similarly’) himself. This creates a sense of power long gone. Conversely, Heaney
5. Blend in second quotation in comments writes in the present tense as one of the ‘prepared’ islanders. The
and analyse for effects adjective becomes ironic, though, when at the close of the poem, they
continue to be ‘bombarded’ – the verb taking on connotations of a
6. Develop by pointing out how they
perpetual strength.
differ within this context – possibly
with more examples.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both poems have a sense of mystery – O

explores the past, SotI, the nature of the storm /
terrorism Ozymandias
Storm on the
Island

1. Topic sentence making point of

comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation Despite their vastly different historical contexts, both poems
3. Analyse the quotation for techniques create a sense of mystery. Shelley achieves this through a
4. Bring in second poem, with linking startling juxtaposition of imagery and abstract nouns: the
comparative words (‘also’ , ‘similarly’) desolate ‘decay’ of the ‘wreck’ against the ‘commands’ and
5. Blend in second quotation in comments ‘passions’ of the tyrant that was. Heaney uses militaristic verbs
and analyse for effects such as ‘dives’ and ‘strafes’ to portray the stealth and speed of
6. Develop by pointing out how they the oncoming ‘huge nothing’.
differ within this context – possibly
with more examples.
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Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both poems deal with rule using terror.

Storm on the
1. Topic sentence making point of Ozymandias Island

comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation It is interesting to note that both poets explore the idea of rule
3. Analyse the quotation for techniques through terror. Ozymandias ‘mocks’ his subjects and ‘stamps’
4. Bring in second poem, with linking upon the ‘lifeless things’, both verbs conveying the sheer
comparative words (‘also’ , ‘similarly’) contempt he holds for his people. In ‘Storm’, Heaney explores
5. Blend in second quotation in comments the terror that comes from thinking you are prepared for conflict
and analyse for effects then finding otherwise, ‘like a tame cat turned savage.’ This
6. Develop by pointing out how they perfect simile also creates a sense of a people turning on
differ within this context – possibly themselves: a reflection, perhaps, of the troubles in Northern
with more examples. Ireland.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both poets explore materialistic decay

of man-made objects in their imagery. Tissue
Ozymandias
• Both poets explore the links between
pride, legacy and power.
• Where O focuses on nothing being
left behind
, T explores the ideas of hope and a highe Click on a point to see how you
r being passing through. might write it up in an essay.
• Where O focuses on a powerful historic f
igure, T takes a more general and abstract
view of
power.

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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both poets explore materialistic decay

of man-made objects in their imagery. Ozymandias
Tissue

1. Topic sentence making point of

comparison.
Example Point:
2. State how this occurs in first poem,
It’s interesting to note that both poems explore the decay of man-
blending in a quotation
made objects. Originally a symbol of might and power,
3. Analyse the quotation for techniques
Ozymandias’ statue is now in permanent ‘decay’: Shelley uses
4. Bring in second poem, with linking
words with negative connotations, such as ‘shattered’ and
comparative words (‘also’ , ‘similarly’)
‘wreck’ to suggest destruction and the short-lived nature of
5. Blend in second quotation in comments
authority. Dharker uses more subtle verb phrases, such as
and analyse for effects
‘breaks through’ and ‘shines through’ to suggest a more gentle
6. Develop by pointing out how they
image of nature (‘sunlight’) pushing through ‘transparent’ man-
differ within this context – possibly
made structures.
with more examples.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both poets explore the links between

pride, legacy and power. Ozymandias
Tissue

1. Topic sentence making point of

comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation Interestingly, both poets explore man’s pride in his own power,
3. Analyse the quotation for techniques yet in different ways. Ozymandias’ facial features – his ‘frown’,
4. Bring in second poem, with linking ‘wrinkled lip’ and ‘sneer’ all convey both disdain and arrogance
comparative words (‘also’ , ‘similarly’) that fails to anticipate his eventual demise. Similarly, Dharker
5. Blend in second quotation in comments highlights man’s creations with assonance in detailing ‘the
and analyse for effects shapes that pride can make’. In contrast, she says, Nature
6. Develop by pointing out how they knowingly creates things that were ‘never meant to last.’ Both
differ within this context – possibly suggest that Man’s pride lies in thinking thet he is indestructible.
with more examples.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Where O focuses on nothing being left

behind, T explores the ideas of hope and
a higher being passing through. Ozymandias
Tissue

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending
in a quotation
Example Point:
3. Analyse the quotation for techniques
Where Ozymandias paints a picture of bleak nihilism, the tone
4. Bring in second poem, with linking
and content of Tissue contain hope. Adjectives such as ‘lone’ and
comparative words (‘also’ , ‘similarly’)
‘bare’ proliferate Shelley’s landscape; and towards the end of the
5. Blend in second quotation in comments and
poem, the ‘traveller’ declares that ‘nothing besides remains.’
analyse for effects
Tissue, however, uses the symbolism of ‘sun’ and ‘light’ shining
6. Develop by pointing out how they differ
through structures, suggesting, perhaps, the outlasting and eternal
within this context – possibly with more
existence of some benign higher power.
examples.

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Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Where O focuses on a powerful historic

figure, T takes a more general and
abstract view of power. Ozymandias
Tissue

1. Topic sentence making point of

comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation Shelley and Dharker choose very different ways to explore and
3. Analyse the quotation for techniques symbolise power. Ozymandias focuses on one concrete example;
4. Bring in second poem, with linking Dharker ranges over a series of abstract images, many
comparative words (‘also’ , ‘similarly’) surrounding the central motif of ‘tissue’. Shelley focuses in on
5. Blend in second quotation in comments materialistic concrete nouns: the ‘stone’ and the ‘pedestal’ of the
and analyse for effects ‘colossal wreck’. Dharker makes subtle connections between the
6. Develop by pointing out how they Koran, ‘pages’, ‘maps’ and ‘fine slips’ to map our fragile grip on
differ within this context – possibly the world.
with more examples.
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Type A: how forces of power / conflict are Presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

My Last Ozymandias
Duchess

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Type A: how forces of power / conflict are Presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Storm on the Prelude

Ozymandias
Island Extract

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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both speakers in SotI and P struggle to

describe the attacking force.
• Both speakers describe preparation Prelude Storm on the
Island
, but come undone by an unstoppable force. Extract

• Both poets use natural imagery

to describe an ulterior force of power.
• Where SotI is a shared experience
Click on a point to see how you
of suffering, P explores an individual one.
might write it up in an essay.
• Both poets focus on the imagery of water
as a symbol of force and change.

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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both speakers in SotI and P struggle to

describe the attacking force. Prelude Storm on the
Extract Island
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending
in a quotation
Example Point:
3. Analyse the quotation for techniques
The speakers in both poems detail their struggle to contain
4. Bring in second poem, with linking
attacking forces. Wordsworth’s is eventually a mental struggle:
comparative words (‘also’ , ‘similarly’)
he uses abstract nouns such as ‘darkness’, ‘solitude’ and
5. Blend in second quotation in comments and
‘desertion’ to highlight his isolation and despair. The attack on
analyse for effects
Heaney’s islanders is more physical: verbs such as ‘hits’ ,
6. Develop by pointing out how they differ
‘strafes’ and ‘spits’ leave the community feeling ‘bombarded by
within this context – possibly with more
the empty air.’ Both have a devastating effect on the reader.
examples.

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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both speakers describe preparation, but

come undone by an unstoppable force.
Prelude Storm on the
1. Topic sentence making point of Extract Island

comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation Both speakers move confidently into their situations at first, yet
3. Analyse the quotation for techniques both come undone. Wordsworth’s youthful pride leads him
4. Bring in second poem, with linking ‘unswerving’ across the lake, the choice of adjective
comparative words (‘also’ , ‘similarly’) demonstrating how he is ‘proud of his skill’. Confrontation with
5. Blend in second quotation in comments the ‘huge peak’, though, leaves him with ‘trembling oars’ and a
and analyse for effects residing ‘darkness’. Heaney’s islanders wait for the storm.
6. Develop by pointing out how they Similarly, they feel ‘prepared’, their ‘houses squat’ symbolising
differ within this context – possibly their resolve. While they ‘sit tight’, though, they are ‘forgetting’
with more examples. how powerful the force of the storm can become, and are
physically ‘bombarded’.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both poets use natural imagery to describe

an ulterior force of power. Prelude Storm on the
Extract Island
1. Topic sentence making point of
comparison. Example Point;
2. State how this occurs in first poem, Despite their differing motives, both poets use all-consuming and
blending in a quotation threatening natural imagery to convey feelings of power.
3. Analyse the quotation for techniques Wordsworth focuses on visual imagery, with a transition from
4. Bring in second poem, with linking light to dark. The ‘glittering circles’ of the ripples on the lake
comparative words (‘also’ , ‘similarly’) soon become consumed by the ‘black and huge peak’ rising
5. Blend in second quotation in comments beyond the horizon. The increasing severity of Wordsworth’s
and analyse for effects adjectives echo the rising panic of the boy. Heaney’s ‘force’ is
6. Develop by pointing out how they invisible, but it is felt through its sheet physical assault – it
differ within this context – possibly ‘pummels’ the islanders. The Irish poet is keen to accentuate the
with more examples. stealthy and unexpected violence of this attack.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Where SotI is a shared experience of

suffering, P explores an individual one. Prelude Storm on the
Extract Island
1. Topic sentence making point of
comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation While Storm on the Island conveys a shared experience of
3. Analyse the quotation for techniques suffering conflict, the extract from Prelude explores the suffering
4. Bring in second poem, with linking of the individual. Heaney writes from the first person plural, the
comparative words (‘also’ , ‘similarly’) ‘we’ being the islanders sheltering together in the face of the
5. Blend in second quotation in comments unseen terror of the mysterious ‘it’. Wordsworth’s speaker,
and analyse for effects though, is alone and isolated, a semantic field of magnitude -
6. Develop by pointing out how they ‘huge’ , ‘mighty’ and ‘power’ - rendering his speaker small,
differ within this context – possibly vulnerable and insignificant.
with more examples.
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 Type A: how forces of power / conflict are Presented

Conceptualised Comparisons

• Both poets focus on the imagery of water as

a symbol of force and change. Prelude Storm on the
Island
Extract
1. Topic sentence making point of
comparison. Example Point:
2. State how this occurs in first poem, Interestingly, both poets focus on water as a symbol of force and
blending in a quotation change. Wordsworth is initially ‘proud’ and ‘unswerving’ as he
3. Analyse the quotation for techniques masters the lake in his ‘pinnace’. His choice of adjectives
4. Bring in second poem, with linking capture the arrogance of youth. Upon his return journey, though,
comparative words (‘also’ , ‘similarly’) the water is ‘silent’, unyielding. Conversely, Heaney’s
5. Blend in second quotation in comments community is similarly beguiled: the sounds of the sea are
and analyse for effects initially seen as ‘company’ but then become something ‘savage’
6. Develop by pointing out how they that ‘dives and strafes.’ Both effect a sense of change that
differ within this context – possibly impacts on the speakers’ confidence.
with more examples.
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Type A: how forces of power / conflict are Presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Tissue Ozymandias

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Type A: how forces of power / conflict are Presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Prelude Storm on the

Extract Island

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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Bayonet
Remains
War Photographer Change

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In BC, the solider is thrust suddenly into a

conflict
situation; in WP, the subject prepares and c War Bayonet
ontemplates his role. Photographer Charge

• BC explores the soldier’s fear

, WP explores the pain of victims of war.
• Both poems explore their subject’s
Click on a point to see how you
disillusionment might write it up in an essay.
and changing attitudes towards war.
• Both poems explore
the ambivalent attitudes
of others towards war.

