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(Almost) Everything There is to Know About...
Bruce Dawe
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Timeline of Life
Born in Victoria in 1930, now lives in Toowoomba, Queensland.
He is a contemporary Australian poet. His poems are written in the context of post-war
Australia.
His poetry comments on Australian society and forces reader to question their place in
Australian society.
Dawe’s poetry is accessible to a wide audience and often represents the experience of
the ‘average’ Australian.
1929- 1932 – The Great Depression
1930- Bruce Dawe born in Geelong, Victoria, Australia
1939- World War II begins
1944- Dawe transfers to Northcote District High School and completed the Intermediate
certificate
1954-1978 – his poems collected in the compilation “Sometimes Gladness”
1956- Left school to become a legal clerk. Returned to Melbourne, working as a postman,
Hungarian revolution begins. Olympic Games held in Melbourne. “Burial Ceremony” relies
on both of these
1958- He was unemployed and almost destitute
1959- He joined the airforce and remained there for nine years in the education section
--“Enter Without So Much as Knocking” published- reflecting the values of the 1950’s whilst
remaining true to the materialism of today’s Australia
1962- Offered a contract by the publisher F.W. Cheshire. Stimulated further writing for a
collection entitled “No fixed Address”.
1964- Married his wife, Gloria. Also dedicated his second volume of poetry “A Need of
Similar Name”
1965—“Breakthrough” published
1966- He was posted to Butterworth in Malaysia. Second poetry volume wins the Ampol
Arts Award for creative literature
-- “The Not So Good Earth” is published
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1967- The last hanging in Australia (Ronald Ryan hanged in Victoria) –Referenced by “A
Victorian Hangman Tells His Love”
1968-Dawe left the airforce. Published another collection of poetry “An Eye for a Tooth”
--“Homecoming” written
1964- Conscription in Australia for Vietnam War
1969- Dawe graduated with a Bachelor of Arts degree by external study form the University
of Queensland, began teaching at Downlands College. Fourth collection of poetry “Beyond
the Subdivisions” was published at the end of the year.
1970- Anti-Vietnam War moratorium marches held in many capital cities. Dawe’s first
retrospective collection “Condolences of the Season” was published.
-- “Weapons Training” written
1972- Moved to a Lectureship in English at the Darling Downs Institute of Advanced
Education, Vietnam War over
1974—“Pleasant Sunday Afternoon” published
1977 – “Tele vistas” Published
1980- Dawe graduated as a Doctor of Philosophy from the University of Queensland
1982 – “Bedroom Conversations” published
1983- Left his full time lecturing post for a part-time teaching fellowship
1984- Dawe was a writer-in-residence at UQ
1987- “Speaking in Parables” an anthology compiled by Dawe was published
1992- Dawe awarded the Order of Australia for his literature
1993- Retired from full-time teaching
1995- Appointed as first Honorary Professor of USQ in recognition of his contributions to the
university
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Things to Consider When Analysing Poetry
Title of the poem
o Hidden meanings
o Connotations
Voice
o Who is speaking and who they represent
o How the voice is important for achieving the purpose
o The tone of the voice and how it relates to the purpose
Sounds
o Alliteration, assonance, onomatopoeia, repetition, rhyme, rhythm
Structure
o Stanzas, Enjambment
o Point of view, narration
o Thematic structure - where different ideas are developed
Imagery
o Metaphor, simile
o Allusion
o Symbolism
o Contrast, binary opposition
Tone
o Effect on overall mood
o How it contributes to the purpose
Setting
o Symbolism
o Allegory
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Key Questions for Understanding Poetry
Theme
What issues and ideas do you think the poem deals with?
How are these issues and ideas being represented?
Persona
Who is telling the story of the poem? Through whose eyes do we see the characters and
events of the poem?
Briefly describe the thoughts and feelings of the person writing the poem.
Describe the cultural context of the poet. How does this influence their opinion of the
subject of the poem? How is this reflected in their poem?
Mood
What is the governing mood or emotion of the poem: happiness? sadness? anger?
indignation? seriousness? amusement?
Does the mood of the poem change? How is this evident? What effect does this have
on the reader?
