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AQA Anthology of Poetry: Power and Conflict

Quote sheets:
 Ozymandias
 London
 The Prelude: Stealing the Boat
 My Last Duchess
 The Charge of The Light Brigade
 Exposure
 Storm on the Island
 Bayonet Charge
 Remains
 Poppies
 War Photographer
 Tissue
 The Emigree
 Kamikaze
 Checking Out Me History

Ozymandias – Percy Bysshe Shelley

Point Evidence Language Structure/Form Social/historical context


‘And wrinkled lip and
sneer of cold command’

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘”Look on my works, ye ________________________________ ______________________ ______________________
Mighty, and despair!"’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

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________________________________ ______________________ ______________________
‘The lone and level sands ________________________________ ______________________ ______________________
stretch far away.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘Nothing beside remains:
________________________________ ______________________ ______________________
round the decay ______________________
________________________________ ______________________
Of that colossal wreck’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

London by William Blake


Point Evidence Language Structure/Form Social/historical context

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘The mind-forged ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
manacles I hear.’
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘’Every blackening ________________________________ ______________________ ______________________
church appals.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘the youthful harlot’s ________________________________ ______________________ ______________________
curse’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘And blights with
________________________________ ______________________ ______________________
plagues the marriage ______________________
________________________________ ______________________
hearse.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

The Prelude: Stealing the Boat –William Wordsworth


Point Evidence Language Structure/Form Social/historical context

________________________________ ______________________ ______________________


‘Small circles glittering ________________________________ ______________________ ______________________
idly in the moon, Until ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
they melted… into…
________________________________ ______________________ ______________________
sparkling light.’
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘Proud of his skill, to ________________________________ ______________________ ______________________
reach a chosen point ________________________________ ______________________ ______________________
with an unswerving line’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘a huge peak,black and
________________________________ ______________________ ______________________
huge, as if with ________________________________ ______________________ ______________________
voluntary power ________________________________ ______________________ ______________________
instinct, upreared its ________________________________ ______________________ ______________________
head.’ ________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘huge and mighty forms, ________________________________ ______________________ ______________________
that do not live like ________________________________ ______________________ ______________________
living men…were a ________________________________ ______________________ ______________________
trouble to my dreams.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

My Last Duchess – Robert Browning


Point Evidence Language Structure/Form Social/historical context

________________________________ ______________________ ______________________


‘That’s my last Duchess ________________________________ ______________________ ______________________
painted on the wall ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
‘Looking as if she were
________________________________ ______________________ ______________________
alive.’
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘(since none puts by the ________________________________ ______________________ ______________________
curtain I have drawn for ________________________________ ______________________ ______________________
you but I)’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘…she ranked my gift of ________________________________ ______________________ ______________________
a nine-hundred years old ________________________________ ______________________ ______________________
name with anybody’s ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
gift.’’
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘I gave commands; then
________________________________ ______________________ ______________________
all smiles stopped ______________________
________________________________ ______________________
together.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

The Charge of The Light Brigade – Alfred Tennyson


Point Evidence Language Structure/Form Social/historical context
‘volleyed’ – siimultaneous guns going off – loud,
violent, terrifying. The men fight even
‘Volleyed’, ‘thundered’ – huge crashing noises of battle – Lots of verbs creates
though they are
‘thundered’, pathetic fallacy – something terrible happening. feeling of action – makes
surrounded. They put up a
‘stormed’, ‘stormed’ – suggests anger and noise – links to the battle seem more
thundered.
brave fight and don’t give
‘charged’ real. up easily.
‘charged’ – suggests the soldiers are driven &
confident. They rush forward to attack.
______________________________________ ______________________ ______________________
‘Theirs not to ______________________________________ ______________________ ______________________
reason why, ______________________________________ ______________________ ______________________
Theirs but to do ______________________________________ ______________________ ______________________
______________________________________ ______________________ ______________________
and die’
______________________________________ ______________________ ______________________

______________________________________ ______________________ ______________________


______________________________________ ______________________ ______________________
‘Into the jaws of ______________________________________ ______________________ ______________________
Death, Into the ______________________________________ ______________________ ______________________
mouth of Hell’ ______________________________________ ______________________ ______________________
______________________________________ ______________________ ______________________

______________________________________ ______________________ ______________________


‘When can their ______________________________________ ______________________ ______________________
glory fade? O the ______________________________________ ______________________ ______________________
wild charge they ______________________________________ ______________________ ______________________
made!’ ______________________________________ ______________________ ______________________
______________________________________ ______________________ ______________________

Exposure by Wilfred Owen


Point Evidence Language Structure/Form Social/historical context

‘less deadly’ – the bullets aren’t ______________________


threatening to the soldiers ______________________ The men have been
‘Less deadly than the air ‘shudders’ – personification of the air – it ______________________ stationed in a salient
The weather is a
that shudders black is shivering because it’s cold or it could ______________________ away from conflict. They
powerful enemy. be shivering to show the soldiers’ fear.
with snow.’ ______________________ are exposed to the
‘black’ – associations of fear and death – elements (nature).
______________________
the weather will kill them.

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
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________________________________ ______________________ ______________________
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________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
. ______________________
________________________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

Storm on the Island by Seamus Heaney


Point Evidence Language Structure/Form Social/historical context

‘rock’ – they have built walls within rock – Set in Ireland during the
‘Sink walls in rock and attached to rock. Secure, strong, sturdy. Fricatives in this line ‘troubles’ – they feel
roof them with good Nature protects. emphasise feeling of prepared for trouble as
slate’ ‘good slate’ – natural materials provide security and confidence. they have experienced it
shelter. before.

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘the flung spray…spits ________________________________ ______________________ ______________________
like a tame cat turned ________________________________ ______________________ ______________________
savage.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘Space is a salvo. We are ________________________________ ______________________ ______________________
bombarded by the ________________________________ ______________________ ______________________
empty air.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
‘Storm on the Island’ ______________________
________________________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

Bayonet Charge by Ted Hughes


Point Evidence Language Structure/Form Social/historical context
______________________ _____________________
________________________________
______________________ _____________________
________________________________
‘that blue crackling air ________________________________
______________________ _____________________
His terror’s touchy ______________________ _____________________
________________________________
dynamite.’ ______________________ _____________________
________________________________
______________________ _____________________
________________________________
______
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
‘The patriotic tear that ________________________________ ______________________ ______________________
had brimmed in his eye’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘King, honour, human ________________________________ ______________________ ______________________
dignity, etcetera ________________________________ ______________________ ______________________
Dropped like luxuries’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘He lugged a rifle numb ________________________________ ______________________ ______________________
as a smashed arm’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

Remains by Simon Armitage


Point Evidence Language Structure/Form Social/historical context
______________________ ______________________
________________________________
______________________ ______________________
________________________________
______________________ ______________________
‘probably armed, ________________________________
______________________ ______________________
________________________________
possibly not’ ______________________ ______________________
________________________________
______________________ ______________________
________________________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘so all three of us open ________________________________ ______________________ ______________________
fire. Three of a kind’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘the drink and the drugs ________________________________ ______________________ ______________________
won't flush him out’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘his bloody life in my ________________________________ ______________________ ______________________
bloody hands’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

Poppies by Jane Weir


Point Evidence Language Structure/Form Social/historical context

________________________________ ______________________ ______________________


‘I traced the ________________________________ ______________________ ______________________
inscriptions on the war ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
memorial, leaned against
________________________________ ______________________ ______________________
it like a wishbone.’
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘…overflowing like a ________________________________ ______________________ ______________________
treasure chest… ________________________________ ______________________ ______________________
intoxicated.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘spasms of paper red ________________________________ ______________________ ______________________
disrupting a blockade…’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘…smoothed down your…
________________________________ ______________________ ______________________
collar, steeled the ______________________
________________________________ ______________________
softening of my face.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

War Photographer by Carol Ann Duffy


Point Evidence Language Structure/Form Social/historical context

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘Solutions slop in trays ________________________________ ______________________ ______________________
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beneath his hands’
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘fields which don’t ________________________________ ______________________ ______________________
explode beneath the ________________________________ ______________________ ______________________
feet of running children ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
in a nightmare heat.’
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘A hundred agonies in ________________________________ ______________________ ______________________
black and white’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘The reader’s eyeballs ________________________________ ______________________ ______________________
prick with tears ________________________________ ______________________ ______________________
between the bath and ________________________________ ______________________ ______________________
pre-lunch beers’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

Tissue by Imtiaz Dharker


Point Evidence Language Structure/Form Social/historical context

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘smoothed and stroked ________________________________ ______________________ ______________________
and thinned…turned into ________________________________ ______________________ ______________________
your skin.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘might fly our lives like ________________________________ ______________________ ______________________
paper kites.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘a grand design with ________________________________ ______________________ ______________________
living tissue, raise a ________________________________ ______________________ ______________________
structure never meant ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
to last’
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘but let the daylight ________________________________ ______________________ ______________________
break through…the ________________________________ ______________________ ______________________
shapes that pride can ________________________________ ______________________ ______________________
make’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

The Émigrée by Carol Rumens


Point Evidence Language Structure/Form Social/historical context

________________________________ ______________________ ______________________


‘The worst news…cannot ________________________________ ______________________ ______________________
break my original view, ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
the bright, filled
________________________________ ______________________ ______________________
paperweight.’
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘It may be at war, it may ________________________________ ______________________ ______________________
be sick with tyrants’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘time rolls its tanks ________________________________ ______________________ ______________________
and the frontiers rise ________________________________ ______________________ ______________________
between us, close like ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
waves.’
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


‘They accuse me of ________________________________ ______________________ ______________________
absence, they circle me. ________________________________ ______________________ ______________________
They accuse me of being ________________________________ ______________________ ______________________
dark in their free city.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

Kamikaze by Beatrice Garland


Point Evidence Language Structure/Form Social/historical context

________________________________ ______________________ ______________________


________________________________ ______________________ ______________________
‘ a shaven head full of ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
powerful incantations’
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

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‘fishes flashing silver as ________________________________ ______________________ ______________________
their bellies swivelled ________________________________ ______________________ ______________________
towards the sun’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

________________________________ ______________________ ______________________


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‘they treated him as ________________________________ ______________________ ______________________
though he no longer ________________________________ ______________________ ______________________
existed’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

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‘he must have wondered
________________________________ ______________________ ______________________
which had been the ______________________
________________________________ ______________________
better way to die.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

Checking Out Me History by John Agard


Point Evidence Language Structure/Form Social/historical context
______________________ ______________________
________________________________
______________________ ______________________
________________________________
______________________ ______________________
‘Dem tell me wha dem ________________________________
______________________ ______________________
________________________________
want to tell me’ ______________________ ______________________
________________________________
______________________ ______________________
________________________________

________________________________ ______________________ ______________________


‘Dem tell me bout de
________________________________ ______________________ ______________________
dish ran away with de ________________________________ ______________________ ______________________
spoon but dem never tell ________________________________ ______________________ ______________________
me bout Nanny de ________________________________ ______________________ ______________________
maroon’’ ________________________________ ______________________ ______________________

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‘a healing star among
________________________________ ______________________ ______________________
the wounded a yellow ________________________________ ______________________ ______________________
sunrise to the dying’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

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‘I checking out me own
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history I carving out me ______________________
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identity.’ ________________________________ ______________________ ______________________
________________________________ ______________________ ______________________

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