PAIRED

PASSAGES
The Man
He Killed
Thomas Hardy

The Sniper
Liam O'Flaherty

Common Core Writing Task

© 2018 K.Patrick (OCBeachTeacher)
 Lesson Plan
Overview

In this lesson, students complete close readings of Thomas Hardy’s

poem, “The Man He Killed” and Liam O’Flaherty’s short story, “The
Sniper.” They complete handouts with before, during, and post-
reading strategies, which provide scaffolding for the writing task.
Afterwards they respond to a literary analysis writing task that imitates
the style of a standardized assessment. This is intended as a formative
assessment to prepare students who will face the upcoming PARCC
assessments and for any students needing practice with synthesis
writing or literary analysis. This lesson incorporates all strands of the
Common Core English Language Arts (ELA) Standards.

Common Core English Language Arts Anchor Standards

✓Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
✓Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
✓Assess how point of view or purpose shapes the content and style of a text.
✓Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
✓Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
✓Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
✓Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively
✓Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
✓Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
✓Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the
college and career readiness level.

© 2017 K.Patrick (OCBeachTeacher)

 Getting Started

1. Distribute the handouts for the poem and story. Give students time to
complete the anticipation guide and contextual pre-reading. Author
links follow:
https://www.poetryfoundation.org/poems-and-poets/poets/detail/thomas-hardy
https://www.britannica.com/biography/Liam-OFlaherty
Allow students to share by using a “turn and talk” or other partnering
strategy. Lead a whole class discussion of the pre-reading (key
provided).
2. Complete the think aloud and discuss their observations of the
annotation process. Give students instructions for annotating their
own texts.
Moving On

3. Distribute “The Man He Killed” and have students read the poem
silently for basic comprehension. Have them rate their understanding
on the accompanying handout. Have someone read it aloud and
ask them to rate their understanding again. If desired, use this online
reading of the poem.
4. Now ask students to complete the L.I.S.T. graphic organizer for the
poem and discuss their responses (key provided). Have them rate
their understanding of their reading a third time.
5. By the third reading, and after their analysis with the graphic
organizer, they should have increased their understanding
significantly. Use this to emphasize to the students the importance of
rereading poetry.
6. Distribute the story, “The Sniper,” and have students read the
selection silently for basic comprehension. Have them share their
annotations in partners, groups, or as a whole class.
7. Then direct them to complete a literature web analyzing the excerpt.
Discuss their responses after they have finished (key provided).
8. Direct students to complete a Venn Diagram (key provided) or other
graphic organizer comparing and contrasting the two texts and
discuss.
Wrapping Up

9. Distribute the on-demand writing task (set a time limit if desired). This
prompt has been developed to imitate the PARCC prototype. A short
literary analysis essay rubric is provided.
© 2016 K.Patrick (OCBeachTeacher
 Anticipation Guide
Pre-Reading

Complete the following Anticipation Guide by circling your level

of agreement for each statement. Then provide specific
reasons for your opinion on the lines below the statement. Be
prepared to share.

A. War can turn friends and family into enemies.

Strongly Agree Agree Disagree Strongly Disagree

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B. War dehumanizes people.

Strongly Agree Agree Disagree Strongly Disagree

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© 2016 K.Patrick (OCBeachTeacher

 Building Background

About the Author

Read about Thomas Hardy at the link. Then answer the questions below.

Write at least three details about Hardy’s life.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

What are some characteristics of his poems?

_______________________________________________________________________
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Who were some of the writers that Hardy influenced?

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Think Aloud
Listen as your teacher models how to make annotations during a think
aloud. What kinds of notes did he or she make?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________

During Reading
As you read each selection silently, make your own notes (annotations)
about the text. For instance, you may write questions you have, draw a
star next to an important idea, underline key words or phrases, or make
any other notations that your teacher asks you to include. Be prepared
to share you annotations.

© 2016 K.Patrick (OCBeachTeacher

 © 2016 K.Patrick (OCBeachTeacher

© 2016 K.Patrick (OCBeachTeacher

 The Man He Killed
By Thomas Hardy

"Had he and I but met

By some old ancient inn,
We should have sat us down to wet
Right many a nipperkin!

"But ranged as infantry,

And staring face to face,
I shot at him as he at me,
And killed him in his place.

