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GCSE English Literature · Eduqas style · Poetry (a)
Eduqas style poetry (a): the effects of war, Disabled (15 marks, AO1 AO2 AO3) (Poetry Anthology 2027)
AO1AO2AO315 marks · about 20 minutes

Read the poem below, Disabled, by Wilfred Owen. In this poem Owen explores ideas about the effects of war. Write about the ways in which Owen presents the effects of war in this poem. [15 marks] AO1, AO2, AO3

Read the extract, then write below it.
He sat in a wheeled chair, waiting for dark, And shivered in his ghastly suit of grey, Legless, sewn short at elbow. Through the park Voices of boys rang saddening like a hymn, Voices of play and pleasure after day, Till gathering sleep had mothered them from him. About this time Town used to swing so gay When glow-lamps budded in the light-blue trees And girls glanced lovelier as the air grew dim, —In the old times, before he threw away his knees. Now he will never feel again how slim Girls’ waists are, or how warm their subtle hands, All of them touch him like some queer disease. There was an artist silly for his face, For it was younger than his youth, last year. Now he is old; his back will never brace; He’s lost his colour very far from here, Poured it down shell-holes till the veins ran dry, And half his lifetime lapsed in the hot race, And leap of purple spurted from his thigh. One time he liked a bloodsmear down his leg, After the matches carried shoulder-high. It was after football, when he’d drunk a peg, He thought he’d better join. He wonders why ... Someone had said he’d look a god in kilts. That’s why; and maybe, too, to please his Meg, Aye, that was it, to please the giddy jilts, He asked to join. He didn’t have to beg; Smiling they wrote his lie; aged nineteen years. Germans he scarcely thought of; and no fears Of Fear came yet. He thought of jewelled hilts For daggers in plaid socks; of smart salutes; And care of arms; and leave; and pay arrears; Esprit de corps; and hints for young recruits. And soon, he was drafted out with drums and cheers. Some cheered him home, but not as crowds cheer Goal. Only a solemn man who brought him fruits Thanked him; and then inquired about his soul. Now, he will spend a few sick years in Institutes, And do what things the rules consider wise, And take whatever pity they may dole. To-night he noticed how the women’s eyes Passed from him to the strong men that were whole. How cold and late it is! Why don’t they come And put him into bed? Why don’t they come?
Source: Wilfred Owen, Disabled (1917). Public domain. Text as printed in the Eduqas GCSE English Literature Poetry Anthology (2025).
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How this is marked

AO1 (published assessment objective): Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts (English Language). For Literature: read, understand and respond to texts, maintaining a critical style, developing an informed personal response, and using textual references including quotations to support and illustrate interpretations. For Geography: demonstrate knowledge of locations, places, processes, environments and different scales. For History: demonstrate knowledge and understanding of the key features and characteristics of the periods studied.

AO2 (published assessment objective): Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views (English). For Geography: demonstrate geographical understanding of concepts and how they are used in relation to places, environments and processes, and the interrelationships between places, environments and processes. For History: explain and analyse historical events and periods studied using second-order historical concepts.

AO3 (published assessment objective): Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts (English Language). For Literature: show understanding of the relationships between texts and the contexts in which they were written. For Geography: apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements. For History: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements.

Assessed against AO1, AO2, AO3 using Revision Robin's own level descriptors below. These are not the exam board's mark scheme. Every quotation in the feedback is checked against your answer and the extract before you see it, and a teacher's mark overrides ours.

Level 5 · 13 to 15Convincing, critical and exploratory response to the task and the whole text. Judicious, precise references integrated into the argument; analysis of the writer's methods with subject terminology used to sharpen the point; ideas about context or the writer's purpose are woven into the argument rather than bolted on.
Level 4 · 10 to 12Thoughtful, developed response. Apt references used to support a considered argument; examination of the writer's methods and their effects; ideas about context are relevant and linked to the task.
Level 3 · 7 to 9Clear, explained response. Relevant references; clear explanation of some methods and effects; some relevant comment on context.
Level 2 · 4 to 6Some explained comment. A supported point or two; some reference to the text; methods identified with simple comment on effect; context mentioned in passing or not at all.
Level 1 · 1 to 3Simple, supported comment. Narrates or describes the text; little reference to methods or context.