remains and war photographer comparison conflict essay

War Photographer / Remains Essay

(grade 5-6).

Both ‘War Photographer’ and ‘Remains’ explore memories. In the second stanza of ‘War Photographer’, Duffy creates a vivid image of one of the photographer’s memories by writing ‘running children in a nightmare heat’. Duffy’s words create graphic, powerful imagery of innocent children caught up in the middle of a warzone, running in agony and terror away from a chemical weapon. Duffy suggests through these words that the photographer's mind is always filled with powerful and upsetting memories of the terrible things he witnessed while taking photos in warzones. Armitage makes clear the soldier cannot forget the memory of shooting the looter by writing ‘probably armed, possibly not’. Armitage’s repetition of these words in the poem emphasise that this particular memory, of whether or not the looter is armed, is very important. It is important because the soldier is wondering whether or not he needed to kill the looter. If the looter was not armed, the soldier killed an innocent person, who posed no threat to him. Armitage’s use of the word ‘possibly’ indicates that the soldier cannot be sure that the looter was armed, and runs this memory over and over in his mind. Armitage’s repetition of these words also emphasise the power of this memory, as it keeps flooding back into the soldier’s mind, even when he is home on leave. It is clear from both poems that being in or near war can deeply affect people, leaving them with lasting trauma.

Both ‘War Photographer’ and ‘Remains’ explore guilt. In the third stanza of War Photographer, Duffy makes the photographer’s guilt clear by writing that he sees a ‘half-formed ghost’ when he develops one of the photographs. Duffy’s imagery in the words ‘half-formed’ helps the reader to imagine the photograph slowly developing in front of his eyes. Her use of the word ‘ghost’ implies that the photographer is being haunted by the memory of this man and the cries of the man’s wife when she realised her husband was dead. Duffy suggests he feels guilty because he was not able to do more to help this man or his wife; all he could do was stand by and take a photograph. Similarly, in the closing lines of ‘Remains’, Armitage makes the soldier’s guilt clear by writing ‘his bloody life in my bloody hands’. Armitage uses the blood as a symbol of the guilt that the soldier feels; the soldier feels he has blood on his hands because he killed a person who could have been innocent. Armitage could have chosen to end the poem with this line because he wanted to demonstrate that the soldier cannot remove the image of the looter’s blood from his mind, and that the guilt he feels for killing the looter will stay with him forever.

Both poems explore struggle . In the final stanza of ‘War Photographer’, Duffy conveys the struggle of the photographer, who feels angry that his readers are not more moved by his pictures by writing ‘reader’s eyeballs prick with tears between the bath and pre lunch beers’. Duffy’s use of the word ‘prick’ to describe the readers’ emotions indicates that they barely cry when they see the photographs. Duffy’s suggestion is that, when we are so far removed from war, we cannot fully understand the pain that people go through. Duffy’s use of the words ‘bath’ and ‘beers’ remind the reader that in England we have many luxuries that people in warzones don’t have. This makes it very easy for us to forget the terrible lives that other people have, because we can go back to enjoying our own luxurious lifestyles. The struggle in Remains is different. In Remains, Armitage presents the soldier as deeply traumatised by what he experienced at war. Remains makes clear the soldier struggles to forget what he saw and did by writing ‘the drink and drugs won’t flush him out’.Armitage’s use of the word ‘flush’ implies that the emotions the soldier feels are like toxins within his body that he wants to get rid of. It is clear that the soldier has become reliant on addictive substances as a way of coping. Armitage conveys to his readers the terrible trauma that many soldiers experienced and tells the reader how difficult it was for them to return to normal life when they returned.

