Dulce et Decorum Est by Wilfred Owen (WJEC Eduqas GCSE English Literature)

Revision Note

Helen Cunningham

Written by: Helen Cunningham

Reviewed by: Kate Lee

What is the poem about? 

The poem ‘Dulce et Decorum Est’ was written by English poet Wilfred Owen in 1917 and published after his death in 1920. This war poem graphically portrays the horrors of war on the front line, detailing the agonising death of a soldier after a gas attack. The content of the poem is in stark contrast with its Latin title, which means, “It is fitting and sweet to die for one’s country”.

Language, structure and form revision 

What happens in the poem? 

Language: 

Form: 

Structure: 

Stanza One:

  • Owen depicts soldiers as they march towards somewhere to rest, utterly exhausted. Despite losing their boots, many carry on barefoot, their feet bloodied, so fatigued that the sounds of gas shells exploding seem to be “dropping softly”

Stanza Two: 

  • The cry of “Gas!” prompts the soldiers into a desperate effort to put on their gas masks. One soldier fails to secure his mask in time, inhaling the gas and “flound’ring like a man in fire”. Owen describes the soldier as drowning “under a green sea”

Stanza Three: 

  • Owen recounts the haunting vision of the choking, dying soldier in his dreams, plunging at him

Stanza Four: 

  • Owen addresses the reader directly, vividly detailing the agonising sight of the soldier writhing in pain in a wagon as he dies. The stanza concludes with Owen denouncing the notion there is glory in dying for one’s country as an “old Lie”

Poems for comparison: 

  • ‘The Soldier’ by Rupert Brooke: war, death, disillusionment, patriotism

  • ‘Mametz Wood’ by Owen Sheers: war, death, memory

  • ‘A Wife in London’ by Thomas Hardy: war

Key words 

Context: 

War

Propaganda 

Realism 

Themes: 

Horrors of war 

Death 

Loss of innocence

Poem analysis

'Dulce et Decorum Est' by Wilfred Owen

Bent double, like old beggars under sacks, 

Knock-kneed, coughing like hags, we cursed through sludge,

Till on the haunting flares we turned our backs,

And towards our distant rest began to trudge.

Men marched asleep. Many had lost their boots, 

But limped on, blood-shod. All went lame; all blind;

Drunk with fatigue; deaf even to the hoots

Of gas-shells dropping softly behind.

 

Gas! GAS! Quick, boys!—An ecstasy of fumbling 

Fitting the clumsy helmets just in time,

But someone still was yelling out and stumbling 

And flound’ring like a man in fire or lime.—

Dim through the misty panes and thick green light,

As under a green sea, I saw him drowning.

 

In all my dreams before my helpless sight,

He plunges at me, guttering, choking, drowning.

 

If in some smothering dreams, you too could pace 

Behind the wagon that we flung him in,

And watch the white eyes writhing in his face,

His hanging face, like a devil’s sick of sin;

If you could hear, at every jolt, the blood

Come gargling from the froth-corrupted lungs,

Obscene as cancer, bitter as the cud

Of vile, incurable sores on innocent tongues,—

My friend, you would not tell with such high zest

To children ardent for some desperate glory,

The old Lie: Dulce et decorum est

Language

  • Sensory language renders the descriptions vivid and impactful; visually, Owen portrays men “bent double”; audibly he captures the “hoots” of gas shells, and the phrase “ecstasy of fumbling” conveys the physical sensation of panic

  • Similes comparing soldiers with “old beggars” and “hags” juxtaposes sharply with the idea of soldiers as strong and fit

  • The use of alliteration and sibilance imbues the poem with a linguistic harshness that reflects the distressing setting 

  • The diction “blood-shod” and “cud” evokes animal imagery to highlight the dehumanising impact of war. The words “devil’s”, “writhing”, “froth-corrupted” and “vile” evoke imagery reminiscent of hell

  • The metaphor “I saw him drowning” depicts a strong visual image, conveying the shocking event as momentarily drowning out sound, as if submerged in water

  • Stanza one maintains a consistent rhyme scheme, connoting an orderliness and discipline as the soldiers march. This pattern is interrupted in the second and third stanzas, reflecting the chaotic scene

  • The Latin phrase “dulce et decorum est/Pro patria mori” reveals Owen’s condemnation of the glorification of war which strengthen the impact of his argument

