|| DystopiaJunkie's Guide to Comparing Poems! || War in 'Mametz Wood' and 'Dulce et Decorum Est' ||

[@HassanNazir-uy6do]

thank you so much it really helped me develop a great understanding of good layered meaning quote bridging and analysis and because of you i am always confident of succcess

[@bye1296]

Thank you so much for those videos they are a lifesaver!!

[@DystopiaJunkie]

Some links you might find useful: My 'WJEC Eduqas Poetry Anthology' revision playlist (including my analysis of 'Mametz Wood' and 'Dulce et Decorum Est'): kzbin.info/aero/PLGjazfmiZg9xvH88lXaxsNlFDdy23Fx4S My video on using analytical and evaluative verbs: kzbin.info/www/bejne/h37SYYdjpcyYpas Have a great day!

[@runningfree1236]

Hi sir, your videos have been a lifesaver! I'm trying to revise poetry, and a lot of people have recommended picking 4-5 poems in the anthology and revising them in a lot of depth, and learning the rest of the poems in a lot less detail. Do you think this is a safe strategy and if so, which poems would you recommend in more detail? Thanks!

[@Synn_visualz]

im not a teacher but definitely 'The Solider' as it has multiple categories to talk about

[@itzfroggie345]

I am struggling to find the best poems to remember aswell , I don't have great memory and can not remember a lot of poems.

[@jacobling07]

Thanks mate these rlly help for homelearning, i liked and subbed

[@DystopiaJunkie]

Glad to help, and thanks for the like and sub! 😊

[@mankaka-pq6gg]

Hi DystopiaJunkie! Could you make more of these videos, such as The Soldier and Dulce, Cozy Apologia and Afternoons etc

[@adonisss4625]

Thank You! This helps a lot :)

[@udayreddy3705]

Thank you so much helped in forming my work

[@DystopiaJunkie]

You're welcome! 😊

[@shadowtuber8663]

Amazing amazing video!!!!

[@sumedhasquared]

Thank you so much!

[@otaku_1113]

Hi sir, do you think it would make sense to compare Dulce et decorum est with The Soldier? They seem to only have differences, but Dulce feels like a direct rebuttal to The Soldier. Thanks

[@DystopiaJunkie]

1000% would recommend! Remember that when it comes to similarities, it doesn't have to be about idea / argument - you can talk about how the same techniques are used in both poems, even if for different reasons.

[@ice_grey]

thank you so much :)

[@hopestreet3452]

So useful, thank you :)

[@DystopiaJunkie]

You're very welcome!! 😁

[@stephenhoward5493]

How can I use a personal response (A01) in the introduction paragraph

[@DystopiaJunkie]

Which exam spec?

[@stephenhoward5493]

DystopiaJunkie I think it’s EDUQAS English literature same as the anthology

[@DystopiaJunkie]

Sorry - stupid question on my end! So AO1 says: Read, understand, and respond to texts. Students should be able to: - maintain a critical style and develop and informed personal response - use textual references, including quotations, to support and illustrate interpretations And the mark scheme (at Band 5 [top grades] level) for AO1 says: Candidates: sustain focus on the task, including overview, convey ideas with consistent coherence and an appropriate register; use a sensitive and evaluative approach to the task and analyse the texts critically; show a perceptive understanding of the texts, engaging fully, perhaps with some originality in their personal response; their responses include pertinent, direct references from across the texts, including quotations. Now that's a lot of exam board / mark scheme jargon! What you will notice, though, is that the 'personal response' element is attached to your 'perceptive understanding' of the texts and your 'engagement' with them, which might ('perhaps') include some originality. So the personal response is basically connected to you showing that you know the poems well and are really 'engaging' (awful mark scheme jargon - I think 'responding' is much better) with them. Here's some examples to illustrate what you should / shouldn't do to get the top, top marks (imagine I'm comparing Dulce with Mametz): 'Both of these poems show that war is bad' - there's nothing 'incorrect' about this. It's true - both poems do show war to be bad. But it's a bit too simple and doesn't really explore the nuances of the poems. It's too generic, also - nothing really personal about it! 'Although both poets make it clear that the atrocities of war that were inflicted upon soldiers are unforgivable, Sheers also seems to suggest that war's brutality also has a profound impact on the landscape.' - In this example, I've really shown that I understand the poems by saying more than just 'war is bad' as I've acknowledged which particular aspects of war are most negative in each of the poem, whilst also highlighting an area of similarity (war = bad for soldiers) and difference (war = bad for the battlefields). For an introduction, I don't think there's too much more you need in the way of a personal response (talking about what the poems might make you feel, imagine, think, etc., is more suited to your actual analytical paragraphs, I think). You could add in an 'I', I suppose (e.g. adding in a 'I think it is apparent that...' at the start of my second example), or a 'to me', but I'm not sure if it's all that necessary. Using evaluative verbs (I have a video on it - check it out if you've not heard of them before) will also help you to make a personal response, I think. Sorry for the huge comment, but I hope it helps!!

[@stephenhoward5493]

DystopiaJunkie wow thank you this has really helped. Thank you for the quick response too

[@DystopiaJunkie]

No problem! You just happened to comment at a good time, I guess! 😁

[@lightares7081]

Thanks this was useful

[@DystopiaJunkie]

You're welcome!

[@monkman5263]

For some reason I can’t explain the reasons/effects techniques like similes and triplets any tips

[@DystopiaJunkie]

Okay, so for similes (and other forms of imagery), I would think about why the specific comparison has been made. E.g. in the simile 'DystopiaJunkie is like an angel', think about the associations you might make with 'angel' (e.g. good, pure, holy, powerful, helpful, wise, etc.). In 'DystopiaJunkie is like a robot', think about the associations with 'robot' (e.g. cold, efficient, soulless...). For triplets, etc, think about the combined effect of the three words, phrases, etc, used. Do they emphasise a certain idea? Does the immense detail suggest the narrator is fascinated by the thing being described? Hope that's helpful?

[@marshallm7828]

Can you do Pluck by Anna Dobell and the Soldier ? :)

[@DystopiaJunkie]

Afraid not - I've never heard of Dobell's poem before! Hopefully the strategies I cover in this video are still helpful, though 😊

[@fishsyarmy7613]

this is good

[@fishsyarmy7613]

got my mocks coming up so nervous

[@DystopiaJunkie]

Hey - thanks for leaving a comment. I'm glad you found the video helpful in some way. I just wanted to wish you luck with your upcoming mocks. Feeling nervous is actually a good thing, as long as you don't let it completely consume you, because it means that you care about what you are doing. Have faith in the process: the mocks themselves are just going to be more formal versions of the kind of things you do in class all the time, and whereas I'm sure things have been a bit weird at school recently, the fact that you're spending part of your break looking up revision materials online suggests to me that you're preparing well. You've got this!!

[@fishsyarmy7613]

@@DystopiaJunkie thanks so much

[@HaqqIsTheWay155]

Thank you so much!

[@DystopiaJunkie]

You're very welcome! 😊