How to Closely Analyse a Poem (and keep exam boards happy) #3 Edward Thomas’ ‘This is no case of petty right or wrong’

Having declared in my review of one year of blogging that I wanted to include more about teaching literature, I am posting three examples of the type of essay required by OCR exam board in module F661 (see also Essay 1 and Essay 2). The essay below focuses on Edward Thomas’ poem ‘This is no case of petty right or wrong’ which can be read in full here. The poem has Thomas probably remembering bitter arguments with his patriotic father about the rights and wrongs of the war. Beyond this essay written for specific purposes, the poem seems to me to contain so much unresolved material that it rather falls apart at the seams. Poems may well travel long distances in a few words but this one seems to me to trip itself up in doing so though it also seems to record Thomas’ final and fatal decision to join the fight in France. As can be seen below, OCR students are supposed to present a close analysis of one selected poem (AO2) while also putting that poem into relation with some others by Thomas (AO4).

Thomas in uniform

“I am one in crying, God save England”. Explore the ways in which Thomas’ poem ‘This is no case . . . ’ wrestles with the idea of patriotism in a time of war.

In your answer, explore the effects of language, imagery and verse form, and consider how this poem relates to other poems by Thomas that you have studied.

Key:  close analysis is in bold;           comparative comments are in italics

In this poem Thomas seems to be continuing a debate – or argument even – with a more conventionally patriotic person (perhaps based on his own father) and trying to define his own view of patriotism and why he might join up to fight in WW1.The single block stanza suggests a dense or intense passage of speech. Though there are some vivid images included, this is an unusual poem for Thomas as it is argumentative rather than descriptive. Although it contains some of his characteristic uncertainties (as seen, for example, about memory in ‘Old Man’ for example), it does end with what seems to be a strong affirmation of patriotism: “God save England”. This love of England and its history is very typical of Thomas as in poems like ‘Words’ and the lovingly portrayed rural English landscape of ‘As the team’s head brass’.

The opening couple of lines contain a bold reply, suggesting a discussion is already underway. Thomas denies that the issue of patriotism can be easily resolved (even by “politicians and philosophers” – probably jingoists and pacifists respectively) because the rights and wrongs of it are not “petty”. This adjective with its plosive first sound conveys something of the anger that Thomas feels. He provocatively declares, “I hate not Germans”, the delaying of the “not” giving extra emphasis and the clashing ‘t’ sounds of “hate” and “not” again suggesting the anger, even aggression of the debate. Lines 3 and 4 make use of contrasting terms (Germans/Englishmen; hate/love) to make the point that the narrator will not simply obey the conventions or propaganda of “newspapers” of the times. Lines 5 and 6 repeat this contrasting device (hate/love) and hyperbolically and dramatically declare that his hate of a “patriot” makes his “hatred” of the Kaiser (the German leader) “love true”. This is evidently exaggeration as he goes on to describe the Kaiser metaphorically as “a kind of god . . . banging a gong”. This metaphor gives the Kaiser the powers of a god but he is portrayed as using them merely to create irritation and noise in the onomatopoeic, consonantal phrase “banging a gong”. The Kaiser’s actions seem pointless.

Scene from the Battle of Arras 1917

Line 8 again declares an independent viewpoint with heavy emphasis on the monosyllabic “not”, denying that the choice is a simple one “between the two” warring sides, or between “justice” (England) and “injustice (Germany) as jingoistic “newspapers” would have put it in 1914/18. The verb “Dinned”, prominently placed at the end of line 9, again suggests that Thomas feels the debate is a loud and noisy one (perhaps more shouting than clear argument?) and as a result he can “read no more”. This image of reading may refer back to the debates in the “newspapers” of the time or it might be more metaphorical, suggesting his ‘reading’ of the situation in general. What Thomas suggests is that he gets little more sense from these debates than he might find watching “the storm smoking along the wind / Athwart the wood”. This image of a natural landscape is much more typical of Thomas’ poetry in general, reminding me of the opening lines of ‘Melancholy’ where Thomas uses repetition, heavy punctuation and personification to evoke another stormy scene: “The rain and wind, the rain and wind, raved endlessly”. The storm image in ‘This is no…’ is ominous and perhaps war-like with the bad weather approaching, metaphorically “smoking”  and the sweeping and whistling of the weather evoked through sibilance and repeated ‘w’ sounds and even the enjambment of “wind / Athwart”. Perhaps this storm suggested to Thomas the next image, recalling the storms and wicked witches in Shakespeare’s Macbeth. The imagery here becomes more gothic briefly (again not at all characteristic of Thomas’ poetry in general). The irony is though that what emerges from these apparent alternatives (Thomas again using contrasting terms in this poem) is similar. The adjectives “clear and gay” and “beautiful” suggest that there is little to choose between these alternatives, echoing line 8 with its phrase “I have not to choose”.


