Reading Response Prompts

 
These prompts are meant to get you thinking about what you have read and to help focus your thoughts for your reading responses. You can respond to any of them, or, if you have another idea you would rather explore, you are free to write about that instead. Even if you choose to pursue an idea of your own, however, or are not writing a response that day, you should still spend at least a few minutes thinking about each of the prompts in preparation for class. In any case, I suggest doing the reading first, then checking the prompts.  For more information, review the listserv assignment.
 

Wilfred Owen, “Anthem for Doomed Youth,” “Dulce et Decorum Est, ” “Exposure,” “Strange Meeting,” “Disabled”

Wilfred Owen wrote a preface to his book of poems in which he famously said, “The poetry is in the pity.” What do you think that means? What does it presume about poetry? Is it true of his poems, or of anyone’s poems? “Dulce et Decorum Est,” “Anthem for Doomed Youth,” and “Disabled” are particularly relevant to this question; indeed, all of Owen’s poems on some level reflect his approach and philosophy.

Owen is the master of a technique he called pararhyme. “Strange Meeting” and “Exposure” are superb examples of this technique. Examine the formal elements of these poems closely. What do you think pararhyme is?  Are any of his other poems that you are reading for this assignment examples of pararhyme?

“Anthem for Doomed Youth” is a sonnet. We have seen both Brooke and Sassoon employ the sonnet form in their poems. How is Owen’s poem different from theirs?

Again, in lieu of these questions you may explicate any one of these poems, or any portion of one of these poems, as fully as you can. As always with poetry, your focus should be on not only what the theme or message of the poem is but on how the poem conveys it. Remember that in an effective poem, the form of the poem recapitulates the theme. Do not merely paraphrase. Write about what makes the poem — or passage within the poem — effective.

 
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