1 i t Bruce Dawe Social satirist Bruce Dawe is a gifted social satirist whose verse touches on many issues that impact on contemporary society. Satire is a form of criticism, attack or judgment which highlights social flaws and vices. It can take many forms, including humour, irony, parody, mockery, allegory, fable, esaggeration, ridicule, caricature, reversal and analogy. Many of these meth~ ‘ods and techniques are evident in the Dawe poems that are set for study. It is a style of poetry that allows the poet to alert readers to social evils and thereby expose and censure opinions, attitudes, behaviours or individuals. Such poetry can have a didactic purpose for itencourages readers to question authority and social expectations. Satirical humour enables Dawe to challenge perceptions of what is considered ‘normal’ and. offer an alternative view. His poetry holds the human condition up to the magnifying glass by presenting familiar situations and people. They are often exaggerated or dramatised but while humorous, the result is one of reflection and introspection. Dawe the poet ‘Dawe’s popularity is largely because he is a modem storyteller whose poetry is accessible. He is a social realist who deals with contemporary social problems. He concentrates on people and he brings them to life by giving them a realistic vernacular voice that often borders on slang. He is observant and has 2 keen eye for detail which allows him to highlight people’s attitudes, motivations and interactions with others. His concerns are broad and while he often exposes social flaws through parody and other satirical methods, his poems are insightful and not untelentingly pessimistic or sombre in tone. His manipulation of Ianguage is masterful and is often marked by the following characteristics: contrast and juxtaposition of discordant images colourful comparisons via metaphor and personification, ‘use of many tones or voices or personae in his verse preference for free verse use of dramatic monologues the use of the vernacular, especially in dialogue to present situations creatively simple but unexpected visual and aural imagery conversational tone and colloquial speech cadence use of bitter and ironic humour articulate use of language that is succinct and precise saccessibility—readers find his poetry easy to understand even though often complex: issues are explored within it ‘use of classical and literary references, especially religious allusions depiction of mankind as a victim of social forces that are pitted against him suburban contexts typical Australian characters—the common man ‘explores universal themes of love, age, death, loneliness, modern civilisation variety of verse forms blunt, direct style—does not romanticise or use sentimentality ee esoeeees Fe eeeesModule focus ‘While the textual integrity of Dawe's poems must be clearly understood, it is important to remember that electives are designed around a specific social context. This requires stu- dents to explore and analyse how his poems relate to the context of ‘dialogue’. Students must also be able to compose texts that demonstrate an ability to express ideas by the use of language and style that is appropriate to audience, purpose and form. Note: “Textual integrity’ is defined within syllabus documents as: “The unity of a text its coherent use of form and language to produce an integrated whole in terms of meaning and value? ‘Enter Without So Much as knocking’ Overview This is a sarcastic look at the negative features of modern life. Dawe uses vernacular idiomatic expressions to highlight the derogatory impact of life in 2 consumer-driven world that focuses on materialism rather than social values. The poem is very confronting in its depiction of a dehumanised, conformist urban workforce. Life has been degraded because it has become utterly dictated by greed, competitiveness, acquisitiveness and selfishness, All the icons of social cohesion such as Family life, social morals and individual ethics have been corrupted and sullied by the dictates of a lifestyle that has no time for contemplating nature or showing compassion or tenderness. Scorching satire is used to vilify the resultant break- down of our social fabric by the unrelenting, selfish demands of consumerism. A process of clinical dehumanisation begins at birth, The new arrival is quickly indoctri- ‘nated, Slang term such as ‘Mum’, ‘Dad’, and “kids’ are value laden and imply positive con~ notations of family, nurturing and mutual support. Dawe, however, challenges such concepts by reducing the words to meaningless jingoistic and advertising terms, Now the terms represent distinct niche markets that can be categorised and exploited as distinctive ‘marketing opportunities, The social roles have been transformed into market terms. Peer pressure and advertising campsigns generate the stereotyped image and social profile that modern man is regimented by. People have become commodities and human relationships have become business transactions. Datwe hightights the predominant power of money to represent influence, status and happi- ness, Materialism has taken on the trappings of a faith and become a driving force of contemporary life. The implied religious connotation hints that modern man has created a money god whose blessings take the form of possessions that indicate success and social acceptance. The typical methods of advertising are parodied by the way he presents his verse as a constant bombardment of media images via television, radio and signage. Our senses are assaulted from the cradle to the grave by messages that brainwash us into accept- ing a sovial code that is characterised by greed, ruthless ambition and betrayal. ‘Only one flecting respite is offered in this remorseless process, mid-point the poem. Here the majestic beauty of nature challenges the tinsel artificiality of man and the young man is ‘momentarily blinded by the brilliance of the stars in the night sky. His attention, however, is drawn back to the ‘monstrous’ images on the drive-in screens. The term monstrous is apt because it shows how society has been demeaned by a materialist creed that encourages us to ‘hit wherever you see a head and / kick whoever's down’. This is the nightmarish vision showing man stripped of is individuality, integrity and values. He is now only a miserable robotic who relentlessly drives himself to achieve the goal of social approbation,Themes Dehumanisation Dave satirises the perception that people are free agents. We are bombarded by an over whelming sea of rales, regulations, slogans and media jingles that prevents us from reflect- ing on personal life and individuality. The only time that silence prevails is when we are bor and when we die. In the intervening interim we become addicted to the purchasing power of the almighty dollar. The poem castigates modern living by presenting a negative city landscape of noise, hectic pace, bustle, traffic jams and unceasing tension and stress. Tt is a highly regulated environment as shown by the road signs and the instructional tone that is used to dictate compliance: ‘WALK, DON'T WALK. TURN LEFT’. “The use of capital leters stresses the dictatorial nature of urban existence. Bureaucracy and commercialism enforce compliance that results in a lack of freedom and individual choice. “Pretty soon’ Dawe tells us, individuals are moulded by social pressures until they become like their fellow citizens, utterly selfish, egocentric and shallow. It is an aggressive ideology that promotes ruthlessness: ‘kick whoever’s down’ and encourages a mindset that believes ‘it’s Number One every time for this chicken’, Life has become a battle for mere survival. Social conformity “Television promotes the greed and acquisitiveness that Dawe criticises within the poem. The impact of that medium on our daily lives is emphasised by the poet's parody of the catch phrase ‘Bobby Dazzler on Channel 7’ which related to a popular game show of the 1960s. ‘What the reader is forced to conclude is that the language of advertising is incredibly influen- tial for it ‘bedazzles’ our perspective and dictates our attitudes regarding what is worthwhile and socially acceptable. Everything from clothing to cars becomes valued not for its intrinsic ‘worth but for its advertising profile. Traditional values are cast aside and relationships are demeaned. Broken marriage vows are indicative of the superticiality of social ties. The Latin epigraph alludes to the well known biblical reference that mankind is mortal and that we will all turn into dust. Dawe is thereby stressing that a lifelong desire to possess and consume is ‘meaningless in the anonymity of death where there are no parking tickets or other trappings of ‘a world that has lost its soul. Language has become empty and meaningless. Key features used in this poem satire irony repetition irregular structure ‘uppercase regulations / statements flow on lines frenzied pace staccato thythm dialogue clichés Latin phrases little punctuation compound words onomatopoeia oe eerererrreee ‘Dawe makes use of the satirical methods of exaggeration and caricature to ridicule the materialism that infects modern society. He uses an irregular structure to emphasise the chaotic and grasping environment in which we live. Materialism is expressed through aceaseless litany of advertising slogans, rules, instructions and clichés, Flow-on lines form a continuous, stream of consciousness effect that generates an atmosphere of constant pres- sure and tension. Life has a production-line, mechanised quality to it. Man has become cloned and robotic resulting in a lifestvle that offers no physical or emotional rest. This sense of frenzy is achieved by the lack of punctuation which allows few pauses, Biting sarcasm is evident in the colloquial eatch-cries of modern man who seeks to win at all costs. Noise becomes symbolic of this consumer-driven world and the reader's senses are assaulted by angry and strident sounds and voices. Saatches of conversation are sufficient for the readet to get a vivid perception of what people are thinking and feeling. This helps create a discordant, staccato rhythm that is disorienting and disturbing. Self-promotion now outweighs love, compassion or genuine friendship and has become the predominant motivation, This results in only tokenistic and unreliable relationships such as the one shown in the poem. Lite figurative language is used except for the occasional simile such as ‘like kids at the circus’ or the alliteration of the disturbing image of ‘faces snarled screamed’, They also act as effective examples of visual imagery that allow the reader to get a vivid picture of what is being described. The language is colloquial and jargonistic and full of advertising slogans. Repetition is used to begin and end the poem with the words ‘Blink, blink’ which mirrors the involuntary blinking of eyelids and symbolises the moment of birth and death over which man has no control, Characterisation Conformity and adherence to prescribed social codes of behaviour is difficult to avoid in a world of noise, haste and selfishness. Throughout early childhood and beyond the central figure in the poem is subjected to pressures that aim to ‘persuade’ him to consume. Signs, rules and