Thomas’ discussion of patriotism continues at line 16 with a dismissive tone: “Little I know or care”. The admission that he may be “being dull” is surely ironic and his reference to “historians” must echo line 2 with its reference to “politicians or philosophers”. In each case, these reputedly clever and intelligent figures are being mocked as unable to solve the “case” being discussed. Thomas uses the mythical image of the phoenix (re-born from the ashes of its own destruction) and imagines the historians raking at the ashes when the bird itself – the valuable, beautiful – “broods serene above their ken”. The archaic word “ken” suggests the historians fail to understand (perhaps are behind the times?) and the verb/adjective combination (“broods serene”) again evokes the beauty and value of what they have completely missed.

It’s at this point that the poem abandons its blank verse form and breaks out into rhyming couplets. It has been suggested that these final 7 lines were added later and it is interesting that it is these that declare the patriotic view more confidently with the ringing rhyme sounds supported the confident tone. In line 20, the contrasting terms (“best and meanest”) now suggest a unity of purpose or viewpoint rather than the futile oppositions earlier. Thomas is more typically alone in his poems, an isolated figure as in ‘Rain’ where the narrator repeats the word “solitude” and says he has “no love” left to offer except the “love of death”. In complete contrast, here he declares he is “one” with many of his countrymen and the passion of their patriotism is conveyed in the powerful verb “crying” suggesting loud and vigorous support rather than grief in “God save England”. His discussion concludes here with his motive for patriotism: “lest / We lose what never slaves and cattle blessed”. This is a difficult line but the image of what never blessed slaves suggests that it is English tradition of freedom/liberty that he hopes to preserve and would fight for.


The final four lines use the traditional personification of England as a woman. This sort of personification is not something Thomas does a great deal though he does personify the sun in ‘March’ to evoke the mixed nature of the weather of that month: “the mighty sun wept tears of joy”. In these final lines, England (as often for Thomas) is linked with history with the phrase “ages made her”. The bold declarative tone is aided by the hyperbole in line 24 (“all we know”) and the connecting “and” is repeated which gives a rhetorical tone. There is an  interesting contrast in the rhyme words “dust” and “trust” suggesting that England has raised her people up from almost nothing to a more complex relationship of trust in the country being “good”. The statement that she “must endure” conveys a determination or perhaps a hope that England will survive the world war. The final line again uses contrasting words and creates a sense of paradox as well as drawing the argument of the poem to a conclusion: “as we love ourselves we hate our foe”. Most of this line is monosyllabic which also gives a sense that these final words are clear and simple and explicit in deciding for English patriotism and against “our foe”.

So the poem starts by seeming to reject conventional ideas of patriotism and jingoism and suggesting that this “case” or issue cannot be easily decided. Thomas employs lots of contrasting terms throughout the poem and suggests (especially through the phoenix image) that this sort of black/white argument tends to miss the real point. Thomas’ real point seems to emerge in the final rhyming lines: it is the old traditions of English liberty that are at stake in the war. This is something he does feel passionately about and it is on that basis that he chooses patriotic commitment: “God save England”.

Photograph of Helen Thomas found on her husband’s body at Arras

How to Closely Analyse a Poem (and keep exam boards happy) #2 Edward Thomas’ ‘The Sun Used to Shine’

Having declared in my review of one year of blogging that I wanted to include more about teaching literature, I am posting some examples of the type of essay required by OCR exam board in module F661 (see also Essay 1). The essay following focuses on Edward Thomas’ poem ‘The Sun Used to Shine’ which can be read in full here. The poem has Thomas recalling happy days, walking with Robert Frost in the Gloucestershire countryside. Though the Great War  had begun, neither of them had yet become entangled with it. Students are supposed to present a close analysis of one selected poem (AO2) while also putting that poem into relation with some others by Thomas (AO4).

