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Grade 8 - Dulce et Decorum by Wilfred Owen

Quiz by Common Core - ELA - Grade 8

Grade 8
English Language Arts
Common Core

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13 questions
Show answers
  • Q1
    Part A: What do the first four lines of stanza 1 suggest about the current situation of the soldiers?
    They have been at war so long that they can barely remember their former lives.
    They are retreating to their camp to escape the fighting.
    They are depressed because they failed to achieve the day’s objectives.
    They have come to depend upon each other for their continued survival.
    45s
    RL.8.2
  • Q2
    Part B: What does stanza 3 show about the soldiers’ situation?
    The soldiers are so weary that their mental state is affected.
    The soldiers are not really able to leave the battle behind.
    The soldiers are capable of doing what they have to do.
    The soldiers learn to fend for themselves during a crisis.
    45s
    RL.8.3
  • Q3
    Part A: Based on Stanza 1, which words best describe the soldiers?
    Angry and resentful
    Lonely and frightened
    Weak and exhausted
    Sad and regretful
    45s
    RL.8.4
  • Q4
    Part B: Which phrase from Stanza 1 best support the answer to Part A?
    “cursed through sludge”
    “Bent double”
    “haunting flares”
    “turned our backs”
    45s
    RL.8.4
  • Q5
    Part A: Which lines of the poem show where the speaker begins to focus on the present rather than the past?
    "Dim through the misty panes and thick green light, As under a green sea, I saw him drowning." (Lines 13-14)
    "Of vile, incurable sores on innocent tongues, - My friend, you would not tell with such high zest" (Lines 24-25)
    "Behind the wagon that we flung him in, And watch the white eyes writhing in his face," (Lines 18-19)
    "In all my dreams before my helpless sight He plunges at me, guttering, choking, drowning." (Lines 15-16)
    45s
    RL.8.3
  • Q6
    Part B: What do these two lines best reveal about the speaker?
    He will likely never fully recover from what he endured in the war.
    He has developed new and intense fears because of the war
    He sometimes cannot tell the difference between reality and fantasy.
    He wishes he had tried harder to help the man who was gassed.
    45s
    RL.8.3
  • Q7
    What shift occurs in stanza 4?
    The speaker introduces a conflicting point of view and then presents an argument to counter it.
    The timeline advances to after the war to show the effects the experience had on the speaker.
    The point of view changes so that the speaker is addressing the reader directly.
    The scene changes from events that actually occurred to events the speaker imagines.
    45s
    RL.8.5
  • Q8
    Part A: Think about how the three longer stanzas (1, 2, and 4) function in the poem. Which of these is the main function of stanza 1?
    Propels the action of the poem
    Introduces the speaker of the poem
    Builds tone by telling horrific details
    States the speaker’s view of war
    45s
    RL.8.3
  • Q9
    Part A: Think about how the three longer stanzas (1, 2, and 4) function in the poem. Which of these is the main function of stanza 2?
    Establishes the war scene
    Characterizes the soldiers as weary
    States the speaker’s view of war
    Propels the action of the poem
    45s
    RL.8.3
  • Q10
    Part A: Think about how the three longer stanzas (1, 2, and 4) function in the poem. Which of these is the main function of stanza 4?
    Characterizes the soldiers as weary
    Establishes the war scene
    Introduces the speaker of the poem
    States the speaker’s view of war
    45s
    RL.8.3
  • Q11
    Part B: How do stanzas 1, 2, and 4 work together to develop the theme of the poem?
    By detailing both everyday misery and an agonizing death, the poem suggests that enduring the horrors of war is not wonderful or patriotic.
    By considering how war affects both individuals and groups of men, the poem suggests that not everyone is fit to fight in battle.
    By focusing on an unexpected and sudden event, the poem suggests that there is no good way to prepare for one’s own death.
    By describing negative things about being a soldier, the poem suggests that war is ineffective in resolving conflicts between nations.
    45s
    RL.8.3
  • Q12
    Which statement best summarizes the central idea of this poem?
    Those who praise war and promote the involvement of young people are promoting a false image of glory.
    Engaging in war involves tremendous sacrifice and bravery for the public good.
    It is one’s patriotic duty to fight for one’s country, regardless of how unpleasant the consequences.
    All possible methods of resolving conflict should be pursued before young people are asked to fight for their country.
    45s
    RL.8.2
  • Q13
    In what way does this poem challenge or disagree with the idea that to die for your country is a noble thing to do?
    It suggests that men are forced to become soldiers against their will.
    It treats the outcome of a battle as less important than soldiers’ experiences.
    It implies that soldiers who are truly brave do not care about making sacrifices.
    It shows the pain soldiers feel when society does not appreciate their sacrifices.
    45s
    RL.8.9

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