(Grade 8-9)

Both ‘War Photographer’ and ‘Remains’ explore the haunting power of memories. In the second stanza of ‘War Photographer’, Duffy creates a vivid image of one of the photographer’s memories by writing ‘running children in a nightmare heat’. Here, Duffy’s words create graphic, powerful imagery of innocent children caught up in the middle of a warzone, running in agony and terror away from a chemical weapon. This poetic image was inspired by a real-life photograph captured by a war photographer in Vietnam. Through this evocative imagery, Duffy suggests that the photographer's mind cannot shake the distressing memories of the terrible pain he witnessed while taking photos in warzones. Similarly, Armitage makes clear the soldier cannot forget the memory of shooting the looter through his use of the poem’s refrain: ‘probably armed, possibly not’. Armitage’s repetition of these words emphasise that this particular ambiguous memory, of whether or not the looter is armed, is haunting him. If the looter was not armed, the soldier would not have needed to kill him. Therefore, he is plagued by a feeling of potential guilt; ihe could have killed an innocent person, who posed no threat to him. Armitage’s repetition of these words throughout the poem also emphasise the power of this memory, as it keeps flooding back into the soldier’s mind, even when he is home on leave. It is an unwelcome and persistent reminder that is contributing to his post-traumatic symptoms. It is clear from both poems that being involved in or an observer of war can deeply affect people, leaving them with a lasting mental struggle.

Both ‘War Photographer’ and ‘Remains’ explore the intensity of guilt. In the third stanza of War Photographer, Duffy makes the photographer’s guilt evident by writing that he sees a ‘half-formed ghost’ when he develops one of the photographs. Duffy’s powerful metaphor helps the reader to vividly imagine the photograph slowly developing in a chemical solution in front of his eyes, while the word ‘ghost’ implies that the photographer is being psychologically haunted by the memory of this man and the terrible cries of the man’s wife. Perhaps Duffy suggests that the photographer feels guilty because he was not able to do more to help this man or his wife; all he could do was carry out his role by capturing the moment with a photograph for the media. TSimilarly, in the closing lines of ‘Remains’, Armitage makes the soldier’s guilt clear by writing ‘his bloody life in my bloody hands’. Armitage uses the blood as a symbol of the guilt that the soldier feels; the soldier feels he has blood on his hands because he killed a person who could have been innocent. Armitage could have chosen to end the poem with this line because he wanted to demonstrate that the soldier cannot remove the image of the looter’s blood from his mind, and that the guilt he feels for killing the looter will stay with him, or metaphorically stain him, forever.

Both poems explore an inner conflict or struggle . In the final stanza of ‘War Photographer’, Duffy conveys the struggle of the photographer, who feels infuriated that his readers are not more emotionally moved by his pictures by writing ‘reader’s eyeballs prick with tears between the bath and pre lunch beers’. Duffy’s use of the word ‘prick’ to describe the readers’ emotions indicates that they barely cry when they see the photographs, or that their emotion is transient because they cannot empathise with the people in the photographs as they are so far removed from conflict zones. Duffy’s use of the words ‘bath’ and ‘beers’ remind the reader that in England we have many everyday luxuries that people in warzones don’t have. This makes it easy and almost inevitable for us to forget the terrible lives that other people have, because we are so engrossed in our own luxurious lifestyles. While there is an emotional struggle for the soldier in Remains, the nature of the strife is different. In Remains, Armitage presents the soldier as deeply traumatised by what he experienced at war. Remains makes clear the soldier struggles to forget what he saw and how he behaved by writing ‘the drink and drugs won’t flush him out’.Here, Armitage’s use of the word ‘flush’ implies that the emotions the soldier feels are like toxins within his body that he wants to eject. It is clear that the soldier has become reliant on addictive substances as a way of coping with the devastating effects of war and its violent agony. Armitage conveys to his readers the terrible trauma that many soldiers experience, and exposes to the reader how difficult it is for soldiers to adapt to normal life when they return from war.

Both Duffy and Armitage use structure to reflect an attempt to control difficult emotions . In ‘War Photographer,’ Duffy deliberately uses a tight stanza structure with a clear rhyme scheme to mirror the order the photographer is trying to restore in his own mind. He is described as putting his photographs into “ordered rows,” just as Duffy carefully brings order to the poem. Perhaps she is suggesting that this sort of organisation is the only way he can eliminate the chaos and distress he struggles with. In Armitage’s poem, the soldier is less successful in containing his emotional outpourings. While the poem begins in an ordered way with regular stanza structures, it descends into irregular and erratic stanzas to perhaps symbolise his inability to control the traumatic memories which continue to flood his mind.