Little Iddens – where Robert Frost lived in 1914

Explore Thomas’ response to the English countryside of 1914 in the poem ‘The sun used to shine’. Your focus should be on close analysis of language, imagery, tone and form.

NB: Comparative sections here are in italics only to indicate the proportion of the essay devoted to that Objective (AO4). The main Objective remains AO2)

In this poem Thomas describes the English landscape as a place of pleasure and relaxed enjoyment as he walks with Robert Frost. These are remembered scenes and as the poem develops thoughts of the war of 1914-18 become more prominent. In the end perhaps the poem explores ideas about permanence and change, putting the war into a more historical perspective. The features which are typical of Thomas in the poem are the focus on the small details of the natural landscape (like ‘But These Things also’), the way the war lies in the background of the poem (like ‘Rain’ and ‘Tears’) and his interest in memory (‘Old Man’).

The opening stanza describes the two men walking at peace and the sun shining and here is an example of pathetic fallacy, the sun reflecting their happy mood. The easy rhythm of their walking is also reflected in the enjambement of lines 1-4 and the caesura in lines 2 and 4, giving a lilting, relaxed and flowing movement to the verse. At this early point in the poem, the regular ABAB rhyming adds to this impression and adverbs such as “slowly” and “cheerfully” obviously reinforce this sense of easy pleasure. The phrase “sometimes mused, sometimes talked” also suggests their free and easy life, with the caesura here again giving the steady walking rhythm of the opening as they contentedly (but thoughtfully – “mused”) explore the English landscape. This is similar to ‘As the Teams’ Head Brass’ where Thomas uses enjambement in many of the opening lines to reflect the flowing movement of the horse and plough up and down the fields. In that poem there is even less punctuation, reinforcing the idea that in ‘The Sun Used…’ the caesuras’ reflect the stopping and starting of the two men’s walking pace.


The narrator’s statement that the two men “never disagreed” about which gate to lean on is probably hyperbolic but again suggests their closeness and harmony and even the action of leaning on the gate with no urgency or hurry  reflects their relaxed state of mind. From line 6 the narrator conveys their mental focus as they walk through the landscape and suggests that they are wholly occupied in the enjoyment of the present moment. The phrases “to be” and “late past” suggest both past and future to which they give “small heed”. Other subjects are suggested by the phrase “men or poetry” and the “or” here suggests their easy freedom even in topics of conversation. However, it is at the end of stanza 2 that the war is first mentioned though at this point the word “rumours” is used, suggesting that the subject is only vaguely picked up and this is reinforced by the use of the adjective “remote” which is placed at the end of line 9 giving it an particular emphasis. At this point the war is not an important element as they walk through the landscape and this is also suggested by the word “Only” at the start of line 10 which rather dismisses the war topic of conversation in place of their focus on the landscape, this time in the form of the apples they find there.

The description of the apples is ambivalent because they are initially described with the adjectives “yellow” and “flavorous” suggesting their attractiveness and sweet taste so the reader may be a bit taken aback to hear in the next line that wasps have “undermined” the skin of the apples. The most important thing about this latter word is that it suggests the mines and mining associated with the battlefields of World War One and therefore suggests that thoughts of the war even penetrate the pleasant walks through the countryside of the two men. Something like this can also be seen in ‘Rain’ in which the narrator listens to rainfall in a depressed mood and hopes that no one who he “once loved” is doing the same. That poem uses a natural image of “Myriads of broken reeds all still and stiff” which also can be interpreted as referring to the many dead on the battlefields of France. ‘The Sun Used…’ was actually written in 1916 when Thomas was about to join up though the memory of the walks refers to 1914 when the war did seem further from him personally. These suggestions of war are continued in stanza 4 with the line of betonies described as both “dark” in colour (a contrast to the yellow apples?) and with the metaphor of “a sentry”. This makes very explicit the war reference and this is continued with the description of the crocuses (their “Pale purple” suggesting both weak vulnerability and shade) as having their birth in “sunless Hades fields”. Each of the words in this phrase might suggest the war with the darkness of “sunless”, the reference to death in “Hades” (the Classical land of the dead) and “fields” which surely refers to the battlefields in France.

