‘Dulce et Decorum Est’ – Part 2 L

“Some people seem to know more when you try to tell them something than when you ask them something.”

ET IT never be said that you are so eager to show off your knowledge that you do not listen. You see, we all have to listen in order to learn, especially in a classroom setting. I hope you are aware of the discussions taking place about the performance of Jamaican candidates in the recent CSEC exams. As students of literatures in English, you have a chance to sharpen your skills of summary, analysis, clear and accurate expression and spelling. Please make use of this opportunity.

I did promise you, didn’t I, that this week we would consider the poet’s style as used in Dulce et Decorum Est. First, though I think that you may find it useful for us think about the word style. Style is the way the writer, whether you, yes you, a novelist, a playwright or a poet tells what he wants to his audience. Now, what do I mean? I am saying that the words that the writer chooses, the way he arranges these words into sentences, the length of each sentence, the repetition of the words, the images, figures of speech and references combine to form his style. Focus a bit more and you will realise that these are the same words that, by their arrangement, can create joy, sadness, bitterness, laughter or hopelessness.

Please read the poem under discussion, again. Do you see how Wilfred Owen does not only tell a story but also creates the tone, gives us a perspective and even forces us to take a side in the argument that he sets up. Just remember that you, too, have your own style of expression, both oral and written. In the same way that as an individual you dress in a particular way, so too you choose and use words in your own unique manner. Sometimes as human beings, we copy or borrow terms and phrases from others, but this should not be at the expense of our own creativity. Let me encourage you, therefore, not to be intimidated by CXC’s requirement that you take the writers’ style into account.

The first thing you would have noticed in the poem is the image of the soldiers looking tired, worn out, broken. Well, you may say, ‘So what?’, as you think that these are men who have been in battle and their appearance is understandable. The men are coughing, perhaps because of the gun smoke or because they are ill. Pause a bit, though, and look at the word ‘hag’, then ask how it could be used appropriately here. Imagine that; soldiers are being compared to an old woman, a witch! It seems that the speaker is telling us that the men look old and frightening. Indeed, they are not old! Of course, we may conclude that he wants us to see this as one of the real results of war.

NOW, hear what I would like you to do. Please examine the following images. To which of your senses do they appeal? Traditionally, we associate certain images with soldiers or the army. Do all the images below conform with the impression you have of soldiers? If the speaker has presented them in a different light, try to work out his reason for so doing. How effective are the images and how do they make you feel? What is the mood created by the images? 1. Many had lost their boots but limped blood-shod. 2. All went lame; all blind; drunk with fatigue; deaf even. 3. And floundering like a man in fire or lime .

4. 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.

5. And watch the white eyes writhing in his face.

His hanging face like a devil’s sick of sin; 6. 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 the innocent tongues,

Let us see what else there is of style that we can talk about. I have noticed as, I’m sure you have, that the lines rhyme alternately and that there are some run-on lines. I wonder what reason the speaker has for writing in this way. I am sure that you can find comparisons and references which help to create the picture of war that the poet wishes. Remember how the soldiers are compared to hags? Identify others and think of the purpose(s) they serve. You should account: a) for the fact that the word ‘lie’ in the penultimate line begins with a capital letter, and b) the use of the word ‘flung’ in the second line of the last stanza. I find this a very moving poem. How do you feel? Take care and God bless!

“How sweet and honourable it is to die for one's country: Death pursues the man who flees, spares not the hamstrings or cowardly backs Of battle-shy youths.” – Dulce et Decorum Est