2. A01 (12 marks) A02 (12 marks) A03 (6 marks)
Clear and intelligent interpretation of the poems
Clear and precise comparison of the poems
Select a wide range of quotations which justify your points
A (12 marks)
Analyse the poets’ use of language
Analyse the poets’ use of structure
Clearly explain the effects on the reader
Use subject specific terminology
A (6 marks)
Relate the poems to their historical and social contexts

3. What is Hughes’ ‘Bayonet Charge’ about?
Knowledge
Hughes writes here about going ‘over the top’ in WWI.
Skills:
Close reading of the poem, focussed on meaning and content.
Understanding:
Annotate your anthology to demonstrate your understanding.

4. It’s World War One, you’re armed with a bayonet, and you’re told it’s time to go “over the top”. How are you feeling? What are you expecting to happen/see/experience?

5. What is Hughes’ opinion on conflict and how do you know?
Suddenly he awoke and was running – raw In raw-seamed hot khaki, his sweat heavy, Stumbling across a field of clods towards a green hedge That dazzled with rifle fire, hearing Bullets smacking the belly out of the air – He lugged a rifle numb as a smashed arm; The patriotic tear that had brimmed in his eye Sweating like molten iron from the centre of his chest, –
In bewilderment then he almost stopped – In what cold clockwork of the stars and the nations Was he the hand pointing that second? He was running Like a man who has jumped up in the dark and runs Listening between his footfalls for the reason Of his still running, and his foot hung like Statuary in mid-stride. Then the shot-slashed furrows
Threw up a yellow hare that rolled like a flame And crawled in a threshing circle, its mouth wide Open silent, its eyes standing out. He plunged past with his bayonet toward the green hedge, King, honour, human dignity, etcetera Dropped like luxuries in a yelling alarm To get out of that blue crackling air His terror’s touchy dynamite.
‘Bayonet Charge’ describes the experience of 'going over-the-top'. This was when soldiers hiding in trenches were ordered to 'fix bayonets' (attach the long knives to the end of their rifles) and climb out of the trenches to charge an enemy position twenty or thirty metres away. The aim was to capture the enemy trench. The poem describes how this process transforms a soldier from a living, thinking person into a dangerous weapon of war.
What is Hughes’ opinion on conflict and how do you know?
A01
Clear and intelligent interpretation of the poems
Select a wide range of quotations which justify your points

6. How is Hughes’ ‘Bayonet Charge’ written?
Knowledge
Language devices and punctuation are how Hughes crafts his poem for impact. He uses several similes in the poem.
Skills:
Close reading of the poem, focussed on language and structure.
Understanding:
Annotate your anthology to demonstrate your understanding.

7. Look for the following if you’re struggling:
Groups of 3
Analyse the use of language in your stanza only. You will teach the other members of your group about your stanza.
Look for the following if you’re struggling:
Stanza one
Repetition
Similes
Imagery
Individual words
Emotive language
Stanza two
Questions
Similes
Sibilance
Individual words
Imagery
Stanza three
Similes
Imagery
Alliteration
Individual words
Idea of nature
A02
Analyse the poets’ use of language
Clearly explain the effects on the reader
Use subject specific terminology

8. Analyse the poets’ use of structure
A caesura is a piece of punctuation in the middle of a line, which disrupts the flow and makes things seem very abrupt.
Enjambment is when lines have no punctuation at the end. This can make things seem fast paced and could stress that the event dragged on, and just kept going.
Of his still running, and his foot hung like Statuary in mid-stride. Then the shot-slashed furrows
Threw up a yellow hare that rolled like a flame And crawled in a threshing circle, its mouth wide
Annotate some examples of caesura and enjambment in the poem, explaining what Hughes was trying to achieve. Notice that he uses enjambment across the change from one stanza to the next, as well as inside individual stanzas.
A02
Analyse the poets’ use of structure
Clearly explain the effects on the reader
Use subject specific terminology

9. Why was Hughes’ ‘Bayonet Charge’ written?
Knowledge
Hughes does not have first-hand experience of WWI. He writes to remind people, and to criticise the justifications given for the war.
Skills:
Link contextual factors to textual details.
Understanding:
Annotate your anthology to demonstrate your understanding.

10. “King, honour, human dignity, etcetera Dropped like luxuries”
These things – King, honour, human dignity – were often given as justifications for acts of war. Does Hughes think that the casualties suffered by people going over the top were worth it, for King, honour and human dignity?
Why do you think Hughes says ‘he’ rather than giving the soldier a name? What point might he be making?
A03
Relate the poems to their historical and social contexts

11. How are ‘Bayonet Charge’ and ‘Exposure’ similar?
Knowledge
Both writers depict the conflict of WWI.
Skills:
Make connections between the two poems.
Understanding:
Write a thirty minute essay response to the comparison question.

12. Compare the way Hughes presents the conflict of World War One in ‘Bayonet Charge’ with how Owen presented it in ‘Exposure’.
A01
Clear and precise comparison of the poems