"I shot him dead because —

Because he was my foe,
Just so: my foe of course he was;
That's clear enough; although

"He thought he'd 'list, perhaps,

Off-hand like — just as I —
Was out of work — had sold his traps —
No other reason why.

"Yes; quaint and curious war is!

You shoot a fellow down
You'd treat if met where any bar is,
Or help to half-a-crown."

© 2016 K.Patrick (OCBeachTeacher

 Poetry Reading Strategy

Rereading

As many of you know, poetry can be challenging to read and

understand. For this reason, it is very important to reread a
poem several times.

After each reading of the poem, identify your level of

understanding. A ‘1’ means you do not understand and a ‘10’
means you understand very well.

First Reading

1 2 3 4 5 6 7 8 9 10

Second Reading

1 2 3 4 5 6 7 8 9 10

Third Reading

1 2 3 4 5 6 7 8 9 10

© 2016 K.Patrick (OCBeachTeacher

 The Man He Killed by Thomas Hardy
After reading the poem and making annotations, complete the L.I.S.T.
graphic organizer below to analyze the poem. Be sure to reference
specific words or lines.

Literal: What is the poem

about?

Inferential: What is implied?

Symbolic: What are at least

two images from the poem?
What do they represent?

Theme: What are the “big

ideas”? Write two topics and
one theme statement.

Poetic Devices: Identify

devices in the poem such as
allusion, alliteration, rhyme,
simile, metaphor,
personification, repetition,
imagery, form, etc. Be sure to
support them with text
examples.
© 2016 K.Patrick (OCBeachTeacher
 Building Background

About the Author

Read about Liam O’Flaherty, the author of “The Sniper,” at the link. Then
answer the questions below.

List some of the jobs that he had during his life.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

What are some of the titles of his books and stories?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Historical Context
In the early 20th century, from 1921 – 1923, there was civil war in Ireland.
This violent time started in 1919, when the Irish Republican Army fought for
independence, hoping to free Ireland from the British. In 1921, England
signed the Anglo-Irish Treaty, creating an Irish Free State. However, the
agreement required all but six northern counties to recognize the British
monarch. As a result, not everyone in Ireland agreed with the treaty.
Fighters who had been united, now divided into two groups, the Irish
Republicans and the Irish Nationalists, causing a civil war. Liam O’Flaherty,
a veteran, wrote about the terrors of war and the effects it had on the
people.

Vocabulary
Use your background knowledge, look in a dictionary, or talk with a
partner to define the words from the story and poem below:

Ascetic: _______________________________________________________________
Parapet: ______________________________________________________________
Informer: ______________________________________________________________
Paroxysm: _____________________________________________________________
Ruse: __________________________________________________________________
Remorse: ______________________________________________________________
Gibber: _______________________________________________________________