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Candidate One - War Photographer Vs Remains

English literature, sixth form (a levels), woodhouse college - london, recommended for you, students also viewed.

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Full Essay Question

Compare the ways that effects of conflict are presented in War Photographer and one other poem from the conflict & power cluster.

Plan: Effects of conflict Named poem (War Photographer) Chosen Poem (Remains) M The poem projects the harsh reality of how many people are actually affected by the war, that the reader does not consider. Duffy depicts the horrific imagery that the photographer must repeatedly see in his mind because of his tragic experience. The idea that many people who are affected by conflict are helpless and hold guilt even though they could not have helped is expressed throughout the poem.

In Remains, the theme is a soldier who is haunted by the conflict he has witnessed. His experience is projected as eternally torturous and tormenting. Armitage creates a recurring theme of nonchalance and disregard for human life throughout the poem, implying the true concept of war as viciously harming and deceptive.

S The regular and ordered structure of the stanzas contrast to the chaotic theme of the conflict in war, and how a bystander – the photographer – is affected tremendously by the horrific images he sees. The style of the poem is almost clinical and matter of fact, to imitate the detached approach of the photographer – emphasizing the extreme pressure conflict puts under people – even those who are not soldiers fighting, but just because they have had to witness such events. The repetitive use of caesura throughout the poem signifies his broken state of mind and how deeply he has been affected by the conflict.

The effects of conflict are highlighted in the abrupt ending of the poem with only a two-line stanza. The short ending stands out, and emphasises the haunting effect conflict can have on soldiers as he cannot rid himself of the memory of the killing. It also implies the disintegration of the speaker’s state of mind after his experience in war and conflict.

I The ‘running children in a nightmare heat’ emphasises the pain and suffering off war, and the large extent of people it affects, including innocent children, as described in the horrific imagery. The ‘half-formed ghost’ connotes imagery of mutilation and brutal injury caused by conflict, highlighting the impact war can have on peoples lives and how it can deform a person completely within moments. The adjectives ‘blood stained’ and ‘cries’ imply the horrendously violent imagery the photographer had to witness and walk away from.

The gruesome imagery ‘every round as it rips through his life’ and being able to see ‘broad daylight on the other side’, magnifies how severe his injuries are and how a life was lost in an instant. ‘sort of inside out’ is graphic imagery used to show images of agony and how much pain conflict can cause. The imagery of ‘blood- shadow’ illustrates how the shooter is haunted by the life he has taken and how conflict brings on immense guilt to the soldiers and how it eternally affects their lives, they will never be the same again.

L Hyperbole used to exaggerate the horrors found in war to emphasise the extent of the violent acts he had to witness.

Armitage uses repetition ‘his bloody life in my bloody hands’ to emphasise the guilt that is felt from the killing and how it haunts him forever. AO3 Duffy had a friend who was a war photographer, she was intrigued by the peculiar challenge faced by these people whose job requires them to record terrible, horrific events without being able to directly help their subjects.

Armitage interviewed several ex-servicemen from various conflicts and discovered that many of them were traumatized by war, haunted by their memories even many years afterwards.

Both poets explore the disastrous effects that the conflict of war has on people, with War

