I begin by mentioning how the poems are similar but also difference, which I do quite often because it adds some nice AO4 nuance.
It wouldn’t have hurt for me to include a little more detail on the dichotomies that I mention.
In a similar vein, Flynn writes in “The Notorious Case of Robert the Painter” that “the killer caught the public imagination.” The verb “caught” implies a quick action, suggesting a similar sense of rush and excitement, and the idea of “catching the public imagination” (or the imagination in general) is often reserved for writers and artists, which suggests there may even be some art to violence.
In this respect, both poems demonstrate similar ideas of violence and its relationship to excitement.
Following some discussion on the A-level English study group (which you should definitely join, by the way) I thought it might be helpful to show you how I write poetry essays.
I’m going to be referring to a timed essay I wrote whose title was “Compare the methods the poets use to explore violence, death and the attitudes towards them.” Of course this wasn’t a perfect essay, but it did get a level 5, so hopefully it will help a bit to see an example if you’re struggling with structure or technique.Every point can be broken down into sub-points; here, they are: You can see here that every sub-point analyses the language used in a quotation from the text, explains the effect of the language used and links back to the question; this is kind of like the “point, evidence, explanation, link” thing you might have done in your GCSE, only more sophisticated, because now you’re making lots of sub-points and comparing two poems as well.The comparison is something you have to keep returning to in every paragraph so that you get your AO4 marks.This is the level of detail I usually go with in each paragraph.The sub-points are: The conclusion doesn’t make or break an essay, and I think my conclusions in English essays are usually pretty weak actually.This contrasts with the use of personal narration in “The Notorious Case of Robert the Painter”; in the latter, the addition of the personal dimension has a more haunting effect.For instance, “in the ashes of my own affairs” is a phrase very much related to the narrator’s personal experience, since it uses both the possessive pronoun “my” and the emphatic modifier “own.” Since “my own” is associated with “ashes”, however, which has connotations of destruction, death and cremation, this gives the poem an eerie tone quite unlike the merry, communal associations of “joining in” and “cooking.” Therefore while both poems explore personal connection to violence and death, they associate this connection to different concepts.Feaver uses a first-person pronoun in a similar way to Flynn in “The Gun”, but to quite a different effect.She writes “I join in the cooking”, using the ideas of “joining in” – implying cooperation – and “cooking”, which is often regarded as a social activity, to create a sense of community.Here are examples of a similarity and a contrast point (try to include fairly equal numbers of each, although arguing that there are more similarities or more contrasts is fine): “The Gun”, Feaver tells an almost joyful story of the experience of hunting, using the simile “your eyes gleam like when sex was fresh”, which draws a link between sexual pleasure and the pleasure of the violence involved in hunting.The words “gleam” and “fresh” both have the connotations of something new, of positive excitement, implying that carrying out a violent act involves a certain thrill and even a degree of happiness.