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 Type B: how those affected by
power / conflict are presented

Conceptualised Comparisons

• In BC, the solider is thrust suddenly into a

conflict situation; in WP, the subject
prepares and contemplates his role. War Bayonet
Photographer Charge
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point:
in a quotation The poems open very differently: where the subject of Hughes’
3. Analyse the quotation for techniques poem is thrust immediately into the action, Duffy’s photographer
4. Bring in second poem, with linking is calmly situated in the ‘glows’ of the darkroom. Hughes’ brutal
comparative words (‘also’ , ‘similarly’) technique of in media res utilises ragged, vigorous participles –
5. Blend in second quotation in comments and ‘stumbling’, ‘running’ – to exaggerate the manic and clumsy
analyse for effects nature of the soldier’s movements. In contrast, the photographer
6. Develop by pointing out how they differ is ‘alone’ and works with ‘ordered rows’ of film – although this is
within this context – possibly with more possibly a subtle allusion to the dead bodies he has seen in
examples. action.

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 Type B: how those affected by
power / conflict are presented

Conceptualised Comparisons

• BC explores the soldier’s fear, WP

explores the pain of victims of war.
War Bayonet
1. Topic sentence making point of Photographer Charge

comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation The poets explore emotional reactions to war from differing
3. Analyse the quotation for techniques perspectives. Hughes’ soldier is on the thick of the action; the
4. Bring in second poem, with linking ‘yellow’ hare’ and ‘shot-slashed furrows’ use imagery and
comparative words (‘also’ , ‘similarly’) sibilance to exemplify his pure fear in facing death. The
5. Blend in second quotation in comments photographer is more a witness to suffering, captured by Duffy in
and analyse for effects the hyperbolic phrase, ‘a hundred agonies.’ He suffers too,
6. Develop by pointing out how they though, his memory ‘stained’ with ‘half-formed ghosts’ – a clever
differ within this context – possibly allusion to both memory and film.
with more examples.
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 Type B: how those affected by
power / conflict are presented

Conceptualised Comparisons

• Both poems explore their subject’s

disillusionment and changing attitudes
towards war. War Bayonet
1. Topic sentence making point of comparison. Photographer Charge

2. State how this occurs in first poem, blending Example Point:

in a quotation The poems are linked through their expression of the subject’s
3. Analyse the quotation for techniques disillusionment with war. Duffy’s war photographer has ‘a job to
4. Bring in second poem, with linking do.’ The simple functionality of this statement is reinforced by
comparative words (‘also’ , ‘similarly’) him staring ‘impassively’ from the aeroplane at the close of them
5. Blend in second quotation in comments and poem. This adverb suggests that he has become numbed to the
analyse for effects horrific sights he has to witness and capture. Hughes’s soldier is,
6. Develop by pointing out how they differ perhaps, affected more radically by his experiences: the positive
within this context – possibly with more connotations of ‘honour’ and ‘dignity’ replaced by the more
examples. harrowing abstract noun, ‘bewilderment’ as he realise he is mere
‘clockwork’ in a bigger game.
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In both R and WP, the subjects of the poem feel

trauma once away from war
• R is written from the soldier’s perspective
War
: a closer picture of psychological trauma. WP is Photographer
Remains
3
rd
person: the reader is standing outside looking in
• Both feel guilt
over those on the receiving end of their attention Click on a point to see how you
. In R a rifle is pointed, in WP, a camera. might write it up in an essay.
• Both poets are vague about location
, suggestion that these traumatic events occur in
many areas of conflicts, in many lands.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In both R and WP, the subjects of the poem feel

trauma once away from war
War
Remains
Photographer
1. Topic sentence making point of
comparison.
2. State how this occurs in first poem, Example Point:
blending in a quotation Interestingly, both poems explore the devastation of post-war
3. Analyse the quotation for techniques trauma, albeit in different ways. Armitage’s vivid imagery,
4. Bring in second poem, with linking constantly references blood as guilt. The memory leaves a
comparative words (‘also’ , ‘similarly’) galling ‘blood shadow’ and digs in ‘behind enemy lines’ many
5. Blend in second quotation in comments years after the guardsman has left the army. Self abuse won’t
and analyse for effects ‘flush him out.’ Although ‘impassive’, Duffy declares how her
6. Develop by pointing out how they photographer’s hands ‘seem to tremble’ when revisiting images
differ within this context – possibly of conflict – a subtle yet clear reference to the long-lasting
with more examples. effects of trauma.
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• R is written from the soldier’s perspective: a

closer picture of psychological trauma. WP is 3 rd
person: the reader is standing outside looking in
War
Remains
Photographer
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in a
quotation Example Point:
3. Analyse the quotation for techniques Where Armitage recounts from the solder’s perspective, Duffy
4. Bring in second poem, with linking comparative creates distance from her subject by writing in the third person.
words (‘also’ , ‘similarly’) In the first stanza, he is ‘alone’ , and his subjects are ‘strangers’.
5. Blend in second quotation in comments and These words make him feel isolated and numb. Coming from the
analyse for effects solder himself, Armitage uses a much more dramatic emotional
6. Develop by pointing out how they differ within lexis. Adjectival words and phrases such as ‘stunned’, ‘torn-
this context – possibly with more examples. apart’ and ‘left for dead’ brutally compare the death and spiritual
death of victim and assailant.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both feel guilt over those on the receiving end of

their attention. In R a rifle is pointed, in WP, a
camera. War
Remains
Photographer
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point:
in a quotation Both poets explore guilt arising from conflict via their
3. Analyse the quotation for techniques protagonists. Armitage uses the traditional motif of blood when
4. Bring in second poem, with linking summarising his soldier having ‘his bloody life on my bloody
comparative words (‘also’ , ‘similarly’) hands’. The adjectives ‘bloody’ cleverly blends the colloquial
5. Blend in second quotation in comments and with the symbolic to take on deeper meaning. Although more of a
analyse for effects bystander, the war photographer’s guilt comes from intruding
6. Develop by pointing out how they differ into the victims’ world: he has to seek ‘approval’ before taking a
within this context – possibly with more picture. Similarly, though, the foreign soil is also described with
examples. the compound adjective ‘blood-stained’, again suggesting blame.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poets are vague about location, suggestion

that these traumatic events occur in many areas of
conflicts, in many lands.
War
Remains
Photographer
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending
in a quotation Example Point:
3. Analyse the quotation for techniques It’s worth noting that both poems avoid being specific about the
4. Bring in second poem, with linking location of conflict, perhaps implying that suffering is universal.
comparative words (‘also’ , ‘similarly’) Duffy suggests a number of ‘killing fields’ that her photographer
5. Blend in second quotation in comments and has visited - ‘Belfast. Beirut. Phnom Penh’ - the full stops make
analyse for effects each stand chillingly alone. Armitage chooses a more urban
6. Develop by pointing out how they differ location using familiar concrete nouns of ‘a bank’ and ‘a street’ –
within this context – possibly with more the indefinite article suggesting it could be anywhere. For both,
examples. the place is inconsequential; the trauma caused by war is more
important.
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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Bayonet War
Exposure
Charge Photographer

Remains

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• BC – 3rd pers. Perspective creates distance from reader; E 1st

person plural reflects camaraderie and direct experience.
• In BC the enemy is
Bayonet
unseen, and his superiors are also perceived as the enemy; in E, t Charge Exposure
he enemy is cold weather. There is also hostility with people at h
ome.
• Both poems have moments of hallucination / reflection
where they contemplate their fate. These are reflected in change
s in pace. Click on a point to see how you
• Where E uses form to slow the pace might write it up in an essay.
of poem – ‘nothing happens’, BC in more erratic free verse to si
gnify the chaos of war
• Chronology:
BC captures a moment in time, E occurs over a complete day

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• BC – 3rd pers. Perspective creates distance from reader; E 1st

person plural reflects camaraderie and direct experience.
Bayonet
Exposure
1. Topic sentence making point of comparison. Charge