Photographer considering the perspective of a bystander who has to witness such horrific events,, and remains featuring a soldier who was under orders to shoot an unknown man during conflict, and, is haunted by his actions. in war photographer, the poet builds a sense of how many people are, affected by the conflict in war, widening the reader’s knowledge on the topic by proving that even, the people who are not taking part in the war, who are only witnesses, are deeply affected by the, horrors they witness. the photographer’s hands were said to ‘tremble’ when he returned back to his, home after being in the war zones, which is ironic as they did not tremble when he was in danger,, but once he returned, the aftershock has hit him, and caused a riveting path of guilt to cloud his, mind, as he finally acknowledges the brutality he was forced to witness, leaving him emotionally, scarred and distressed. similarly, in remains, simon armitage presents the story of a shooter soldier, who murders a man during the conflict, leading him to suffer with heavy guilt and haunting images, reminding him of his actions. his experience is expressed as constantly tormenting as ‘he is here in, my head when i close my eyes’, when he goes to sleep he sees the victim be ‘possibly armed,, possibly not’ and ‘torn apart by a dozen rounds’. the graphic description of the murder amplifies the, underlying guilt that the soldier is haunted by, he cannot rid himself of the murderous thoughts., therefore, both poems explore ideas on how conflict shows eternal consequences to those who, experience any aspect of it, either from being in line of fire or from watching on the side. the, subjects are both tormented by their experiences and overwhelmed with a sense of guilt to the point, where they are emotionally broken, all because of their involvement with conflict., the structure of both poems is rather formal and orderly, perhaps to signify the structured life of the, military or how carefully the photographer regards his work. however, in remains, the repetitive, structure is broken as the poem ends with a 2-line stanza, in comparison to the other 4-line stanzas., the short ending of ‘but near to the knuckle, here and now, his bloody life in my bloody hands.’, stands out and emphasises the haunting effect conflict can have on soldiers, as he cannot rid his, mind of the memory of the killing. the abrupt ending also implies the disintegration of the speaker’s, state of mind after his experience in war and conflict. correspondingly, the regular and ordered, structure of the stanzas in war photographer contrast to the chaotic theme of war that the poem is, describing, and how a bystander – the photographer – is affected tremendously by the graphicly, violent images he has to see. the repetitive use of caesura throughout the piece – ‘something is, happening.’ and ‘for sundays supplement.’, signifies his broken state of mind and how deeply he has, been affected by the conflict. therefore, both poets educate the reader on the stress of war by, emphasizing the extreme pressure that conflict puts people under and how it negatively affects their, vivid imagery is also used in both poems to emphasise to the reader the disastrous effects of war, and conflict. in the poem war photographer, the ‘running children in nightmare heat’ emphasises, the pain and suffering of war and the large extent of people that it effects, including innocent, children, as described in the horrific imagery. the couplet ‘nightmare heat’ connotes ideas of, vulnerability and danger, the noun ‘heat’ depicting images of fiery hell and creating an increasing, sense of fear and panic. furthermore the metaphorical imagery ‘a half-formed ghost’ illustrates a, horribly mutilated and injured soldier, also embodying the sense that he is only half-formed because, he is only half a memory – not fully remembered, or because it could be the spirit of a dead man, but, the subject’s life is unknown to the photographer and the reader, creating a sense of, otherworldliness towards those that he had to leave behind in the battlefield. this therefore reveals, to the reader all that the photographer has had to witness and abandon, leaving them with an.

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Remains vs War Photographer

• Created by: Jesswardop
• Created on: 21-02-20 11:46
• English Literature
• AQA Anthology

Report Tue 30th March, 2021 @ 08:39

Report Mon 24th May, 2021 @ 14:55

great website , awesome for revision

Report Wed 1st June, 2022 @ 17:06

it’s not much detailed can we get whole essay on comparison between war photographer and remains ??

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GCSE English - Exploring Themes, Language, and Context in War Photographer and Remains16,17, and 18

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

17 November 2024

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Exploring Themes in War Photographer and Remains • Objective: To analyse the impact of war and conflict as presented in both poems. • Description: This worksheet guides students through analysing themes such as trauma and memory, exploring how Carol Ann Duffy and Simon Armitage use language to convey the emotional and psychological effects of war. • Key Themes: Trauma, conflict, the cost of war. • Focus Points: Analyse how language conveys each poet’s personal view on war’s impact. • Exam Tip: Support thematic interpretations with examples of emotive language and vivid imagery.

Language and Structure Analysis in War Photographer and Remains • Objective: To analyse how Duffy and Armitage use language and structure to create meaning. • Description: This worksheet helps students examine specific language techniques, such as metaphor and repetition, and structural choices that reflect each poet’s message. Students practice discussing the emotional and thematic significance of these techniques. • Key Techniques: Diction, enjambment, tone. • Focus Points: Explain how structural elements and word choice evoke emotion. • Exam Tip: Focus on how each poet’s structure influences the pacing and emotional build-up.

