Y8 – 31/10/16

Due: 7/11 (Issued: 31/10)

Title: Assessment Two

Task: Write four paragraphs answering the question:

How does the writer use language to show the soldier’s experience of war?

Paragraph 1

P) The writer uses language to vividly show the soldier’s experience of war.

E) The writer makes so many references to bullets that they become “part of the general environment”.


  • I) The word “general” is from the _____ word class.
  • D) This usually means a lack of definition.
  • W) The writer is suggesting that there is so many in the air that it becomes…
  • R) The reader feels…

L) The soldier’s experience of war is further brought to life through the writer’s use of onomatopoeia.

Paragraph 2

P) The onomatopoeia gives a sense of the sound and feel of the environment.

E) Throughout the text there are three examples of this literary technique. Firstly, “a whiz close to my ear”, then the “______________” and finally the “___________”.


  • I) The _____”whiz”, “hums” and “zip” create short, sharp sound effects.
  • D) “Zip” in particular means…
  • W) This suggests that the bullets are…
  • R) Hearing the sound of the bullets helps the reader imagine…

L) The soldier also describes the effect of war on others.

Paragraph 3

P) He identifies the devastating effect was has on the bodies of the young soldiers.

E) The soldiers coming out of the trench are described as “haggard, white, and stooped like old men”.


  • I) The ____ “haggard” means…
  • D)  This is used to describe the men as…
  • W) The writer is suggesting that the experience has…
  • R) The reader feels…

L) As well as describing what he heard, the soldier also describes how he felt.

Paragraph 4

P) The writer describes his loathing of war.

E) His feelings are described in the quotation “We all hate the war worse than we thought we could”.

A) <Now complete the rest of this paragraph>

  • I)
  • D)
  • W)
  • R)