2. State how this occurs in first poem, blending

in a quotation Example Point:
3. Analyse the quotation for techniques Because of their relative experiences of warfare, the poets write from
4. Bring in second poem, with linking differing perspectives. As a captain in the First World War, Owen writes
comparative words (‘also’ , ‘similarly’) from his own perspective: ‘Our brains ache…’ Use of first person plural
5. Blend in second quotation in comments and creates a sense of camaraderie and compassion. Although writing about
analyse for effects the same war, Hughes, who wrote forty years after the war, creates more
6. Develop by pointing out how they differ distance between his subject and the reader by writing in the third person.
Interestingly, though, the solder’s perspective creeps into the narrative in
within this context – possibly with more the second stanza, where the rhetorical question captures the soldier’s
examples. bewilderment at being part of the ‘cold clockwork’ of war.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In BC the enemy is unseen, and his superiors are also perceived

as the enemy; in E, the enemy is cold weather. There is also
hostility with people at home.
Bayonet
Charge Exposure
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in
a quotation Example Point:
3. Analyse the quotation for techniques In both poems, the enemy remains elusive and unseen. Hughes’
4. Bring in second poem, with linking soldier’s nemesis attacks beyond a ‘green hedge’ – referenced at
comparative words (‘also’ , ‘similarly’) the beginning and close of the poem. Owen’s company’s chief
5. Blend in second quotation in comments and enemy is the ‘mad gusts’ and ‘fingering stealth’ of the deadly
analyse for effects Winter elements. The vivid personification creates a creeping
6. Develop by pointing out how they differ within sense of horror. In both texts, the emphasis is very much on the
this context – possibly with more examples. fear and suffering of the victims rather than the identity of the
enemy itself.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems have moments of hallucination / reflection where

they contemplate their fate. These are reflected in changes in
pace. Bayonet
Exposure
Charge
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in Example Point:
a quotation It’s worth noting that both poets use surreal or hallucinatory
3. Analyse the quotation for techniques imagery to capture the dazed and confused state of the soldiers. In
4. Bring in second poem, with linking comparative the second stanza, Hughes’ unnamed fighter is compared to
words (‘also’ , ‘similarly’) ‘statuary’ as he pauses to contemplate his place in the grand
5. Blend in second quotation in comments and scheme of the alliterative ‘cold clockwork’ of war. Similarly,
analyse for effects Owen creates a sense of delirium as the exhausted soldiers
6. Develop by pointing out how they differ within imagine that their ‘ghosts drag home’ and that snow becomes
this context – possibly with more examples. ‘trickling’ English blossom. This captures the chilling horror of
their need to dream and escape.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Where E uses form to slow the pace of poem – ‘nothing

happens’, BC in more erratic free verse to signify the chaos of
war Bayonet
Charge Exposure
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in
a quotation Example Point:
3. Analyse the quotation for techniques In each poem, the poets use the form of their verse to create differing
impressions of warfare. Owens’ lengthy hexameter with spondaic rhythm
4. Bring in second poem, with linking
slows the pace of the verse, intensifying the feeling that ‘nothing
comparative words (‘also’ , ‘similarly’) happens’. This end- stop conlcudes a majority of the stanzas. Hughes,
5. Blend in second quotation in comments and however, chooses to write in free verse which, combined with
analyse for effects enjambment, gives a sense of ensuing chaos and unpredictability. The
6. Develop by pointing out how they differ within move from the penultimate stanza into the final one is particularly stark
this context – possibly with more examples. and unexpected, as the shells throw up the symbolic ‘yellow hare’.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Chronology: BC captures a moment in time, E occurs over a

complete day
Bayonet
1. Topic sentence making point of comparison. Charge Exposure

2. State how this occurs in first poem, blending in

Example Point:
a quotation
The poems take on differing chronological structures to capture
3. Analyse the quotation for techniques
the suffering of the soldiers. Hughes’ soldier is caught in a
4. Bring in second poem, with linking comparative
moment in time: from the in media res of his sudden waking to
words (‘also’ , ‘similarly’)
the alliterative ‘terror’s touchy dynamite’ of his final fate, barely
5. Blend in second quotation in comments and
minutes pass. The proliferation of quick, physical verbs such as
analyse for effects
‘running’ and ‘smacking’ accentuate this. Conversely, Owen
6. Develop by pointing out how they differ within
chronicles the suffering of his men over a day: from the ‘misery
this context – possibly with more examples.
of dawn’ through to the grim tasks of the ‘burial party’ the next
night. The plodding stanzas create a sense of time dragging as
‘nothing happens’.
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• R is written from the soldier’s perspective

: a closer picture of psychological trauma. BC i
s3
Bayonet
rd Remains
Charge

person, the reader is standing outside looking i

n.
• R is structured
to give a sense of before and after conflict; BC Click on a point to see how you
takes a brutal snapshot of a moment and doesn might write it up in an essay.
’t go beyond.
• In BC the solider reflects on motivations for fig
hting; in R, he
reflects on his actions during war.
• In R, he tries to justify
his actions, in BC, the soldier feels the has no
choice but to obey.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• R is written from the soldier’s perspective: a

closer picture of psychological trauma. BC is
3rd person, the reader is standing outside
looking in. Bayonet
Charge
Remains

1. Topic sentence making point of comparison.

Example Point:
2. State how this occurs in first poem, blending
Whilst Remains looks at trauma from an intensely personal
in a quotation
perspective, Bayonet Charge takes the view of an outsider
3. Analyse the quotation for techniques
looking in. Armitage writes in the first person and litters the
4. Bring in second poem, with linking
poem with colloquial and euphemistic language: the three
comparative words (‘also’ , ‘similarly’)
‘mates’ are ‘letting fly’ with their weapons, and the victim is
5. Blend in second quotation in comments and
‘torn apart’. The sense of the extreme happening within the
analyse for effects
context of the everyday is highly unsettling. Hughes is more
6. Develop by pointing out how they differ
distant from his subject: the solider has ‘lugged’ a rifle and is
within this context – possibly with more
‘stumbling’. These verbs connote a clumsiness that increases the
examples.
reader’s sympathy.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• R is structured to give a sense of before and

after conflict; BC takes a brutal snapshot of a
moment and doesn’t go beyond. Bayonet
Remains
Charge
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point: The poems take on differing chronological
in a quotation structures to capture the suffering of the soldiers. Hughes’
3. Analyse the quotation for techniques soldier is caught in a moment in time: from the in media res of
4. Bring in second poem, with linking his sudden waking to the alliterative ‘terror’s touchy dynamite’ of
comparative words (‘also’ , ‘similarly’) his final fate, barely minutes pass. The proliferation of quick,
5. Blend in second quotation in comments and physical verbs such as ‘running’ and ‘smacking’ accentuate this.
analyse for effects Armitage structures Remains around a looting incident; the blunt
6. Develop by pointing out how they differ ‘end of story’ signals the beginning of his PTSD ‘behind enemy
within this context – possibly with more lines’. The soldier cannot escape the brutal impact of one quick
examples. but devastating moment.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In BC the solider reflects on motivations for

fighting; in R, he reflects on his actions during
war. Bayonet
Remains
Charge
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in Example Point: Where, in Bayonet Charge, Hughes’ nameless
a quotation soldier is forced to reflect on his reasons for joining up,
3. Analyse the quotation for techniques Armitage’s narrator reflects on his actions during warfare. At the
4. Bring in second poem, with linking close of Bayonet Charge, the soldier, facing death, eschews such
comparative words (‘also’ , ‘similarly’) ‘luxuries’ as ‘honour’ and ‘human dignities’ – abstract nouns
5. Blend in second quotation in comments and which, whilst seeming crucial, become trivial in the face of
analyse for effects imminent death. Armitage’s soldier repeatedly comes back to the
6. Develop by pointing out how they differ within ‘image of agony’ with constant repetition of the motif of blood to
this context – possibly with more examples. signify his seemingly endless guilt.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In R, he tries to justify his actions, in BC, the

soldier feels the has no choice but to obey. Bayonet
Remains
Charge
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point:
in a quotation Where Armitage’s soldier tries, in vain, to justify his actions, the
3. Analyse the quotation for techniques protagonist in Bayonet Charge has no option but to run ‘towards
4. Bring in second poem, with linking the green hedge’. By describing the looter as being ‘probably
comparative words (‘also’ , ‘similarly’) armed, possibly not’, the soldier in Remains leaves excuse open;
5. Blend in second quotation in comments and enforced by being ‘one of three’ – thus sharing the blame.
analyse for effects Ultimately, though, he realises that the looter’s death is on his
6. Develop by pointing out how they differ ‘bloody hands.’ In contrast, Hughes’ soldier runs ‘like a man
within this context – possibly with more who has jumped in the dark’ – the simile connotating confusion
examples. during the blind obedience of his superiors’ orders.
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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Exposure Bayonet
Charge

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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

War Bayonet
Remains Charge
Photographer

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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Checking Out
Kamikaze Emigree
Me History

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the importance of

tradition and heritage.
• In K, the pilot sets out on a personal mission Checking Out
Kamikaze
Me History
but fails; in COMH, the poet realises his missi
on at the end of the poem.
• K draws upon vivid natural imagery
to connote beauty; in COMH, imagery is more Click on a point to see how you
symbolic and visionary.
might write it up in an essay.
• Both poets use natural imagery; in K it connot
es both
beauty in danger
, in COMH it connotes hope and a journey.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the importance of

tradition and heritage.
Checking Out
Kamikaze
1. Topic sentence making point of comparison. Me History

2. State how this occurs in first poem, blending

in a quotation Example Point: Both poets place the importance of heritage at
3. Analyse the quotation for techniques the centre of their poetry. For Agard, the struggle to discover
4. Bring in second poem, with linking identity is tangible: his oppressors ‘blind’ him from his roots, but
comparative words (‘also’ , ‘similarly’) by the end of the poem he is ‘carving out’ his identity. The use
5. Blend in second quotation in comments and of physical verbs emphasise his determination to discover
analyse for effects himself. Garland’s references are through more conventional and
6. Develop by pointing out how they differ symbolic motifs, such as the ‘samurai’ word or the ‘sunrise’ that
within this context – possibly with more connotes the Japanese flag. The pilot’s motivation seems to be
examples. more nationalistic and mystical, whereas Agard’s is an intensely
personal mission.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In K, the pilot sets out on a personal mission

but fails; in COMH, the poet realises his
mission at the end of the poem. Kamikaze
Checking Out
Me History
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in Example Point:
a quotation Both central characters are on a mission during a conflict. The kamikaze
3. Analyse the quotation for techniques pilot embarks on a ‘one-way / journey into history.’ This bold, almost
cliched sense of purpose is scuppered when, having failed on his mission,
4. Bring in second poem, with linking
he returns to be treated like ‘he no longer existed’ by his shamed family.
comparative words (‘also’ , ‘similarly’) The poem’s structure allows us to realise, before he does, that he is
5. Blend in second quotation in comments and doomed either way. Conversely, Agard’s speaker becomes more resilient
analyse for effects during the course of the poem. Initially, he Is ‘blinded’ by the system, but
6. Develop by pointing out how they differ within references to his own identity are littered with colloquial and composite
this context – possibly with more examples. vocabulary of hope: ‘lick-back’, ‘fire-woman’, and ‘healing star.’ He can
take strength from his heritage, while the pilot is almost double-crossed
by his.
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• K draws upon vivid natural imagery to

connote beauty; in COMH, imagery is more
symbolic and visionary. Kamikaze
Checking Out
Me History