© 2016 K.Patrick (OCBeachTeacher

 The Sniper
By Liam O’Flaherty

The long June twilight faded into night. Dublin lay enveloped in darkness but for
the dim light of the moon that shone through fleecy clouds, casting a pale light as
of approaching dawn over the streets and the dark waters of the Liffey. Around
the beleaguered Four Courts the heavy guns roared. Here and there through the
city, machine guns and rifles broke the silence of the night, spasmodically, like
dogs barking on lone farms. Republicans and Free Staters were waging civil war.
On a rooftop near O'Connell Bridge, a Republican sniper lay watching. Beside
him lay his rifle and over his shoulders was slung a pair of field glasses. His face was
the face of a student, thin and ascetic, but his eyes had the cold gleam of the
fanatic. They were deep and thoughtful, the eyes of a man who is used to looking
at death.
He was eating a sandwich hungrily. He had eaten nothing since morning. He
had been too excited to eat. He finished the sandwich, and, taking a flask of
whiskey from his pocket, he took a short drought. Then he returned the flask to his
pocket. He paused for a moment, considering whether he should risk a smoke. It
was dangerous. The flash might be seen in the darkness, and there were enemies
watching. He decided to take the risk.
Placing a cigarette between his lips, he struck a match, inhaled the smoke
hurriedly and put out the light. Almost immediately, a bullet flattened itself against
the parapet of the roof. The sniper took another whiff and put out the cigarette.
Then he swore softly and crawled away to the left.
Cautiously he raised himself and peered over the parapet. There was a flash
and a bullet whizzed over his head. He dropped immediately. He had seen the
flash. It came from the opposite side of the street.
He rolled over the roof to a chimney stack in the rear, and slowly drew himself
up behind it, until his eyes were level with the top of the parapet. There was
nothing to be seen--just the dim outline of the opposite housetop against the blue
sky. His enemy was under cover.
Just then an armored car came across the bridge and advanced slowly up the
street. It stopped on the opposite side of the street, fifty yards ahead. The sniper
could hear the dull panting of the motor. His heart beat faster. It was an enemy
car. He wanted to fire, but he knew it was useless. His bullets would never pierce
the steel that covered the gray monster.
Then round the corner of a side street came an old woman, her head covered
by a tattered shawl. She began to talk to the man in the turret of the car. She was
pointing to the roof where the sniper lay. An informer.
The turret opened. A man's head and shoulders appeared, looking toward the
sniper. The sniper raised his rifle and fired. The head fell heavily on the turret wall.
The woman darted toward the side street. The sniper fired again. The woman
whirled round and fell with a shriek into the gutter.
© 2016 K.Patrick (OCBeachTeacher
 Suddenly from the opposite roof a shot rang out and the sniper dropped his rifle
with a curse. The rifle clattered to the roof. The sniper thought the noise would
wake the dead. He stooped to pick the rifle up. He couldn't lift it. His forearm was
dead. "I'm hit," he muttered.
Dropping flat onto the roof, he crawled back to the parapet. With his left hand
he felt the injured right forearm. The blood was oozing through the sleeve of his
coat. There was no pain--just a deadened sensation, as if the arm had been cut
off.
Quickly he drew his knife from his pocket, opened it on the breastwork of the
parapet, and ripped open the sleeve. There was a small hole where the bullet had
entered. On the other side there was no hole. The bullet had lodged in the bone. It
must have fractured it. He bent the arm below the wound. the arm bent back
easily. He ground his teeth to overcome the pain.
Then taking out his field dressing, he ripped open the packet with his knife. He
broke the neck of the iodine bottle and let the bitter fluid drip into the wound. A
paroxysm of pain swept through him. He placed the cotton wadding over the
wound and wrapped the dressing over it. He tied the ends with his teeth.
Then he lay still against the parapet, and, closing his eyes, he made an effort of
will to overcome the pain.
In the street beneath all was still. The armored car had retired speedily over the
bridge, with the machine gunner's head hanging lifeless over the turret. The
woman's corpse lay still in the gutter.
The sniper lay still for a long time nursing his wounded arm and planning
escape. Morning must not find him wounded on the roof. The enemy on the
opposite roof covered his escape. He must kill that enemy and he could not use
his rifle. He had only a revolver to do it. Then he thought of a plan.
Taking off his cap, he placed it over the muzzle of his rifle. Then he pushed the
rifle slowly upward over the parapet, until the cap was visible from the opposite
side of the street. Almost immediately there was a report, and a bullet pierced the
center of the cap. The sniper slanted the rifle forward. The cap clipped down into
the street. Then catching the rifle in the middle, the sniper dropped his left hand
over the roof and let it hang, lifelessly. After a few moments he let the rifle drop to
the street. Then he sank to the roof, dragging his hand with him.
Crawling quickly to his feet, he peered up at the corner of the roof. His ruse had
succeeded. The other sniper, seeing the cap and rifle fall, thought that he had
killed his man. He was now standing before a row of chimney pots, looking across,
with his head clearly silhouetted against the western sky.
The Republican sniper smiled and lifted his revolver above the edge of the
parapet. The distance was about fifty yards--a hard shot in the dim light, and his
right arm was paining him like a thousand devils. He took a steady aim. His hand
trembled with eagerness. Pressing his lips together, he took a deep breath through
his nostrils and fired. He was almost deafened with the report and his arm shook
with the recoil.

