Making Points: Connotations and
Quotations
When
you are making your points there are a number of things that you should
remember to do in order to get a good grade:
·
Refer clearly
back to the question
·
Use a linking
phrase or connective, some examples are below
·
Use embedded
quotations to support your point where possible
·
Use more
than one quotation to support the points that you are making
·
Try to use
quotations or references which are as short and precise as possible
·
Analyse the
quotations from the poem by picking out the key words (or whatever the feature
is) and discussing their connotations or their effect on the reader
·
Do not just list
the connotations or meanings of something, try and say what impression it
creates of war
Linking phrases and referring back to
the question:
Here
are some examples of linking phrases. Often these will come at the start of a
paragraph or sentence to show how this paragraph or sentence links to or
contrasts with what has gone before. There are also some examples of these linking
phrases in use within sentences
Joining
Phrases |
Contrasting
Phrases |
Concluding
Phrases |
In
addition, Additionally, |
In
contrast, Contrastingly |
Thus |
Moreover, |
On
the other hand, |
Therefore |
Furthermore, |
However, |
|
This
is emphasised / reinforced |
Conversely, |
|
Additionally, the suffering of the soldiers in the trenches is
emphasised by …
Owen
additionally
uses the image of the soldier ‘gargling’ on his ‘froth-corrupted lungs’
to create the impression that …
Furthermore,
the rhyme between ‘trudge’ and ‘sludge’
intensifies the idea that …
Owen also makes
use of … to create the intensify the feelings of exhaustion and pain that the
soldiers are experiencing.
… is another method that Owen uses to
transmit his message that in contrast to the glorious war the soldiers were
promised when they enlisted they are instead facing …
However, Owen’s most effective method of convincing
readers that the warfare is unheroic and inglorious is …
Embedded quotations:
Below is an example of a paragraph that
uses embedded quotations.
Owen
emphasises the physical degradation of the soldiers as they ‘cursed through
sludge’ on their way back home by vividly creating an image of men who have
been transformed from ‘children ardent for some desperate glory’ into ‘beggars’
and ‘hags’ who are ‘knock-kneed’, ‘bent double’ and coughing’ ceaselessly. This
degradation is accentuated by the triad of disabilities ascribed to the men who
are ‘deaf’, ‘lame’ and ‘blind’. The sharp contrast between the gallant and
brave soldierly image that readers had been used to in war poetry written at
the start of World War One and the pathetic, wasted reality they are presented
with here makes Owen’s point powerfully clear from the outset of the poem: the
promise of glory and honour through battle is nothing but an ‘old lie.’
Below is an example of a paragraph that
does not do this, both make good points but notice how the first one flows much
more smoothly than the second.
Owen
uses many examples of disease and physical suffering in his poem. The men are
described in an inglorious manner, for example as ‘beggars’, and are
additionally disabled in a number of ways, such as being ‘lame’. Furthermore,
Owen emphasises these difficulties by saying: ‘they cursed through sludge.’ The
word sludge has a heavy and dull sound which effectively suggests the thick,
sucking mud that the soldiers had ro walk through.
Analyse the connotations of words in
detail and try to look for more than one meaning:
Initially,
Owen’s portrayal of the soldiers as they ‘cursed through sludge’ suggests that the
men are complaining and swearing as they walk, creating a sharp contrast
between the image the British public would expect of their soldiers, i.e.
marching in an upright, dignified manner, and what they are presented with here.
Beyond this, however, ‘cursed’ more subtly implies that the soldiers are not
simply ‘cursing’ but are in fact themselves ‘cursed’ insinuating that the mud,
which in some ways may symbolise the whole war, is something which they cannot
escape from: their lives are hopeless and their deaths inevitable. If the
soldiers are indeed ‘cursed’ then Owen makes it clear in the third stanza that
those responsible for damning them in this way are the people like Jessie Pope
(‘my friend’) in England who have deceived ‘children ardent for some desperate
glory’ into signing up for a war which can bring them nothing other than
inhuman suffering. Finally the mystical, witch-like connotations of ‘cursed’
help create an unreal, otherworldly, nightmarish setting at the start of the
poem which not only heightens the soldiers sense of exhaustion but also indicates
how unimaginably hellish their suffering must have been.