Robert Frost

These suggestions that thoughts of war cannot be excluded from pleasant walks in the English countryside in 1914 are confirmed with the very next line: “The war / Comes back to mind”. Here it is the rising moon that reminds the two men of the war as they remember that the same moon would also be visible to soldiers on the battlefields of France “in the east”. The next word “afar” again suggests the distance of the war, though actually the poem has suggested that thoughts of it are not at all remote. The narrator’s thoughts now go beyond thoughts of the 1914 war. Typical of Thomas, he develops a more historical perspective, referring to earlier wars, “the Crusades / Or Caesar’s battles”. This has an ambiguous effect as it might suggest some consolation that war has always occurred and perhaps always will. On the other hand, perhaps it suggests the more depressing thought that humankind cannot avoid warfare. This sense of long stretches of time is quite common in Thomas’ work such as in ‘Aspens’ where he describes the trees at the crossroads and there implies that they are permanent, even indifferent to the human world: “it would be the same were no house near. / Over all sorts of weather, men, and times”.

May Hill – where Thomas and Frost often walked together

Perhaps it is this longer historical perspective that creates the thoughts of the final 11 lines of this poem. They open with a hyperbolic statement that “Everything” fades away and Thomas then uses a series of similes of things which he regards as transient, starting with the “rumours” of war, running water vividly described as “glittering // Under the moonlight” and the two men’s “walks” through the English countryside, even the men themselves (in line 26) and the apples from stanza 3 (now more pessimistically described with the adjective “fallen”) and the men’s “talks and silences”. This is a very inclusive list which gives the impression of time sweeping away many of the pleasures of life. The climax of the list is the last simile that seems to wipe away memories too (an important element in many of Thomas’ poems). He seems to suggest that memories are like marks on sand and the tide washes them away (is the tide an image of Time?). The poem ends with images of “other men” enjoying the same “easy hours” that the poem began with though now Thomas and Frost have vanished. In these last lines some things have changed (“other flowers”) but the moon alone remains “the same” suggesting that much of the landscape even will have changed (this reminds me of the felled elm tree in ‘As the Team’s Head Brass’ in which the English landscape is shown to be changing).

In this poem, Thomas records pleasures gained from walking in the English countryside in 1914 though he also suggests that thoughts of the war cannot be excluded. As the poem goes on, it seems to become detached from the countryside but does return to it at the end in suggesting that though people may vanish and die and even aspects of the countryside itself may change in the long perspectives of Time, there are a few things – like the moon – can be seen to remain constant.

How to Closely Analyse a Poem (and keep exam boards happy) #1 Edward Thomas: ‘Old Man’

Having declared in my review of one year of blogging, that I wanted to include more about teaching literature and having spent the last 3 weeks or so congratulating, consoling, interviewing and advising students post-results, I thought this would be a chance to post something of that sort. Part of my job during August is to talk to students who have fallen short at schools and colleges (largely at A level) and it never ceases to astonish me that so many of them – clearly capable of better grades than they have achieved – seem muddled and even ignorant of the Assessment Objectives required by exam boards. Now I’m the first to loathe this kind of acronymic reductiveness but if AOs are what the examiners want, it’s either a brave or stupid teacher who screws them up.

Of course, English A level courses are changing significantly this academic year but I’ll talk here about the OCR English Literature specification I have been teaching for a few years (both AS and A2 levels are available for the last time this year). Module F661 involves study of prose and poetry. The latter involves a study of 15/16 poems by an author and essays are close analyses of one selected poem (AO2) with the student putting that poem into relation with some of the other poems (OCR call this AO4 in this module – though elsewhere AO4 is historical and cultural context) . . .

See what I mean – it’s not really complicated but it’s easy to find this sort of stuff very boring indeed.

My advice is that it’s always better to show than tell. I show essays performing this relatively complex task written by students as homework or in past years’ exams (photocopied to the class, read and discussed). Alternatively, I’ll occasionally write something myself. The latter has the advantage that I can make specific points about style and strategy (and teachers doing what they ask their students to do is another piece of good advice). What follows is an example of the latter on OCR’s selection of Edward Thomas’ poems, focusing on ‘Old Man’. I’ve also included in this one a kind of meta-commentary on what the essay is doing. The poem can be read here.