regulation ‘inform’ him about social expectations and there is litle evidence in the poem that there is any real alternative to the man that he becomes. His innocence and sen- sitivity that is fleetingly glimpsed by the reader when he is amazed by an unsullied view of the stars is destroyed by the ‘monstrous’ images that draw back his eyes to the drive-in screen. The forces of commercialisation have overwhelmed him, ‘There is no informed parent or cautionary sage who wams him of the dangers of succumb- ing to the temptations that are dangled before him. His home and upbringing is typical and so he becomes ‘ike every other’. With time and pressure, he too becomes ‘realistic’ and hardened into the ways of the world, exhibiting the same negative qualities as everyone else. He joins the throngs who are ‘godless’, ‘money-hungry’ and ‘back-stabbing”. Such emotive ‘words are full of sinister connotation and are expressed in an aggressive, imperious tone, ‘Monologue is used to express the negative sides of human nature by voicing a philosophy that is callous and ruthless. There is no evidence of any traditional values of concern for his fellow man or moral integrity for they no longer have currency in a world dictated by ‘sell- ing’. In a moment of soul-searching, however, he does admit that he feels somehow ‘soiled? and this moment of reflection mirrors what the poet and reader feel about what he has become. Language ‘Dawe has used the language of advertising and regulation to satirise the very processes by which modem man is controlled. Familiarity with the terminology makes the poem very accessible. The tite is an idiomatic expression used to describe someone who is brash and rude and wha comes without welcome into’someone’s home or space. The child is another consumer who simply joins the production line of life, abused and sullied by the forces of loexcess. Western man is wasteful and exploitative but the end result of having so much is the loss of soul and humanity. Everyday speech and colloquial terms such as “kids’, ‘ense up’ or ‘first class? are used to ‘express the central ideas and develop the negative imagery. It is conversational in tone and informal, presented on the whole in the form of 2 monologue. The poet narrates the life journey of the central character within a free verse form. This is interspersed from time to time with advertising media messages and conversation snippets. Speech patterns are expertly mirrored by the poet through the intonation and emotional inflection of the speaker's voice ‘The different styles of language he would use in various situations are also incorporated for greater realism. There are the short, sharp jerky words of the scene where the subject is obviously caught in heavy traffic. The reader ean picture him manoeuvring as he angrily spits out the following words to himself, what the (beep beep) does that idiot thing he’s doing (beep beep and BEEP), Not only does he capture the noise but he also captures the accompanying gestures of pressing on the car hora to emphasise his feelings of frustration and annoyance, A sense of panic is captured in the car accident section. This is described only through the frightened cries of the husband as he calls to his wife, "Now take it easy / on those curves... . bey, ease up, will you, watch it. The unfinished statement and the ref- erence to morticians clearly imply that the accident was fatal ‘The poem is roughly divided into nine sections that represent different stages of his life from birth to death. As ¢ narrative, however, it is neither strictly chronological nor autobio- graphical because the thematic focus shifts from the specific to the general throughout the poem. Dawe sarcastically depicts the lack of pleasure in the man’s life by the use of capitalised words and phrases such as the command, ‘NO / BREATHING EXCEPT BY ORDER’. Rules dictate every facet of his life, ‘(BEWARE OF / THIS, WATCH OUT FOR THAT”. The atmosphere becomes almost claustrophobic and this is exaggerated by the ‘onomatoposic aural imagery of the car-horns (beep beep and BEEP). ‘What he had enjoyed when younger, even more than shopping was the trip to the ‘fifty-foot sereen’ of the local drive-in where his attention was caught not by the ‘giant faces” but by the ‘pure / unadulterated fringe of sky littered with stars’, This spark of sensitivity is soon extin- guished, indicated casually by the nazrator’s comment, ‘Anyway, pretty soon’. As he grew up he had to say ‘goodbye’ to the stars and ‘the soft /cry in the comer when no one was look- ing.’ The adult world is a harsh place, T mean it’s a real battle all the way” and there is no place for softness or emotion. Even love becomes sullied by infidelity. Irony and repetition is used to satirise his demise. The morticians’ name as ‘Probity & Sons’ is amusing because the man’s life belies the meaning of ‘integrity’. The poem's subject was unethical and dishonest and yet the undertaker’s skill can artificially create for the benefit of the burial ‘show’ a smiling face to the mourners. In an ultimate sham they have preserved his ‘old automatic smile with nothing behind it’. cyclical repetition of the last line echoing the first is effective as is the final word ‘Silence’. LPERSONAL RESPONSE “Enter Without $0 Much as Knocking’ What is being said? ‘1 What biographical signposts mark the life of the subject of this poem? 2 What impressions are given of this typical lifestyle? 3 What attitudes and values mark the adult in this consumer driven world? 4 Dawe has been called the poet of the Everyman. In what ways is such a description warranted by study of this poem? How is it being said? 5 Comment, by close reference to the poem, on the poet’s use of capitalisation and beeps to create the sense of an urban environment. 6 How effective is the use of different types of dialogue such as conversation and monologue to develop the various themes of social criticism? 7 Satire is used extensively to characterise modern man. Find three examples and comment on the way language and meaning has been manipulated for dramatic effect. Response task—Speech You will be assessed on how well you: + demonstrate analysis of the ways texts shape meaning 3 + organise, develop and express your ideas using language appropriate to audience, purpose and form Question: Imagine you have been asked to give the eulogy at this man’s funeral. Script the 3 speech Dawe might give at the church outlining his life. Remember to keep in mind the poet’s satirical focus and use the poem as a guide for both subject matter and tone. Note that marketing terminology and jargon should be included. Total marks (20) Length: 600-800 words (Qh‘Weapons Training’ Overview ‘The poem is written ia the form of an address being given to a group of raw recruits by an experienced, roughly spoken, gruff mannered sergeant. His manner is deliberately in dating and derogatory and his authoritative tone emphasises his control over them. His rapid monologue which is delivered in an assertive and imperious tone clearly implies that the lone speaker will not brook any lapse in attention or respect. The men’s focus is crucial because the topic is ‘weapons training’ and their understanding could mean the difference between life and death, ‘The scene is graphically portrayed by the verbal orders he issues. The antithesis between weak and strong, power and vulnerability is evident in the powerplay of his address. The ‘experienced Sergeant is obviously in command as his recruits are lined up preparatory to practical weapons instruction, Their unfamiliarity with what is expected of them makes them appear young, nervous and impressionable for some are intimidated, others snigger, ‘but all listen which is his aim. Hie uses a range of dialogue techniques that include colourful language that makes use of humour, abuse, sexual banter, rhetorical questions, racist com- ments and shock tectiniques. He gives a powerful, theatrical performance and the disdain with which he treats his men shows that he is not a man to be ignored or ridiculed. They are his inferiors in age, experi- ‘ence and position and he uses his superiority to dominate and intimidate, His persona is deliberately unattractive and aggressive and he fosters this in order to reinforce the instruc- tor/ pupil relationship required for the next part of their training. Some critics have referred. to his manner as sadistic but his vulgarity and abrasiveness are part of the functional role he plays 2s the sergeant-at-arms. Weapons expertise may ensure the continued survival of his men and any ruse that helps achieve it has some validit He controls them by assaulting their seasc of self, by abusing their self-esteem and by moc! ing their manliness. By belittling them, their individuality is bruised and they shelter together for security within a tense atmosphere of alert silence. The sting of such methods, however, is lessened by the jokes and sexual banter that unifies them as men, While they are not invited to laugh at or with him, he becomes less of an enemy or opponent and more of a knowledgeable superior, They are all men together but he has messages for them that must be learned well. Dawe’s anti-war stance is evident in the poem even though it is not necessarily levelled at the Sergeant who is dramatically delineated. War makes men killers and ‘Weapons Training’ shows one small facet of the process of transformation. Themes Control ‘The sergeant is aggressive, vulgar and arrogant in the way he addresses his men. His role is to instil the necessary skills and knowledge they will need to stay alive on the battlefield. To do this he adopts a contemptuous manner that dominates and debases them. His powerful position is.shown through his imperious tone and the comments that are barked out as orders: ‘T say’, ‘I said’ and ‘I want’, His word choice which is often insulting and sexually crude, implies that he relishes his authority, ‘He has, however, a professional concern for their welfare because they are his charges and his responsibility is to transform them into effective fighters. His approach does not arouse the readers respect or admiration but the knowledge he gives them could save their lives. ‘They are treated as foolish and fumbling ‘boys’ rather than men who at present are hopeless and moronic. 