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending in Example Point: The poets use imagery in different ways to portray their
a quotation central characters’ relationship with their identity. In Kamikaze, the
3. Analyse the quotation for techniques daughter imagines her pilot father flying over a ‘green-blue translucent
sea’ watching the fish ‘flashing silver’. The colour and light of the
4. Bring in second poem, with linking
natural imagery represents both what the pilot seeks to protect, and what
comparative words (‘also’ , ‘similarly’) his family stands for. Agard uses imagery in a more symbolic and
5. Blend in second quotation in comments and visionary way: Nanny de Maroon is compared to a ‘hopeful stream’
analyse for effects leading to a river of ‘freedom’. The adjective and abstract noun suggest
6. Develop by pointing out how they differ within hope and re-birth for them and for him. This idea is repeated in the
this context – possibly with more examples. section on Mary Secole, who is ‘a yellow sunrise to the dying.’
Interestingly, both reference sunrise to represent hope.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poets use natural imagery; in K it

connotes both beauty in danger, in COMH it
connotes hope and a journey. Kamikaze
Checking Out
Me History

1. Topic sentence making point of comparison. Example Point: The poets use imagery to describe Man’s
2. State how this occurs in first poem, blending relationship with Nature in very different ways. Garland
in a quotation describes how the pilot’s family have worked with Nature,
3. Analyse the quotation for techniques building their ‘cairns’ and fishing for ‘mackerel’ and ‘feathery
4. Bring in second poem, with linking prawns.’ These literal descriptions are not without connotations
comparative words (‘also’ , ‘similarly’) of danger, though: the sibilance of ‘flashing silver’ perhaps
5. Blend in second quotation in comments and suggesting threat alongside the ‘dangerous’ tuna. Alternatively,
analyse for effects Agard uses natural motifs to represent hope, often through
6. Develop by pointing out how they differ references to light sources such as the ‘sunrise’ or a ‘beacon.’ In
within this context – possibly with more addition, he connects images of ‘streams’ and ‘rivers’ to echo his
examples. journey of self-discovery.
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both COMH and E explore perspectives of someone

isolated from their culture.
Checking Out
• Where COMH contrasts specific cultural aspects Emigree
Me History

taught and denied; E explores contrast between what

was and is in an unspecified homeland
.
• Both poems end with a resilient Click on a point to see how you
tone, although E’s is more passive, COM
might write it up in an essay.
H’s more aggressive.
• Both poems use imagery of hope and light
to signify their subject’s strength in adversity
; it’s built in throughout and structured into the italicis
ed sections of COMH

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both COMH and E explore perspectives of someone

isolated from their culture.
1. Topic sentence making point of comparison. Emigree
Checking Out
Me History
2. State how this occurs in first poem, blending in
a quotation
Example Point: Both poems are written from the perspective of
3. Analyse the quotation for techniques
someone isolated from their heritage or culture. At the close of
4. Bring in second poem, with linking comparative
the poem, Rumens’ emigree speaks of her own ‘absence’ in the
words (‘also’ , ‘similarly’)
so-called ‘free city’ as the ‘frontiers rise’ between her and her old
5. Blend in second quotation in comments and
life. Agard uses metaphors of imprisonment to show how he is
analyse for effects
held back: his eyes are ‘bandage up’ and he is eventually
6. Develop by pointing out how they differ within
provoked to ‘carve out’ his own identity. Where one is more
this context – possibly with more examples.
passive in her isolation, the other breaks free from it through the
narrative structure of the poem..

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Where COMH contrasts specific cultural aspects

taught and denied; E explores contrast between what
was and is in an unspecified homeland. Emigree
Checking Out
Me History
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in
a quotation Example Point: Whilst Agard is specific about aspects of history that he
3. Analyse the quotation for techniques has been denied, Rumens is careful not to name or specify the place of
4. Bring in second poem, with linking her emigree’s origin. Checking Out is scattered with cultural references:
‘Toussant L’ouverture’ and ‘Mary Secole’ are pitted against the tongue-in-
comparative words (‘also’ , ‘similarly’)
cheek nods to an irrelevant and childish British curriculum that relies on
5. Blend in second quotation in comments and nursery rhymes and questionable legends. Rumens is keen to explore
analyse for effects cultural displacement in a more general way: her militaristic semantic
6. Develop by pointing out how they differ within field of ‘tanks’ and ‘tyrants’ could reference many different – and once
this context – possibly with more examples. beautiful – lands that have been destroyed by conflict.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems end with a resilient tone, although E’s is

more passive, COMH’s more aggressive.
1. Topic sentence making point of comparison. Emigree
Checking Out
Me History
2. State how this occurs in first poem, blending
in a quotation Example Point: It’s interesting to note that both writers close their
3. Analyse the quotation for techniques poems with a resilient tone. Rumens’ emigree declares that her
4. Bring in second poem, with linking perceived darkness – her metaphorical ‘shadow’ - exists as evidence
comparative words (‘also’ , ‘similarly’) of the beautiful place she remembers as home. She sees herself as a
5. Blend in second quotation in comments and survivor. Agard is, perhaps, more assertive in echoing the title of his
analyse for effects poem: he will be ‘checking out’ his own history, irrespective of the
obstacles that ‘dem’ want to ‘bandage’ his eyes with. He will be
6. Develop by pointing out how they differ
‘carving out’ his own identity. The verb phrase contains elements of
within this context – possibly with more
creativity and aggression – echoing the qualities of the cultural
examples.
heroes he cross-references.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems use imagery of hope and light to signify

their subject’s strength in adversity; it’s built in
throughout and structured into the italicised sections
of COMH Emigree
Checking Out
Me History
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point: Both poets utlilise imagery connected with
in a quotation light to project a mood of optimism and hope. Agard litters this
3. Analyse the quotation for techniques throughout his verse, counterpointing the imagery in italicised
4. Bring in second poem, with linking text against the more prosaic sections of reality. A semantic
comparative words (‘also’ , ‘similarly’) field of concrete nouns, such as ‘beacon’, ‘fire’ and ‘sunrise’
5. Blend in second quotation in comments and conveys the energy of the cultural heroes he aspires to. His
analyse for effects dialect adds to this. In a similar vein, Rumens closes each of her
6. Develop by pointing out how they differ stanzas with a reference to ‘sunlight’ – combining an echo of the
within this context – possibly with more bright memories of her native city with a symbol of her present
examples. resilience to hostile strangers in their ‘free city’.
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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Checking Out
Kamikaze Poppies
Me History

Emigree

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the impact on family

of someone going into war. Attitudes in P are far gentl
er.
• Both poems use strong visual imagery
Kamikaze Poppies
to connote the past: P focuses on fabrics, K on the bea
uty of the Japanese coastline
• Where the soldier
is P is lost and mourned, the pilot in K returns to be os
tracised. One is a hero, the other a pariah.
Click on a point to see how you
• K explores through a daughter’s perspective, mostly 3
might write it up in an essay.
rd
person, partly 1st
; P explores from a parent’s more closely, in 1 st person.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the impact on family of someone

going into war. Attitudes in P are far gentler.
Kamikaze Poppies

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending
in a quotation Example Point: Both poems explore the impact of war on
3. Analyse the quotation for techniques family life. Having failed on his mission, the kamikaze pilot
4. Bring in second poem, with linking returns to find he ‘no longer existed’. He lives ‘as though he has
comparative words (‘also’ , ‘similarly’) never retuned’: he’s ostracised by his family. Conversely, the son
5. Blend in second quotation in comments and in Weir’s Poppies is presumably lost to war, and the narrator
analyse for effects clings to memories of his boyhood – whether that be his
6. Develop by pointing out how they differ ‘playground voice’ or the feel of his ‘upturned collar’. In each
within this context – possibly with more case, the reader feels the poignancy for very different reasons.
examples.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems use strong visual imagery to connote the

past: P focuses on fabrics, K on the beauty of the
Japanese coastline
Kamikaze Poppies

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending Example Point: Both poets use striking imagery to evoke the
in a quotation past. For Weir’s grieving mother, the memories of her son lie in
3. Analyse the quotation for techniques a semantic field of fabrics: the ‘collar’, the ‘lapel’or the ‘blazer.’
4. Bring in second poem, with linking She describes her emotions with a semantic field of verbs
comparative words (‘also’ , ‘similarly’) connoting embroidery: these deep and sudden feelings make
5. Blend in second quotation in comments and ‘tucks, darts, pleats’ in her stomach. Garland relies on more
analyse for effects visual, colour-orientated imagery to evoke the beautiful coastline
6. Develop by pointing out how they differ of Japan – the ‘silver’ and ‘emerald’ reflecting a rich heritage
within this context – possibly with more enjoyed by generations – one that the pilot knowingly leaves
examples. behind as he flies out on his ‘one-way journey.’

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Where the soldier is P is lost and mourned, the pilot

in K returns to be ostracised. One is a hero, the other
a pariah.
Kamikaze Poppies
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in
a quotation
3. Analyse the quotation for techniques Example Point: Where one poet explores loss and grief, the other
4. Bring in second poem, with linking looks at failure and ostracization. Rumens explores how her
comparative words (‘also’ , ‘similarly’) narrator clings to physical memories of her son – whether through
5. Blend in second quotation in comments and his ‘playground voice’ or the feel of his ‘upturned collar’. In
analyse for effects contrast, the kamikaze pilot returns, only to find he ‘no longer
6. Develop by pointing out how they differ within existed’: it is ‘as though he has never returned’. In each case, the
this context – possibly with more examples. outcome remains devastating.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• K explores through a daughter’s perspective, mostly

3rd person, partly 1st; P explores from a parent’s more
closely, in 1st person.
Kamikaze Poppies
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending
in a quotation Example Point: The poets each use narrative perspective to show
3. Analyse the quotation for techniques the impact of conflict. Garland distances us from the pilot by writing
4. Bring in second poem, with linking most of Kamikaze in the third person – very little is revealed. Only
towards the end of the poem – in the italicised section – does she
comparative words (‘also’ , ‘similarly’)
explore the impact of her father’s return when she switches to first
5. Blend in second quotation in comments and
person: ‘we learned to be silent.’ In Poppies, we are brought closer
analyse for effects
to the narrator through first person perspective throughout. We
6. Develop by pointing out how they differ understand her suffering: ‘I was brave…I listened.’ The result is that
within this context – possibly with more our primary focus is on the pilot in Kamikaze, and the mother in
examples. Poppies.