“I have mislaid the key” (‘Old Man’). Explore how Thomas tries to get to grips with his feelings about the real nature of the Old Man plant.

  • In your answer, explore the effects of language, tone, imagery and verse form, and consider how the poem ‘Old Man’ relates to other poems by Thomas that you have studied.

 NB.  Bolded phrases signal close analysis to the examiner


‘Old Man’, on the face of it, is a poem that tries to describe and explore the narrator’s feelings about a particular plant. Ironically, the descriptions tend to be rather vague and the point of the poem seems to be that the narrator cannot precisely pin the plant down, nor can he pin down the memories which smelling the plant’s odour brings to his mind.

Brief comparative suggestions here …

This sort of uncertainty is very common in Thomas’ poetry (for example in ‘The Glory’) as is his interest in states of memory. This is also a poem where we see evidence of Thomas’ love of Nature and his close attention to its many details which also appears in a poem like ‘Aspens’.


Para 1: Get well into your close analysis of stanza 1 . . .

Line 1 opens with the alternate names of this plant. Old Man and Lad’s Love are contrasting terms – suggesting both youth and old age – and this immediately announces the ways in which the narrator finds it difficult to define this plant. In the opening stanza, the narrator is preoccupied with the plant’s names, probably because this might be one way to get to grips with the thing itself. But the narrator, after the caesura in line 1, immediately declares that “there’s nothing” in the name. This feels rather hyperbolic but the second line’s repetition of the two names perhaps gives the reader the sense that nothing is really conveyed by them. He then tries some simple descriptions of the plant itself but line three calls the plant both a “herb” and a “tree” which seems contradictory again and the hyphenated phrase “hoar-green” has the same effect because the first word is associated with grey (grey hair – old age?) whereas the second word is more associated with youth and freshness. The phrase is therefore oxymoronic and confirms the difficulty of defining this plant. The metaphorical “feathery” also suggests something soft, something whose shape is hard to define. Reinforcing this idea, the narrator goes on to say that (even for someone who actually does know “well” what the plant looks like) its names “Half decorate, half perplex”. The repetition of “half” here suggests that nothing about the plant is straightforward or clearly defined. Also if the name decorates the plant perhaps it also obscures it from sight, while the word “perplex” suggests that the name actually confuses things rather than clarifies.

A brief comparison . . .

This is surprising given Thomas’ evident love of language as seen in a poem like ‘Words’ where he praises words in a series of images such as “Tough as oak, / Precious as gold”.

Old Man or Lad’s Love

Para 2 is till focused on stanza 1 – it’s detailed but I’m taking a long time…

Line 6 of ‘Old Man’ uses a phrase which does make clear what the narrator is after: “the thing it is”. But the language used here is vague and does not convey an image of the plant at all. This stanza ends with the narrator suggesting that the “thing” is not something that “clings” to the names of the plant. Despite the names not seeming much use in getting to grips with the plant, the stanza ends with a half line in which the narrator, rather contradictorily, says he does “like” them (the names). This short sentence is begun with the conjunction (“And”) though I would expect it to begin with a more contrasting word (like “but”) and this reinforces the way the opening stanza of the poem has been wrestling with trying to define things and names but failing to do so.

A brief comparison . . .

This sort of failure to get to the heart of experiences occurs in ‘The Glory’ too. There, having praised the beauty of the English countryside, the narrator suggests there is something further that he cannot access: “I cannot bite the day to the core”.