Tone
What do you think is the poet’s opinion of the subject of the poem? What do you think
their opinion is of their audience? How is this conveyed?
Language
Do you think the words are well chosen and vivid? Why has the poet selected the
specific words they have?
Is the language colloquial, formal, descriptive etc? What purpose does this serve? How
does this impact on the reader?
Imagery
Has the poet used techniques such as metaphor, simile and symbolism? What is the
purpose of these techniques? How do they impact on the reader?
How does the use of imagery help to convey the poet’s message?
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Sound
What sound devices have been used (e.g. assonance, alliteration, onomatopoeia)? What
effect do they have on the reader?
How do you think the poem should be read aloud: softly? loudly? Justify your answer.
Do you think there are any particular words or phrases that require greater emphasis
than others? Why?
What effect does the rhyming scheme (if any) of the poem have on you?
Rhythm
What rhythm do you perceive in the poem? Is the movement slow, steady, fast?
Is the rhythm constant or does it vary? What impact does this have on the reader?
Form/Structure
How is the poem arranged? Does it have stanzas? How are they organised?
Does the shape or structure of the poem affect its meaning? How?
Personal Response
How does the poem inspire feelings, emotions or reactions?
What does the poet want you to take away from this poem? What message are they
trying to send?
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Poet’s Technique
Technique Definition Example Rhetorical questions A question asked for
effect, not designed to elicit a response.
In lines 3, 4, 6, 16, 22 and 27 of Weapons Training, Dawe’s narrator (the drill sergeant) asks rhetorical questions. The questions such as “…are you a queer?” and “…what are you laughing at” are designed to demonstrate the harsh tone of the sergeant. The questions encourage the men to reflect negatively on their intelligence and masculinity, strengthening their reliance on the orders of their commanding officer. The use of rhetorical questions here also demonstrates that the narrator does not care about the responses of the men; the narrator does not want the men to think for themselves, simply to respond automatically (like weapons).
Colloquial language Informal language; language that denotes familiarity. Can also be more specific (such as Australian colloquial language).
On lines 1, 4, 9-10, 19-20, 21, 23 (among others) of The Not So Good Earth, Dawe’s narrator utilises colloquial language. The use of diction such as “For a while there” helps to create a casual tone to the poem. This supports the recount of the personal anecdote (i.e. contributes to the idea that the narrator is telling a story to a friend) and demonstrates the desensitisation of the Australian audience to the scenes they are exposed to on the television. The casual tone created by the use of colloquial language contrasts with the serious nature of the television program which encourages the reader of the poem question the morals of the narrator. Weapons Training - “you’ve copped the bloody lot”
Compound words The formation of a new word by joining two words together.
Dawe uses compound words for a variety of reasons, for example to add rhythm to a particular line, to create a paradox or to draw parallels to a particular discourse. In Enter Without So Much As Knocking, Dawe uses
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compound words from lines 10 to 13. The words ‘set-up’, ‘well-equipped’, ‘smoothly-run’ and ‘economy-size’ are all reflective of language commonly used in advertising. The combination of the compound words with the use of neologisms such as ‘Anthony Squires-Coostream-Summerweight Dad’ serves to reinforce the theme of consumerism and constructs the protagonist’s family members as products, illustrating Dawe’s opinion about the corrupting nature of the consumer-driven post-War Australian society.
Emotive language Language designed to elicit a strong emotional response from the reader; usually highly descriptive in nature.
Burial Ceremony
Diction Specific choices in words or phrases; often figurative language. It is appropriate to analyse diction when you can discuss the connotations of particular word choices.
Contrast The opposite of a simile; when a poet describes the differences between two things.
Burial Ceremony - Contrast between the Australian people and the revolting students in Hungary
Mood The atmosphere created by the poet that elicits an emotional response from the reader.
A Victorian Hangman Tells His Love - Eerie, sickening, off-putting and shocking
Tone Refers to how the poet feels about the subject of their poem.