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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Kamikaze Emigree
Poppies

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poets of E and P explore the concepts of

moving away: E out of necessity, P out of choice.
• Where P focuses in 1st person perspective on the
person left behind, E focuses on the person moving. Emigree Poppies

• Both poems explore the resilience of someone

facing change; one finds comfort in material things,
the other in thoughts of the past.
• The subjects in both poems take comfort from Click on a point to see how you
memories and the past. might write it up in an essay.
• In both poems there is a sense of ambivalence
about where their lives have brought them.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poets of E and P explore the concepts of

moving away: E out of necessity, P out of choice.
Emigree Poppies
1. Topic sentence making point of
comparison.
2. State how this occurs in first poem, Example Point: In both poems, the poets explore the experience
blending in a quotation of relocation due to conflict. Rumens’ emigree has no choice but
3. Analyse the quotation for techniques to move from her war-ravaged, metaphorically ‘sick’ homeland.
4. Bring in second poem, with linking In blunt terms, she describes how there is ‘no way back’. In
comparative words (‘also’ , ‘similarly’) Poppies, the speaker’s son sees the world opening up to him like
5. Blend in second quotation in comments a ‘treasure chest’ as, contrastingly, he chooses to go to war. By
and analyse for effects using the adjective ‘intoxicated’, Weir suggests he is lured into
6. Develop by pointing out how they conflict– an ambiguous and perhaps ironic metaphor, considering
differ within this context – possibly his ‘churchyard’ fate.
with more examples.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Where P focuses in 1st person perspective on the

person left behind, E focuses on the person moving.
Emigree Poppies
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point: Despite both poems being written from a
in a quotation character’s perspective, one comes from the person left behind,
3. Analyse the quotation for techniques the other from the person leaving. Poppies is a poem of
4. Bring in second poem, with linking reflection, the concrete references to ‘churchyards’ and a ‘war
comparative words (‘also’ , ‘similarly’) memorial’ connoting the quiet grief of a mother left behind. The
5. Blend in second quotation in comments and girl in The Emigree grieves for the ‘white streets’ she has been
analyse for effects forced to leave. The memory, though, is ‘shining’ with the
6. Develop by pointing out how they differ ‘impression of sunlight’ – this gives her strength as she is forced
within this context – possibly with more to brave the new, more hostile environment of the ‘free city’.
examples.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the resilience of someone

facing change; one finds comfort in material things,
the other in thoughts of the past. Emigree Poppies

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending in
Example Point: Both poems address coping with change and
a quotation
loss. In Emigree, the speaker relies on the memory of home:
3. Analyse the quotation for techniques
each stanza concludes with the ‘impression of sunlight’ – which
4. Bring in second poem, with linking
she cites as ‘evidence’ of her survival. The grieving mother in
comparative words (‘also’ , ‘similarly’)
Poppies also relies on memory – but with more materialistic,
5. Blend in second quotation in comments and
albeit symbolic, objects: the ‘binding’ around her son’s blazer,
analyse for effects
described as a ‘blockade’. The imagery here is ambiguous – is
6. Develop by pointing out how they differ within
this him resisting her, or is it her not wanting him to leave? The
this context – possibly with more examples.
use of the adjective ‘bandaged’ almost anticipates his fate.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• The subjects in both poems take comfort from

memories and the past.
1. Topic sentence making point of comparison. Emigree Poppies

2. State how this occurs in first poem, blending in

a quotation Example Point: The speakers in both poems take comfort from
3. Analyse the quotation for techniques the past. In Emigree, the girl’s memories have positive
4. Bring in second poem, with linking connotations with light: she uses the compound adjective
comparative words (‘also’ , ‘similarly’) ‘sunlight-clear’ to paint a picture of her home city – a reference
5. Blend in second quotation in comments and she comes back to at the end of each stanza. Weir’s speaker
analyse for effects juxtaposes soft kinaesthetic nouns – ‘the softening’, ‘felt’,
6. Develop by pointing out how they differ within ‘gloves’ – against words carrying harsher connotations –
this context – possibly with more examples. ‘blackthorns’, ‘blockade’ ‘bandaged’. This contrast might
signify the mother’s love straining against the boy’s fearless
‘impulse.’

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In both poems there is a sense of ambivalence

about where their lives have brought them.
Emigree Poppies

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending
in a quotation Example Point: Interestingly, both poems close with a sense of
ambiguity and, perhaps, ambivalence. The mother in Poppies seems
3. Analyse the quotation for techniques
passive. The verbs ‘leaning’ and ‘listened’ imply she is holding out for
4. Bring in second poem, with linking something – even if merely for the ‘playground voice’ of her distant son.
comparative words (‘also’ , ‘similarly’) In The Emigree, the girl finds herself circled by unnamed accusers.
5. Blend in second quotation in comments and Although passive, her ‘absence’ and ‘shadow’ in their presence is, to her,
analyse for effects ‘evidence of sunlight’. She remains loyal to the memory of the ‘graceful
6. Develop by pointing out how they differ slopes’ she was forced to leave behind. Consequently, neither poet leaves
within this context – possibly with more us totally sure of where the speaker stands by the ending of each poem.
examples.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In K the pilot has a sense of destiny

, in E she faces the unknown.
• The pilot and the girl in E face ostracization Kamikaze
Emigree
and humility at the end.
• Both subjects explore positive connotations of
memory and the past.
• In K, experiences are explored through the
perspectives Click on a point to see how you
of family; in E, the subject is much more alone and might write it up in an essay.
displaced throughout
.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In K the pilot has a sense of destiny, in E she faces

the unknown.
1. Topic sentence making point of comparison. Emigree Kamikaze

2. State how this occurs in first poem, blending

in a quotation Example Point: Where, ironically, the kamikaze pilot embarks
3. Analyse the quotation for techniques on his ‘one-way journey into history’ with a clear sense of
4. Bring in second poem, with linking destiny, the ‘emigree’ walks into the unknown. The description
comparative words (‘also’ , ‘similarly’) of the pilot’s cockpit holds many mystical and positive
5. Blend in second quotation in comments and connotations – the ‘sword’ and the ‘incantations’ denote a sense
analyse for effects of fate. Conversely, the girl describes how her vocabulary is a
6. Develop by pointing out how they differ ‘hollow doll’ – a symbol of the vulnerability with which she has
within this context – possibly with more entered the so-called ‘free city’. Ironically, by the close of the
examples. poem, she is more self-assured and defiant than the pilot father
who feels he ‘no longer existed.’
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• The pilot and the girl in E face ostracization and

humility at the end.
1. Topic sentence making point of comparison. Emigree Kamikaze
2. State how this occurs in first poem, blending in
a quotation
3. Analyse the quotation for techniques
4. Bring in second poem, with linking Example Point: Both poems end with the enforced ostracization
comparative words (‘also’ , ‘similarly’) of characters. In Rumens’ The Emigree, the girl becomes
5. Blend in second quotation in comments and surrounded by strangers who ‘mutter death’ because of her
analyse for effects differences. This is very different in Kamikazee, where the
6. Develop by pointing out how they differ within disgraced father is totally ignored as he is ‘no longer the father
this context – possibly with more examples. (they) loved’. The girl’s resilience grows, while the father’s is
clearly weakened through suffering caused by war.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both subjects explore positive connotations of

memory and the past.
Emigree Kamikaze
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending
in a quotation Example Point: The subjects in both poems have positive
3. Analyse the quotation for techniques memories rooted in their past. The kamikaze pilot comes from a
4. Bring in second poem, with linking family of fishermen: there is a poignant irony in the way he
comparative words (‘also’ , ‘similarly’) recalls bringing home, as a boy, ‘his father’s boat safe’ when his
5. Blend in second quotation in comments and own family go on to ignore him later in life. Similarly, the
analyse for effects emigree’s memories are overwhelmingly positive: ‘sunlight’ is
6. Develop by pointing out how they differ mentioned at the close of each stanza, and her home city is
within this context – possibly with more referred to as ‘white’, where the streets are ‘dancing’. These
examples. connotations of happiness contrast with her final destination.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In K, experiences are explored through the

perspectives of family; in E, the subject is much
more alone and displaced throughout. Emigree Kamikaze

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending in
a quotation Example Point: Whilst the poet of Kamikaze explores experiences
3. Analyse the quotation for techniques through the perspective of the subject’s family, the perspective in The
4. Bring in second poem, with linking comparative Emigree is an isolated one. In the second half of Kamikaze, Garland
switches from third to first person, bringing us to the present day where
words (‘also’ , ‘similarly’)
the pilot is ‘no longer the father we loved.’ This subtle shift allows us to
5. Blend in second quotation in comments and see how war affects everyone – those who have engaged and those who
analyse for effects remain at home. Rumens delivers her poem from an isolated girl’s
6. Develop by pointing out how they differ within perspective: repetition of the pronoun ‘they’ giving a similar sense of
this context – possibly with more examples. isolation, but allow the reader to feel empathy with the main figure.