Para 3 covers lines 9-16…

Line 9 of ‘Old Man’ uses the word “herb” for the second time to characterise the plant itself (rather than its names) and begins by sounding more definite with the monosyllabic “I like not”. This seems reinforced with the line’s final word “certain” but the enjambement to line 10 plays a trick on the reader: “for certain / I love it”. I think this surprises the reader but again the narrator seems to be struggling to define his own feelings about the plant. This second stanza goes on to focus on the narrator’s child’s interaction with the same plant. He wonders if the child will also have a strong attachment to it. This seems to be one of the ways in which he is trying to work out his own feelings about it, though I don’t think it helps him to be any more definite. Lines 10 – 17 focus on the child’s actions in relation to the plant. These lines are full of active verbs as she “plucks” a “feather” from the plant. The “feather” metaphor again suggests something about the type of leaves the plant has and “plucks” has a plosive opening, a harsh ‘k’ sound and sibilance at the end which is perhaps suggestive of the plucking motion, even the sound it might make. Sound is also important in lines 13-15 as the child is “snipping  . .  tips and shrivelling / The shreds”. Sibilance hisses through these lines, to me suggesting the quite aggressive action of tearing the leaves off. The short hard vowel sounds (mostly ‘i’) also suggest this to me. The noun “shreds” again suggests the destructive way the girl behaves. The girl seems unaware of what she is doing and this is suggested by how she just drops the leaves “on to the path”. This is reinforced with the casual-seeming repetition of the word “perhaps” (another example of vague lack of definition in this poem) but especially because the girl is perhaps “thinking, perhaps of nothing”. She then “runs off” though we are not told where to and the reader gets the impression she has not taken much notice of the plant. Her casual attitudes are perhaps reflected in the poem’s form (mostly iambic lines of about 10 syllables, but no rhyme) which gives a loose, colloquial, even casual tone. This suits the poem’s meandering, thoughtful qualities – though perhaps is a contrast to the way the narrator seems to want to be more precise and definite.

A brief comparison…

Thomas uses the same sort of lines in the opening of ‘As the Team’s Head-brass’, where the long lines running on reflect the movements of the horse and plough as they move up and down the field beside the fallen elm.


Para 4 covers 16-23

Despite the child’s casual attitude to the plant in the present moment, the narrator wonders if she will remember it in the future, or as he puts it in line 19, the “hereafter”. Later in the poem we realise that this is part of his fascination with the plant: its smell reminds him of something in his own past. Lines 16-18 suggest some sort of comparison between the girl and the plant as the narrator compares their heights and ages. But his main sense seems to be that the girl is oblivious to the plant and this is emphasised when we are told that she says “Not a word”. The narrator now wonders what she might remember later in life of the “bitter scent”. This is an oxymoronic phrase which again suggests the puzzling nature of the plant with its acrid “bitter” smell, which is here described using the more attractive sounding word “scent”. This stanza ends with a listing technique. The narrator lists the elements of the landscape which he thinks the girl may later associated with the smell of the plant. The items in the list are not very remarkable but conclude with “me / Forbidding her to pick”. The father/narrator here takes on an authoritative character (the garden imagery might remind the reader of the original garden of Eden and God’s forbidding to pick from the Tree of Knowledge) though it seems from the poem that his warnings are ignored by the girl.


Para 5 to the end of the poem…

It’s at this point that the narrator’s puzzling obsession with the plant becomes more clear as he admits that he too shrivels and sniffs the leaves but where he first “met” the scent is unclear to him. ‘Tears’ is similar in that it describes a fox-hunting scene and then soldiers parading, and the narrator tells us that they revealed to him “truths” that he has now “forgotten since their beauty passed”.

A brief comparison…

Thomas is fascinated by these areas of uncertainty and this is also reflected in his interest in those moments when seasons change as in the way ‘But These Things Also’ ends with an asyndeton: “Spring’s here, Winter’s not gone”.

In line 25 of ‘Old Man’ the narrator personifies the plant’s scent into a character he might encounter and in the following lines the repeated verbs (shrivel, sniff, think, sniff and try) suggest his fascination with the plant once again. But here too he fails to get to grips with its real significance as he declares that his efforts are “Always in vain”. The paradoxical thread that has run throughout the poem is again clear as he says that he “cannot like” the smell of the plant and yet he’d give up “sweet” smells rather than this contrastingly “bitter” one. The mystery remains unsolved as the final stanza begins and this is conveyed very simply with the metaphor that he has “mislaid the key” to the experience and to his understanding of the plant. This sentence fills only half a line in line 32 and so is short, dramatic and striking because longer sentences are far more typical of Thomas’ poems. The final lines use the repetition of negatives like “nothing” and “no” to suggest the absence of any clear understanding of the plant or the memory associated with it. These final lines are also heavily punctuated, slowing the pace of the poem, perhaps suggesting hopelessness. The absences of child, mother, father and play-mate, create a sense of loneliness in the final lines though the mystery remains unsolved. The last line of the poem conveys this very powerfully with the memory being imaged in the metaphor of an “avenue, dark, nameless, without end”. Again the caesura here slows the pace so that the reader emphasises each element of the scene, the final phrase especially suggesting eternity while the darkness might well suggest death itself, in an image