Burial Ceremony - Satirical tone, then changes to sombre tone A Victorian Hangman Tells His Love - Empathy for the ‘bride’ - person being hung - Sinister tone for middle part
Suspense The build-up of events to capture the attention of the audience until the outcome is revealed
Americanized - Mother walking in
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Setting The place, time and culture in which the action takes place
Burial Ceremony - Australia, Hungary Weapons Training - Training camp, Vietnam Homecoming - Vietnam, Australia
Characterisation The process by which an author makes a character real to readers
Weapons Training - Dialogue of the drill sergeant shows him to be brutal
Narration The voice of the person telling the story. An unreliable narrator provides an interpretation of the events that is somehow different from the interpretation of the author, usually as the result of young age, inexperience, or insanity.
Weapons Training - Narrated by the sergeant A Victorian Hangman Tells His Love - Narrated by the hangman The Not-So-Good Earth - Australian kid in their living room
Point of view The mental position from which things are viewed, perception of events in the poem
The Not-So-Good Earth - Australian kid in their living room with their family watching TV
Repetition The repeated use of particular sounds, words, phrases, sentences, etc to structure a text.
Weapons Training - “You're dead, dead, dead” Homecoming - “they’re high, now, high and higher” - “home, home, home”
Hyperbole A boldly exaggerated statement that adds emphasis without intending to be literally true. Used for serious, ironic or comic effect.
Anaphora The repetition of the same word(s) at the beginning of adjacent lines, sentences or stanzas
Homecoming - “They’re picking them... They’re bringing them... they’re zipping them... etc” Americanized - “She loves him... She loves him... She loves him...” Burial Ceremony - “Under the muffling... Under the bright... Under the recurring... etc”
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Punctuation/syntax Marks that show the structure and organisation of sentences The grammatical arrangement of words in sentences
Weapons Training - Almost no punctuation to show aggression and brutality
Parenthesis () [] {} Also called brackets. Separate an idea that is connected to the rest of the text, but would not suit the flow of the writing
Ellipsis ... Pause. Incomplete sentence, leaves the reader wondering and thinking about the ideas expressed
Homecoming - “the desert emptiness...” Burial Ceremony - “remains a quaint local custom...” - “compliment of their death...”
Em Dash “-“ A pause or break in reading, similar to parenthesis
Americanized - “... electronic brains/ - what child of simple origins could want more?”
Capitalisation There are two types: 1. When words are written in completely upper case letters. Creates emphasis. Indicates anger, shouting or panic. 2. When the first letter is capitalised, and the remaining letter are written in lower case. Suggests personification of the object, giving in human qualities.
Americanized - “an invalid called the World”
Extended Metaphor A sustained comparison in which part or all of a poem consists of a series of related metaphors
Americanized - Mother: USA; child: smaller country A Victorian Hangman Tells His Love
Symbolism When a person, object, image, word or event is used to evoke a range of additional meaning
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beyond its literal significance and suggests something greater than itself.
Metaphor A comparison between two unlike things without using the words “like” or “as.” It asserts the identity of dissimilar things. Two seemingly unlike things are linked in the form of implicit comparison to suggest some kind of identity. Creates dramatic effect.
Weapons Training - “elephant ears”
Simile An explicit comparison between two things using the words “like,” “as,” “appears,” “than” or “seems.” The differences between the two things add to the effect of the simile.
Homecoming - “tremble like leaves from a wintering tree” - “they tilt towards these like skiers” A Victorian Hangman Tells His Love - “sink into the generous pool of public feeling as gently as a leaf”
Imagery Descriptions that appeal to the readers senses, suggesting mental images of sights, sounds, tastes, feelings or actions. Conveys sensory impressions, emotions or moods
Weapons Training - “breath hot on your stupid neck” -
shows readers how close they were to
danger, building fear
Allusion A brief reference to a person, place, thing, event or idea from literature to enrich the author’s work. It implies reading and cultural experiences in the reader. Provides an emotional and intellectual context.
Biblical allusion A brief reference to a person, place, thing, event or idea from the Bible, which conjures up Biblical authority to enrich the author’s
A Victorian Hangman Tells His Love - “The last three members of our holy family”
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work. It implies reading and cultural experiences in the reader. Provides an emotional and intellectual context.
Personification A form of metaphor in which human characteristics are attributed to non-human things. Familiar human behaviours and emotions are assigned to animals, inanimate objects and abstract ideas.