© 2016 K.Patrick (OCBeachTeacher

 Then when the smoke cleared, he peered across and uttered a cry of joy. His
enemy had been hit. He was reeling over the parapet in his death agony. He
struggled to keep his feet, but he was slowly falling forward as if in a dream. The
rifle fell from his grasp, hit the parapet, fell over, bounded off the pole of a barber's
shop beneath and then clattered on the pavement.
Then the dying man on the roof crumpled up and fell forward. The body turned
over and over in space and hit the ground with a dull thud. Then it lay still.
The sniper looked at his enemy falling and he shuddered. The lust of battle died
in him. He became bitten by remorse. The sweat stood out in beads on his
forehead. Weakened by his wound and the long summer day of fasting and
watching on the roof, he revolted from the sight of the shattered mass of his dead
enemy. His teeth chattered, he began to gibber to himself, cursing the war,
cursing himself, cursing everybody.
He looked at the smoking revolver in his hand, and with an oath he hurled it to
the roof at his feet. The revolver went off with a concussion and the bullet whizzed
past the sniper's head. He was frightened back to his senses by the shock. His
nerves steadied. The cloud of fear scattered from his mind and he laughed.
Taking the whiskey flask from his pocket, he emptied it a drought. He felt
reckless under the influence of the spirit. He decided to leave the roof now and
look for his company commander, to report. Everywhere around was quiet. There
was not much danger in going through the streets. He picked up his revolver and
put it in his pocket. Then he crawled down through the skylight to the house
underneath.
When the sniper reached the laneway on the street level, he felt a sudden
curiosity as to the identity of the enemy sniper whom he had killed. He decided
that he was a good shot, whoever he was. He wondered did he know him.
Perhaps he had been in his own company before the split in the army. He
decided to risk going over to have a look at him. He peered around the corner
into O'Connell Street. In the upper part of the street there was heavy firing, but
around here all was quiet.
The sniper darted across the street. A machine gun tore up the ground around
him with a hail of bullets, but he escaped. He threw himself face downward beside
the corpse. The machine gun stopped.
Then the sniper turned over the dead body and looked into his brother's face.

© 2016 K.Patrick (OCBeachTeacher

 Literature Web
Title: _______________________________________________________________________________
Author: ____________________________________________________________________________

After reading the text and making annotations, complete the Literature Web organizer
below to analyze the text. Be sure to reference specific words or lines.

Key Words

Feelings Structure

Themes

Images
Literary Devices

Implications for Society

© 2016 K.Patrick (OCBeachTeacher

 Venn Diagram

Use the Venn Diagram below to compare and contrast the two
texts.

The Sniper The Man He Killed

© 2016 K.Patrick (OCBeachTeacher

 Literary Analysis Prose Constructed Response

Use what you have learned from Thomas Hardy’s poem “The Man He
Killed” and Liam O’Flaherty’s story, “The Sniper,” to write an essay that
provides an analysis for how the authors depict the relationships between
soldiers and their enemies in war.
As a starting point, you may want to consider what is emphasized,
absent, or different in the two texts, but feel free to develop your own
focus for analysis. Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard English.
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© 2016 K.Patrick (OCBeachTeacher

 Anticipation Guide (Key – Ideas for Consideration)
Pre-Reading

Complete the following Anticipation Guide by circling your level of agreement for each statement.
Then provide specific reasons for your opinion on the lines below the statement. Be prepared to share.

A. War can turn friends and family into enemies.

Strongly Agree Agree Disagree Strongly Disagree

• As a result of the American Civil War, there is a saying “brother against brother” to demonstrate
the conflicting loyalties between soldiers in border states.
• In general, civil wars can result in combat between friends, family, and neighbors.
• Here is an example: Capt. William Goldsborough of the Confederate 1st Maryland Infantry
captured his brother Charles Goldsborough of the Union 1st Maryland Infantry and took him
prisoner in1862 at the Battle of Front Royal,.
• Although it may be accidental, “friendly fire” is weapon fire coming from one's own side,
causing injury or death to one's own forces.
• Throughout history, there are numerous American citizens that have been identified as spies and
traitors to our country. Some names include Adam Yahiye Gadahn (aka, “Azzam the
American”), Aldrich Ames, Julius and Ethel Rosenberg, Robert Hanssen, and Benedict Arnold.
No doubt, they betrayed loved ones.
• However, some students may say that many American wars have been fought overseas, so
soldiers fight against enemies from other lands.

