Unit 2:: The Send-Off by Wilfred Owen
Unit 2:: The Send-Off by Wilfred Owen
Unit 2:: The Send-Off by Wilfred Owen
The Send-Off
By Wilfred Owen
About the Poet
Wilfred Owen (1893-1918) was an English poet and soldier renowned for his
poignant and impactful war poetry, which vividly depicted the horrors of World War 1. Born
in Oswestry, Shropshire, Owen was educated at Birkenhead Institute and Shrewsbury
Technical School before enlisting in the British Army in 1915. His first first-hand experiences
in the trenches profoundly influenced his writing, leading him to convey the grim realities of
war with stark honesty. Owen's poetry is characterized by its intense imagery, emotional
depth, and unflinching portrayal of the physical and psychological traumas of combat.
Works such as 'Dulce et Decorum Est', 'Anthem for Doomed Youth', and "The Send-Off have
cemented his legacy as one of the foremost war poets in English literature. Tragically, Owen
was killed in action just a week before the Armistice in 1918, but his poetry continues to
resonate, offering a powerful testament to the futility and brutality of war.
The Send-Off by Wilfred Owen is a haunting poem that captures the grim reality
of soldier, departing for the front lines during World War I. Written in 1918, the poem
contrasts the initial semblance of camaraderie and patriotism with the underlying sorrow and
foreboding sense of doom. Owen uses dark imagery and a somber tone to depict the
soldiers' journey from the familiarity of home to the uncertainty and brutality of war.( The
poem reflects on the anonymity and secrecy surrounding their departure, highlighting how
little the public knows about their fate) Through his evocative language, Owen questions the
glorification of war and the true cost of such send-offs, both for the soldiers and those who
bid them farewell. Send-of serves as a poignant critique of the romanticized view of war,
emphasizing the harsh realities faced by those who serve.
Comprehending the Text
• World War l soldiers often left at night or early morning to avoid publicity.
• Governments censored war reports to maintain public support.
• Owen’s experiences in World War I influenced his writing, exposing wars grim realities.
This phrase sets the tone for Owen’s scathing critique of war’s glorification.
4. Who ‘stood staring hard’ at them and why?
Ans :
In Wilfred Owens poem "The Send-Off, the women and children stood staring hard at the
departing soldiers.
Examples of personification :
1. "Darkening streets" - Streets are given the ability to darken, evoking a sense of foreboding.
2. "Faces grimly gay" - Faces, not people, are described as "grimly gay", emphasizing the mask of
happiness.
3. "Wrongs hushed-up" - Abstract concept of "wrongs" is personified, implying shameful secrets.
4. "Shadows" - Implied presence of shadows, creating an ominous atmosphere.
Emotional impact :
1. Foreboding and anxiety : Personification of darkening streets and shadows creates tension.
2. Empathy : Personified faces and wrongs encourage readers to connect emotionally.
3. Irony : Personification highlights disparity between appearance (grimly gay) and reality.
4. Melancholy : Personified shadows evoke sadness and loss.
Effects on the reader :
1. Immersive experience : Personification engages readers emotionally.
2. Emotional resonance : Readers connect with the soldiers' and civilians' experiences.
3. Empathy and understanding : Personification humanizes the consequences of war.
4. Critical perspective : Personification encourages readers to question war's glorification.
Poetic devices :
1. Metaphor : "Darkening streets" compares streets to a living entity.
2. Simile : "Faces grimly gay" likens faces to a mask.
3. Personification : "Wrongs hushed-up" gives abstract concepts human-like qualities.
Owen's technique :
1. Subtlety : Personification is subtly integrated, avoiding heavy-handedness.
2. Restraint : Owen balances personification with literal descriptions.
3. Contextualization : Personification is grounded in the poem's themes and imagery.
LEXIS LAB
A. Read the glossary carefully and understand the meanings of the words given in
the box. Then complete the sentences using each word to show your
understanding. Submit your answers for portfolio assessment.
LANGUAGE LAB
Active Voice and Passive Voice
Understanding active and passive voice is essential for clear and effective writing. This
section will define both voices, provide examples, and offer exercises to practice recognising
and using them.
Voice is that form of a verb which shows whether what is denoted by the subject does
something or has something done to it.
Active Voice
A verb is in the active voice when its form indicates that the subject of the sentence
performs the action. In other words, the subject is the doer of the action. The term 'active
voice' is used because the subject actively carries out the action.
Alice helps James.
The teacher explained the lesson.
In these examples, the subjects (Alice', 'the teacher) are doing the actions ('helps',
'explained).
Passive Voice
In the passive voice, the subject of the sentence is acted upon by the verb. Passive voice
sentences often sound more formal and can be used to emphasize the action or the receiver
of the action rather than the doer.
The lesson was explained by the teacher.
The ball was chased by the dog
In these examples., the focus & on the action and the object (‘the lesson',’ the ball’, ‘a new
species') rather than who is performing the action.
1. He keeps me waiting.
Ans : I am kept waiting by him.
2. I am watching you carefully.
Ans : You are being watched carefully by me.