Structure

  • The line beginning “Knock-kneed” deviates from the typical iambic pentameter pattern, thus reflecting the challenges of the soldiers’ movement 

  • The third stanza is isolated within the poem to emphasise the psychological horror of witnessing (and reliving) the soldier’s agonising death

  • Caesura highlights the the soldiers’ plight, forcing the reader to pause after each description: “All went lame; all blind;/Drunk with fatigue”

  • By using the first person, Owen compels the reader to envision witnessing the harrowing events described

Form

  • Stanza one maintains a consistent rhyme scheme, connoting a orderliness and discipline as the soldiers march. This pattern is interrupted in the second and third stanzas, reflecting the chaotic scene

  • The deliberate disruption to a traditional poem form, with varied stanza and line lengths reinforces the chaos and horror of battle

Overview of themes 

Themes 

Key quotations

Language, form and structure 

Horrors of war 

“Drunk with fatigue; deaf even to the hoots

Of gas-shells dropping softly behind”









“Gas! GAS! Quick, boys!—An ecstasy of fumbling

Fitting the clumsy helmets just in time”








“If you could hear, at every jolt, the blood

Come gargling from the froth-corrupted lungs”

     

The metaphor “Drunk with fatigue” highlights the severity of the soldiers’ exhaustion; the word “softly” accentuates the physical and psychological fatigue. The largely consistent rhythm and rhyme scheme of the first stanza conveys a sense of order, but its inconsistency perhaps mirrors the soldiers’ limping movements 

The abrupt exclamation reflects the soldiers’ panic, contrasting with the weary trudging of the previous stanza. Caesura creates tension and a pause in the poem as the men grapple with their gas masks, disrupting the rhythm to reflect the chaos. Enjambment quickens the pace, heightening the sense of panic 


The speaker compels the reader to visualise the scenes through the second person “you”. Through onomatopoeia the poem vividly portrays the physicality and gruesomeness of the soldier’s suffering 

Death 

“And watch the white eyes writhing in his face,

His hanging face, like a devil’s sick of sin”







“In all my dreams before my helpless sight,/He plunges at me, guttering, choking, drowning”




“The old Lie: Dulce et decorum est

Pro patria mori”

Repetition of the word “face” presents the image as all-consuming while the alliteration intensifies the dreadful imagery. There is no sense of peace; the death is prolonged and agonising, intended to shock and dispel any preconceived notion of glory 

The speaker is haunted by the memory, perhaps reflecting Owen’s own experiences of shell shock. The present tense stresses the perpetual nature of the nightmare 


Caesura and capitalisation of “Lie” convey the definiteness of Owen’s assertion 

Loss of innocence 

“Bent double, like old beggars under sacks”





“Of vile, incurable sores on innocent tongues,—”







“To children ardent for some desperate glory”

The imagery and simile of the soldiers as old men highlights their physical exhaustion and the dehumanising conditions of warfare


The alliteration linking “incurable” and “innocent” highlights the soldiers’ suffering. Enjambment conveys the horror of war juxtaposed with the subsequent line where the speaker addresses the reader


The word “children” has both literal and figurative interpretations, suggesting that those who idealise war as glorious are naive about its gruesome reality 

Historical and literary context 

  • Wilfred Owen was a soldier in the First World War and a highly acclaimed poet:

    • In 1916 he sustained injuries in battle and remained trapped in a shell hole for 12 days, close to the dead body of one of his comrades

    • Following this traumatic experience, he was diagnosed with shell shock before being transferred to Edinburgh for treatment

    • It was there that he formed a friendship with another World War I poet, Siegfried Sassoon 

    • Based on his own experiences on the battlefield, Owen wrote ‘Dulce et Decorum Est’ a year before he was killed in action in 1917

  • The Latin lines “Dulce et decorum Est/Pro patria mori” (“It is sweet and fitting to die for one’s country”) come from the Roman poet, Horace:

    • The lines were often quoted as propaganda by those who were pro-war and wanted to encourage people to fight

    • A propaganda poem called ‘Who’s for the game?’ by Jessie Pope was published in a British newspaper during the First World War promoting patriotism, which presented the war as a game — “the biggest that’s played” — and fighting as “fun”

    • Owen wrote ‘Dulce et Decorum Est’ as a rebuttal to such propaganda by depicting the harsh realities of war

    • He even included an ironic dedication to Jessie Pope in the original manuscript 

Comparing poems

Look at this exam-style question about ‘Dulce et Decorum Est’:   

Choose one other poem from the anthology in which the poet also writes about death. 