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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Storm on the Charge of the

Exposure
Island Light Brigade

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Whilst both poems explore the

destructive force of Nature Storm on the
Exposure
Island
, in E the threat is gradual and stealthy, in SotI
more sudden.
• Both poems explore the attack from Nature from a
collective perspective.
Click on a point to see how you
• Where SotI uses the storm as a political metaphor
might write it up in an essay.
, in E it is a more literal threat.
• Both poems explore the threat through a
chronological structure
, although it is more regular and gradual in E.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Whilst both poems explore the destructive force

of Nature, in E the threat is gradual and stealthy,
in SotI more sudden. Storm on the
Exposure
Island
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point: In Owen’s poem, there is a sense of the storm
in a quotation creeping up on the men; whereas Heaney describes it pouncing
3. Analyse the quotation for techniques ‘like a tame cat turned savage.’ Owen’s repetition of the refrain
4. Bring in second poem, with linking ‘But nothing happens’ throughout the poem creates a sense of
comparative words (‘also’ , ‘similarly’) dull anticipation. In describing the ‘flowing flakes that flock’,
5. Blend in second quotation in comments and his alliterative use of the fricative sounds evokes the stealthy but
analyse for effects deadly assault of the weather. Conversely, Heaney uses
6. Develop by pointing out how they differ monosyllabic yet highly physical verbs, like ‘spits’, ‘dives’, ‘hits’
within this context – possibly with more and ‘strafes’ to capture the sudden almost militaristic onslaught
examples. of the storm’s ‘tragic chorus’.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the attack from Nature from a

collective perspective.
Storm on the
Exposure
1. Topic sentence making point of comparison. Island

2. State how this occurs in first poem, blending

in a quotation Example Point: Both poets explore the attack from Nature from a
3. Analyse the quotation for techniques collective perspective. In the opening stanza of Storm, Heaney states
4. Bring in second poem, with linking confidently that ‘we build’ and ‘we are prepared’. He addresses the
comparative words (‘also’ , ‘similarly’) reader directly in a friendly tone – ‘you know what I mean’ – partly
5. Blend in second quotation in comments and inviting confidence, partly to make excuses for their ‘forgetting’ about the
analyse for effects reality of the storm’s onslaught. Similarly, Owen documents twenty-four
6. Develop by pointing out how they differ hours in the freezing trenches from the first person plural perspective,
albeit in a more distant tone. Where, in the final stanza, he states that
within this context – possibly with more
‘this frost will fasten on… us’, the modal verb ‘will’ gives a sense that his
examples. is the nihilistic voice for a lost generation.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Where SotI uses the storm as a political metaphor,

in E it is a more literal threat.
Storm on the
Exposure
Island
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point: Clearly. for Heaney, the storm is a political
in a quotation metaphor for terrorist threat. Not only do the first eight letters of the
3. Analyse the quotation for techniques poem spell the name of the seat of the Northern Ireland assembly;
4. Bring in second poem, with linking but, also, militaristic references such as ‘bombarded’, ‘strafes’ and
comparative words (‘also’ , ‘similarly’) ‘salvo’ dominate the end of the poem. Owen’s depiction of the
5. Blend in second quotation in comments and elements as the enemy is a more literal one – it is truly more deadly
analyse for effects than the men in the opposing trenches. Interestingly, he then turns
6. Develop by pointing out how they differ this around and uses the concept of ‘the enemy’ as a metaphor for the
within this context – possibly with more extreme cold in describing ‘Dawn massing her melancholy army’.
examples. Here, the use of assonance and the verb ‘massing’ have a truly
chilling impact.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the threat through a

chronological structure, although it is more
regular and gradual in E.
Storm on the
Exposure
Island
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in
a quotation Example Point: Both poems explore the destructive nature of
3. Analyse the quotation for techniques power through their chronological structure, albeit at a different
4. Bring in second poem, with linking pace. In Heaney’s Storm, the pace quickens, to turn on the
comparative words (‘also’ , ‘similarly’) ominous phrase ‘when it begins’ in line 14. Thereafter, the
5. Blend in second quotation in comments and islanders are ‘bombarded by the empty air.’ Owen chronicles the
analyse for effects stealth-like creeping of the snowstorm over a whole day in long,
6. Develop by pointing out how they differ within slow lines of hexameter – from the ‘silent’ night, through to a
this context – possibly with more examples. ‘melancholy’ dawn. He concludes with the present time of
‘tonight;’ and the ‘burying party’ in the final stanza.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In SotI, the islanders prepare and wait for an oncoming

attack; in CotLB, the cavalry ride out to meet it.
• In CotLB, conflict and suffering Storm on the Charge of the
Island Light Brigade
are the results of human error; in SotI
they are partly anticipated but still inevitable.
• Both poems explore the sensory experiences
of conflict, although the imagery is CotLB is more literal.
• Where CotLB is structured around attack and retreat, Click on a point to see how you
SotI focuses on preparation, then attack. might write it up in an essay.
• CotLB focuses on bravery and honour in adversity; SotI
examines the fear and terror of the victims more.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In SotI, the islanders prepare and wait for an oncoming

attack; in CotLB, the cavalry ride out to meet it.
Storm on the Charge of the
1. Topic sentence making point of comparison. Island Light Brigade
2. State how this occurs in first poem, blending
Example Point: While the islanders in Storm prepare then wait
in a quotation
for the oncoming storm, the cavalry in Charge gallop towards
3. Analyse the quotation for techniques
their foe to meet it head on. Heaney describes the islanders as
4. Bring in second poem, with linking
feeling ‘prepared’; although they can only ‘sit tight’ when it
comparative words (‘also’ , ‘similarly’)
comes. The adjective ‘empty’ with the noun phrase, ‘a huge
5. Blend in second quotation in comments and
nothing’ increases their feeling of helplessness. In contrast, the
analyse for effects
solders in Charge ride towards their enemy ‘boldly’, the
6. Develop by pointing out how they differ
adjective conversely revealing their lack of preparedness.
within this context – possibly with more
Consequently, they face the very real ‘mouth of Hell’ and the
examples.
resulting massacre

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In CotLB, conflict and suffering are the results of human

error; in SotI they are partly anticipated but still
inevitable.
Storm on the Charge of the
1. Topic sentence making point of comparison. Island Light Brigade

2. State how this occurs in first poem, blending in

a quotation Example Point: In Charge, the suffering resulting from conflict
3. Analyse the quotation for techniques begins with human error, whereas outcome is more anticipated in
4. Bring in second poem, with linking Storm. Whilst saluting the ‘glory’ of the ‘noble six hundred’,
comparative words (‘also’ , ‘similarly’) Tennyson begrudgingly concedes, in the second stanza, that
5. Blend in second quotation in comments and ‘someone had blundered’ in ordering the charge. The
analyse for effects understatement of the verb ‘blundered’ and the reluctance to
6. Develop by pointing out how they differ within name the guilty officer are noteworthy here. In Storm, no-one is
this context – possibly with more examples. culpable: they are ‘prepared’ but know that the storm will come.
The opening lines therefore seem hollow and almost apologetic.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the sensory experiences of conflict,

although the imagery is CotLB is more literal.
Storm on the Charge of the
1. Topic sentence making point of comparison. Island Light Brigade

2. State how this occurs in first poem, blending in

a quotation Example Point: It is interesting to note that both poems engage
3. Analyse the quotation for techniques with the sensory experiences of conflict. Tennyson does this
4. Bring in second poem, with linking more literally in Charge, particularly in the fourth stanza, where
comparative words (‘also’ , ‘similarly’) the enemies engage. Continuous use of sibilant onomatopoeic
5. Blend in second quotation in comments and verbs such as ‘shattered’, ‘flashed’ and ‘sundered’ recreate the
analyse for effects fire, smoke and noise of the Battle of Balaclava. Heaney writes
6. Develop by pointing out how they differ within that the sounds of the storm are absent because ‘there are not
this context – possibly with more examples. trees’. He focuses instead on the feel of the powerful force using
very powerful, physical words like ‘pummel’, ‘bombardment’
and ‘exploding’.
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Where CotLB is structured around attack and retreat,

SotI focuses on preparation, then attack.
Storm on the Charge of the
1. Topic sentence making point of comparison. Island Light Brigade

2. State how this occurs in first poem, blending in

a quotation Example Point: Both poems are structured around precise moments
of conflict. Charge follows a pattern of charging, then engaging,
3. Analyse the quotation for techniques
then retreating between over stanzas two to four, with the stanzas
4. Bring in second poem, with linking
either side of the attack mirroring each other’s wording closely. This
comparative words (‘also’ , ‘similarly’)
creates a sense of the ‘noble six hundreds’ rapidly-changing fortunes.
5. Blend in second quotation in comments and Storm approaches the moment of impact more slowly over changing
analyse for effects adjectival phrases: initially, the islanders are ‘prepared’, but by the
6. Develop by pointing out how they differ within close of the poem, they are completely ‘bombarded.’ The build-up is
this context – possibly with more examples. gradual, but the impact created by the ‘huge nothing’ of their enemy
is great when it arrives.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

CotLB focuses on bravery and honour in adversity; SotI

examines the fear and terror of the victims more.
Storm on the Charge of the
Island Light Brigade
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending
in a quotation Example Point: Where Tennyson explores concepts of bravery
3. Analyse the quotation for techniques and honour in adversity, Heaney chooses to focus on the terror
4. Bring in second poem, with linking and fear of the victims. Despite everything their brigade has
comparative words (‘also’ , ‘similarly’) been through, Tennyson chooses to praise their memory with
5. Blend in second quotation in comments and positive words: ‘glory’, ‘honour’ and ‘noble’. Heaney paints a
analyse for effects picture of small islanders huddling against the unknown, his final
6. Develop by pointing out how they differ words connotating terror with the oxymoronic: ‘It is a huge
within this context – possibly with more nothing that we fear.’
examples.