Homecoming - “noble jets” - creates irony and there are no longer soldiers to fly them. Forgets the noble soldiers.
Dehumanisation Degrading people and making them inferior, taking away human qualities
Weapons Training - Dehumanisation of the enemy - Soldier’s “elephant ears” A Victorian Hangman Tells His Love - “The journalists are ready with the flashbulbs of their eyes”
Consonance A type of near-rhyme that involves having identical consonant sounds preceded by different vowel sounds.
Alliteration The repetition of the same consonant sounds in a sequence of words, often at the beginning of the words. Emphasises key words and adds rhythm.
Americanized - “fat, friendly features” - “popping him on his plastic pot” - “formidable footsteps” - “beat with bat’s wings” - “frightening fact”
Assonance The repetition of internal vowel sounds in nearby words that do not end in the same, emphasising important words in the line.
Onomatopoeia The use of a word that resembles the sound it denotes.
Weapons Training - “click” - “pitter-patter”
Comedy A work intended to interest, involve and amuse the reader, in which no terrible
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disaster occurs and ends happily for the main characters
Irony A statement expressing the opposite of what is really meant, whereby the reader is expected to realise the true meaning. Uses contradictory statements. A statement which, when taken in context, can mean the opposite of what is written literally.
A Victorian Hangman Tells His Love - Marriage is a happy day, a beginning; death is sad, the end Homecoming - Title suggest loving welcome, yet the soldiers received none
Satire A form of sarcasm. Witty language used to convey insult or scorn.
Americanized - darkly satirical tone
Sarcasm A strong form of irony that intends to hurt someone.
Historical criticism Criticises the behaviour of society in the past with respect to the events of the time
Burial Ceremony - Criticising the attitudes of the Australian people during the Hungarian Revolution
Rhyme Similar sounds on the last syllable of nearby words.
Weapons Training - ABBA rhyme scheme - “the magazine man its not a woman's tit worse luck or you'd be set too late you nit” Homecoming - Rhyming couplet:
“telegrams tremble like leaves from a wintering tree/ and the spider grief swings in his bitter geometry”
Enjambment When a sentence in a poem continues over onto the next line or stanza
Weapons Training - “with the unsightly fat/ between your elephant ears” - “for the sake of argument you’ve got/ a number-one blockage...” Americanized - “...scream and run/ Along the street”
Rhythm The arrangement of Note the use of compound words in:
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words based on the order of stressed and unstressed syllables
- Americanized - Burial Ceremony - Homecoming
Structure The organisation of syntax, stanzas, lines, rhyme in the poem.
Weapons Training - No stanzas - shows relentless yelling Burial Ceremony - Three-line stanzas, except for last stanza, which has six lines, followed by a single line on its own
Juxtaposition Two things are placed together to highlight their differences and compare and distinguish them
Contradiction Between two opposing ideas, or ideas that are at odds. Both cannot be true
Paradox A seemingly self-contradictory statement which in fact expresses the truth
Homecoming - “frozen sunset” A Victorian Hangman Tells His Love - The hangman is sympathetic and doesn’t want to hang them, yet does it anyway
Oxymoron A condensed form of a paradox in which two contradictory words are used together. Produces a rhetorical effect.
Burial Ceremony - “shining excrement”
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Americanized
Extended Metaphor:
The mother is the USA and the child is a smaller country. It highlights how the
smaller country is dependent on America, like a small child to their mother. It shows
that the USA is controlling, but out of ‘love.’ The smaller country seeks to please the
USA and become like them. Shows America to be overbearing, overpowering, does
not give independence, stifling the smaller country, condescending, believe its
superior and patronising.
Tone:
Satirical
Sounds:
Rhyme
o ABC CBA pattern
Alliteration
o “popping him on his plastic pot” - emphasis on the fact that he cannot even
perform bodily functions alone
The country is dependent on America for absolutely everything
o “formidable footsteps” - shows how the mother dominates and the child is
fearful of her
The smaller country feels dominated by America and fearful
o “beat with bats’ wings” - emphasises the fear the child feels
o “the frightening fact sinks in”
Shows that the country realises too late the restrictions America
paced on them, limiting their ability to grow and develop
independently
She loves him too much and in the wrong way - instead of nurturing,
she is stifling him
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Structure:
Enjambment
o “children scream and run/ along the street”
Stanzas
o Each stanza is three lines long
Syntax:
Ellipsis
o “She loves him...” - The pause invites readers to see that the child does not
necessarily return the affection, but much merely accept it.
o “Shoosh... shoosh...” - Silencing the child - not allowed to make decisions
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Burial Ceremony
Written in response to the Hungarian Revolution as historical criticism.