B. War dehumanizes people.

Strongly Agree Agree Disagree Strongly Disagree

• In order to train soldiers to kill, many argue that the military teaches them to perceive the enemy
as less than human.
• According to authors Gwynne Dyer and Richard Holmes, there has been an increased
glorification of killing in boot camp. They’ve found it was rare for training in World War I, but
increasingly present in each succeeding war, becoming institutionalized in Vietnam.
• Throughout historical wars, persecuted groups have been compared to animals. For instance in
WWII, Jews were called “rats” and in Rwanda, Tutsis were called “cockroaches.”
• New weaponry including nanotechnology, robotics, and artificial intelligence increasingly make
killing impersonal. For instance, evidence suggests that drones have been used to kill thousands
of people in recent years. Drones allow soldiers to attack from thousands of miles away, making
them more detached from killing people.
• However, in most societies, children are taught not to hurt others from a young age, so they
inherently know that it’s wrong to kill.
• Many religions promote the value of life. For instance, Buddhism teaches pacifism.
• Some people become “conscientious objectors” during military drafts.
• There are always people who help the “enemy.” For instance, during the Holocaust, some
Germans hid Jews to save them from going to concentration camps. Oskar Schindler is credited
with saving the lives of 1,200 Jews during the Holocaust. In another example, Paul
Rusesabagina, a hotel manager, hid and protected 1,268 refugees during the Rwandan
Genocide.

© 2016 K.Patrick (OCBeachTeacher

Building Background (Key – Answers May Vary)
About the Author
Read about the Thomas Hardy at the link. Then answer the questions
below.

Write at least three details about Hardy’s life.

He was a famous English writer who lived from 1840 – 1928.
He was influenced by his mother and by the rural life of his hometown.
He was fascinated by Stonehenge and other medieval ruins.

What are some characteristics of his poems?

His poems had anti-war themes, particularly against the Boer War and
World War I. Often they were written from the point of view of soldiers
and included dramatic imagery and everyday language.

Who were some of the writers that Hardy influenced?

Virginia Wolf, William Butler Yeats, and Ezra Pound both influenced him
and were influenced by him.

Think Aloud
Listen as your teacher models how to make annotations during a think
aloud. What kinds of notes did he or she make?
She circled end rhyme and identified the rhyme scheme. She also starred
some of the pronouns and identified the point of view. Additionally, she
wrote a question about a vocabulary word she didn’t know and looked
up the dictionary definition. Finally, she inferred and summarized what
she thought the speaker of the poem was saying.

During Reading
As you read each selection silently, make your own notes (annotations)
about the text. For instance, you may write questions you have, draw a
star next to an important idea, underline key words or phrases, or make
any other notations that your teacher asks you to include. Be prepared
to share you annotations.

© 2016 K.Patrick (OCBeachTeacher

Building Background (Key – Answers May Vary)

About the Author

Read about Liam O’Flaherty, the author of “The Sniper,” at the link. Then
answer the questions below.

List some of the jobs that he had during his life.

He was a soldier, adventurer, and writer. Additionally, he had varied jobs
including being a lumberjack, concierge, miner, factory worker,
dishwasher, bank teller, and sailor.

What are some of the titles of his books and stories?

He wrote the following titles: Thy Neighbor’s Wife, The Black Soul, The
Informer, Skerrett, Famine, Insurrection and Shame the Devil.

Historical Context
In the early 20th century, from 1921 – 1923, there was terrible conflict and
civil war in Ireland. This violent time started in 1919, when the Irish
Republican Army fought for independence, hoping to free Ireland from
the British. In 1921, England signed the Anglo-Irish Treaty, creating an Irish
Free State. However, the agreement required all but six northern counties
to recognize the British monarch. As a result, not everyone in Ireland
agreed with the treaty. Fighters who had been united, now divided into
two groups, the Irish Republicans and the Irish Nationalists, causing a civil
war. Liam O’Flaherty, a veteran, wrote about the terrors of war and the
effects it had on the people.

Vocabulary
Use your background knowledge, look in a dictionary, or talk with a
partner to define the words from the story and poem below:

Ascetic: appearing simple and stern; austere

Parapet: a low wall at the edge of a roof
Informer: a spy; someone who reveals information about the enemy
Paroxysm: a fit of emotion or violent spasms
Ruse: a trick; a maneuver to avoid detection
Remorse: feeling regret and/or guilt
Gibber: to talk in a foolish way; to prattle or babble

© 2016 K.Patrick (OCBeachTeacher

 (Key – Answers May Vary)
The Man He Killed by Thomas Hardy
After reading the poem and making annotations, complete the L.I.S.T.
graphic organizer below to analyze the poem. Be sure to reference
specific words or lines.
Literal: What is the poem The speaker of the poem says he
about? killed his foe but if they were in
another time or place, they could
easily have been friends.

