Kamikaze by Beatrice Garland – How to Get a Grade 9 (AQA GCSE English Literature)
Introduction
Kamikaze is one of the most significant poems in the AQA Power and Conflict anthology because it explores conflict within families, the power of social expectations, and the struggle between duty and personal identity. Written by Beatrice Garland, the poem tells the story of a Japanese pilot who sets out on a suicide mission during the Second World War but turns back after being reminded of the beauty of life. Although he survives physically, he is rejected by his family and community. To achieve a Grade 9, students must analyse how Garland uses language, structure, form, imagery, and perspective to present both external and internal conflict.
This guide shows you exactly how to write perceptive top-band responses.
What the Poem is About
The poem describes a pilot ordered to carry out a kamikaze mission. On the journey, memories of childhood and vivid natural imagery cause him to reconsider. He returns home alive, but because he failed in his duty, he is treated as though he is dead.
Context You Need for Grade 9
- Kamikaze pilots were Japanese airmen expected to crash planes into enemy targets in WWII.
- In wartime Japan, honour, obedience, and sacrifice were heavily valued.
- Refusing duty could bring shame on the individual and family.
- Garland explores how societies can pressure people into destructive choices.
Use context briefly and always link it to meaning.
Key Themes
- Conflict between duty and desire
- Power of nature and memory
- Identity and individuality
- Honour and shame
- Family relationships
- Social pressure and consequences
Grade 9 Language Analysis
“a one-way journey into history”
- Euphemistic phrase softens death while making it inevitable.
- “History” suggests glory and national remembrance.
- Implies propaganda can romanticise sacrifice.
“green-blue translucent sea”
- Vivid sensory imagery celebrates life and beauty.
- Colour imagery contrasts with expected violence.
- Nature becomes a persuasive force.
“little fishing boats strung out like bunting”
- Simile creates festive, joyful atmosphere.
- “Bunting” suggests celebration, community, ordinary life.
- Reminds pilot what he would lose.
“he must have wondered which had been the better way to die”
- Final line is tragic and ambiguous.
- Suggests social rejection created a second death.
- Questions whether survival truly saved him.
Grade 9 Structure Analysis
- Narrative structure tells a life-changing journey.
- Long flowing sentences mirror movement and reflection.
- Shift from third-person story to daughter’s voice adds emotional distance.
- Final line leaves unresolved tragedy.
- Ending focuses on aftermath rather than mission itself.
Form Analysis
- Free verse reflects freedom of thought and personal choice.
- Storytelling style makes poem accessible and reflective.
- Multi-layered narration (speaker recalling daughter recalling father) shows silence across generations.
Quotations to Memorise
- “a one-way journey into history”
- “green-blue translucent sea”
- “little fishing boats strung out like bunting”
- “the tuna, the dark prince”
- “he no longer existed”
- “which had been the better way to die”
How to Get Grade 9 in Essays
Do this:
- Analyse the pilot’s internal conflict.
- Explore nature as life-affirming.
- Discuss family silence and shame.
- Track shifts in perspective.
- Offer alternative interpretations.
Avoid this:
- Treating it only as a war poem.
- Ignoring social pressure.
- Forgetting daughter’s narrative voice.
- Summarising the plot.
Exam Question 1
How does Garland present conflict in Kamikaze?
Grade 9 Model Response
Garland presents conflict as both external and internal. Externally, the pilot faces pressure from his nation to complete “a one-way journey into history”. This phrase presents the mission as noble and memorable, suggesting how propaganda can glorify death. However, internally he experiences a struggle between duty and the desire to live.
As the poem develops, nature challenges military expectations. The “green-blue translucent sea” is vivid and beautiful, while “little fishing boats strung out like bunting” evokes joy and ordinary human life. These images remind the pilot of childhood, family, and what would be lost through sacrifice.
Structurally, the poem focuses less on war action and more on thought and aftermath. This implies the greatest conflict occurs within the mind rather than on the battlefield.
The final line, “which had been the better way to die”, reveals that returning home led to social death through rejection. Garland therefore presents conflict as destructive because it forces impossible choices between public duty and personal humanity.
Exam Question 2
How does Garland present the power of nature and memory in Kamikaze?
Grade 9 Model Response
Garland presents nature and memory as forces powerful enough to overcome military ideology. The pilot initially departs on a suicide mission, yet the natural world interrupts this path. The “green-blue translucent sea” is rich in colour and light, creating a living world more compelling than abstract patriotic duty.
The simile “little fishing boats strung out like bunting” transforms the sea into a celebratory image. “Bunting” suggests festivals, family gatherings, and shared happiness. Through this, nature reconnects the pilot to ordinary pleasures.
Memory is equally powerful. Images of fish, boats, and childhood experiences seem to trigger emotional attachment to life. Garland implies that personal memories hold deeper truth than state propaganda.
Structurally, the central section lingers over these sensory details, slowing the poem and emphasising contemplation. As a result, readers understand why the pilot turns back. Garland therefore suggests nature and memory can restore individuality in the face of destructive social pressure.
Exam Question 3
How does Garland use structure to present the consequences of choice in Kamikaze?
Grade 9 Model Response
Garland uses structure to show that one decision can shape an entire life. The poem begins with a clear narrative journey, following the pilot as he leaves for his mission. However, instead of dramatic battle scenes, the structure diverts into reflective description, signalling that the key event is his change of mind.
Long flowing sentences mirror thought processes and hesitation. This creates the sense of time stretching as he considers what matters most.
Later, the perspective shifts when the speaker reports the daughter’s memories. This layered narration is significant because it shows emotional distance within the family. They speak about him rather than to him.
The final line is especially powerful because it ends with a question: “which had been the better way to die”. Ending on uncertainty denies closure and highlights lasting suffering. Garland therefore uses structure to show that the consequences of moral choices continue long after the moment itself.
Final Grade 9 Tip
When writing about Kamikaze, remember: the poem is not just about war—it is about what happens when society punishes people for choosing life.
