GRADE 8 AND 9 POWER AND CONFLICT COMPARISON ESSAYS: AQA ENGLISH
LITERATURE GCSE
- 24/30 GRADE 8
- Comparison between Bayonet Charge and Charge Of The Light Brigade
Both writers discuss the ideas of patriotism and their opinion towards it through several techniques
through language and structure to showcase their message and perspective.
Both writers portray the idea of patriotism from different viewpoints using different techniques. Tennyson
celebrates the idea of patriotism and the soldiers patriotic values, “Theirs not to make reply, Theirs not to
reason why, Theirs but to do and die.” This quotation shows how the soldiers are dedicated and willing to
fight for their country. The rhyme and repetition in these verses emphasise the patriotic values they hold
and their compliance to their duty to fight. However Hughes shows patriotism turning into the feeling of
fear, the patriotic duty no longer means anything to the soldier. “The patriotic tear that had brimmed in his
eye Sweating like molten iron from the centre of his chest,” the use of the words “patriotic tear”
showcases the pain that the soldier feels while fighting for his country. His patriotic duty has now turned
into something that brings him pain. Hughes uses figurative language to emphasise the fear and pain that
has overwhelmed the soldier and his decisions. This shows the difference in the portrayal of patriotism,
Tennyson celebrates the soldier’s patriotic duty and idea of fighting for your country but Hughes
challenges this idea and instead shows the consequences it can bring.
Both writers present the attitude the soldiers have towards fighting and the sense of purpose they have or
lack thereof. Tennyson shows the confidence the soldiers have in fighting and the strong sense of
purpose they feel, “boldly they rode and well, into the jaws of Death, into the mouth of Hell.” This
quotation shows the confidence they hold in the use of the words “boldly” and “well”. This also reflects the
sense of purpose they have through their confidence in riding into battle, they are aware and determined
in what they want to achieve and what they’re fighting for. The use of the words “death” and “hell” links
back to their bravery and sacrifices they make because of their patriotic values. In contrast, Hughes
shows the lack of sense of purpose into battle through the quotation: “in bewilderment then he almost
stopped –”. This quotation signifies the confusion the soldier feels, he is unsure of what he is doing and
becomes confused in the purpose he has in fighting. The use of the dash is used to show how this is a
pause in the text and therefore his current thoughts while fighting which shows the level of confusion and
lack of purpose he feels. This shows how he has lost his patriotic values and no longer understands why
he is making these sacrifices in the war whereas Tennyson shows the strong patriotic values the soldiers
hold while using specific word choices.
Both writers show how patriotism affects the decisions the soldiers make while using structural features.
Tennyson shows how the soldiers don’t question the orders given to them even if they were wrong: “Was
there a man dismay’d? Not tho’ the soldier knew Some one had blunder’d.” This quotation highlights the
strong sense of duty and patriotism they hold which will dictate the decisions they make, they follow the
commands given even though they are aware that they’re mistakes. The structure in the poem reflects the
ordered and obedient attitude of the soldiers. In contrast, Hughes shows how the soldier questions the
concept of war and focuses back to reality in the second stanza: “In what cold clockwork of the stars and
the nations Was he the hand pointing that second?” This quotation shows how he is judging the moral
aspect of the war and questions having patriotic values as he realises that he is not in control of the
commands given and the war. The word “cold” suggests that the soldiers are not cared for and are not
treated morally. Hughes uses structure to create this effect; the use of adding these thoughts in the
, second stanza shows the pause in time, the order of the stanzas shows the soldier switching from reality
to his own thoughts shows the confusion and questions he holds. This shows the progression of his
thoughts and how he’s willing to question the problem of patriotism. Structure is used in both poems to
reflect the attitude of the soldiers towards their patriotic values.
These are several ways the poets showcase their opinion on patriotism, Tennyson celebrates the
confidence and bravery of having patriotic values and believes it is the right thing to fight for. Hughes
looks down on patriotism and shows how he believes it is immoral towards the soldiers and believes it is
brave to question patriotism that is an influence on the soldiers instead of accepting it.
- 25/30 GRADE 8
- Comparison between Poppies and Bayonet Charge
Both writers present the theme of fear through several techniques in the poem.