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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Charge of the
Exposure
London Light Brigade

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems focus on the sounds

of conflict but in very different ways: L descr
ibes the sad cries of victims of exploitation;
CotLB describes the sounds of the battlefield. London
Charge of the
Light Brigade
• Both poems portray soldiers as victims
and blame superiors for their fate – L a lot m
ore strongly though.
• While L focuses on the mental bondage
of victims, CotLB Click on a point to see how you
focuses on the physical exertions of the soldi might write it up in an essay.
ers.
• While CotLB
holds the soldiers up as eternal heroes, L desc
ribes the
victims
as being locked in a miserable cycle of despai
r.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems focus on the sounds of conflict

but in very different ways: L describes the sad
cries of victims of exploitation; CotLB
Charge of the
describes the sounds of the battlefield. London
Light Brigade

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending in Example Point: Both poems explore the sounds of suffering and conflict,
a quotation yet in very different ways. Blake’s Londoners fill the ‘chartered streets’
3. Analyse the quotation for techniques with many a ‘cry’ and sounds of ‘woe’. Blake also describes the ‘blast’ of
4. Bring in second poem, with linking the mother’s ‘curse’ at her unwanted child. Through these simple nouns
comparative words (‘also’ , ‘similarly’) the ‘harlot’ becomes both the abused and the abuser. Charge, in
5. Blend in second quotation in comments and essentially being propaganda, takes attention away from human suffering
by describing the riotous sounds of weaponry instead. Tennyson
analyse for effects
explicity describes how the cannons ‘thundered’ and the sabres
6. Develop by pointing out how they differ within ‘shattered.’ One evokes pity, the other evokes awe.
this context – possibly with more examples.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems portray soldiers as victims and

blame superiors for their fate – L a lot more
strongly though. Charge of the
London
Light Brigade
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending Example Point: Both poems portray soldiers as victims,
in a quotation although Blake, notably a republican, puts greater emphasis on
3. Analyse the quotation for techniques this. He writes how the ‘hapless soldier’s sigh / runs in blood
4. Bring in second poem, with linking down palace walls.’ The adjective ‘hapless’ suggests
comparative words (‘also’ , ‘similarly’) hopelessness, with the symbolism of ‘blood’ and ‘palace walls’
5. Blend in second quotation in comments and suggesting that blame lies firmly with a monarchy that has sent
analyse for effects minions into conflict. Tennyson records how ‘horse and hero fell’
6. Develop by pointing out how they differ because ‘someone had blundered’. Supporting the regime, he
within this context – possibly with more chooses to focus more on the soldiers’ unswerving loyalty
examples. (‘theirs not to reason why’) than their superiors’ mistakes.
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• While L focuses on the mental bondage of

victims, CotLB focuses on the physical
exertions of the soldiers. London
Charge of the
Light Brigade

1. Topic sentence making point of comparison. Example Point: While Blake focuses on the mental turmoil of
2. State how this occurs in first poem, blending those suffering in conflict, Tennyson prefers to detail physical
in a quotation exertion. Central to ‘London’ is the alliterative noun phrase
3. Analyse the quotation for techniques ‘mind-forged manacles’. This image of imprisonment is
4. Bring in second poem, with linking something man has inflicted on fellow man. Tennyson uses
comparative words (‘also’ , ‘similarly’) dramatic verbs to show physical excess – the cavalry ‘plunged’
5. Blend in second quotation in comments and and ‘reeled’ through the battle. By the penultimate stanza,
analyse for effects though, they are victims too – being ‘storm’d at with shot and
6. Develop by pointing out how they differ shot’. Here, the use of sibilance serves to increase the sense of
within this context – possibly with more drama that permeates this seminal poem.
examples.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• While CotLB holds the soldiers up as eternal

heroes, L describes the victims as being
locked in a miserable cycle of despair. London
Charge of the
Light Brigade

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending in Example Point: Whilst Tennyson’s cavalry emerge from their
a quotation encounters as eternal heroes whose ‘glory’ cannot ‘fade’, Blake’s
3. Analyse the quotation for techniques citizens of London are locked in an eternal cycle of despair. In
4. Bring in second poem, with linking comparative the desperate final stanza of London, the ‘youthful harlot’ –
words (‘also’ , ‘similarly’) probably only just out of childhood herself - curses her ‘new-
5. Blend in second quotation in comments and born infant’. Even the children are locked in the cycle of misery.
analyse for effects This is also encapsulated in the oxymoronic ‘marriage hearse’ –
6. Develop by pointing out how they differ within the institution which should bring about a new direction in life,
this context – possibly with more examples. instead, signals the end of it.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poets explore suffering, although L puts emphasis on

mental anguish, E more on physical.
• Where, in L, the poet makes clear that man causes suffering
London Exposure
on fellow man, the poet of E explores suffering at the hands o
f Nature.
• The anger of the onlooker observing suffering is carried throu
gh the regularity of L’s
form
; in E the speaker is part of the slow suffering and boredom, a Click on a point to see how you
nd the rhythm and rhymes are more subtly drawn out. might write it up in an essay.
• Where the poet of L sees suffering
where there should be joy; E explores a world that is predomi
nantly bleak; even a mental journey back home offers no real
solace.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poets explore suffering, although L puts emphasis on

mental anguish, E more on physical.
Exposure
1. Topic sentence making point of comparison. London

2. State how this occurs in first poem, blending

Example Point: While both poets explore suffering in conflict,
in a quotation
Blake dwells on mental turmoil, whilst Owen explores the
3. Analyse the quotation for techniques
physical toil of war. Central to ‘London’ is the alliterative noun
4. Bring in second poem, with linking
phrase ‘mind-forged manacles’. This image of imprisonment is
comparative words (‘also’ , ‘similarly’)
something man has inflicted on fellow man. Owen uses the
5. Blend in second quotation in comments and
concept of ‘the enemy’ as a metaphor for the extreme cold in
analyse for effects
describing ‘Dawn massing her melancholy army’. This is
6. Develop by pointing out how they differ
increased by constantly referencing the ‘shivering ranks of grey’.
within this context – possibly with more
Through personifying the elements, he makes it seem cruel and
examples.
unyielding.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Where, in L, the poet makes clear that man causes suffering

on fellow man, the poet of E explores suffering at the hands of
Nature.
London Exposure
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending
in a quotation Example Point: Central to ‘London’ is the alliterative noun
3. Analyse the quotation for techniques phrase ‘mind-forged manacles’. This image of imprisonment is
4. Bring in second poem, with linking something man has inflicted on fellow man. Conversely, Owen
comparative words (‘also’ , ‘similarly’) explores suffering at the mercy of nature – especially the
5. Blend in second quotation in comments and weather. The ‘trench poet’ chronicles the stealth-like creeping of
analyse for effects the snow storm over a whole day in long, slow hexameters –
6. Develop by pointing out how they differ from the ‘silent’ night, through to a ‘melancholy’ dawn. His
within this context – possibly with more personification of both time and the weather intensify the sense
examples. of suffering at the hands of Nature.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• The anger of the onlooker observing suffering is carried

through the regularity of L’s form; in E the speaker is part of
the slow suffering and boredom, and the rhythm and rhymes
are more subtly drawn out.. London Exposure

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending Example Point: Both poets use verse form in strikingly
in a quotation different ways to establish the tones and moods of their speakers.
3. Analyse the quotation for techniques Blake drives regular rhyme and a pounding tetrameter rhythm
4. Bring in second poem, with linking through his stanzas, giving the sense of his anger and dismay.
comparative words (‘also’ , ‘similarly’) Owen uses a longer line length and subtle half-rhyme to suggest
5. Blend in second quotation in comments and uncertainty and discord throughout Exposure. The refrain of
analyse for effects ‘But nothing happens’ at the close of most stanzas heightens the
6. Develop by pointing out how they differ sense of frustration and drawn-out tension.
within this context – possibly with more
examples.
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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Where the poet of L sees suffering where there should be joy;

E explores a world that is predominantly bleak; even a mental
journey back home offers no real solace. Exposure
London
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in
a quotation Example Point: Where, in London, Blake shows that there is
3. Analyse the quotation for techniques suffering where their should be joy; Owen paints a more predominant
4. Bring in second poem, with linking picture of bleakness, where even a mental journey towards home
comparative words (‘also’ , ‘similarly’) brings no comfort. Blake’s images of children – traditionally
5. Blend in second quotation in comments and innocent and happy – are miserable ones. The poem is full of
negative emotive words: ‘cry’, ‘tear’, ‘fear’ and ‘appals.’ This is idea
analyse for effects
is also encapsulated in the oxymoronic ‘marriage hearse’ – the
6. Develop by pointing out how they differ within
institution which should bring about a new direction in life instead
this context – possibly with more examples. signals the end of it. Simialrly, Owen’s repeated phrase ‘But nothing
happens’ paints a picture of unrelenting misery and very little hope.
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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Charge of the
London
Light Brigade

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Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Storm on the
London
Exposure Island

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 • Both poets explore controlling figures
• Both poets explore materialistic decay of man- from history.
made objects in their imagery. • O creates distance between the powerful
• Both poets explore the links between pride, legacy person and the reader (structure); MLD
and power. creates familiarity through monologue.
• Where O focuses on nothing being left behind, T • O explores tyranny against a kingdom,
explores the ideas of hope and a higher being MLD against an individual.
passing through. • In MLD, the reign of power continues; in
• Where O focuses on a powerful historic figure, T O it has been rendered obsolete by Nature.
takes a more general and abstract view of power.
My Last Duchess
Tissue Ozymandias
• In O, forces of nature strip power
leaving nothing; in SotI, nature seems
to be a ‘huge nothing’.
• In O, human power is presented as
finite, in SotI, a metaphor is used to Storm on the Island Prelude
show its continued strength.
• In SotI, nature is presented as • Both speakers in SotI and P struggle to describe the
aggressive; in O, it is something that attacking force.
gradually eats away and causes decay
over time.
Type A: how forces • Both speakers describe preparation, but come undone by
an unstoppable force.
• Both poems have a sense of mystery
– O explores the past, SotI, the nature
of power / conflict are • Both poets use natural imagery to describe an ulterior
force of power.

•
of the storm / terrorism.
Both poems deal with rule using
presented • Where SotI is a shared experience of suffering, P
explores an individual one.
terror. • Both poets focus on the imagery of water as a symbol of
force and change.
Type B: how those •
•
In both R and WP, the subjects of the poem feel trauma once away from war
R is written from the soldier’s perspective: a closer picture of psychological trauma. WP is 3 rd person:
affected by power / •
the reader is standing outside looking in
Both feel guilt over those on the receiving end of their attention. In R a rifle is pointed, in WP, a
conflict are •
camera.
Both poets are vague about location, suggestion that these traumatic events occur in many areas of
presented conflicts, in many lands.