13‘The focus of his training is to ensure that they become skilled fighters who can defeat the enemy, ‘the litte yellows’. His own racist hatred is used to incite their fear and prejudice for the enemy. The Vietcong are demonised and dehumanised by the Sergeant who seeks to arouse fear and loathing in his men. Fighting is his profession, his career and iron control and instinctive reaction in the midst of battle is what he is trying to promote. He makes it clear that if they panic and lose control of the situation they will almost certainly die, The poet's attitude to the speaker is ambiguous. He presents the man as harsh and demanding in his attempts to turn raw recruits into soldiers, War has shaped him into what he is and the very nature of his job has hardened him and made him callous and emotionally insensitive. Debasement ‘The first part of the Sergeant's barrage includes many insults about the men’s: ‘© appearance; ‘you in the back row with the unsightly fat / between your elephant ears? ‘© sexuality: ‘are you a queer?” ‘© intelligence: ‘open that drain / you call a mind’ He is a performer who seems to enjoy his position of power and uses it to debase those beneath him. It is presented in the form of rough, ‘boys’ humour’ and the men seem to accept it readily enough. However, the reader is made conscious of the Sergeant's threaten- ing and inescapable voice and presence. His oppressiveness is coupled with the snide impli- cation of his sexual superiority and general expertise compared to their fumbling ineptitude, Dissent is made virtually impossible by his bombastic, non-stop delivery of invective, vulgarity and banter. The flow of clichés mark a shallow intellect while his targeting particular individuals, Syou there’ emphasises his bullying nature, He uses scapegoats to assert his dominance over them. and ensure their undivided attention. Any lapse of attention could make them future victims of his particular focus. His manner is deliberately offensive and he demands obedience and instant reaction through intimidating methods that divests the men of their individuality. He aims to meke them respond robotically to emergencies and general army life. ‘This is made clear by the hyperbole Dawe uses to open the poem: ‘And when I say eyes sight I want to hear / those eyeballs click’. Humour is another attention getting device. He stresses silence and attention by his wanting to be able to hear ‘the gentle pitter-patter of falling dandruff’. The exaggeration masks an implied threat of what could follow if they are non-compliant. The sergeant is a product and agent of war and Dawe’s portrait of him is derogatory. His aggressive streak is evident in the public lampooning and ridicule he incor ‘Porates into his training and this makes him a man to be listened to. Danger ‘The dangers of war are made clear by his frequent reference to parts of the body, especially genitalia. His crude banter emphasises that death is only one of the threats of battle that the ‘men should be worried about. Wounding and sexual damage could seriously impair per- formance if‘a number-one blockage’ is not handled properly by the young recruits. Part of the lesson is showing them that war can mar a man’s potency as well as kil him, The graphic sexual description ensures his advice is not lost on the men in the practical part of the train- ing which makes up the second half of the poem. Quick reactions may save them while fumbling or careless or thoughtless mistakes could cost their lives, He clarifies the dangers by reference to sexual performance and death. His role is to give them the skills, responses and attitudes that may keep them alive. He therefore shouts and abuses them by using coloured, violent language. Failure to learn how to handle their weapons effectively will make them victims and if they don’t shoot first the fact is that it may be impossible for them to get a second chance before itis ‘too late’, 4Methods and techniques Structure ‘The poem is not broken up into stanzas since Dawe is trying to mirror the flow and pace of speech. There is a combination of full and half rhyme and this gives a rhythmic continuity to the poem. The Sergeant gives a running commentary in the manner of nanural speech. ‘The poem is presented as a training session and the reader becomes another listener to the recruits being taken through stages of their weapons drill. The chyming scheme is stronger at the beginning of the poem when attention is gained and possible consequences of incom- petence are outined. The movement to the more practical part of the lesson is handled seamlessly by Dawe by a slight pause after the instruction ‘listen’. Purpose Dawe makes use of the stereotypical image of a ranting army sergeant in delineating his speaker. The reader suffers alongside the men the ignominy of the commander's harsh abuse. The techniques of fear, anger and frustration are used and personalised attacks such as ‘are youa queer’ increases his sense of menace. The acute embarrassment caused by such comments effectively dents pride, ego and manliness and ensures greater attention from. those who do not want to become similar victims of his scorn and derision. Once their attention is assured he turns to the important, practical part of the training. The men must become adept at using weapons and responding to difficulties in the field if and when they arise, To achieve this he makes them imagine an enemy attack which helps them understand the crucial significance of what they are currently being taught. The urgency, fear, confusion and panic that might accompany such a scenario are replicated in the hope of improving their effective response in an emergency. He also wants to generate hatred for the enemy because this may also increase their chances of survival. Poetic techniques Word choice is particularly effective in this poem. The terminology, while simple, is packed with double meaning that helps develop a pervading negative atmosphere. Monosyllabic ‘words such as ‘click’, queer’, ‘mob’, ‘pack’, ‘tit’ and ‘dead’ give the poem a blunt and direct feel while polysyllabic words including ‘distressing’ and ‘bloody’ add layers of meaning. The scene is easy to visualise largely because of figurative techniques that include the use of metaphor~'clephant ears’, hyperbole- ‘eyeballs click’ as well as alliteration ‘pitter-patter’ and ‘magazine man’. Limited punctuation also contributes to the effect of the Sergeant’s ‘spoken’ language. His ‘Tessont’ is presented in a ceaseless barrage of sound that is reminiscent of the rapid burst of machine gunfire. The soldiers are verbally harangued so that they are given no opportunity to question or challenge what they are being told. The language is instructional and imperi- ‘ous in tone which gives it a forceful, authoritative resonance. The tone is also collogt which makes it accessible to all those listening. Idiomatic expressions such as ‘copped the bloody lot’ and slang terms such as ‘Tripes’, ‘Queer’ and ‘Nit are typically Australian and this establishes the physical and social context. References to terms such as ‘Charlies’ and “lle yellows’ help clarify the time frame as being at the time of the Vietnam War, Itis a ‘male’ situation and Dawe's poetic diction establishes this by sexual references and ‘blokey’ humour. The army is an environment where this sort of banter is the ‘norm’ and this helps make the poem more realistic in both what is said and how itis said. The comments are spoken aggressively ‘open that drain’ or ‘look to your front’ which reinforces the ordered existence that prevails. The sergeant is stereotypically depicted and this sharpens the poet's anti-war message, The humorous jibes and criticisms are the means used to deliver a ‘powerful lesson on survival in the field. isDialogue ‘The poem opens with the term ‘And’ which demonstrates that the current tirade has been going on for some time. His instruction ‘and listen’ indicates a more important part of the lesson, His tone is uncemittingly critical and scornful. His use of sarcasm and mockery cstablish the powecplay relationship very effectively. The monologue is serious even though the instructor uses flippancy and sexual banter to couch his instructions. His role is achieved through his negative tone and condemnatory register. He uses a rhetorical ques- tion, ‘are youa queer?’ as a direct challenge to those in the group who may wish to question his authority. This allows him to establish that any deviance will not be tolerated. Slang terms show him speaking ‘their’ language. While he is clearly their superior in rank and experience, hs language shows that he is not socially above them or better educated. ‘The absence of punctuation apart from the question marks for the rhetorical questions that are asked stresses that the poem is presented as a spoken text. The speaker never actually comes to a full stop but simply pours out a ceaseless flow of invective and verbal abuse, Spaces are used to indicate occasional pauses in his delivery and this emphasises the pace of address which makes it seem even more brutal in tone. The line lengths and enjarnbment also helps give the language a sense of relentless breathlessness which would be natural given that much of what is said seems likely to be shouted. ‘There is a distinct change of subject half way through the poem and the transition is rapid. ‘One minute he is insulting the men and the next he is describing the enemy and setting up a hypothetical wartime scenario ‘all right now suppose / for the sake of argument’. His racist disrespect and hatred of the Viet Cong is evident in phrases such as “a brand-new pack / of Charlies’ and ‘their rotten /fish-sauce breath’. This part of the poem is also accompanied by 1a change of pace as their training becomes more real, more meaningful. He projects the men into a situation where they imagine what it would be like if the enemy were literally on top of ‘them, He mirrors the panic, the confusion and the need for instant reactions by the speed with, which he speaks. By using repetition of the word ‘you’ he is able to personalise the situation and he encourages them by emphasising the danger to share his hate of the enemy. ‘The phrase ‘you've copped the bloody lot’ has three levels of meaning: you've ‘copped’ or come under attack you've ‘copped!’ the significance of what the sergeant has said, namely that you have to react instantaneously % you've been killed—'you're dead dead dead’ ‘The repetition of ‘dead’ is highly effective because the alliterative emphasis of the word ‘makes it stick in their memory like a prayer or a chant. Symbolism and imagery ‘The atmosphere of the poem is confronting and the symbolism helps define the traits of the men involved. The Sergeant's slur ‘open that drain / you call a mind’ taps into the symbolic. implication of something dirty or useless while other symbols such as ‘key’ underscore the lessons he is trying to teach. Visual and aural imagery is used to emphasise his intimidatory smanner and a dramatic quality achieved by presenting the poem as dialogue. Sexual imagery ‘The middle section of the poem, from lines 9-16 is heavy with sexual imagery. Every state- ‘ment has a double meaning beginning with the phrase ‘cockpit drill’ which is both the drill followed when a solider is preparing to fire a weapon as well as a quick check that the male genitals or‘the old crown jewels’ are also safely tucked away where they cannot be inadver- tently injured. He makes a superficially light hearted reference to the repercussions of not (6taking care. He alludes to a ‘distressing’ discovery once home that ‘turning the key in the ignition’ which is a sexual metaphor for copulation, may have been negatively affected by incorrect handling of their ‘weapon’. Though delivered as a joke, the message is clear: do it properly or suffer the consequences, Military imagery Dawe embeds quite a few military terms into his poem such as ‘number one blockage’ which refers to a particular type of weapon blockage which prevents a gun from being fired because the firing mechanism has become jammed. A crucial part of weapons waining involves soldiers being drilled in dismantling the gun in order to remove any blockages-then. reassembling it as quickly as possible. The Sergeant emphasises that their lives could depend on the speed and efficiency with which this process is done. Reference to “Charlies” relates to the slang name given to the Viet Cong during The Vietnam War. This stemmed from the code name ‘Victor Chaclie’ or VCs which was used at the time, Bullets could be a lifesaver and therefore the ‘magazine’ can't be treated delicately for as the Sergeant points out, “i's not a woman's tt. Racist imagery Political correctness was not an issue when this poem was written and so Dawe includes quite a few racist references to the Viet Cong.’ The men must see them as the enemy and so the Sergeant sets about emphasising them as ‘other’, His phrase ‘little yellows’ is demeaning, and implies their inferiority due to their small stature as well as a slut on their skin colour. He goes on to dehumanise them by calling them ‘Charlies’ and referring to them as beasts, rather than men, attacking in a ‘brand-new pack’. Their culture is also maligned by his degrading reference to their ‘rotten /fish-sauce breath’ which comes ‘hot’ on the backs of the soldiers’ necks. He has built up a visual picture of the enemy that is frightening and which helps ensure that his men check their gun magazines carefully before it is ‘too late’. Otherwise, they are warned ‘your tripes are round your neck... you're dead dead dead. (+‘Weapons Training’ What is being said? 1 By close reference to the poem, evaluate the relationship of the sergeant to his men. 2 Outline the subject matter of his address. What are his main points? 3 What dialogue features are evident in both content and delivery? How is it being said? 4 Discuss the effectiveness of the poetic structure. How does the illusion that it is a spoken address help Dawe develop his major themes and imagery? 5 Language is skilfully manipulated. Find examples where this is obvious and analyse the methods used. 7 Complete this summary grid for the poem. Purpose Themes Imagery Symbolism Poetic methods Connection to the elective focus : Key quotes Response task—Diary entry You will be assessed on how well you: + demonstrate analysis of the ways texts shape meaning + organise, develop and express your ideas using language appropriate to audience, purpose and form Question: imagine that you are one of the soldiers being addressed by the sergeant. Write a detailed entry in your diary that outlines your impressions of the man and your situation as a recruit being trained for war service in Viewnam. Discuss aspects such as his attitude, leadership style and general personality. Being a diary you have no reason to fear being honest and sincere about the observations you make, Total marks (20) Length: 700-800 words (3‘Up the Wall’ Overview ‘A plea from an unnamed woman who has been pushed beyond endurance is clearly articu lated in this sonnet. The key figure is a mother who becomes representative of others who share her plight. The title written in lower case idiomatically expresses her frustration and growing inability to cope. Itand the images that follow visually denote a distressing situation of loneliness and domestic drudgery. Through a combination of direct speech and other dialogue techniques Dawe brings the scene graphically to life in a way that readers can easily identify and relate to. This a familiar and mundane scene that without doubt is duplicated in thousands of ordinary homes. A mother who is immersed in child rearing cuties and cut off from outside social interaction is overwhelmed by pressures and a sense of abandonment. Dawe creates the impression that this is a situation that has been steadily mounting until it has reached emo- tional crisis point, Literally and figuratively, she is engulfed by feclings of negativity and is ready to scream, The vernacular expression of being driven ‘up the wall aptly depicts some- ‘one scrabbling desperately to escape, to get away in s bid to retain their sanity. ‘Tie ‘hidden menace’ that threatens her stability is that of loneliness, despair and depres- sion. Her children are an elemental part of what makes her cry out ‘I'm so alone, The jux- ‘taposition between her nightmarish existence and what ker husband perceives adds to her sense of disorientation. She is stretched to breaking point while he can laugh that this is such a ‘quiet neighbourhood’. Their perspectives of the world are so discordant as to be irreconcilable and this reinforces her sense of there being no real solution. This is further ‘exacerbated because there is ‘no-one’ she can turn to or call on if she needs to. Themes Loneliness ‘Dawe paints a disturbing picture of a young woman overwhelmed by a sense of degradation and worthlessness, is a scene of suburban incarceration and readers are made uncomfort- able because the scenario presented is recognisable. Chaos seems to bombard her and this undermines her ability to handle the demands of her roles of wife and mother which are ‘given negative connotations. Her domestic environment is marked by seemingly harmless forces that take on qualities that become sinister and debilitating. Loneliness robs her of interaction with relatives or other women in a similar position who could offer advice or assistance and this increases her sense of alienation. ‘She becomes disoriented and increasingly pessimistic, Her monotonous world has shrunk and become so constrictive and oppressive that she feels inadequate and under attack. This is evident in her irrational view that everything is against her. Unlike her husband who is still able to mix with his ‘friends’ she seems cut off from others apart from ber children who dominant her life. Hers is a spiritual and emotional loneliness that colours the emptiness of motherhood in a nuclear family with no sense of community or social cohesiveness other than talk-back radio that helps alleviate domestic drudgery. Stress She is representative of her sex and the negative demands of motherhood. Her husband’s ‘comments and manner is also typical of the sexist disregard for the stresses and pressures of being housebound with young children. Her loneliness is made tangible in the poern by the ‘visual and aural images that Dawe lists for us in the opening octet. Shrieking kettle, milk boiling over on the stove, monotonous chores and the boring talk-back radio becomes the sensory parameters of her life, 1qIn the second stanza her sanity is further eroded by the solitary confinement aspect of the scene. No adult company relieves the pressures that threaten to drive her ‘up the wall!” Fear, desperation and panic close in on her and this mounting tension is emphasised by the repe- tition of the words ‘She says; to begin the first three lines, Hee plight is real and shared by many and simple terminology effectively presents a complex social problem. The conclud- ing couplet i satirically savage in highlighting her husband’s incomprehension of the reality of her situation. The final phrase “The matter ends’ makes it clear to readers that no ready solution is likely to be found. Her nightmare scenario will continue until she either cracks completely or re-enters the human race when the children are old enough to begin school. No sense of negotiation or real communication between husband and wife exists and this heightens the stress within the home. Motherhood ‘The poem challenges the stereotypical perception of motherhood. There are no appealing images of blissful and doting endearment or childlike innocence and purity. Dawe’s figure of motherhood is that of a burdened woman, struggling to retain some sense of personal iden- tity that gives meaning to her existence. She is shown as fragile and barely able to cope with. the day to day demands of domesticity and childrearing. Life is a trial and the children are hier torturers whose ‘din’ carves her ‘mind up’. Her social isolation and hopelessness is focused on. She is vulnerable and this is enhanced by the solitude of her predicament. Her mental, emotional and physical state is neither unfamiliar nor unique. Her unhappiness and mental turmoil is understood by other females but often ignored or dismissed by males. This makes it a gender specific social problem although in contemporary society more and more men are now taking an active part in cchild rearing. The quality of her life seems to have evaporated to the point where she finds herself enslaved tw her children and the dubious notions of maternal bliss. ‘The sonnet depicts someone who has been dehumanised and objectified. She has been robbed of individuality and reduced to a functionsl role that is largely unrewarding or satis- fying. Within the tightly structured confines of fourteen lines, Dawe manages to create @ powerful sense of her being consumed by her children who dominate her existence. The ‘husband lies outside this debilitating motherhood that constitutes the bulk of her life. Sanity is implied by the concepts of quiet, freedom and hope while her fate is etched in negative terms of noise, enslavement and despair, Methods and techniques Structure A sonnet form is used with a highly regulated end rhyme scheme which links the various quatrains and concluding couplet. A change of focus occurs at the volta break between the first two stanzas. Dawe first sets the physical context of her world and then gives her a voice within it that clearly defines her despair. Direct speech helps emphasise the central idea of her as a victim of community ostracism. The structural brevity of the sonnet focuses our attention on her and litle attention is given to either her children or her husband who keep “her trapped within her current situation. Purpose ‘The mother in Dawe's poem suffers from social isolation and a lack of adult interaction. ‘The breakdown of family life is hinted at by the nuclear family that is suggested in the ‘opening octet. The mother and children are cut off from any extended family or even neigh- bourly interaction, They co-exist in a confined, emotional pressure-cooker environment. It Zois isolationist by definition and this boxlike existence is made worse by the growth of satel- lite suburbs that lack community infrastructure. Her lifestyle condemns her to deal with the children unassisted but indications are that she is not enping very well Husband and wife communicate poorly and this possibly arises because het workplace is home based while his allows him to mix with people outside this environment, He sees only the superficial aspects of home and family and the couplet emphasises how unaware he is of his wife’s emotional dilemma, They exist in different worlds and his joking comment to his friends that‘It’s a quiet neighbourhood’ mocks what she experiences, For her the problem is not that itis “Too quiet’ but that she is alone. She is depicted as a victim of social fragmen- tation where “There's no-one round here I can call? Language ‘The language is deceptively simple. It makes use of some effective techniques including the following: + Colloquial terms and compound words such as ‘talk-back’ which effectively create an average domestic scene that readers can relate to. ‘@ Present tense and direct speech which adds an element of dramatic theatricality to her restrictive lifestyle. 