Contextual Understanding and Comparison in War Photographer and Remains • Objective: To compare how the poets’ backgrounds influence their presentation of war. • Description: This worksheet provides context on each poet’s perspective and examines how personal or societal experiences of conflict shape the poems. Tasks guide students in connecting context to themes and drawing comparative conclusions. • Key Context: Each poet’s background and experiences with conflict. • Focus Points: Connect context to the poems’ themes and perspectives on war. • Exam Tip: Mention how the poets’ experiences shape their portrayals of trauma and memory.

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GCSE English Literature and Language Complete Study Bundle

This comprehensive study bundle contains 63 worksheets that cover key topics and skills essential for success in GCSE English Literature and Language. Designed to align with the major requirements of the GCSE syllabus, this bundle supports students in analyzing core texts, poetry, and unseen prose, while also developing critical writing skills for exams. Here’s an overview of what each section provides: Power and Conflict Poetry Cluster Worksheets 1–3, 10–12, 16–18, 25–27, 31–33, 37–39, 47, 56: In-depth analysis and comparison of key poems in the Power and Conflict cluster, including Storm on the Island, Exposure, Charge of the Light Brigade, Bayonet Charge, War Photographer, Remains, London, Tissue, Checking Out Me History, The Emigrée, Poppies, Kamikaze, My Last Duchess, and Ozymandias. These worksheets cover thematic connections, language and structural techniques, and contextual influences, and provide practice exam questions to hone comparative analysis skills. Love and Relationships Poetry Cluster Worksheets 41, 42, 47, 56: Focused analysis and comparative techniques for poems in the Love and Relationships cluster, with additional practice on unseen poetry analysis. These worksheets equip students with strategies to identify themes, analyze imagery and language, and write effective comparative essays. Literary Texts: A Christmas Carol, Macbeth, and An Inspector Calls Worksheets 4–6, 19–21, 34–36, 40, 49–51, 55, 60, 61, 63: Detailed examination of plot, character development, language, structure, themes, and context in A Christmas Carol, Macbeth, and An Inspector Calls. Students will deepen their understanding of key quotations, develop analytical skills for essay responses, and practice thematic connections between texts. GCSE Language Paper Skills Worksheets 7–9, 13–15, 22–24, 28–30, 43–45, 48, 57–59, 62: Practice in essential language paper skills, covering structural analysis (Q3), critical evaluation (Q4), viewpoint essays, descriptive and narrative writing, and crafting persuasive arguments (Q5). These worksheets provide structured guidance on identifying and analyzing language and structure, building arguments, and developing vocabulary, tone, and sentence structure for maximum impact. Comparative and Synthesis Skills Worksheets 32, 33, 41, 47, 50, 56, 59, 60, 61, 63: Comparative analysis across various texts and poetry, focusing on synthesizing evidence and evaluating writers’ perspectives and techniques. These worksheets reinforce skills in comparing themes, analyzing language and structure, and synthesizing arguments effectively. Exam-Focused Analysis and Practice Worksheets 3, 9, 12, 18, 24, 33, 39, 46, 51, 57–59, 62, 63: Tailored exam practice questions and exercises to prepare students for the demands of the GCSE English exams. Students will apply their analytical skills, critical thinking, and writing techniques to effectively respond to exam questions, develop clear arguments, and produce evaluative responses. Key Skills Developed Thematic Analysis: Explore core themes such as power, conflict, love, loss, cultural identity, memory, and family.Language and Structure Analysis: Learn to analyze poetic and literary techniques, such as metaphor, simile, enjambment, rhyme, and symbolism. Contextual Understanding: Gain insight into the historical, social, and cultural contexts influencing the texts. Comparative Analysis: Develop the ability to compare themes, techniques, and perspectives across multiple texts. Exam Practice and Essay Writing: Strengthen skills in structuring responses, synthesizing evidence, evaluating techniques, and writing persuasively. Who is this Bundle For? This bundle is ideal for GCSE students who want a thorough and structured approach to mastering English Literature and Language. Whether used for classroom learning, homework, or self-study, these worksheets provide comprehensive support across all key areas of the curriculum, helping students build confidence and excel in their exams. This bundle equips students with the tools they need to interpret texts critically, analyze language with precision, and construct insightful, coherent essays that meet the demands of the GCSE exams. It’s the perfect all-in-one resource for success in English Literature and Language.

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