• R is written from the War Photographer • In BC, the solider is thrust suddenly
soldier’s perspective: a into a conflict situation; in WP, the
closer picture of subject prepares and contemplates his
psychological trauma. BC
is 3rd person, the reader is
Remains Bayonet Charge role.
• BC explores the soldier’s fear, WP
standing outside looking explores the pain of victims of war.
in. • Both poems explore their subject’s
• R is structured to give a
sense of before and after
Exposure disillusionment and changing
attitudes towards war.
conflict; BC takes a brutal • BC – 3rd pers. Perspective creates distance from reader; E 1 st person • Both poems explore the ambivalent
snapshot of a moment and plural reflects camaraderie and direct experience. attitudes of others towards war.
doesn’t go beyond. • In BC the enemy is unseen, and his superiors are also perceived as the
• In BC the solider reflects enemy; in E, the enemy is cold weather. There is also hostility with
on motivations for people at home.
fighting; in R, he reflects • Both poems have moments of hallucination / reflection where they
on his actions during war. contemplate their fate. These are reflected in changes in pace.
• In R, he tries to justify his • Where E uses form to slow the pace of poem – ‘nothing happens’, BC
actions, in BC, the soldier in more erratic free verse to signify the chaos of war
feels the has no choice but • Chronology: BC captures a moment in time, E occurs over a
to obey. complete day
 • Both COMH and E explore perspectives of someone isolated from their culture; but the subject in E is more distant 3 rd
Type B: how person, where COMH written in 1st P from personal perspective.
• Where COMH contrasts specific cultural aspects taught and denied; E explores contrast between what was and is in an
those affected by unspecified homeland.
power / conflict • Both poems end with a resilient tone, although E’s is more passive, COMH’s more aggressive.
• Both poems use imagery of hope and light to signify their subject’s strength in adversity; it’s built in throughout and
are presented structured into the italicised sections of COMH

Checking Out Me History • Both poets of E and P

• Both poems explore explore the concepts of
the importance of moving away: E out of
tradition and Kamikaze • In K the pilot has a sense of destiny, in E she faces the unknown. necessity, P out of choice.
heritage. • The pilot and the girl in E face ostracization and humility at the end. • Where P focuses in 1st
• In K, the pilot sets out • Both subjects explore positive connotations of memory and the past. person perspective on the

Emigree
on a personal mission • In K, experiences are explored through the perspectives of family; in person left behind, E focuses
but fails; in COMH, E, the subject is much more alone and displaced throughout. in 3rd on the person moving.
the poet realises his • In K, the pilot chooses honour and destiny; in E, she has no choice, • Both poems explore the
mission at the end of but clings to her language and memories of her home city. resilience of someone facing
the poem. change; one finds comfort in
• K draws upon vivid material things, the other in
natural imagery to
connote beauty; in
Poppies •
thoughts of the past.
The subjects in both poems
COMH, imagery is • Both poems explore the impact on family of someone going into war. Attitudes in P are take comfort from
more symbolic and far gentler. memories and the past.
visionary. • Both poems use strong visual imagery to connote the past: P focuses on fabrics, K on • In both poems there is a
• Both poets use natural the beauty of the Japanese coastline sense of ambivalence about
imagery; in K it • Where the soldier is P is lost and mourned, the pilot in K returns to be ostracised. One where their lives have
connotes both beauty is a hero, the other a pariah. brought them.
in danger, in COMH it • K explores through a daughter’s perspective, mostly 3rd person, partly 1st; P explores
connotes hope and a from a parent’s more closely, in 1 st person.
journey.
Type B: how those •
•
Both poets explore suffering, although L puts emphasis on mental anguish, E more on physical.
Where, in L, the poet makes clear that man causes suffering on fellow man, the poet of E explores
affected by power / •
suffering at the hands of Nature.
The anger of the onlooker observing suffering is carried through the regularity of L’s form; in E the
conflict are speaker is part of the slow suffering and boredom, and the rhythm and rhymes are more subtly drawn
out.
presented • Where the poet of L sees suffering where there should be joy; E explores a world that is predominantly
bleak; even a mental journey back home offers no real solace.

• Whilst both poems explore

the destructive force of London • Both poems focus on the sounds of
Nature, in E the threat is conflict but in very different ways: L
gradual and stealthy, in
SotI more sudden.
Exposure Charge of the Light describes the sad cries of victims of
exploitation; CotLB describes the
• Both poems explore the Brigade sounds of the battlefield.
attack from Nature from a Storm on • Both poems portray soldiers as
collective perspective.
• Where SotI uses the storm the Island victims and blame superiors for their
fate – L a lot more strongly though.
as a political metaphor, in • In SotI, the islanders prepare and wait for an oncoming attack; in • While L focuses on the mental
E it is a more literal threat. CotLB, the cavalry ride out to meet it. bondage of victims, CotLB focuses
• Both poems explore the • In CotLB, conflict and suffering are the results of human error; in on the physical exertions of the
threat through a SotI they are partly anticipated but still inevitable. soldiers.
chronological structure, • Both poems explore the sounds of conflict, although the imagery is • While CotLB holds the soldiers up as
although it is more regular CotLB is more literal. eternal heroes, L describes the
and gradual in E. • Where CotLB is structured around attack and retreat, SotI focuses on victims as being locked in a
preparation, then attack. miserable cycle of despair.
• CotLB focuses on bravery and honour in adversity; SotI examines the
fear and terror of the victims more.
 • In MLD, reign of power • My Last Duchess
• Ozymandias continues, in O it has been
rendered obsolete by
Nature

Possible Quotations (phrases or individual 1. Topic sentence making point of

words that connote): comparison.
2. State how this occurs in first poem,
1 blending in a quotation
3. Analyse the quotation for techniques
2 4. Bring in second poem, with linking
comparative words (‘also’ , ‘similarly’)
3 5. Blend in second quotation in comments
and analyse for effects
4: 6. Develop by pointing out how they
differ within this context – possibly
with more examples.
 • In MLD, reign of power • My Last Duchess
• Ozymandias continues, in O it has been
rendered obsolete by
Nature

Written Point
1. Topic sentence making point of
comparison.
Interestingly, while the Duke’s grasp of control remains tight
2. State how this occurs in first poem,
throughout My Last Duchess, the tyrant’s has been rendered
blending in a quotation
obsolete in Ozymandias. In Browning’s monologue, the Duke
3. Analyse the quotation for techniques
brags of his ‘commands’, and ends his speech by moving on to
4. Bring in second poem, with linking
his new duchess, the Count’s daughter. He asserts that she ‘is
comparative words (‘also’ , ‘similarly’)
my object’, the use of the cold noun ‘object’ demonstrating his
5. Blend in second quotation in comments
continued need to control. In contrast, Ozymandias power has
and analyse for effects
vanished among the ‘lone and level’ sands. Shelley’s
6. Develop by pointing out how they
alliterative imagery paints a mysterious picture of a tyrannical
differ within this context – possibly
rule that has been defeated by Nature itself.
with more examples.
Type B: how those affected by power / conflict are presented

Here are the best poems to compare with. Click on the second
poem of choice to reveal ideas of conceptualised points

NAMED POEM BEST OPTIONS

Emigree Checking Out

Kamikaze Poppies
Me History

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In BC, the solider is thrust suddenly into a

conflict
situation; in WP, the subject prepares and cont Bayonet War
emplates his role. Charge Photographer

• BC explores the soldier’s fear

, WP explores the pain of victims of war.
• Both poems explore their subject’s
disillusionment Click on a point to see how you
and changing attitudes towards war. might write it up in an essay.
• Both poems explore the ambivalent attitudes
of others towards war.

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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• In BC, the solider is thrust suddenly into a

conflict situation; in WP, the subject prepares
and contemplates his role.
Bayonet War
Charge Photographer

1. Topic sentence making point of comparison.

2. State how this occurs in first poem, blending
Example Point:
in a quotation
Where the soldier in Bayonet Charge is thrust straight into
3. Analyse the quotation for techniques
conflict, the subject in War Photographer takes time to
4. Bring in second poem, with linking
contemplate his role. Hughes opens his poem with dramatic in
comparative words (‘also’ , ‘similarly’)
media res: the dramatic verbs running and stumbling connoting
5. Blend in second quotation in comments and
drama for the reader. Duffy behind in the quiet of the
analyse for effects
photographer’s darkroom, where his light ‘softly glows’. This
6. Develop by pointing out how they differ
calm is juxtaposed against the horror of warzones he has
within this context – possibly with more
occupied, described later in the poem.
examples.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• BC explores the soldier’s fear, WP explores

the pain of victims of war.
Bayonet War
Charge Photographer
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending
Example Point: Hughes focuses on the fear and terror that the
in a quotation
soldier feels as he charges towards death, where, for Duffy, the
3. Analyse the quotation for techniques
emphasis is on the pain of the victims of war. In the opening
4. Bring in second poem, with linking
stanza, Hughes creates a sense of fear and panic through
comparative words (‘also’ , ‘similarly’)
references to heat. The soldier wears ‘hot khaki’ and is
5. Blend in second quotation in comments and
‘sweating’. At the close of the poem, this is intensified, when the
analyse for effects
air is described as ‘blue crackling’. Duffy takes a less literal but
6. Develop by pointing out how they differ
more general approach , in describing the ‘blood stained into
within this context – possibly with more
foreign dust’ and the ‘hundred agonies’ captured in the
examples.
photographs.
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Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore their subject’s

disillusionment and changing attitudes
towards war Bayonet War
Charge Photographer
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending in Example Point: Both poets explore their subjects’
a quotation disillusionment and changing attitudes towards war. The soldier
3. Analyse the quotation for techniques in Hughes’ poem had once clung on to ‘King, honour, human
4. Bring in second poem, with linking dignity’; but these are now ‘dropped like luxuries’ – the simile
comparative words (‘also’ , ‘similarly’) evoking his desperate and instinctive need to survive. Duffy’s
5. Blend in second quotation in comments and war photographer has almost become numbed to war: he feels the
analyse for effects readers who look at his work ‘do not care’. He stares
6. Develop by pointing out how they differ within ‘impassively’, the adjective connotating someone who has given
this context – possibly with more examples. up on making a difference – presumably the reason why someone
would take on such a harrowing job.

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 Type B: how those affected by power / conflict are presented

Conceptualised Comparisons

• Both poems explore the ambivalent attitudes

of others towards war. Bayonet War
Charge Photographer
1. Topic sentence making point of comparison.
2. State how this occurs in first poem, blending
in a quotation Example Point: Duffy’s war photographer is numbed by war:
3. Analyse the quotation for techniques the feels the readers who look at his work ‘do not care’. He
4. Bring in second poem, with linking stares ‘impassively’, the adjective connotating someone who has
comparative words (‘also’ , ‘similarly’) given up on making a difference. Hughes soldier ponders on the
5. Blend in second quotation in comments and ‘cold clockwork’ that controls his fate. This alliterative metaphor
analyse for effects alludes to his superiors commanding him – he is merely a small
6. Develop by pointing out how they differ part in a large machine where emotions and compassion are no
within this context – possibly with more longer involved.
examples.

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