4 Her negative, pessimistic tone implies drudgery and unhappiness and colours the atmosphere of the home as bleak and depressing. % Everyone mentioned in the poem is depersonalised and represented by Dawe as ‘she’, ‘their’ or ‘he’. By remaining nameless, these characters function to show an unexpected representation of gender roles. The mother is not ‘motherly’ and the father cannot recognise his wife’s discontent or frustration. '# The use of clichés, onomatopoeia and hyperboles help communicate a pessimistic tone that emphasises this is a domestic tragedy. + Flow-on lines mirror the intonation of dialogue as well as reinforcing the ceaseless ‘quality of her drudgery Imagery and symbolism ‘Dawe makes use of highly emotive terms such as ‘shriek’, ‘fear’, ‘panic’, ‘pain’ which quantify and qualify the level of her emotional stress. They are the symptoms of her nervous condition and this is further reinforced by the later term ‘screamed’ which highlights the fact that she has virtually reached breaking point. She has been driven ‘up the wall’ by her children and the lifestyle they represent. The factors that have caused this situation are graphically represented by other evocative terms including ‘carve’ which relates to the sharp, scalpel-like sounds that cut into her peace and cause her ‘pain’. ‘The word ‘spoil’ graphically implies how demeaning she finds her present life, The word is associated with ideas of ruin and putrification. This hints at the quality of her existence which does not seem to have anything positive associated with it. The sound from the ‘suave’ talk-back radio host provides the only outside voice she can relate to but it only serves to reinforce the idea of pretence and artificiality. She is not enjoying motherhood and is losing the battle to deal with that. She is under siege and the walls are collapsing. Both sound and visual imagery are used to create the impression of mounting chaos and imminent disaster. The term ‘din’ captures the sense of the children’s noise being ceaseless, tormenting and inescapable. It is an aural punishment that is compounded by other noises that assault her senses. It is easy for the reader to visualise the kettle shrieking, the milk boil- ing over on the stove, the children running around and making noise or the phone ringing. “The phrase ‘closes in’ augments the sense of her being trapped and hemmed in.Tone and mood ‘The poem challenges typical perceptions of family contentment and instead presents a bleak and sterile perception of domestic nightmare. Dawe presents a negative world for the nameless wife and mother: ‘Pm so alone!" There is no mentor, no soulmate, ‘no-one’ as well as no end to the boring monotony of her workload: ‘No week-end comes to mark off any week / From any other’. This emphasises how motherhood is not socially recognised as valuable ‘work’, Even her husband does not understand and the poet implies that husband and wife arc worlds apart. She feels a level of abandonment and rejection because his comments, not to her but to others are insensitive and do not acknowledge her misery or unhappiness in any way. He and his friends laugh about the ‘quiet neighbourhood’ but for her it is no laughing matter. The luck of a feasible solution is stressed by the final line which implies that this is the way of the world and that there can be no discussion, no negotiation because “The matter ends’. Figurative techniques Dawe uses a range of poetic methods to depict his negative scene. They include the comparative techniques of: ‘© simile—‘ike the horizon’ @ metaphor—children carve |The mind up with the scalpels of their din’ personification—'The kettle’s whistle rises to a shrick. ‘These comparisons add dimension end sensory richness to the world being depicted. Rhetorical techniques include onomatopoeic terms such as ~'whisde’, ‘shriek’ and ‘screamed’ which help denote the atmosphere of the home. Alliteration helps link ideas in the ‘opening octet such as ‘children carve’ which is a discordant image. Dawe also makes use of sibilance: ‘something’s sure to spoil’ and ‘suave / Spiel’ to specify the reasons for her pessimism and jaded outlook. ‘The colloquial tone combines common, every day sayings with exaggeration such as the hyperbole used to describe how heated, tense and pressured she feels ‘always on the boil’ This allows Dawe to combine literal and figurative meaning in the images he represent ‘could have screamed’. Clichéd terms such as ‘know-it-all’ as well as the use of enjambment ‘or flow on lines in the opening stanza emphasises that the poet is describing social problems associated with average individuals. This is heightened by the repetition of the phrase ‘She says’ to begin the first three lines of the second stanza. Hier stress is clearly evident and easy to relate to. 22ia S-09 ed ee ‘Up the Wall’ What is being said? 1 What relationship does Dawe depict between mother and children, 2 What social criticism is being made in the poem? 3 What dialogue features does Dawe use to arouse our sympathy for the unnamed mother in the oem? How is it being said? 4 Discuss the effectiveness of the sonnet structure. How does it help Dawe develop his major themes and imagery? 5 Several figurative techniques are used. Find examples and evaluate their effectiveness. 7 Complete this summary grid for the poem. Purpose Themes imagery / Symbolism Dialogue techniques Poetic methods Response task—Conversation You will be assessed on how well you: + demonstrate analysis of the ways texts shape meaning + organise, develop and express your ideas using language appropriate to audience, purpose and form Question: Imagine that you are the mother referred to in the poem “up the wall’, Script the conversation you might have with your husband where you try to explain the reasons for your current unhappiness. Keep the character traits that are revealed about both spouses clearly in mind when writing your dialogue and attempt to use a range of ‘spoken’ techniques to make the interchange interesting and realistic. You coulld incorporate sections of the poem to give greater validity to characterisation. Total marks (20) Length: 700-800 words‘Pleasant Sunday Afternoon’ Overview ‘The title of the poem is ironic as well as ambiguous. If itis read from the family’s perspec- tive it was indeed a ‘pleasant’ and unusual Sunday afternoon because they actually received a visitor. If read from the salesman’s point of view, however, the visit had no pleasant ‘connotations at all. This dual reading of the poem is what accounts for much of its humour for while itis clear that there is a dialogue going on, no real communication occurs between the speakers, Amusement results from the juxtaposition of the father’s ignorance and the implied shock and panic felt by the door-to-door salesman, Distinctly different interpretations of what is actually taking place are represented through the dialogue and this is made evident from the opening lines. The actions of this dysfunc- tional family become increasingly bizarre and force the salesman to bolt and leave his books behind him. He has been powerless to stop the destructive onslaught of this ‘family’ and the experience has been traumatic, In an interesting role reversal, the salesman finds it impossi- ble to use his typical spiel to successfully push through a sale, He has targeted the wrong customers and humour results as we witness how his “talk” proves useless, Without a word spoken in anger or any sign of violence, the salesman runs for cover while the father non- chalantly uses ripped pages from the encyclopaedias to clean up the mess his family has caused. A running commentary by the unnamed father / husband is used to tell the story of the book-seller’s disastrous visit. No names are given to the adult male characters and only the father's comments are given, It is obvious, however, by references the father makes, that at least initially the salesman was part of the conversation. The children are individualised by name, Stewart the babe who starts eating the pages which makes him sick while Graham ities himself and the Contents page is used to ‘finish him off” by Ethel the wife. It is a scene of almost slapstick comedy that is amusingly depicted through Dawe's effective use of language. Readers get the sense that Dawe really enjoyed writing this poem because the satirical humour is so rich, The poem has 2 vivid spoken feel to itand the various episodes of the visit are easy to visualise. The one sided discussion is easy to imagine by reading the poem aloud and this gives it a dramatic, theatrical feel. The characters are not physically described but their mannerisms are easy to visualise. A typical sale situation is parodied by emphasising the ‘contrast between the salesman and his unusual customers. Instead of waiting to secure a sale however, this salesman is driven off Jeaving his goods behind him. Themes Ignorance ‘The customers presented are the type that salesman view with horror. They are poor, igno~ rant and have no respect for the goods they are examining, The encyclopaedias are totally ‘unsuitable for them as they have no appreciation for them. The salesman has targeted the wrong market by coming to this household to sell his wares. The ‘Magnificent’ volumes arc quickly defaced, ripped and damaged beyond repair. What makes the vandalism more shocking is the family’s lack of concern for what they are doing. They are unaware of how inappropriate their behaviour and attitudes are. ‘Dawe emphasises this by his depiction of the father who remains oblivious of the salesman’s growing concern, He brushes off the various disasters caused by his family, while his com- ‘ments indicate his visitor's reaction, The goods are destroyed not through deliberate vandal- ism but through misguided ignorance. The father’s language indicates that he has been Zepoorly educated and comes from a low socio-economic background. They represent the ‘masses’ that hold books and learning in general in litle regard, Various aspects of the volumes are used a5 motifs throughout the poem. The magnificent illustrations and many pages arc used to contrast the family and the salesman. To the sales- ‘man they represent value for money and desirous educational qualities but to this particular family they have a different meaning, Discordant values on ‘knowledge’ make the father’s description of his son ‘starving for knowledge’ even more satirical. Hawking ‘Dawe makes fun of commercialism in this poem by mocking typical sales techniques that all readers would be familiar with. These are represented through the poet's capitalised descrig tion of ‘TWENTY-EIGHT MAGNIFICENT FULLY ILLUSTRATED VOLUMES’, ‘This highlights the persuasive methods used by advertisers to impress their customers and create a desire to purchase. Emotive terms present the encyclopaedias in a pretentious way which is meant to make them appear impressive in number, size and presentation. This is in fact the reaction the father has but what follows is a parody of a typical customer's response: ‘Tsee what you mean by Magnificently Ilustrated’. ‘The salesman's selling technique includes an appeal to economy by his reported implication that the volumes virtually cost nothing for what they are, This strategy fails, however, because