Inferential: What is implied? He realizes that his enemy may not

be much different than himself. He
regrets killing the other soldier. He is
puzzled by the purpose of war.

Symbolic: What are at least Ancient Inn = British setting

two images from the poem?
What do they represent?
Off-hand like — just as I —
Was out of work — had sold his
traps = Working class men
Fellow = potential friend, neighbor,
someone like himself

Theme: What are the “big Survival

ideas”? Write two topics and War
one theme statement. Friends
Foes
War is senseless.
Soldiers must dehumanize their
enemies.

Poetic Devices: Identify Rhyme (ABAB)

devices in the poem such as Dramatic Monologue
allusion, alliteration, rhyme, Four line stanzas (Quatrains)
Imagery
simile, metaphor, Irony
personification, repetition, Colloquialism
imagery, form, etc. Be sure to Meter (iambic trimeter/ & iambic
support them with text tetrameter)
examples. Irony
© 2016 K.Patrick (OCBeachTeacher
 Literature Web (Key – Answers May Vary)
Title: The Sniper
Author: Liam O’Flaherty

After reading the text and making annotations, complete the Literature Web
organizer below to analyze the text. Be sure to reference specific words or lines.

Key Words

Sniper
Cursed
Republicans
Free Staters
Parapet
Lifeless
Killed
Feelings Structure

Eagerness Short Story

Passion Chronological
Anger Order
Fear Themes Short Sentences
Excitement Parallelism
War
Shock Third Person Point
Violence
of View
Division
Survival
Family
Enemies

Images
Literary Devices
“dim light of moon
Simile (like dogs that shone through
barking)
fleecy clouds”
Metaphor (gray
monster) “blood oozing
Personification (bitten through his sleeve”
by remorse) “bullet pierced the
Irony (brother’s face) center of the cap”

Implications for Society

Who determines the enemy in a war?
How does a soldier handle the consequences of war?
What is the difference between an ally and an enemy?
What does a solider have to do to survive in war?
© 2016 K.Patrick (OCBeachTeacher
 Venn Diagram
(Key – Answers May Vary)
Use the Venn Diagram below to compare and contrast the two
texts.

The Sniper The Man He Killed

• Third person • First person

point of view point of view
• Short Story • Poem
• It’s about a • It’s about the
civil war in Boer War in a
Ireland. land far from
• He kills his the speaker’s
brother. homeland.
• He kills
someone who
he does not
know.

• Both use irony to communicate their themes.

• Both protagonists are surprised by the people they killed. They
see them as people not unlike themselves.
• Both protagonists express dismay and/or confusion about war.
• Both have strong use of imagery.