Structure:
Three-line stanzas
o No rhyme
Last stanza - break in pattern with six lines, then single line at end
Focus changes after “elsewhere breathless”
o First part: focus on Australian attitude. Satirical tone
o Second part: focus on issues in Hungary. Sombre tone.
Rhythm: “beat, drum, beat:
Enjambment
Syntax:
Ellipsis - pause to reflect on situation
o “remains a quaint local custom...”
o “compliment of their death...”
Language:
Compound words - add rhythm
o ticker-taped, beauty-queens, nation-states, smoke-blackened
Diction
o Trivia
o Gloriously living
o Fretful barrage
o Brute siesta
o Quaint
Emphasis:
Anaphora: “Under the...”
Paradox: “shining excrement” “bright inconsequence”
Repetition: “Bury them” “Beat, drum, beat”
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Homecoming
Published in 1968
Written during the Vietnam War.
Present continuous verbs - show that it was happening constantly, unrelenting
“hulls of Grants, in trucks, in convoys” - indicates a large number of dead - so many
vehicles needed to carry them
“green plastic bags” - soldiers treated like rubbish, none of the respect they deserve
Deep-freeze lockers - not natural, opposite of the environment
Tan Son Nhut - Air base during the Vietnam War, mainly an American air base
“curly heads, etc...” shows different types of soldiers - no reference or respect to
actual soldiers or their status
“higher...” going to heaven
“chow mein” - Traditional Chinese noodle dish - shows the countryside is a mess of
bodies all mixed together. Also shows that the Australians generalised Asia as “over
there” and distanced themselves from the war, hence were so uncaring
“home, home, home” - Home has connotations of love and warmth, yet their
greeting was cold and unwelcoming.
“howl” - mourning or sorrow
“the mash, the splendour” - imagery of explosions and gunfire
“dogs” - the soldiers were reduced to dogs - dehumanisation - the soldiers received
no respect from humans and were not recognised for their sacrifice. Respect only
comes from the lowest parts of society.
“wide web of suburbs” - imagery of a spider’s web - not a pleasant welcome, but
cold death
“leaves from a wintering tree” - simile - shows that the news is sad and cold and
empty, like winter. Connotations of death - no life. Dead are falling like leaves from a
tree.
“too late, too early” - shows that it was too late to save the lives of the soldiers, but
their deaths were too early, too young to die. They did not finish their work - the war
was still going. Creates a paradox.
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A Victorian Hangman Tells His Love
Published in 1967
- Written in response to the hanging of Ronald Ryan (1967), the last man to be hanged
in Australia.
- Conviction and penalty attracted significant media attention and protests from the
public.
Poem is an extended metaphor, comparing hanging ceremony to a marriage
ceremony
“Dear one” - Intimate address like in a love letter. He longs for the death to be more
private, showing the desires of the hangman.
The hangman is representative of the will of the State, a figurehead
“Victorian” - from title - shows it to be an archaic ritual. Also, the last man to be hung
in Victoria was Ronald Ryan.
“two-piece track-suit” - compound words - add rhythm
“you have dreamed about this” - young girls dream of getting married, yet he is
actually having nightmares about his death
“some gross bee” - dehumanisation
o Sinister tone: “if I must bind... distract us from our end”
“I would dispense with” - show the lack of agency or decision-making
power
“Let us now walk a step” - walking down the aisle”
“this noose” - like ‘this ring with which...’ - wedding
“There. Perfect” - Caesura - Suggests he is a perfectionist and loves his work. It is like
a ritual
“officially prescribed darkness” - shows the government’s involvement”
“raised to the simple alter” sacrifice/ marriage altar
“new life” - religious - irony - idea of afterlife.