the father and his poorly disciplined family treat the encyclopaedias as if they actu- ally were worthless. The books are not respected because to them they do not represent learning. They are reduced to mere paper ripped, burnt and used as toilet paper. ‘The father copes quite well with the chaos that unfolds around him while the salesman is keen to escape: ‘if you've got to go’. This situation is hinted at through innuendo rather than stated directly. The salesman’s nervousness gets the better of him in the end when he unsur- prisingly bolts off ‘he’s left his bloody books’ leaving the amazed father behind. The salesman. earns our sympathy because his discomfort is easy to imagine even though he should have canvassed the neighbourhood more thoroughly at first. Parenting ‘The parents depicted in this poem are certainly not idyllic role models. Dawe offers a light- hearted look at the chaotic approach to parenting that is characterised by poor discipline and. even poorer guidance. The parents are obviously not very bright or well educated and yet the poet docs not in any way present them as being violent or abusive. Their fault lies with their being simply hopeless and unable to see the value of the books and the inappropriateness of their parenting tecbniques, When the father implies the joys of marriage ‘you married by any chance’ the reader is aware of Dawe's arched irony. The view of marriage and parenting depicted in the poem contradicts any positive impression of what is meant by the father’s words of advice ‘there's a treatin store’. As with the inherent value of the books, two totaly discordant perspectives of marriage are presented. This juxtaposition of ‘readings’ is effective for it distances the audience from the participants and makes it easier for Dawe's criticisms to be understood. “The father even seems to take some pride in the havoc his son has wrought in ripping out the beautifully illustrated pages ‘works fast doesn't he’. He is a fast-talking conversationalist ‘who dominates the situation and asserts himself, telling Eth to ‘do something” with the children so he can concentrate on talking to the salesman. She has as lite effect on control- ling the offspring’s destructive tendencies as does her husband. Her actions are just as useless in curbing their behaviour as his verbal reprimand ‘no not the bloody encytlopaedia old feller’. The children run amok while they look on and do little. ay‘The ambiguous visual humour which sees the tora pages being used to either wipe the child’s chin or bottom speaks volumes. The Encyclopaedias have been reduced to scrap paper when put into this family’s hands. The father’s comment ‘we hardly ever have / a visitor from one year’s end to the next’ comes as no surprise to the reader who can well understand why. Dawe has used sarcastic ridicule to depict their home as a disaster area and this is made even more amusing by it not being the usual subject matter of poetry. Methods and techniques Structure The stanzas are of an irregular length and a free-verse rhyming scheme has been used, Even though the text implies questions, exclamations as well as statements, this is not actually shown by any punctuation. As a result, the poem has to be read carefully to catch its full meaning and humour. Gaps are used to indicate pauses in the flow of conversation. These are needed to gain the full sense of the scene and allow the reader to visualise what is hap- pening and the characters involved. This is further assisted by the use of enjamtbment which reinforces the sense of a steady, conversational flow of first person narrative. Purpose Dawe’s purpose is satirical. He paints a picture of a dysfunctional family whose behaviour is unlikely to invite ny visitor, especially a salesman, to pay them a return visit and ‘call in anytime’. Juxtaposition and contrast are used to differentiate the perspective and attitudes of the speaker with those of the reader or disillusioned book seller. Dialogue is creatively used to present an amusing scenario where other characters are alluded to but never actually heard. This forces the reader to pay close attention to the language, pace and intonation in order to shape meaning from the words, Dramatic dialogue ‘The opening word ‘You’ immediately establishes the context of dialogue. It is clear that there at least two speakers even though the others remain silent apart from what is reported by the father’s commentary. Word choice and pace give the poem the nuance of spoken speech and the colloquial speech establishes the working class background and poor educa~ tion of the speaker. Within a fow lines the reader is made aware that encyclopaedias arc ‘not quite suitable mate’ for this family and the amusement grows until the salesman makes his speedy escape. ‘The words lend a level of theatricality to the situation and techniques such as spaces and rep- tition of ‘of" mirrors the hesitant pace of real speech. These pauses are the snatched moments when the father listens to the salesman’s spiel and attempts to digest the edvertis- ing banter that is used. He repeats what he has been told ‘for nothing you might say’ which allows us to picture the other side of the conversation, When he calls out to wife to come and. look'‘hey Eth here a minute and have a look at this’ it is easy to visualise the scene. Words and actions have been smoothly fused and the characters come to life with phrases that function as verbal gags. Ethel’ failed attempt to rub off the grease she has put on the page with her dirty hands is visual pantomime, an hilarious dumb show on her part because only his voice is heard describing what she does and why. Tone Dawe’s typically vernacular tone is evident in this poem as in the others set for study. Mockery and irony are among the most prevalent techniques that are used. The poetic structure is non-regulated and there is no physical break in the pattern of the verse. The speaker favours colloquial terms and expressions such as “Thingummy-thon’, ‘mate’, ‘old 26feller’ and drops quite a few expletives into his conversation such as ‘bloody? used to add emphasis to ‘ hell ... books ... stove ... encyclopaedia’ and ‘buggery’. Lite formal language is used apart from the odd word such as ‘scorched!, At times his comments are presented in italics to indicate emphasis or panic such as ‘he kids Ethel she kids’ but typically his demeanour appears quite relaxed. Imagery and symbolism ‘The speaker makes reference to the ‘Black and White Minstrels’ which was a type of vaude- ville theatre where black greasepaint was used in the style of Al Jolson to depict Negro performers. Dawe takes delight in presenting a different style of show which is no less enter- taining to the reader in its visual and aural humour. Tt also implies the pantomime that takes place. The pace is fast-moving as the narrator takes us on a whirlwind commentary of events and impressions. Simple props such as stove, mop, sticky-tape and ripped pages are used to characterise the people and portray their behaviour. Poor Eth and her floured hands and ‘bloody stove’ has no time for magnificent illustrations as domestic chores take all her attention while ‘young Stewart’ and Graham have other things on their minds than book learning. Two worlds are juxtaposed and the comedy comes from the use of dialogue to depict what the ‘norm’ is in each. Figurative techniques Dawe uses a range of simple but effective poetic techniques to depict his scenario of a pleas- ant Sunday afternoon, Word choice makes use of a number of compound words such as ‘“Thingummy-thon’,‘half-educated?, ‘red-hot’ and ‘sticky-tape’ which add irony and detail to the events that unfold chaotically before us. Flow-on lines maintain the fast pace while the ‘occasional use of italics such as ‘you already have’ or brackets give added emphasis. Clichés and easygoing terms such as ‘Jeez’, ‘good as new’, ‘Tl take your word for it, ‘weat in store’, ‘what have we here’ also help characterise the situation and enrich the characterisation ‘Sarcasm and irony is embedded in the language, from the early straight-faced reference to his son ‘starving for knowledge’ to his earnest surprise in stating to the salesman: ‘you won't, believe this’. The father’s references to his wife Ethel as Eth’ and ‘love’ as well as his incom- plete statement ‘you silly’ makes it easy to imagine the sort of relationship they have and how out of touch they are as a couple to what the salesman has to sell. Contrast and contra- diction are useful tools to develop the poem's theme and offer an amusing glimpse at an entirely different sort of pleasant Sunday afternoon. at‘Pleasant Sunday Afternoon’ What is being said? 1 Describe the main character traits of the adults that are revealed through the father’s dialogue. 2 What does the salesman seem to be saying and why? 3 What dialogue features are used to effectively depict the scene? How is it being said? 4 How does the poetic structure reinforce the characterisation? 5 Dawe does not use a great deal of figurative language but his language is rich in colloquial idiom and vernacular expression that is distinctly Australian. Find examples from the poem and evaluate their effectiveness in developing the poem’s themes. 7 Complete this summary grid for the poem. Purpose Themes Imagery / Symbolism Dialogue techniques Poetic methods Response task—Explanation You will be assessed on how well you: + demonstrate analysis of the ways texts shape meaning * organise, develop and express your ideas using language appropriate to audience, purpose 2 and form Question: Imagine that you are the salesman described in the poem. Script the explanation you ‘would attempt to give to your superior when you return empty handed without a sale and the encyclopaedias. Keep to only one side of the conversation and try to use some of the tech- niques Dawe has used to achieve a suitable characterisation of the speaker. Total marks (20) Length: 700-800 words 2‘Bedroom Conversations’ Overview ‘The setting is that of a typical subufban family with teenage girls coming to terms with growing up. Itis an insightful portrait into what is important in their lives at this stage of their development, It light heartedly explores how vanity, self-image and self-absorption domi- nant the thinking of young girls on the brink of womanhood. The tite implies a far more serious situation than that which is actually developed within the poem, It also shows a rep- resentative sampling of what occurs again and again with minimal variation in countless average homes everywhere. The issues are universal and easy to identify with, ‘The plural term ‘conversations’ in the ttle establishes that thi is not one particular incident that is being depicted but rather a patterned mode of speech, stereotypical of this type of ‘private’ and ‘personal’ conversation. Mother and daughter are shown engaged in awkward tte-a-tetes that remain very superficial and largely unfinished. Selfimage and personal appearance intervenes and takes precedence over completing the discussion that seemed so important only minutes before. The young girls are shown as fickle and inconsistent, Reference to the parents’ bedroom indicates a place of inner sanctuary. It symbolises a dif ferent sort of