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Found 3 results

  1. This is a paper my 10th grade son wrote in response to Stephen Crane's poem, "Do Not Weep Maiden, For War is Kind." While ds is my most well-read child, he is also my only one that struggles with spelling and grammar, in part, because he rushes to get his work done and is not particular about details. Could you please critique the work keeping in mind that he will not take AP English tests, but still needs to be able to write a competent analysis. You also do not need to be kind as I will sort out what I will share now and what we will work on over the summer. He is in public high school. War is Kind Man has been going off to war for ages. They leave their wives and mothers to win honor, valor and glory on the battlefield. Most of the time they come home as heroes. They come home to their mothers and wives. Then there are those who come home in a box, never to see their loved ones again. People seem to forget that fact a lot. In Stephen Crane’s poem “Do not weep, maiden, for war is kind.†He employs the help of irony, imagery, and refrain to show how war is depicted in glorious ways so that everyone forgets the pain it causes. Crane’s poem practically drips with irony to drive his point home, that war cause pain that people forget about. He uses lines such as “Your lover threw wild hands toward the sky.†He tries to remind you that war steals the hearts of men from their lovers and the pain of them leaving intensifies when they learn that they have died. He reminds us of fathers, “ragged at his breast, gulped, and died,†who left their families behind to grieve and pray for them. These are two things that people experience every day and other people forget about because war has been spruced up in such a way that people forget about all that pain. He says it all in one irony drenched line, “war is kind.†Another device that the poet uses is imagery to show how war is glorified and depicted in such a way that it creates a shroud over the horror and terribleness of war. He almost paints a picture in your head of a “swift, blazing flag of the regiment,†and the “eagle with the crest of red and gold.†It’s almost like your their on the field wait to go to war. You hear the “hoarse, booming drums of the regiment,†calling you into a bloody fight. But amongst all of this the pain has been washed away like a bloodstain on uniform. The last device that is used is refrain. Crane masterfully uses it to bring imagery and irony together to make this poem a very powerful and moving one. His first line is almost the definition of irony “Do not weep maiden, war is kind.†It makes the reader wonder how war can be kind. He repeats words from that line three more time in his poem. And it’s always right after he says something about the pain war causes. Then he describes war in an almost beautiful way. He sneaks in “these men who were born to drill and die†and “a field were a thousand corpses lie,†to shatter the images of war being wonderful to bring it back to the reality that war is terrible thing. With the clever usage of irony, imagery, and refrain Crane has moved all the misconceptions of war away to reveal the gaping wound it leaves of people’s lives. The agony of seeing their loved ones going off to some place to die and kill for a cause they might not believe in. In fact I hope this poem will help people understand the true horrors of war and not what books and movies tell them.
  2. Hi - I am new to these boards but very excited about the whole idea of sharing what I've learned from teaching my daughter and learning from others. I have a PhD in 18th-century British literature, have taught my daughter at home for nine years, would be willing to talk/advise/brainstorm about the teaching of literary analysis, literary history, the history of women's writing (before the modern period), teaching kids about the history of print, the emergence of the professional author, etc. Note that my approach is not going to be a conventionally classical one. My daughter has Asperger's Syndrome; with it has come many problems in following a traditional curriculum, everything from handwriting trouble to literal thinking, which made (and still make) it almost impossible for her to understand symbolism, metaphorical writing, or the nuances of character development and conflict between characters. But she loves reading classic literature, so I've had to develop a different way of talking about books with her, a more historical, concrete approach that draws on my own academic work with print culture. This is what I'd be happy to share. My daughter was diagnosed with dysgraphia early on and had terrible, terrible trouble learning to spell. She seemed to be not either a visual or a phonetic speller; on top of this she has fine motor and hand-strength issues. As a result our early years of homeschooling were largely non-textual and I spent long, long hours researching ways to teach that were not pencil-based. I am willing to share information on alternative spelling strategies, non-conventional writing tasks, or just general ways to homeschool a child who is late in writing or who struggles with handwriting physically or developmentally. This seems as though it would be a great topic for a panel discussion of some kind.
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