Both writers use war imagery and figurative language to convey the terror and fear of the war and to
reflect the feelings portrayed. Hughes uses onomatopoeia and war imagery to convey the terrifying
atmosphere on the battlefield: “Bullets smackingthe belly out of the air –”. This quotation creates an
image of how loud and forceful the bullets are and effectively conveys the fear the soldier would be
feeling to the reader. Hughes also writes: “That dazzled with rifle fire,” this quotation showcases the view
of the battlefield. The word “dazzled” which is commonly used in a positive sense instead represents how
the soldiers fighting are blinded by the patriotism and romanticism of the war and absent-mindedly have
become violent and filled the battlefield with gunshots. Weir uses war imagery and references injury to
convey the fear the mother feels for her son. “...On individual war graves,” this quotation reminds the
reader of the violence that will occur in war, the use of the word “individual” is to effectively show the
effect of losing your loved ones and therefore creates fear as the reminder makes the reader realise how
these deaths affect everyone personally. The violent imagery used: “spasms of paper red,” this quotation
is used to create the image of an injured body, the word “spasms” create an image of blood from a
wound. This violent imagery is used to show how the mother is already thinking of the violence on the
battlefield showing the fear that is already instilled in her. It can also represent how the mother thinks of
the poppies in a negative mindset, poppies traditionally represent remembrance and a feeling of hope
however the mother is scared and is losing hope as her son leaves to go to war which is shown through
how she is constantly fearful of the violence and war. Both writers present the idea of fear through
imagery however Hughes shows this through the battlefield and through the sounds of the war whereas
Weir shows this through the reminders of war and death and the fear she feels for her son.
Both writers show how fear leads to the decisions they make and their attitude towards it. Hughes shows
how the soldier is driven by fear and desperation and gives up on the patriotic values he used to hold.
“The patriotic tear that had brimmed in his eye,” this phrase “patriotic tear” shows how patriotism,
something that is meant to bring hope and pride, instead brings pain and worry to the soldier. It also
shows the patriotic values are no longer something he believes in and instead he is driven by the fear and
pain he feels in the battle. This shows how he lets the fear dictate the decisions he makes and how this
emotion overrides him. However Weir shows how the mother tries to hide the fear and pain she feels:
LITERATURE GCSE
- 24/30 GRADE 8
- Comparison between Bayonet Charge and Charge Of The Light Brigade
Both writers discuss the ideas of patriotism and their opinion towards it through several techniques
through language and structure to showcase their message and perspective.
Both writers portray the idea of patriotism from different viewpoints using different techniques. Tennyson
celebrates the idea of patriotism and the soldiers patriotic values, “Theirs not to make reply, Theirs not to
reason why, Theirs but to do and die.” This quotation shows how the soldiers are dedicated and willing to
fight for their country. The rhyme and repetition in these verses emphasise the patriotic values they hold
and their compliance to their duty to fight. However Hughes shows patriotism turning into the feeling of
fear, the patriotic duty no longer means anything to the soldier. “The patriotic tear that had brimmed in his
eye Sweating like molten iron from the centre of his chest,” the use of the words “patriotic tear”
showcases the pain that the soldier feels while fighting for his country. His patriotic duty has now turned
into something that brings him pain. Hughes uses figurative language to emphasise the fear and pain that
has overwhelmed the soldier and his decisions. This shows the difference in the portrayal of patriotism,
Tennyson celebrates the soldier’s patriotic duty and idea of fighting for your country but Hughes
challenges this idea and instead shows the consequences it can bring.
Both writers present the attitude the soldiers have towards fighting and the sense of purpose they have or
lack thereof. Tennyson shows the confidence the soldiers have in fighting and the strong sense of
purpose they feel, “boldly they rode and well, into the jaws of Death, into the mouth of Hell.” This
quotation shows the confidence they hold in the use of the words “boldly” and “well”. This also reflects the
sense of purpose they have through their confidence in riding into battle, they are aware and determined
in what they want to achieve and what they’re fighting for. The use of the words “death” and “hell” links
back to their bravery and sacrifices they make because of their patriotic values. In contrast, Hughes
shows the lack of sense of purpose into battle through the quotation: “in bewilderment then he almost
stopped –”. This quotation signifies the confusion the soldier feels, he is unsure of what he is doing and
becomes confused in the purpose he has in fighting. The use of the dash is used to show how this is a
pause in the text and therefore his current thoughts while fighting which shows the level of confusion and
lack of purpose he feels. This shows how he has lost his patriotic values and no longer understands why
he is making these sacrifices in the war whereas Tennyson shows the strong patriotic values the soldiers
hold while using specific word choices.