A final comparison…

that reminds me of the bleak ending of ‘Rain’ where everything seems to have dissolved for the narrator except the “love of death”, a suicidal thought that we know was something Thomas himself felt at times.



So the narrator may try to get to grips with what the plant represents or suggests to him but he fails. He tries to consider the plant through its names, its physical appearance and smell, through the child’s experiences of it and lastly through his own memories. It is clear that the plant provokes powerful feelings but the “key” remains lost. The colloquial tone of the poem and its simple language make the reader feel as if we are hearing the narrator talk aloud but what he ends up saying is that he cannot tell us what is really behind this plant nor what memory it suggests.


Teaching Edward Thomas’ ‘Adlestrop’

We teach the OCR exam board’s AS module F661, opting for Edward Thomas as the poet for close analysis. Oddly, the board do not include ‘Adlestrop’ in their selection of poems. So in the opening sessions, here’s a way of gentling students in to the processes of closely analysing a poem while also showing them Thomas’ most well-know piece.


Discuss with the class the idea of syllable counting in a verse line. Get them to try it by asking students to write an 8 or 10 syllable line beginning “Yes. I remember . . .”. Perhaps one of each.

For the exercise that follows (for those who want more restrictions) suggest keeping to an 8 or 10 syllable per line. Others (possibly the less able) may prefer more freedom . . .

Now . . . tell them to imagine they are travelling – some form of transport, walking, bike, train, bus. Ask around to reveal what they are imagining. Try pushing it a bit further, for more details, the car, the time of day, the scenery . . .

Now write 4 lines – a quatrain – in which you describe travelling and arrival at a particular location, at a particular time of year. They stop there. Maybe suggest they might open with “Yes. I remember . . .”. again – but not compulsory  . . .

Yes. I remember Adlestrop —
The name, because one afternoon
Of heat the express-train drew up there
Unwontedly. It was late June.

Next, write 4 lines in which you have stopped at this place – you hear a variety of noises – describe them . . .

The steam hissed. Someone cleared his throat.
No one left and no one came
On the bare platform. What I saw
Was Adlestrop — only the name


Next write 4 lines in which you give a description of what you see – first 2 lines things close by – second 2 lines things further off . . .

And willows, willow-herb, and grass,
And meadowsweet, and haycocks dry,
No whit less still and lonely fair
Than the high cloudlets in the sky.

Finally write 4 lines in which your attention continues to drift away into the distance, ever more remote from where you stopped; suggest it is wholly up to them where they stop with this one – attention may be drifting for miles, even for years . . .

And for that minute a blackbird sang
Close by, and round him, mistier,
Farther and farther, all the birds
Of Oxfordshire and Gloucestershire.

Very optional 4 lines depending on how well they are going – in which they may conclude the piece in any way they wish. Interestingly, Thomas does not make use of this option, does not conclude in any neat fashion; a point for discussion later perhaps. . .

Finally, show Thomas’ own poem. Give out copies. By this stage, students will be likely to have opinions and/or questions about the way the original piece deals with the same material they have just written about.

Homework: to type out the lines created during the lesson – taking any opportunity to alter or just tidy them up to be presented next lesson.

Next lesson – Take the poems they have typed up. Copy them and re-distribute them, one to each student (not their own poem though). Ask them to identify and annotate SIX items from the poem in front of them where they perceive the writer has made use of technical devices.

Ask each student to present and illustrate orally TWO of these devices to the rest of the class. These will range from the simple (a moment of alliteration perhaps) to the more complex (the way the writer develops over quatrain 2 and 3 a lexical field associated with illness)

The teacher might ‘mark’ the original creative piece; certainly a ‘mark’ might be derived from a student’s annotation of another student’s poem.