© 2016 K.Patrick (OCBeachTeacher

 Literary Analysis Prose Constructed Response
(Sample Essay - Ideas for Consideration)
Use what you have learned from Thomas Hardy’s poem “The Man He Killed” and
Liam O’Flaherty’s story, “The Sniper,” to write an essay that provides an analysis for
how the authors depict the relationships between soldiers and their enemies in war.
As a starting point, you may want to consider what is emphasized, absent, or
different in the two texts, but feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence from both texts. Be sure to follow
the conventions of standard English.
In today’s age of around the clock media coverage, cell phone videos, drone
warfare, and gaming, battlefields are both closer to home and farther from us than
ever before. Many children play video games that simulate warfare, and critics of
these games say that they desensitize the game players to killing. In fact, the United
States military is known for using videogames and virtual reality to train its soldiers. It’s
likely that authors Thomas Hardy and Liam O’Flaherty would protest this culture that
dehumanizes its enemy. In Hardy’s poem, “The Man He Killed,” and O’Flaherty’s story,
“The Sniper,” the authors use imagery and irony to communicate a theme that in war
one’s foe may not be unlike oneself.
In “The Man He Killed,” the speaker of Hardy’s poem reflects on what may have
happened if he and his enemy had met in “some old ancient inn.” He actually
imagines having a “nipperkin” with him. But instead, through Hardy’s use of imagery,
the speaker visualizes how he “stared face to face” and killed him instead. He
rationalizes the killing “because he was my foe,” but seems to have doubts.
Furthermore, he recognizes their similarities when he considers that his enemy may
have enlisted because he “was out of work.” Hardy emphasizes this comparison in his
last stanza when he writes, “"Yes; quaint and curious war is!/You shoot a fellow
down/You'd treat if met where any bar is,/Or help to half-a-crown." It’s ironic that the
speaker finds war “curious” because he realizes that if he and the other soldier were
not at war with one another, they would likely be friendly to each other. This also
suggests that the speaker does not really understand why he is at war with the other
man.
O’Flaherty demonstrates a comparable message with his story, “The Sniper.” The
protagonist is in a life and death battle with an opposing sniper. O’Flaherty describes
the Republican sniper with “eyes (that) had the cold gleam of the fanatic” and is
surprised when “a bullet whizzed over his head.” Clearly, his life is at risk when he says,
“I’m hit” and “blood was oozing through (his) sleeve.” He is clever, though, and
devises a plan to fool the other sniper into thinking he has been killed. This gives him
an advantage and he is able to shoot his enemy. He reacts and “uttered a cry of
joy” but shortly afterwards, “the lust of battle died in him.” In truth, he feels remorse
and curses the war. When he sees who he killed, he “looked into his brother's face.”
No doubt, both the protagonist and the reader are shocked by this ironic ending.
O'Flaherty makes it apparent that the sniper will surely feel guilt for killing his own
brother. However, this is a natural consequence of civil war.
In the final analysis, these authors used their voices to share a message that crosses
time and location. Their anti-war message is one that many military and government
leaders do not want the general public to hear. Certainly, the readers of these pieces
of literature will view the world in a more complex way.
 Short Literary Analysis Essay Rubric
Criteria Exemplary Proficient Developing Needs
Improvement
Ideas Response effectively Response addresses Response attempts to Response does not
addresses the the demands of the address the demands address the demands
demands of the prompt; of the prompt; of the prompt;
prompt; Demonstrates an Demonstrates a literal Demonstrates minimal
Demonstrates a understanding of the understanding of the understanding of the
strong understanding complexities of the texts; texts;
of the complexities of texts; Supplies some text – Supplies little, if any,
the texts; Supplies relevant text based evidence to text –based
Supplies strong, –based evidence to support analysis evidence.
relevant text –based support analysis and and/or interpretation; Shows limited, if any,
evidence to support interpretation; Shows sufficient explanation and is
analysis and Clarifies understanding with underdeveloped.
interpretation; understanding with explanations and/or
Clarifies and extends developed elaborations.
understanding with explanations and
developed elaborations.
explanations and
elaborations.

Organization Response Response Response includes an Introduction and/or

demonstrates a demonstrates a introduction and conclusion lack focus
purposeful structure coherent structure conclusion which or are missing.
with an engaging with an introduction attempt to establish Sequencing of details
introduction and and conclusion. focus. is not clear.
thoughtful conclusion. Sequencing of details Sequencing of details Transitions are not
Sequencing of details is logical. is limited. evident.
is effective and Transitions tie the Transitions are
logical. ideas of the writing incomplete.
Transitions effectively together.
tie the ideas of the
writing together.

Control of Vocabulary is Vocabulary is strong Vocabulary is Vocabulary is flawed,

Language powerful and and appropriate. functional. resulting in impaired
engaging; Words convey Word choice is meaning.
Words convey intended message in ordinary. Words are vague and
intended message in a precise way. Sentences attempt to unclear.
a precise and natural Sentences vary vary beginnings, Sentence structures
way. beginnings, length, length, and structure. are repetitive and
Sentences effectively and structure. redundant.
vary beginnings,
length, and structure.
Sentences sound
smooth and rhythmic.

Conventions No errors in Few errors in Multiple errors in Frequent errors in

punctuation, punctuation, punctuation, punctuation,
grammar, spelling, grammar, spelling, grammar, spelling, grammar, spelling,
and capitalization. and capitalization. and capitalization. and capitalization.
Meaning is clear. Meaning is clear. Errors may interfere Errors impede
with meaning. meaning.

© 2016 K.Patrick (OCBeachTeacher

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