Themes

Respect for Influential Figures

Agard emphasises his pride for his heritage and his admiration for the Caribbean figures he describes. He uses the following techniques to do so:

Italics

Agard's use of italics for the description of influential black figures gives them authority and dignity.
It marks his respect for them.

Natural imagery

Natural imagery is used to describe Nanny de Maroon – “of mountain dream / fire woman struggle / hopeful stream / to freedom river”.

Light and hope imagery

Toussaint L’Ouveture is described as a “beacon”, which is also an image of light, hope and strength.
Mary Seacole is likewise associated with images of life and hope.
- “A healing star / among the wounded / a yellow sunrise”.
- This image has connotations of bravery and presents her as almost angelic and magical.

Anger and Disrespect

Agard emphasises his anger and frustration at the British’s curriculum’s narrow definition of history. He uses these techniques to emphasise his anger:

Loaded phrases

When phrases are loaded, they have underlying meanings and implications.
The use of the noun “dem” has undertones of disrespect. It creates a distance between the speaker and the writers of white history he condemns.
This idea is reinforced with the phrase “and all dat”. It suggests that the speaker feels that elements of European history are trivial and irrelevant to him.

Metaphor

“Bandage up me eye with me own history / Blind me to me own identity”.
This is a metaphor for him not being able to learn about or celebrate his history.
The verbs “bandage” and “blind” have connotations of violence and restriction. They convey the pain caused by being cut off from his history.
The alliteration of harsh “b” sound reinforces the idea that the speaker feels this is unpleasant.

Repetition

Repetition of “dem” throughout builds up and creates an angry tone.
It conveys the speaker’s negative feelings towards those with the authority to present a one-sided view of history.

Agard emphasises his pride in his identity and heritage throughout the poem. There are also hints of rebellion against authority and challenging accepted norms of society. Agard uses these techniques to explore these ideas:

Phonetic spelling

The poet's use of phonetic spelling (spelling words like they sound) creates a more authentic voice.
It suggests that the speaker refuses to give up a key part of his identity and pride in his heritage.

Loaded words

“Carving out me identity”.
The loaded (has an underlying meaning or implication) verb “carving” has hints of rebellion. It shows the poet's need to fight to discover his identity and share it with others.

Position of words

“Identity” is the final word of the poem.
This emphasises its significance.

1Ozymandias - Percy Bysshe Shelley (1792-1822)

1.1Ozymandias Analysis

1.1.1Summary

1.1.2Key Ideas

1.1.3Themes

1.1.4Irony & Rhythm

1.1.5Key Quotes & Comparisons

1.1.6End of Topic Test - Ozymandias

2London - William Blake (1757-1827)

2.1London Analysis

2.1.1Summary

2.1.2Themes & Structure

2.1.3Themes & Structure 2

2.1.4Key Quotes & Comparisons

2.1.5Exam-Style Questions - London

3Storm on the Island - Seamus Heaney (1939-2013)

3.1Storm on the Island Analysis

3.1.1Summary & Structure

3.1.2Themes

3.1.3Themes 2

3.1.4Key Quotes & Comparisons

3.1.5End of Topic Test - Blake & Heaney

4Exposure - Wilfred Owen (1893-1918)

4.1Exposure Analysis

4.1.1Summary

4.1.2Personification

4.1.3Themes

4.1.4Structure, Key Quotes & Comparisons

4.1.5End of Topic Test - Exposure

5War Photographer - Carol Ann Duffy (born 1955)

5.1War Photographer Analysis

5.1.1Summary

5.1.2Themes

5.1.3Imagery

5.1.4Comparisons & Key Quotes

6My Last Duchess - Robert Browning (1812-1889)

6.1My Last Duchess Analysis

6.1.1Summary

6.1.2Characterisation & Themes

6.1.3Structure, Key Quotes & Comparisons

6.1.4End of Topic Test - Duffy & Browning

7The Prelude - William Wordsworth (1770-1850)

7.1Extract from The Prelude Analysis

7.1.1Summary

7.1.2Personification & Imagery

7.1.3Themes

7.1.4Key Quotes & Comparisons

7.1.5End of Topic Test - The Prelude

8Charge of the Light Brigade - Alfred Tennyson

8.1Charge of the Light Brigade Analysis

8.1.1Summary

8.1.2Themes

8.1.3Rhetorical Techniques, Key Quotes & Comparisons

8.1.4End of Topic Test - Charge of the Light Brigade

8.1.5Exam-Style Questions - Charge of the Light Brigade

9Bayonet Charge - Ted Hughes (1930-1998)

9.1Bayonet Charge Analysis

9.1.1Summary

9.1.2Themes

9.1.3Themes 2

9.1.4Structure & Key Comparisons

9.1.5End of Topic Test - Bayonet Charge

10Poppies - Jane Weir (Born 1963)

10.1Poppies Analysis

10.1.1Summary

10.1.2Theme of Motherhood

10.1.3Imagery

10.1.4Form, Structure & Key Comparisons

10.1.5End of Topic Test - Poppies

11Tissue - Imtiaz Dharker (Born 1954)

11.1Tissue Analysis

11.1.1Summary

11.1.2Themes & Symbolism

11.1.3Religion & Conflict

11.1.4Form, Structure & Key Comparisons

11.1.5End of Topic Test - Tissue

12The Emigree - Carol Rumens (Born 1944)

12.1The Emigree Analysis

12.1.1Summary & Structure

12.1.2Themes

12.1.3Key Quotes & Comparisons

12.1.4End of Topic Test - The Emigree

13Kamikaze - Beatrice Garland (Born 1938)

13.1Kamikaze Analysis

13.1.1Summary & Structure

13.1.2Themes

13.1.3Themes 2

13.1.4Structure, Quotes & Comparisons

13.1.5End of Topic Test - Kamikaze

14Checking Out Me History - John Agard (Born 1949)

14.1Checking Out Me History Analysis

14.1.1Summary

14.1.2Themes

14.1.3Key Quotes & Comparisons

14.1.4End of Topic Test - Checking Out Me History

15Remains - Simon Armitage (Born 1963)

15.1Remains Analysis

15.1.1Summary

15.1.2Themes: Desensitisation &Trauma

15.1.3Themes: Guilt

15.1.4Themes: Nature of War

15.1.5Structure

15.1.6Key Quotes & Comparisons

15.1.7End of Topic Test - Remains

16Grade 9 - Themes & Comparisons

16.1Grade 9 - Themes & Comparisons

16.1.1Grade 9 - Themes & Comparisons

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