“sink into the generous pool of public feeling” - people will feel sorry, but soon
forgotten - idea of drowning.
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Simile: “as gently as a leaf” - creates irony - the hanging is sudden, unlike a leaf
falling
Language: formal and old-fashioned - suggests that hanging are outdated
The Not So Good Earth
Published in 1966
Sorry!
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Weapons Training
Published in 1970
Purpose:
Link to Homecoming.
Ideas
o Highlights the brutality of war
o Demeaning attitudes in the army
o Inhumane - shows that soldiers and the enemy are not treated as humans
o There is no hope during war, just death all around
Setting:
Presumably a military camp
Australian soldiers - using Australian slang
Vietnam war
Characters:
Narrator - the drill sergeant
o Strict expectations from soldiers
Soldiers - Australian
o Submissive, robotic and inhumane
o New to the army and inexperienced
Action:
The sergeant is training the soldiers to use their weapons of war
It is assumed that the soldiers simply accepted and absorbed the instructions
o “open that drain you call a mind”
Also explores how soldiers were dehumanised and themselves became weapons, as seen in
the title. “Weapons” indicates the machine-like manner the soldiers must adopt. “Training”
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shows that it is being drilled into them. The title suggests that they are training to use their
weapons, but reading the poem shoes that the men themselves are the weapons.
The poem begins mid-sentence, showing that the commands of the sergeant are
constant and relentless - the soldiers do not even get a chance to think or speak.
o Immediately gets the reader’s attention
o Introduces the idea of the soldiers being machines and conforming to the
demands of the army
Rhetorical questions
o Create a tone of bullying and aggression.
o Stereotype of a drill sergeant - shows authority - he is in charge.
o Highlights brutality
“and do you know what you are?”
“falling dandruff” - shows that they would be living in far less luxurious conditions,
lacking basic things like showers.
“unsightly fat” - sign of a luxurious life that must be life behind.
o Insulting them to ‘show them who’s boss’
Structure:
Lack of punctuation shows that the sergeant is relentless in his commands. Suggests
urgency - it is rushed out and shows that he is shouting - senseless yelling. This sets a very
commanding, brutal tone for the poem. Any pause would be seen as hesitation: a sign of
weakness. They are forced to accept his authority and don’t get a chance to refuse.
This tone shows the urgency of training them to deal with war
Tells them to do everything “just like I said” - reiterating his authority.
The poem is divided into one stanzas to reflect the continuous stream of instructions and
yelling.
Enjambment - “with the unsightly fat/ between your elephant ears” - signifies
the rush and urgency of the commands
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Metaphor - “elephant ears” - reference to the look after their heads had been
shaven. Banal metaphor - shows the soldiers to be subordinate, and reflects the
character of the sergeant.
Sexual euphemisms:
“cockpit drill”
“crown jewels”
“turn the key in the ignition”
Used to show that they may lose their sexual functions in the
battle
Makes the men insecure and obedient to the sergeant
“woman’s tit”
Derogatory to woman - vulgar and hateful
Racism:
“little yellows”
“fish-sauce breath”
“Charlies”
Aggravates the soldiers to encourage them to hate the enemy
Demeans the Vietnamese people to make it easier for the soldiers
to kill them
Teaching them to hate and kill
Imagery
“breath hot on your stupid neck” - shows readers how close they were to
danger, building fear
Colloquial language
“you’ve copped the bloody lot”
“queer” - cliché
“your tripes are round your neck”
Onomatopoeia
“click” “pitter-patter”
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Introduction to the idea and metaphor of the soldiers as machines and
conforming to commands
Even their blinking is regimented
Tripes: intestines
Rhyme for emphasis
“the magazine man its not a woman's tit worse luck or you'd be set too late you nit”
Telling them to be brutal and remain focused, not to be gentle, but aggressive.
Emphasises the brutality Repetition
o “You’re dead, dead, dead” - shows that their lives depend on his orders
and they must be obedient to survive. Drills the final message into their
brains
The final line has correct punctuation, emphasising the last point to make it sink in.
Break in poem:
o “... considerably reduced? |break| allright now suppose...”
First part: breaking the soldiers’ spirits
Second part: inspiring fear in the soldiers
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