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1. Dulce Et Decorum Est by Wilfred Owen Poem Analysis

2. Dulce Et Decorum Est by Wilfred Owen Poem Analysis

3. Identify themes and/or ideas that are explored through a poem. Learning Objectives Explain how language features and poetic techniques are used to communicate meaning or position audience response . Consider how knowledge of context can shape or influence our understanding of, and response to, a poem.

4. Think Pair Share “It is sweet and honourable to die for ones country.” Discuss this statement. Do you agree or disagree? Justify your answer.

5. Read through the poem aloud as a class. Then, consider and discuss the following questions. First Reading What feelings does the poem evoke? Who is the speaker, and what is their relationship to the events described? How does this perspective shape our response to the poem? What seems to be the central message or theme? What do you know about World War I, and how might that context shape the content or purpose of the poem?

6. Context Let’s explore the historical, social and authorial context of the poem. These aspects provides essential background for grasping its themes, tone, and message.

7. WWI A Brief Context World War I, also known as the Great War, lasted from 1914 to 1918 . The war was triggered by a complex web of alliances, nationalism, militarism, and the assassination of Archduke Franz Ferdinand of Austria-Hungary. The war involved two main alliances : the Allies (including Britain, France, Russia, and the United States) and the Central Powers (Germany, Austria-Hungary, the Ottoman Empire). Much of the fighting took place in trenches , especially on the Western Front in France and Belgium, leading to a prolonged stalemate and horrific living conditions for soldiers. The war also saw the introduction of modern warfare technologies , including machine guns, tanks, airplanes, and chemical weapons like poison gas. World War I resulted in unprecedented casualties , with millions of soldiers and civilians killed or wounded. The war ended with the signing of the Treaty of Versailles in 1919, which imposed harsh penalties on Germany and set the stage for future conflicts, including World War II.

8. As the war dragged on, many soldiers and civilians became disillusioned with the idea of noble sacrifice, leading to widespread anti-war sentiment . Soldiers wrote to expose the true horrors of war, challenging the glorified narratives and advocating for a more honest depiction of the their experience. World War I saw the first large-scale use of chemical weapons, including chlorine and mustard gas , causing horrific injuries and deaths. Soldiers had to quickly don gas masks to survive attacks, but many suffered from the effects of exposure, including blindness , lung damage, and death . Trench Warfare Chemical Weapons Impact on Society Soldiers lived in muddy, unsanitary trenches for long periods, facing constant threats from enemy fire, disease , and the elements. The harsh conditions led to severe physical exhaustion , psychological trauma (known as shell shock or PTSD), and a sense of hopelessness among soldiers.

9. Wilfred Owen was a soldier in World War I who was deeply affected by his own harrowing experiences on the front lines. His poetry reflects the brutality and senselessness of war and he sought to dispel the romanticised notion of war as noble and glorious. He met fellow poet Siegfried Sassoon while recovering from shell shock at Craiglockhart War Hospital in 1917. Sassoon, an established war poet and outspoken critic of the war, encouraged him to use his poetry as a means of protest . Owen wrote Dulce et Decorum Est in 1917 , while recovering in hospital and sent the poem in a letter to his mother. He was killed in action on November 4, 1918 and the poem was published posthumously in 1920. Authorial Context Wilfred Owen

10. The title and final line of the poem, "Dulce et Decorum Est Pro Patria Mori" is a Latin phrase, meaning “It is sweet and honorable to die for one's country”. The line is inscribed on various war memorials, monuments , and military academy walls around the world. It was widely used in wartime propaganda to encourage enlistment and support for the war. Wilfred Owen used this phrase ironically in his poem to contrast the romanticised view of war promoted by propaganda with the grim and brutal reality experienced by soldiers. The poem ultimately condemns the use of this expression to romanticise war and encourage young men to enlist. The Title

11. Think Pair Share How has this knowledge of context influenced or changed your understanding of and response to the poem? Be prepared to share your thoughts.

12. Analysis We’re now going to perform a close reading analysis of the poem looking closely at the choices the poet has made in regards to language and structure and considering how these influence our interpretation and response.

13. Poetic Devices As you complete your second reading, consider the use of: Figurative language - including simile, metaphor and personification Descriptive language and sensory imagery - visual (sight), tactile (touch), auditory (sound), gustatory (taste), olfactory (smell) and kinaesthetic (movement) Sound devices - repetition, onomatopoeia, alliteration, assonance, euphony and cacophony Word choice - word class and connotation Other language features - e.g. irony, punctuation, capitalisation Rhyme and rhythm - meter, beats, pacing Structure - form, stanzas, line length, point of view

14. Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of tired, outstripped Five-Nines that dropped behind. Describe the imagery and ideas conveyed by the similes in the first two lines and explain how this contrasts with the usual imagery of soldiers depicted in propaganda. What sound devices can you identify in line 2 and how do these influence mood and meaning? Why do you think the flares are described as ‘haunting’ in line 3? Describe the double meaning of the phrase ‘distant rest’ in line 4. How does the alliteration of the ‘m’ sound in line 5 affect the pace and mood of this stanza? What figurative language devices are used in the last 2 lines? Describe their effect. *‘five-nines’ refers to 5.9-inch artillery shells used by the Germans that were filled with poison gas, such as chlorine or phosgene. *flares are bright lights launched into the sky to illuminate the battlefield at night to help soldiers see the enemy.