communication and interaction compared to general day-to-day discussion, ‘The bedroom is a non-public place within the home where non-family members would not ‘ypically go. Itis more than simply a bedroom within the poem, however, because it denotes a place of privacy where serious, more undisturbed discussion can take place. It implies the sort of issues that can be embarrassing or personal, Mothers and their teenage daughters are the only ones mentioned for fathers are not a part of this scenario. ‘The moments of broken discussion are brilliantly captured and the poem scems anecdotal in register, It is as if Dawe knows this sort of situation first hand from personal experience ‘within his own family when mother and daughter retreat for 2 ‘chat’ to the inner sanctum of the parental bedroom. The situation is presented realistically and while there is a certain amount of tongue in cheek humour neither party is ridiculed, The young girls are ‘eager’ which implies a certain level of urgency and enthusiasm to get answers to their questions, However the poem depicts the slip between the intention and the actual outcome. The ques- tions are not completed and therefore remain unanswered ... Purpose Dawe captures a common domestic moment that readers will find it easy to identify with. He is appealing to a broad audience who can include age groups that reflect either the mothers or the daughters, those who ask and those who provide the answers. Dialogue is used to reflect the atmosphere of such ‘private’ moments. The quality of this sort of typical conver- sation is effectively evoked. The essential difference between the two age groups as well as attitudes and perspectives to self and the world in general is skilfully presented, Themes Identity Dawe captures the mercurial nature of adolescence where young girls inhabit a nether world on the brink of adulthood. The poem explores the time when they seek assurance about what constitutes personal identity. The concept of ‘self’ becomes paramount and the time-frame referred to in the poem is the transitional phase, the limbo state between childhood and adulthood. It is filled with mystery, uncertainty and inexperience but itis also tantalisingly filed with wonder and hesitant expectation. ‘Adolescence is presented as a practice stage where incomplete questions and answers are indicative of a rchearsal period of practice, improvisation and preparation. Identity is uncertain, Zain a state of flux and instability, Nothing is fixed and there isa clear consciousness of the pres- cent only being an interim stage for the future. This is represented through the extended metaphor of ‘tadpoles’ which is used to indicate their physical metamorphosis as well as their ccasclessly flicking gaze of self-appraisal Reassurance The girl’s frequent pauses and incomplete questions are testimony to her emotional dis- comfort. She becomes representative of all girls of this age who want answers but are not sure about how to couch the question. This accounts for the hesitant gaps in the conversa~ tion where the two age groups are clearly juxtaposed. The parents are adults in a world that has clearly moved on from this time of introspection and self-reflection that their daughters are experiencing, The young seek reassurance, ‘while parents’ have had the benefits of per- sonal experience and age to be able to offer it. Parents can therefore be supportive and reassuring and the mother presented in the poem becomes representative of all mothers who attempt to offer patient guidance to their dis- concerted and confused offspring. Dawe uses gentle sarcasm to describe such moments as ‘cosmic’ and the interaction is exceptionally calm even though it remains unproductive. A colon is used to colour the way in which the patient mother attempts to tease out the ques- tion or promote further disclosure: ‘As you were / saying...’ but the moment is lost as the conversation grinds to a halt. ‘The mother’s comments are given a physical dimension as the poet describes her efforts to “scoop patiently /at the surfice’ to try and draw their tiddlers out with their smiles and mur- mured ‘Well, go on... ’ Patience, reassurance, support does not succeed in opening up the discussion. From an adolescent perspective, what is of momentous importance now fluctu- ates as their focus shifts. The young teenage girl voices ‘their’ concerns and mannerisms for they are all typically “restless” in their ‘search for reassurance’. Distraction ‘Their distraction is evident in their body language which shows their wandering minds. ‘Dawe shows how physical appearance becomes linked to personal identity so that outward ‘appearance can publicly express to the world who they are. Their ‘experimental eyebrows’ and pursed lips are indicative of the young women they are about to become. Phrases such 4 the ‘weight of / abstraction’ epitomises the main problem of youth which is their lack of focus. Their indecision and pervading confusion is compared to visual images of tadpoles which becomes an effective way of describing their ‘wiggling dreams’. This is an unusual but highly effective metaphor because it reflects the idea of perpetual movement and it is also associated with water imagery. Attempts to talk, to discuss or find meaning prove fruitless ‘to no end’. All conversations sink and this is emphasised by the use of the hyphen and the finality of the words ‘no’ and ‘all’. The emotive term ‘sink’ also implies no chance of rescue because the moment has been lost and there is little hope of it being rekindled. While their low self-esteem and insecurity is real, the communication gap is shown in the last lines by Dawe's use of ellipsis and unanswered questions. Tone ‘The poem reads a lite le a play script with a dramatic quality thatis generated by the hes- itant, uncertain and! self-conscious register that the poet achieves, This is achieved by many dialogue techniques such as ellipsis, rhetorical questions and italics that create added emphasis or tonal shift. Dawe captures the pace and nunce of spoken language.’ The emo- tional turmoil of the young, especially young girls is represented in their comments that are both eager and yet reticent, interested and yet vague. znDialogue Direct speech such as the onomatopocic‘Mmmmmmm’ gives added realism. Indecision is indicated by realistic phrases that we can all identify with ‘Mum, I was wondering...” ‘The use of italics and ellipsis capture the emphasis and hesitancy of speech and hint at the nervous disposition of the questioner who remains unsure of their reception. The confusion of adolescence which prompts the desire to ask the question in the first place but lacks the focus to wait for a response is well presented, Dawe catches the tone of burgeoning experi- ence and emotional self-awareness that is the hallmark of the coming of age that comes to ‘us all at one stage or another. This simple poem has the tone of authenticity Methods and techniques Structure A free verse structure is used to present a frozen moment in domestic life. Dawe uses an irregular stanza length with no set end rhyme which gives him the freedom to write in the disjointed manner of spoken language. Flow on lines help generate a realistic: colloquial tone as a clear chronological order is followed to present his scenario. The scene is Played out via_ staggered lines which serve to heighten the sense of a disjointed conversation. Symbolism and imagery ‘Various trappings of the domestic environment such as bedroom, mirrors end make-up are combined with far more unusual symbols such as tadpoles and pools to define the qualities of adolescence. Such visual imagery helps quantify the vagaries of youth and their constant fascination with self-image. The mirror has the power to stop them mid sentence, to freeze their questioning: ‘in the depthless element / of their vunity’. Who they are becomes equated ‘to what they look like and how they are perceived by others. Appearances become the dom- inant reality of their life and so mirrors cast such a spell that ‘just one flick and they're gone’. ‘This advertising jingle dates the poem but the slogan effectively extends the metaphor that is used to describe their restless natures and shifting focus, ‘Tadpoles are an effective comparison because it captures the essence of physical transfor mation and the ceaseless movement which is both physical, emotional and psychological in nature. It is 9 transitional stage and a symbol that is easy to relate to. Tadpoles are hard to catch, uniform in appearance and behaviour and they congregate in large numbers. This simple image captures many of the characteristics that Dawe exploits in the poem and it allows him to combine it with water imagery that shows how ideas, questions, conversations sink into vague confusion .. .‘T'm sorry .. [didn't hear you? ..." Figurative techniques ‘Comparative techniques such as similes and metaphors are used to describe the nature of ‘youthful questioning. Young girls are compared to tadpoles ‘flicking like tiddlers’ which is then extended to relate to their world as a ‘bland poo!’ where they spend their time ‘finning busily in the depthless clement /of their vanity’, This unusual comparison effectively allows Dawe to draw on associations that capture different qualities of young girls and the nature of their relationship with their mothers. The image of tadpoles emphasises their restless natures and the shifting quality of ther lives. ‘This is explored on a number of levels and includes reference to an old insect repellent advertising slogan: ‘just one flick and they're gone’ which allows the poet to link his water imagery with their distracted behaviour. It allows him to emphasise that they are not yet adult but stil in an infantile, undeveloped state with further growth required before they can take their final form. The colloquiat language and use of incomplete statements further enhances this impression of unfinished business that gives the poem its unique quality. eaPERSONAL RESPONSE “Bedroom Conversations’ What is being said? 1 By close reference to the poem, evaluate the relationship of the teenage girl to her mother. 2 Outline the subject matter of this bedroom conversation, 3 What dialogue features make the characterisation of both parties realistic? How is it being said? 4 Discuss the effectiveness of the water imagery developed within the poem. 5 Find and discuss examples where Dawe has used dialogue techniques to effectively capture a domestic moment that is typically played in many homes. 