Compare the way the poet presents death in your chosen poem with the way Wilfred Owen presents death in ‘Dulce et Decorum Est’. 

In your answer, you should: 

  • compare the content and structure of the poems — what they are about and how they are organised 

  • compare how the writers create effects, using appropriate terminology where relevant 

  • compare the contexts of the poems, and how these may have influenced the ideas in them

How you could approach this question: 

Thesis/Essay introduction: ‘Dulce et Decorum Est’ and ‘The Soldier’ are both examples of poetry from the First World War and explore the theme of death. While Brooke employs peaceful, idyllic imagery to glorify death as a noble sacrifice, in contrast, Owen starkly depicts the brutal reality of the battlefield. Although both poems were inspired by World War I, Owen and Brooke’s poems reveal two contrasting views on the notion of dying for one’s country. 

Similarities  

Differences 

Both ‘Dulce et Decorum Est’ and ‘The Soldier’ draw inspiration from the harrowing experiences of the First World War

Brooke employs pastoral imagery,  reminiscent of Romantic poetry (“washed by the rivers, blest by suns of home”). Conversely, Owen employs graphic, hellish imagery to achieve a brutally realistic tone

Both poems explore the theme of a soldier’s death and reflect on the human cost of war

Owen’s depiction of death is intended to present the harsh reality of a painful, haunting death. In contrast, Brooke’s poem portrays death as a source of peace, contributing to a legacy of “richer dust” forever associated with England, regardless of where the body lies 

Both poets explore the concept of patriotism by exploring the sacrifices made by soldiers for their country

Whereas Owen wrote his poem as a direct response to wartime propaganda glorifying war and patriotism, Brooke presents death as the ultimate expression of patriotism and a means to immortality, for both the fallen soldiers and their nation

Thesis/Essay introduction: 

‘Dulce et Decorum Est’ and ‘Mametz Wood’ are both rooted in the context of the First World War, and explore the theme of death. Writing at the time of the conflict in 1917, Owen depicts the agonising death of a soldier, using vivid imagery to convey the horror of battle and its enduring impact on those who survived. Sheers, although writing decades later, also reflects on the long-lasting legacy of war by reflecting on the discovery of soldiers' remains in a field to explore how the past continues to reverberate into the present.

Similarities  

Differences

Both ‘Dulce et Decorum Est’ and ‘Mametz Wood’ are inspired by the events of the First World War and its enduring consequences

Written during the First World War and from Owen’s first-hand experiences, the poem captures the immediacy and horror of war. In contrast, ‘Mametz Wood’ was composed decades later and offers a retrospective exploration of the lasting repercussions of the conflict

Both poets depict the physicality of death and portray the suffering and agony endured by soldiers on the battlefield. By depicting the physical toll of violence, both poets confront the reader with harsh truths about war

Owen describes the speaker’s individual experience and the agonising death of a soldier whose face haunts the speaker’s dreams. In contrast, Sheers explores the collective and anonymous nature of war through faceless unearthed bones

Both poets use metaphorical language to enrich the vividness of their imagery and deepen the emotional impact of their poems

In ‘Dulce et Decorum Est’ the tone is bitter and brutal, which is intended to shock the reader into realising the horrors of war. In contrast, ‘Mametz Wood’ adopts a reflective tone with Sheers contemplating the consequences of war from a long-term perspective

Predicted exam questions to prepare for 

  • Compare the ways poets present soldiers in ‘Dulce et Decorum Est’ and in one other poem from the anthology. 

  • Compare the way conflict is presented in ‘Dulce et Decorum Est’ and in one other poem from the anthology.  

Examiner Tips and Tricks

Remember that a good response will integrate contextual understanding with detailed textual analysis and will enhance the overall discussion of the poems. For example, if you are writing a response to a question about ‘Dulce et Decorum Est’, you could comment that Wilfred Owen was himself a soldier whose own experiences left him traumatised and bitter towards those who glorified war.

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Helen Cunningham

Author: Helen Cunningham

Expertise: English Content Creator

Helen graduated from the University of Oxford with a first-class degree in English Language and Literature. Now a writer and publishing consultant, Helen has worked in educational publishing for over 20 years, helping to create books for students in almost every country in the world. Helen is passionate about education as a force for positive change and loves to travel to different countries as part of her international work.

Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.