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The alliteration on the words "lie low", line 12, also captures the audience's attention and reinforces the belief that it is cowardly to avoid the war. Once again, it impacts the audience's way of thinking and they reconsider their previously made decisions.

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Anaphora of the words 'Who' and 'Who'll' are used at the beginning through the first 3 stanzas to engage the audience. The repetition of these words appeals to the audience directly in order to persuade them that war truly is glorious.

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The rhetorical questions asked throughout this poem effectively cause the young men during this time to question their strength and bravery. The question, "Who would much rather come back with a crutch Than lie low and be out of the fun?" in lines 11 and 12, makes the young men believe that if they don’t get involved they will be missing out on the 'fun'.

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Personification in the line, "Your country is up to her neck in a fight, And she’s looking and calling for you." creates a connection between Pope's audience and fighting for their country. This influences the audience to consider enlisting into the war.

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Line 13, is directly addressing and targeting young men by stating, "Come along lads-". Lads is a commonly used British term that refers to a boy or young man and is an example of colloquial language. By referring to her audience as 'lads' Pope creates a closer bond and makes it easier for the reader to agree with the writer's point of view.

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The poem states "Who wants a turn to himself in the show? And who wants a seat in the stand?" the juxtaposition of those participating in the war and the people who decided to stay home, is persuading men to join the armed forces by implying that it’s far more enjoyable to contribute rather than watch.

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The rhetorical question, "Who’ll grip and tackle the job unafraid? And who thinks he’d rather sit tight?" shows the comparison between those who are both pro-war and anti-war. The rhetorical questions applied, represent the war as a courageous act, Pope has a biased opinion of the war as she never mentions the harsh conditions and realities of war.

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This poem uses the ABAB rhyme scheme throughout, meaning the first and third line of a stanza rhyme and the second and fourth line of a stanza rhyme. This rhyming links together the individual stanzas and causes the audience to focus on specific keywords such as, 'played' and 'unafraid', which contribute to the idea that bravery is defined by if someone is a soldier or not.

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The extended metaphor used in the first two lines, "Who’s for the game, the biggest that’s played, The red crashing game of a fight?" describes the war as a sporting game. The effect of this is to encourage young men to join the war by challenging them and forcing them to decide whether they are brave enough to fight or if they’re too scared and will just watch from the side. It evidently deprecates those who are too cowardly to enlist.

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Patriotism in war is again portrayed within this stanza as they make reference to the soldier's home, their country and how they must fight for it. During World War I, people who were pro-war would argue that anyone who was able to, should become a soldier as support for their country.

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The key idea that war is glorious and deserves to be glorified pressures people to conform and influences their personal beliefs, meaning they are more likely to reluctantly go out fighting.

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The second line of this stanza highlights the key idea of patriotism in war and how people should be encouraged to defend their country in battle.

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Bravery is one of the major key ideas emphasised in this poem. Stanza 1 focuses on particular views held against those who did and did not take part in the war. Anyone who didn't was immediately shamed as weak, however, men that did join were praised for being brave and heroic.