6 Complete this summary grid for the poem. Purpose Themes. Imagery / symbolism Dialogue techniques Poetic methods Response task—Conversation ‘You will be assessed on how well you: + demonstrate analysis of the ways texts shape meaning + organise, develop and express your ideas using language appropriate to audience, purpose and form Question: Imagine that you are one of the young girls referred to in the poem “Bedroom Conversations’. Script the conversation you would have with a friend about the difficulty of talking to your mother about important issues. Try to present the scenario developed in Dawe's poem from an adolescent rather than an adult perspective. Try to mirror Dawe’s techniques to make your conversation sound plausible and issue based. Total marks (20) Length: 700-800 words a2“Big Jim’ Overview Big Jim's name is well deserved from the description given of his physical bulk as well as his outgoing personality. He is a boisterous, hard-working, hard-drinking individual whose exuberance is presented via a range of camco visual and aural images. Dawe brings him to life by graphic word choice which is blunt and forceful. The central figure has 2 dynamic charisma which is at odds with his confronting physical appearance. His manner is ebullient and full of self-mockery and he shows a willingness to loudly voice his opinions and assert his egalitarian betiefs in typical ‘macho’ fashion. A picture is painted of a working class man who is proud of his origins and achievements. He has a confident outlook on life and takes pleasure in simple enjoyments such as downing a beer after a day working on his produce stall at the markets, He is a realist and unafraid of tackling a fight head-on. He is assertive, bombastic and at times overwhelming in his domination of conversation and his peers. He is imposing both physically and psychologically and yet the impression Dawe gives of him is that of an overwhelmingly positive individual. Readers can easily relate to his simple homilies on life and can probably call to mind similar stereotypically familiar figures from real life both in appearance and behaviour. He appears gregarious and full of self-con- fidence and the simple joy of life, He is not aggressive or a ‘fighter’ but has a mock-serious approach to life that makes people look up to him. He is a plain man but worthy of poetry because his life force defies normal definition. Themes Individualism Dawe presents Big Jim as a distinctly individual character who is ‘big’ in a number of ways, He is manual worker who is proud and totally unselfconscious even though his ‘beer-belly” is of massive proportions, Of Corsican origins he is the archetypal immigrant who has proudly adopted Australia as his home and gone about establishing a working class foothold of which he is rightfully proud. He has adopted many of the stereotypical ‘Aussie’ qualities including being a heavy drinker and having his say. Gregarious rather than shy he can be pompous, asserting his beliefs by ‘laying down the Law? to all around him. He adopts a basic, down to earth philosophy and even though he can be confrontational the predominant impression created is that of a friendly giant who loves life and shows it. Working-class hero He is a hard-drinking, working class individual who ‘holds court’ both at home and at the markets where he isa kingly figure. He stands his ground und while Dawe does not indicate that he is aggressive ot viclent itis clear that Big Jim is not submissive by nature. Hle appears as one who is comfortable and at ease in his working environment, hook in hand, / leather aproned, smelling of onions, spuds, / and the pungent Hessian’, He is one of the law-makers whose strident voice issues forth ‘its own first truth’ of his equality and worthiness: Pm every bloody bit as good as you are!” Respected by his peers, he is 2 man to be listened to, It is made clear, however, by the descriptions of his appearance, home and work environments that he is not a wealthy man, His educational background is not mentioned and he is not presented as pretentious in any way. His working class credentials are clearly implied as are others that lead to the ‘Big Jim’ appellation that he has been given. He is an unlikely hero but Dawe bestows a kind of grandeur onto this working class icon, Huge and defiant, he exudes a kind of majesty that is difficult to define but which is nonetheless evident. His rhetoric is vernacular and testimony to the daily drama that average men live out and count themselves blessed in the process. zsMethods and techniques Dialogue Dawe uses a narrative structure to depict his portrait of Big Jim which is interspersed with segments of direct speech. These help characterise his personality and enrich the description, Inregularity of both stanza length and end rhyme enhances the colloquial, conversational tone of the poem, Contradictory features are presented but the prevailing impression is one of size for Big Jim is an imposing figure. His language lends depth to his representation. The combination of formal terms such as ‘vendetta’, ‘hoist’, ‘intoning’, ‘pungent’, ‘rhetoric’, ‘define’ with slang terms including ‘guts’ and ‘belly’ demonstrate the stature of the man, His voice and manner define his personality and his comments highlight discordant fea~ tures of his personality. He can be vociferous and domineering but he also takes great delight in ‘Downing half? a Fosters and revelling in the heavenly pleasure of the sensation. He is a man of simple pleasures who is described in sensory terms. As he hoists his belly up ‘on the laminex table and smacking his lips ‘pleasurably’, he beamed ‘like a heavenly / babe’. Imagery ‘The portrait of Big Jim is made effective because of the combination of visual and aural imagery that describes his appearance and behaviour. His overwhelming physical presence makes him intimidating. He has the bulk of a bear and Dawe captures this sense of size and implied threat by reference to his ‘freckled paw’ as it reaches into the fridge ‘for Fosters’. The beer is characterised by colour imagery as ‘chilled / amber’ which happens to be perfectly in keeping with the smoky ambience of Melbourne sunlight. This heavy drinker is next identi- fied by his Corsican background and immigrant accent, “Bee-yoo-tiful ,..” ‘The outward signs of his life and personality mark hina as a suburban worker whose ‘god like belly’ is as home atop a laminex table or clothed in a leather apron while he handles Hessian bags at the Market. His majestic stature is mockingly outlined by Biblical allusions 10 ‘intoning’ his homage to beer or sounding like Moses handing down his commandments. “When Big Jim is among his ‘fellow-vendors’ he often gives voice to his own personal tenants of faith by ‘laying down the Law’ that reinforces his equality among men. As Dawe points, out, the images that best define this man are ‘plain props’ that epitomise his simplicity as well as his greatness, Tone ‘The conversational tone is couched in the form of a casual yarn amongst friends, most probably over a beer which is referred to in almost revered tones. A mock serious approach is achieved by the use of the word ‘well’ and continued with the sarcastic ‘intoning’ of “Revengel’ as he drinks the delightful brew. His accent is mocked as is his drinking.’The nar- ration also implies seff-mockery 2s one of his traits. He makes fun of his own obesity, joking ‘Tve got a ton of guts! Light hearted sarcasm is used to define his character such as his ‘unexpected, tongue in cheek performance of taking ‘Revenge! by drinking the beer. He is depicted as a colourful showman who enjoys having an appreciative audience. His manner is jovial and entertaining. Liking to have his say, Dawe makes a mocking allusion to hhim getting on his ‘soapbox’ and speaking his mind. The reference to ‘Gettysburg’ gives his comments greater significance equating his comments at the Market place to the public forum of the famous political speech known as “The Gettysburg Address’, aeSymbolism and imagery Characterisation and thematic development is assisted by evocative symbols and images, Visual imagery gives Big Jim his physical dimension for readers can envisage his big belly being hoisted up and rested on the laminex table-top. Its simultaneously gross and amus- ing for is ‘twenty-one stone” build is imposing, described as a “god-like belly’. Yet it is set against the distinctively working class image of laminated furniture, It is similarly easy t0 picture bim enjoying his Posters and relaxing after the day's work. The use of a brand name and the ‘smoky Melbourne sunlight’ establishes an Australian context Figurative techniques ‘The unpretentious icon of the common man is depicted via varied figurative methods, He exhibits antithetical qualities, being both down to earth and flamboyant in personality. He has the declaratory manner of a salesman and the confident demeanour of someone at ease with themselves and their place in the world. He is a man of contrasts and this is shown sarcastically by the ‘impossible weights’ that relate to him both literally and figuratively. ‘The sense of his size and bulk is initially generated by comparative methods such as hyper- bole ‘defying / the world’s seismotogists’ as he leans on his kitchen chair to grab a beer from the fridge, His size is emphasised even more by the metaphor which describes his arm as a ‘freckled paw’ while his intonation to beer as a nectar of the Gods is presented via similes “like some vendetta-conscious / Corsican’ while he smiles beatifically ‘like a heavenly / babe’. Rhetorical methods including alliteration also help to define his personality, his pride and sense of being equal to rather than ‘bloody better’ than his fellow man. He is a man of lite materialistic show, preferring to live his life amongst the ‘plain props’ that Dawe describes such as ‘table-top, bag-hook and apron’. Other compound words like ‘fellow-vendors” and ‘vendetta-conscious’ denote other aspects of his individuality and make him interesting. Punctuation techniques also help give the poem the rhythm of direct speech in amongst narrative sections. Ellipsis captures his innate sense of melodrama while the flow of informa- tion is monitored by pauses indicated by colons, commas and hyphens, Half lines and flow-on lines also mirror the sound of spoken language as does the use of italics and exclamation marks for emphasis. The poetic devices used in the poem are varied and effective in giving impact to Dawe's portrait of an ordinary but interesting man. as€ ‘a = > Big Jim What is being said? 1 In what ways is ‘Big Jim’ larger than life? 2 What typifies the central character as a worker and how does this impact on our overall impres- sion of his personality? 3 In what ways is Dawe's portrait positive? Refer closely to the poem to support the points made. How is it being said? 4 Demonstrate how dialogue techniques have been used to develop the themes. 5 Dawe uses more figurative language in this poem than is typical of some of the others set for study, Evaluate the major methods and comment on their purpose and effectiveness. 6 Complete this summary grid for the poem. Purpose Themes Imagery / Symbolism Dialogue Techniques Poetic methods Response task—Speech ‘You will be assessed on how well you: + demonstrate analysis of the ways texts shape meaning * organise, develop and express your ideas using language appropriate to audience, purpose and form Question: Imagine that you have been asked to give the master of ceremony speech at Big Jim’s fiftieth birthday party. Script the speech you would give where you speak glowingly about the ‘man’s personality, behaviour, popularity and his overall philosophy on life. Base your comments on the information given in the poem. Attempt to use a variety of dialogue tech- 2 niques in order to try and capture the positive quality of the man that demonstrates ‘a pride of life no language can define? Total marks (20) Length: 700-800 words 2r