15. Bent double, like old beggars under sacks , K nock- k need, coughing like hags , we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. M en m arched asleep. M any had lost their boots But limped on, blood-shod . All went lame ; all blind ; Drunk with fatigue; deaf even to the hoots Of t i red, outstripped F i ve-N i nes that dropped beh i nd. Similes comparison to ‘beggars’ and ‘hags’ - desperate, lack of dignity, mentally and physically crippled/deformed nightmarish supernatural imagery contrasts to stereotypical young, fit, physically able soldiers depicted in propaganda Sound devices (alliteration, onomatopoeia and cacophony) - Sounds of sickness, discomfort and despair Uncomfortable rhythm mirrors the pace of soldiers who are physically crippled and unable to walk Personification they make the soldiers visible targets potentially leading to their death Double meaning - camps away from the front line where soldiers may rest, can also be interpreted as a euphemism for death Alliteration - sounds drowsy and slow depicting their exhaustion, creating zombie-like imagery Word choice - evokes images of severe injury, helplessness, and suffering and convey the debilitating physical and psychological effects of war on soldiers Metaphor - compares extreme exhaustion to being intoxicated i.e. loss of control, disorientation Personification - suggests that even the gas shells are sick and tired of the war, mirrors the fatigue felt by the soldiers Sample Analysis: *please note, this is a sample analysis only - poetry is open to multiple interpretations

16. Gas! Gas! Quick, boys! – An ecstasy of fumbling, Fitting the clumsy helmets just in time; But someone still was yelling out and stumbling, And flound'ring like a man in fire or lime . . . Dim, through the misty panes and thick green light, As under a green sea, I saw him drowning. In all my dreams, before my helpless sight, He plunges at me, guttering, choking, drowning. How does the punctuation change the pace and mood of the beginning of this stanza? This stanza conveys extremely vivid imagery of a gas attack. Explain how the following language features contribute to imagery, ideas and/or mood: metaphors word choice of verbs ending in ‘ing’ colour symbolism Explain the effect of the word choice in the phrase ‘clumsy helmets’ in line 2. The poet uses the phrase ‘In all my dreams’ in the second last line. What ideas does this convey about the persona? How does the poet slow down the pace of the final line to mirror the soldier’s slow and agonising death? The word "lime" refers to quicklime, a caustic substance that can cause severe burns when it comes into contact with skin

17. If in some smothering dreams you too could pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil's sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs, Obscene as cancer, bitter as the cud Of vile, incurable sores on innocent tongues, My friend, you would not tell with such high zest To children ardent for some desperate glory, The Old Lie; Dulce et Decorum est Pro patria mori. Why do you think the poet switches to using the second person pronoun ‘you’ in this stanza? This stanza further conveys graphic and grotesque imagery of a soldier’s death. Explain how the following language features contribute to this depiction: word choice of the verb ‘flung’ alliteration and assonance in line 3 and 4 simile in line 4 auditory imagery in lines 5 and 6 What is your interpretation of the effect of the two similes on line 7? Why do you think the poet chose words that have connotations to cattle on lines 7 and 8? Explain the meaning behind the final 4 lines. Why do you think the poet capitalised the phrase ‘The Old Lie’? The word "cud" refers to regurgitated food that a cow chews again for digestion

18. Group Task 1. Rhyme - Identify the rhyme scheme used in the poem. How does it influence the reading experience? 2. Structure - How does the poem’s structure (its four uneven stanzas) contribute to its overall impact and message? Consider how the change in stanza length and focus affects the pacing and mood of the poem. 3. Rhythm - How does the poem’s use of iambic pentameter, with its variations, create a sense of rhythm? Examine where the rhythm breaks or speeds up and what that might suggest about the speaker’s experience or emotions. Working in a small group, perform an analysis of the structure, rhyme and rhythm of the poem. You can use the following questions to guide you.

19. 1.TITLE - What is the title and why do you think the poet chose it? What ideas does it suggest? 2.MEANING – What is the poem about? What key ideas are communicated about war? 3.POETIC TECHNIQUES - Identify five specific poetic techniques, give an example of each then explain their effect (ideas and audience response). 4.IMAGERY - Identify some of the main types of sensory imagery evoked by the poem and explain their effect. 5. PERSONA & TONE - Who is the speaker or persona and how do they influence the tone of the poem? 6. PERSONAL RESPONSE - What was your personal response to the poem? Justify your answer. Anlaysis Questions Individual

20. To consolidate your knowledge, choose one of the following questions and write a short answer response (thesis statement plus 2-3 paragraphs) 1. Explain how poetic techniques are used to communicate particular ideas about war in the poem. 2. Explain how knowledge of context has influenced your response to a poem. Writing Task

21. References Owen, Wilfred. Dulce et Decorum Est. 1920. List any other sources used in MLA format.