Both writers show how patriotism affects the decisions the soldiers make while using structural features.
Tennyson shows how the soldiers don’t question the orders given to them even if they were wrong: “Was
there a man dismay’d? Not tho’ the soldier knew Some one had blunder’d.” This quotation highlights the
strong sense of duty and patriotism they hold which will dictate the decisions they make, they follow the
commands given even though they are aware that they’re mistakes. The structure in the poem reflects the
ordered and obedient attitude of the soldiers. In contrast, Hughes shows how the soldier questions the
concept of war and focuses back to reality in the second stanza: “In what cold clockwork of the stars and
the nations Was he the hand pointing that second?” This quotation shows how he is judging the moral
aspect of the war and questions having patriotic values as he realises that he is not in control of the
commands given and the war. The word “cold” suggests that the soldiers are not cared for and are not
treated morally. Hughes uses structure to create this effect; the use of adding these thoughts in the
, second stanza shows the pause in time, the order of the stanzas shows the soldier switching from reality
to his own thoughts shows the confusion and questions he holds. This shows the progression of his
thoughts and how he’s willing to question the problem of patriotism. Structure is used in both poems to
reflect the attitude of the soldiers towards their patriotic values.
These are several ways the poets showcase their opinion on patriotism, Tennyson celebrates the
confidence and bravery of having patriotic values and believes it is the right thing to fight for. Hughes
looks down on patriotism and shows how he believes it is immoral towards the soldiers and believes it is
brave to question patriotism that is an influence on the soldiers instead of accepting it.
- 25/30 GRADE 8
- Comparison between Poppies and Bayonet Charge
Both writers present the theme of fear through several techniques in the poem.
Both writers use war imagery and figurative language to convey the terror and fear of the war and to
reflect the feelings portrayed. Hughes uses onomatopoeia and war imagery to convey the terrifying
atmosphere on the battlefield: “Bullets smackingthe belly out of the air –”. This quotation creates an
image of how loud and forceful the bullets are and effectively conveys the fear the soldier would be
feeling to the reader. Hughes also writes: “That dazzled with rifle fire,” this quotation showcases the view
of the battlefield. The word “dazzled” which is commonly used in a positive sense instead represents how
the soldiers fighting are blinded by the patriotism and romanticism of the war and absent-mindedly have
become violent and filled the battlefield with gunshots. Weir uses war imagery and references injury to
convey the fear the mother feels for her son. “...On individual war graves,” this quotation reminds the
reader of the violence that will occur in war, the use of the word “individual” is to effectively show the
effect of losing your loved ones and therefore creates fear as the reminder makes the reader realise how
these deaths affect everyone personally. The violent imagery used: “spasms of paper red,” this quotation
is used to create the image of an injured body, the word “spasms” create an image of blood from a
wound. This violent imagery is used to show how the mother is already thinking of the violence on the
battlefield showing the fear that is already instilled in her. It can also represent how the mother thinks of
the poppies in a negative mindset, poppies traditionally represent remembrance and a feeling of hope
however the mother is scared and is losing hope as her son leaves to go to war which is shown through
how she is constantly fearful of the violence and war. Both writers present the idea of fear through
imagery however Hughes shows this through the battlefield and through the sounds of the war whereas
Weir shows this through the reminders of war and death and the fear she feels for her son.
Both writers show how fear leads to the decisions they make and their attitude towards it. Hughes shows
how the soldier is driven by fear and desperation and gives up on the patriotic values he used to hold.
“The patriotic tear that had brimmed in his eye,” this phrase “patriotic tear” shows how patriotism,
something that is meant to bring hope and pride, instead brings pain and worry to the soldier. It also
shows the patriotic values are no longer something he believes in and instead he is driven by the fear and
pain he feels in the battle. This shows how he lets the fear dictate the decisions he makes and how this
emotion overrides him. However Weir shows how the mother tries to hide the fear and pain she feels:
