(EC/NOVEMBER 2018) ENGLISH HOME LANGUAGE P2

QUESTION 1: PRESCRIBED POETRY – ESSAY QUESTION

THE CHILD WHO WAS SHOT DEAD BY SOLDIERS AT NYANGA – Ingrid

In a carefully planned essay, critically discuss how the poet uses the title,
repetition and climax to highlight events in South African history. Your essay

must be 250–300 words (about ONE page) in length.

• Title: The title reads like the start of a story; the reader is anticipating
an explanation or the rest of the story. It sounds matter of fact, and
does not name the victim, and reminds one of similar reports during the
Apartheid era.

• Repetition: The poet repeats the phrase ‘the child’ for emphasis. It
indicates that children were the hapless victims during a war, because.
they were killed by soldiers. Soldiers should kill other soldiers, not.
children. During Apartheid, states of emergency were declared, which.
would legitimise soldiers’ presence in townships. There was no
conventional war.

The listing of the many townships shows the pervasiveness of the

oppression. It was not isolated; rather, Apartheid was enforced.
everywhere. The uprising was not isolated.

• Climax: The poet uses climax in the last stanza to show that the ‘dead
child’ is not dead – it grows beyond the boundaries of townships to
extend to Africa and then the world. This is effective, because.
Apartheid could not succeed in keeping millions of people (the ‘child’)
from being free, they grew up and became ‘men’. The climax highlights.
the power that South Africans have; it allowed them to grow beyond the
constraints of ideology. [
SONNET 130 – William Shakespeare in a carefully planned essay, critically discuss how
the poet offers an alternative view of love by referring to the structure as well as the
imagery used. Your essay must be 250–300 words (about ONE page) in length.

• The poem is unique in that it parodies other sonnets of the Elizabethan era where the
beauty of a woman was praised in a clichéd and insincere manner. It is, therefore, an
unconventional love poem.
STRUCTURE
• The quatrains provide an unflattering list of the mistress’s qualities. The negative
comparisons provide a realistic albeit unconventional view as opposed to the traditional
clichéd and ‘false comparisons.
• The first quatrain is all about the unattractive physical appearance of the speaker’s
mistress. The second quatrain reinforces the notion that this mistress is not the ideal
female model. The third quatrain offers no extraordinary claims – she speaks and walks
normally; she does not have a musical voice.
• The final couplet contradicts the speaker’s attitude (‘And yet …’). In the quatrains the
speaker is candid and brutal in his claims about his mistress, but this enhances his love for
her since he does not dote on her superficial appearance in stereotypical terms.
IMAGERY
• The speaker makes comparisons with objects traditionally associated with romance:
‘the sun’, ‘roses’, ‘perfume’ and ‘music’ but negates this standard by emphatically pointing
out that she is ‘nothing’ like these objects.
• The ideal appearance of a beautiful woman associated with the colours ‘red and white’
(passion and purity) is also disproven by showing that his mistress is the opposite of this
ideal usually described in Romantic literature.
• Sensory imagery opposes the conventional view of beauty (e.g., hairs that are ‘wiry’
instead of smooth, breath that ‘reeks’, her speech does not have a ‘pleasing sound’ and
her walk is probably clumsy and awkward, unlike the graces of a goddess).
• The rhyming couplet shows how the speaker does not feel the need to use exaggerated
comparisons or flowery terms. He plainly and simply can testify to his love for his mistress
despite her seeming imperfections. His love for his mistress is ‘rare’.
• This realistic and alternative view of love shows that even though the speaker’s
loved one is not a paragon of beauty, it does not diminish the sincerity and depth
of his love for her.
CONTEXTUAL QUESTION
‘SONNET 130: MY MISTRESS' EYES ARE NOTHING LIKE THE SUN’ – William
Shakespeare

4.1 What does the inclusion and repetition of the phrase ‘My mistress’ (lines 1, 8
and 12) imply about the speaker’s observations?

• These are HIS opinions.

• The observations are subjective/personal.
• They only pertain to this one lady.

[Award 2 marks for 2 relevant points or one well-rounded discussion.]

(2)
4.2 Comment on the effectiveness of the alliteration in line 11 (‘I grant I never saw a
goddess go;’) in terms of the pace of that line.

• The repetition of the ‘g’ sound slows down the pace of the line.
• It mimics the way she walks – like a real person, she does not ‘float’.

[Award 1 mark for slower pace and one for the effectiveness / link to her
walking.] (2)

4.3 The speaker uses the word ‘yet’ twice in the poem (lines 9 and 13). Discuss the
contrasting effects of this repetition by explaining what he is trying to
convey in each of these lines.

• The ‘yet’ in line 9 creates a way to state the OPPOSITE to the compliment he
pays her about her voice/speaking. He negates the compliment.
• The ‘yet’ in line 13 creates a change in tone and content/intention. He states
that he loves her exactly the way she is. No false compliments needed.

[Award 3 marks for two well-discussed points.] (3)

4.4 How does the structure of this poem enable the speaker to communicate the central
message? Refer to tone in your answer.

• The 3 quatrains deliver the anti-compliments and the couplet the central
message.
• The tone in the quatrains is sardonic/sarcastic/satirical/critical.
• In the couplet, the tone is sincere/honest/loving.

[Award 1 mark each for tone in quatrain and couplet and 1 mark for valid
discussion/identification with regard to format/structure.] (3)
[10]
 POETRY – ESSAY QUESTION
‘THE SHIPWRECK’ – Emily Dickenson

In ‘The Shipwreck’ the speaker experiences conflicting emotions when narrating the
event. With close reference to diction, imagery and tone discuss to what extent you
agree with the above statement.
Your response should take the form of a well-constructed essay of 250–300
words (about ONE page).

• The speaker is both elated and grieving after the shipwreck and when narrating
it. Four people survived but forty drowned. There is a clear distinction between
despairing and joy.

• DICTION
‘Glee!’ clearly expresses her joy that the storm is over and that four people
have survived (‘recovered the land’). This is further emphasised by the ‘Ring’
(line 5) of the church bell to celebrate their survival. ‘Scant salvation’ (line 5) –
the alliteration highlights that only a few survived, but their survival is still
celebrated.
o The reference to ‘gone down’ (line 3) and the ‘Toll’ (line 6) of the church bell,
like at a funeral, highlights her grief over the deaths of the forty. ‘Come back
no more’ (line 12) emphasises the finality of their deaths. The ‘softness’ in the
eyes of the tellers (line 14) highlights their grief/sadness.

• IMAGERY
• ‘Recovered the land’ explains clearly that the survivors made it back to shore.
The image (and sound) of the church bell ringing (line 5) is celebratory.
• The ‘boiling sand’ (line 4) and the description of the sailors as (‘spinning upon the
shoals’ – line 8) emphasises the severity of the storm and the violent deaths of the
forty. The description of the various deceased (‘neighbour and friend and
bridegroom’) makes the deaths personal – these people were known. It adds pity.
The image of children asking about the shipwreck and those who did/did not
survive, adds grief. Their reaction is ‘silent’ (line 13), and this emphasises that
even long after the shipwreck, it is still spoken about and those who perished are
still mourned. ‘Only the waves replay’ (line 16) – the personification implies that
there are no empty clichés to be offered when asked about the deceased. The sea
remains ‘in charge’ and has the only answers, a.

• TONE
o The tone of the poem shifts from celebratory/happy/relieved (stanza 1 and line 5) to
grieving/despairing/sorrowful/mournful in the descriptions of the deceased.
o The speaker purposefully juxtaposes these tones to emphasise the fact that life is,
after all, a combination of joy and sorrow. It highlights humanity’s varying responses to
survival and loss.
[Credit valid alternative responses.]
 CONTEXTUAL QUESTIONS - QUESTION 2: POETRY
‘AT A FUNERAL’ – Dennis Brutus

2.1 Refer to line 1: ‘Black, green … pageantry’.

What does the word ‘pageantry’ imply about the speaker’s feelings regarding
this funeral?

• The speaker feels that this funeral is ‘hollow’ – it is just for show. It is
ceremonial only.
• The speaker implies that it is a spectacle for onlookers only.
• Funerals have lost their true meaning – there have been too many.
[Award two marks for one well-rounded answer or two distinct points.] (2)

2.2 Refer to line 3: ‘In bride’s-white, nun’s-white veils …’

Discuss the effectiveness of the compound words (‘bride’s-white, nun’s-white’)
in relation to the deceased.

• The reference to the ‘bride’s-white’ implies purity/innocence/youth.

• The reference to the ‘nun’s-white’ refers to holiness/godliness.
• Brides and nurses dedicate their lives to a ‘new’ life – start of something
new/good/pure.
• Valencia Majombozi / the deceased is described as pure, innocent, and
young. She was at the brink/verge of a career after finishing her studies – a
new life.
[Award two marks for two distinct points that discuss both connotations. One mark only
for a global response.] (2)

2.3 Refer to the words ‘Salute!’ (Line 5) and ‘Arise!’ (Line 9).
Comment critically on the inclusion of these words. Refer to tone in your
answer.

• ‘Salute’ is in honour (or tribute) of the deceased and all those who have
passed before her.
• ‘Arise’ is a call to arms – it urges action. People must keep fighting the
Apartheid system.
• The tone is urgent/imperative/commanding/demanding.
[Award 1 mark for tone and 1 mark each for the discussion of the key words.] (3)

2.4 Comment on the effectiveness of the last line to convey the speaker’s
message.

• The speaker says it's better to die than give in to oppression. (Do not accept ‘lie
down’)
• He is commanding and includes all who are oppressed to fight – ‘we’. / He takes
charge, urging all oppressed to unite and fight as "we."
[Award 3 marks only if the central message is discussed.] (3)
[10]
 QUESTION 3: POETRY
‘THIS WINTER COMING’ – Karen Press

3.1 What does line 2 (‘of this winter we have only just entered’) imply about the nature
of this metaphorical season?

• This ‘season’ has just started. Winter is a metaphor for upcoming

violence/transition/social change.
• Figuratively, things are going to get a whole lot worse than they are now, like
Winter getting colder/worse as the season progresses.
[Award 1 mark for identifying metaphor and one for implication OR two for well-
discussed metaphor/implication.] (2)

3.2 Discuss the effectiveness of the descriptions of the women, dogs, and children in lines
9–11.

• There seems to be a widespread sadness – women are sad, children are

crying.
• Dogs are barking – chaos, threat of violence.
• It is not just one child and women – plurals emphasise the far-
reaching/extensive oppression/sadness.
[Award 2 marks only if effectiveness is discussed, not just paraphrasing of the
descriptions.] (2)

3.3 Comment critically on the metaphors used in stanza 4. Refer specifically to the
imagery in lines 18–20.

• Men are standing on street corners waiting for jobs to be offered to them.
• They are compared to (tree) stumps – rooted in place/cut off.
• They are also compared to tombstones – they are more dead than alive – the
oppression is killing them.
• They are, like tombstones and tree stumps, just a reminder of the people
they used to be.
• Their future is miserable/grim.
[Award 3 marks for critical comment on BOTH metaphors.] (3)

3.4 Explain how the use of anaphora (repetition) creates the overall tone of the poem.

• The repetition of the phrase ‘who is not frightened’ creates a sense of

urgency/panic/caution/warning/fear.
• The speaker makes the point that ALL people should be frightened of the
impending change/violence/uprising/transition.
• Things are going to be violent when the oppressive system is fought and
eventually, hopefully beaten/overthrown.
• The tone is ominous/cautionary/fearful/advisory/anxious.
[Award 1 mark for tone and 2 marks for a valid discussion of the anaphora. No mark for
simply identifying the anaphora/repetition.] (3)
 The Morning Sun is Shining Olive Schreiner
BACKGROUND
Olive Schreiner (1855-1920) was born at a mission station called Witte bergen near
Herschel in the Eastern Cape. She is best known for her critically acclaimed novel The
Story of an African Farm, initially published under the pseudonym Ralph Iron because of
a contemporary prejudice against women authors. After achieving recognition as a writer,
Schreiner wrote extensively on a range of political and social issues as an opponent of
racism and an early feminist. Her book Women and Labour, written in 1911, was
considered the bible of the women's emancipation movement in England and America.
She was also a pacifist and did not agree with British imperialism in South Africa or with
the South African (Anglo-Boer) War that was fought to achieve it.

This poem conveys a strong sense of place and the natural environment, as often found
in Schreiner’s works.

THE TITLE
The title introduces a positive image – we associate a bright, sunny morning with warmth
and happiness. However, there is a figurative irony: Her sun (child) is no longer shining
(has died). The title and the first 12 lines of ‘The Morning Sun is Shining’ invite the reader
to see the beauty of Olive Schreiner’s Karoo, blessed with green willow trees, golden
sunshine, bubbling fountains, springing locusts, birdsong and the scent of the thorn trees’
yellow flowers.

We realise in line 13, however, that the speaker is mourning someone’s death: ‘There is a
hand I never touch/And a face I never see’. Because of this, she writes, ‘Now what is
sunshine, what is song, /Now what is light to me’. What begins as a lyrical celebration of
nature ends up as a lament for the loss of a loved one.

SUMMARY
The speaker praises the beauty of Nature around her. She describes various aspects and
uses many auditory ‘images’ to engage the reader. The last four lines step away from the
natural scene.
The sadness in these lines (to do with loss) are surprising, given the tone and content of
the preceding lines.

Happiness is real when shared”. The poet comments on the beauty of a morning in which
the sun is shining. She highlights the various elements that make the morning so
beautiful, but then she changes track/ direction and asks, rhetorically, what is the purpose
of a beautiful morning if it cannot be shared with anyone. A nature poem that shows the
beauty of nature, but highlights her loneliness as she has no one with whom to share it.

Olive Schreiner’s only child, a daughter, died within a day of being born. The juxtaposition
between the beauty and abundance of Nature, and the immense loss suffered by the
speaker, is poignant and incredibly sad.

FORM/STRUCTURE
A 16-line poem made up of 4 distinct parts. In line 1-4 she discusses the sense of sight,
5-8 hearing and 9-12 smell. All these senses enjoy the morning with the sun shining.
There is a regular rhyme scheme and rhythm throughout lines 1-12. The last four lines
deviate from this pattern. This ‘break’ in pattern increases the impact of the unexpected
contents of the last four lines.
LINES 1-2
The morning sun is shining on / The green, green willow tree,

Lines 1-2 set the scene: it’s a beautiful morning and the speaker reflects on the beauty of
the
morning.

The repetition of ‘green’ reinforces the beauty of nature, emphasising the intensity of the
colour of the willow tree. Green is a colour that is associated with life, synonymous to
freshness, lush vegetation and health. The sun is also symbolic of life.

LINES 3-4
And sends a golden sunbeam / To dance upon my knee.

The personification of how the sun blesses the earth and provides joy and entertainment
reinforces the beauty of the morning and helps create a mood of joy / enjoyment /
happiness/ cheerfulness.

It is a benevolent sun “golden” that causes happiness and has connotations of riches and
wealth and beauty.

LINES 5-8
The fountain bubbles merrily, / The yellow locusts spring, / Of life and light and sunshine /
The happy brown birds sing.

These lines expand on the beauty of nature on a sensory level.

The personification in line 5 gives the fountain the human quality of being joyful and
reinforces the mood of happiness / cheerfulness. The personification succeeds in
providing an idyllic view of the beautiful morning which emphasises the sense of well-
being and happiness.

The various hues of the colour yellow continue with the “yellow locust”, just like the
“golden sun” in line 3.

The word ’spring’ relate to the energy inherent in and adds vibrancy to elements of
nature. This idea is amplified by the description of ‘brown birds’ in line 8. The
onomatopoeic word “bubbles” is a happy sound.

The repetition of ‘and’ (line 7) alludes to the spontaneous expression of emotions and
reinforces the beauty of the speaker’s surroundings.

The alliteration in line 7 (The repetition of the “l” sound: life and light) gives a sense of
freedom and unburdened life in the happy morning.

The singing of the bird is joyous “…happy brown bird sing…” The birds as singing about
‘life and light and sunshine’. This contributes to the idea that the natural world is
celebrating life. It is as if the plants, insects and birds are all rejoicing in the morning
sunshine.

LINES 9-12
The earth is clothed with beauty, / The air is filled with song / The yellow thorn trees load
the wind / With odours sweet and strong.
clothed – the earth is personified wearing the beautiful clothing. Every part of the world is
covered (clothed) and “filled” with a beauty that makes the poet happy.

load the wind with odours sweet and strong – Schreiner was a South African poet, so her
reference to the “thorn trees’ contextualizes the poem. The trees are also full of flowers
and the sense of smell is used to show how their smell is pervasive. sweet and strong –
the alliteration is used to reinforce the strength of the smell.

The sibilant ‘s’ in “song”, “sweet” and “strong” contribute to the lyrical quality of the poem.
This
poem celebrates the beauty and sounds and smells of Nature.

LINES 13-16
There is a hand I never touch / And a face I never see; / Now what is sunshine, what is
song, / Now what is light to me?

The poet’s tone/attitude changes in these lines. This quatrain reflects a stark contrast in
both tone
and mood in comparison to the first three quatrains.

The word “never” indicates that there is absolutely no possibility of her being able to
touch or see her child. The speaker changes to a tone of despondency / sadness /grief
/dejection / hopelessness when reflecting on the loss that she has suffered.

The speaker is filled with despair because she has lost someone important to her. ‘Touch’
suggests a very close relationship with this person. It is someone she believes she will
never see again, and this thought makes her so unhappy she cannot appreciate the
natural beauty around her.

The use of the present tense implies that despite the passage of time, the speaker still
grieves. This could possibly describe the extent of the speaker’s pain at the loss of a
loved one.

She ends the poem with a rhetorical question, asking what is the point of experiencing a
beautiful, natural morning if there is no one to share it with. The rhetorical question
engages the reader to consider her situation; a beautiful day all alone, with no hope of
company. She finds no solace in her beautiful surroundings.

It implies that the beauty of the morning / the beauty of nature cannot overshadow the
pain / emotional trauma the speaker experiences.

THEMES
• “Happiness is real when shared”. The poet comments on the beauty of a morning
in which the sun is shining. She high-lights the various elements that make the morning
so beautiful, but then she changes track / direction and asks, rhetorically, what is the
purpose of a beautiful morning if it cannot be shared with anyone.
• A nature poem that shows the beauty of nature, but highlights her loneliness as
she has no one to share it with.
TONE
• The tone of the first 12 lines is cheerful/happy/positive/joyful. Nature is beautiful
and celebrated.
• The last 4 lines changes to a tone of despair, negativity, sadness, hopelessness.
She is describing her sorrow and how the beautiful morning makes her sadness even
greater, more poignant.
MOOD
• The joyous/cheerful tone (lines 1-12) creates a celebratory mood as the speaker
admires the bustling beauty of nature in the morning.
• In lines 13-16, the mood changes to a sombre one as the speaker expresses the
loss associated with human experiences.

QUESTION 1 – ESSAY QUESTION

In a carefully planned essay, discuss how the poet uses form, imagery and tone to
convey the message of the poem. Your response should be in the form of a well-
constructed essay of 250-300 words (about ONE page) [10]

Suggested Answer for Question 1: Essay

In your response, you may include some/ all the following points:
• Line structure and its effects
• The use of anaphora and its overall impact on the poem
• The two stanzas and the manner they are structured
• The rhyme scheme and its effect on the poem
• For the various forms of imagery, state clearly the effect of each one of them on
our senses
• The effects of alliteration on the overall message
• The cheerful tone in the first 12 lines and the change in the last 4 lines. The
reasons for the change in tone.
1. Describe the mood of the first four lines of the poem. Pay attention to
imagery and diction in your answer. (3)

• A bright, sunlit morning has a positive connotation. It creates positive/happy/joyful

mood.
• The image the sunbeam “dancing” on the speaker’s knee creates happiness and joy.
The word ‘golden’ has a connotation of riches and beauty/ 'Golden' suggests beauty
and riches, adding to the joyful mood.
• The word 'green' used multiple times stands for life and youth, making a lively and
happy mood.

2. Identify the tone in the first 12 lines. Now state the tone in the last 4 lines.
Why does it change (3)

• The tone of the first 12 lines is cheerful/happy/positive/joyful. Nature is beautiful and

celebrated.
• The last 4 lines changes to a tone of despair, negativity, sadness, hopelessness.
• She expresses her grief, revealing that the lovely morning deepen her pain

3. How does the poet use colour to create the mood of the first stanza? (2)

• The mood is cheerful, happy, optimistic, celebratory. “green” symbolizing vibrancy,

youth, and energy.
• “Golden” has connotations/ symbolizes the riches and wealth and beauty.

4. What figure of speech is used in “And sends a golden sunbeam / To dance

upon my knee”? Explain the effectiveness of this figure of speech. (3)

• Personification – the sunbeam is moving freely, perhaps through the leaves and trees.
• This reminds a joyful and playful mood and atmosphere.

5. Discuss the effectiveness of the personification in lines 5-8. (3)

• The fountain bubbles “merrily” and the birds are “happy”. This creates a sense of
cheerfulness and happiness.
• The natural world is celebrating beauty and joy.
• Life is celebrated. All rejoice in the beauty of the morning./ Life is rejoiced through the shared
appreciation of the morning's beauty.

6. Comment on how the poet’s use of sound contributes to the impact of the
poem. (3)

• ‘Bubbles’ is an example of onomatopoeia – a happy/active/’alive’ connotation.

• The alliteration in “green, green” and “golden” – connotations of youth and wealth.
Assonance and alliteration in “life and light” connect these words – life is good!
• The repeated 's' sounds in "song," "sweet," and "strong" enhance lyrical flow of the
poem.
• This poem celebrates the beauty and sounds and smells of Nature.
7. Lines 13-14 bring forth a change in tone and mood. Discuss this change. (3)

• The tone and mood change from joyful and celebratory to one of grief and sorrow.
• The speaker admits Nature is beautiful and should be celebrated, yet her grief larger than
beauty.
• She does not comfort or relief in the beauty around her.

8. Discuss the effectiveness of the poem’s final question as a conclusion to the

poem. (3)

• The speaker points out that all the beauty in nature is of no value in this situation as it
fails to provide comfort or relief in her beautiful environment.
• In fact, the scene's beauty clashes with her depressed state, increasing her pain
• She mourns the absence of a significant person in her life, and this loss induces a
depression that not even a beautiful day can ease.
9. What, do you think, was the poet’s intention in the writing of this poem? (2)

• The poet praises Nature but also expresses her sorrow at her very personal loss. She
is unable to find happiness.
• Even the beautiful morning does not comfort her in her grief. The vibrant of life makes
her even sadder. She is very sad and heartbroken.)
Poe of return

DICTION

Word Meaning
Land of Exile Foreign place where one is restricted politically, socially &
economically.
Dews Water droplets forming on surfaces early in the morning.
Drama Historic scenes of war, torture, protests, bloodshed, riots etc
Immense Great
Plaint of tumid Arguments between lovers’
sexes
Bereft Without
Wingless stone in A stone that was not thrown yet.
hand

SUMMARY:

The speaker is contemplating his upcoming return to his home country. The speaker
mentions his return from exile and the anguish associated with those who died whilst
oppressed.
The poem is written from the perspective of an individual who has been exiled,
someone who had to flee their country of birth. The poem captures the sentiment of
loss, lost opportunity and lost experience. He describes his ‘host country’ as “land of
exile and silence” – this suggests that he was not happy there. He lists the things
he missed while he was away and he feels guilty about ‘escaping’ whilst his
countrymen/women suffered.
He makes it clear that he is not a hero and should not be welcomed or treated as
one if he returns. He asserts that the real heroes are the ones who stayed and
fought against oppression.
The poet is writing about the lost opportunities, mourning and sadness brought
about by colonialism, exile and war.

• Stanza One: o
No flowers
o He does not want the symbols of a returning hero.
o He believes that those who carry the physical, emotional, and mental scars of the
war of liberation against the oppressors are the true heroes.

• Stanza Two:
o An update on what happened when he was away.
o He wants to be updated on ‘dramas witnessed’ by those who stayed at home.
o He needs to feel the pains that these people endured.

• Stanza Three:
o the focus should be on those who died fighting in the war of liberation/ those
who did not live to see Independence Day.
 FORM/STRUCTURE:

Note that even though this poem has 14 lines, it is NOT a sonnet.
There is enjambment present (where one line runs onto the next to complete the
thought. There is no punctuation at the end of the line. Refer to lines 5-6, 7-8, lines
11-14. It has the qualities of a song as reflected in the refrain ‘do not bring me
flowers. The poem is divided into THREE stanzas of unequal length. It is written in
free verse, more typical of contemporary poetry. In each one of them the speaker
is expressing a different idea/s about what he anticipates when he returned
home from exile.
A pseudonym was used because poet was under censorship.

ANALYSIS THE TITLE

The speaker is returning to his country. At this stage it is not known whether it is a
voluntary or forceful return.

LINE 1
When I return from the land of exile and silence

When – He is certain that he is going to return to his country. He has not yet
returned, but it is inevitable that he will return.
land of exile – the country to which he fled.
the land of exile and silence – is the place he is in now. A foreign place where there
is no communication - “silence”. He has no contact with his family and friends.
This emphasises the pain and suffering he had to endure while in exile as he was
isolated.

LINE 2 do not bring me

flowers. do not -
Commanding tone.
He does not want the customary gifts and celebrations that are normally
associated with the return of a person from exile.
This emphasises that the speaker feels guilty about fleeing his country while other
people stayed behind to fight the system. He does not see himself as a hero
deserving flowers. Flowers are usually associated with a celebration, and he feels
that this is not a time of celebration: He fled and left the others to fight. Hence, he
feels guilty.

STANZA 2 - the poet gives suggestions as to what can be brought to “celebrate” his return:
tears, hunger and mourning, he wants us to remember the reason for his exile.

LINES 3-4
Bring me all the dews, tears of dawns which witnessed dramas.

Bring me – imperative/commanding tone.

all the dews – an impossible demand. He knows that he cannot atone for leaving his people.
dawns which witnessed dramas – dawn is personified as a weeping witness to the tragedy
that took place because of colonisation, exile and loss.
D-alliteration (d- harsh sound) – emphasises the fact that Nature, too, was horrified
and sad at the oppression of her people.

LINES 5-6
Bring me the immense hunger for love / and the plaint of tumid sexes in star-studded night.

Bring me – Anaphora(repetition)
Immense – huge hunger for love – natural human connection
that he has missed.

Plaint – plea
Tumid – large / swollen.
Tumid sexes in start-studded night – romance / intimacy

In these lines, the speaker emphasises the sense of separation from loved ones and the
need for companionship; the poet highlights the losses experienced due to oppression.

LINES 7-8
Bring me the long night of sleeplessness with mothers mourning, their arms bereft of sons.

long – emphasises that their pain and suffering continued for quite some time.

Bereft – to be deprived. Many young men (the sons) were imprisoned or killed. Some young
men also went into exile. They were missed by their mothers.

night of sleeplessness – people were worried/concerned about the safety of their loved
ones. Mothers were troubled by the death of their sons and family members. Therefore, they
could not sleep.

He wants to share the grief of mothers who have lost their sons to the conflict,

STANZA 3 LINES 9-10

When I return from the land of exile and silence, no, do not bring me flowers

The repetition of the first two lines of the poem, emphasises that his return must not be seen
as a celebration. His exile was not a pleasant experience for him, but he did not suffer as
much as those who had been left behind.

now, do not – forceful tone of the double negative emphasises that he does not regard himself
as a hero. He feels guilty, he needs to acknowledge their suffering and pain.

LINE 11
Bring me only, just this

Bring me – another command (imperative) shows his insistence.

only, just this – the redundancy is used to emphasize that he wants just one thing. Also
emphasises his insistence.
LINE 12
the last wish of heroes fallen at day-break

the last wish – Their last wish would have been to see a changed country.

day-break – the start of a new day. This is symbolic of change that the people wanted. In the
political context of the time, executions were carried out at dawn and the men who were
executed were those who had been fighting against an oppressive system. He sees these
fighters as heroes for the cause and they “fall at day-break”, at the beginning of their lives.
These heroes could not see the change because they died at the brink of change.

LINES 13-14 with a wingless stone in hand and a thread of anger snaking
from their eyes.

wingless stone – a paradox. A stone cannot fly; it is too heavy. These men never got the
chance to “cast their stone”, but paid the ultimate sacrifice by dying fighting for freedom, and
Rocha wants to remember them and the lost opportunities of those who were forced into exile.

snaking – connotation of something dangerous and poisonous. This contributes to a tone

of anger and bitterness. and a thread of anger snaking from their eyes – He demands
justice for all the oppressed
people.

Their eyes – reflect only a small part of the anger at the colonists who had stolen their land
from them.

He does not want to be rewarded with flowers but rather with what he was fighting for. Their
sacrifice needs to be remembered. That which made them angry enough to fight needs to
be remembered, and that is the only “gift” he wants when he returns, because he is able to
return.

TONE :
• Regret, sadness, sombre, loss
• sadness initially, building up to anger “snaking from their eyes”
• Militant

• Earnest tone:
• To express feelings of alienation/estrangement when talking about what
should happen when he returns home ‘from the land of exile and silence’.

• Nostalgic tone: o When he talks about those at home what he would like to
hear from them instead of being given flowers.

• Humble tone: o When the speaker expresses the fact that he does not
want a heroic welcome but needs information on the realities of what happened
during his absence.

MOOD:
 Pensive: Engaging in, or reflecting on (thinking about) serious issues

THEMES:

The poet captures the sentiment of loss: lost opportunity and lost experience.
A poignant poem about the return from exile which should be celebrated but the poet is rather
sad, mournful and inevitably becomes filled with anger. Rocha ends on an angry note due to
the lost opportunities and experiences that some young people suffered as a result of
colonisation, civil war and exile.

Question 1: Essay

In the poem ‘Poem of Return’ the speaker believes that the people who were not
in exile suffered a great deal’

With reference to diction, tone and imagery discuss to what extent do you agree with
the above statement. Your response should be in the form of a well-constructed
essay of 250-300 words (about 1 page)
TOTAL :10 Marks

Suggested Answer for Question 1 : Essay

The following are points that could be included in in your essay:

The following are points that could be included in your essay:

• People who were not in exile suffered a great deal
• They were subjected to (police brutality, torture, riots etc. ‘dramas’
• The poet uses personification to show that even nature was distressed
by the suffering it witnessed …. ‘tears of dawn…’
• People were deprived of physical connection and overwhelming need
for love ‘bring me the immense hunger for love’ for each other. Families
and couples were separated.
• Mothers are having ‘long nights of sleeplessness’ and mourning for
the absence of their husbands /sons, who have died fighting for liberation.
• The mothers’ arms are said to be ‘bereft of sons’
• Some of them died just before freedom was achieved ‘day-break’ and
never got to witness the new dawn.
• They died thinking that their attempts were futile.
• They were only disgruntled, powerless as they were equipped only
with anger
‘thread of anger snaking from their eyes’ and ‘wingless stone in hand’
• The speaker uses an earnest tone to express feelings of alienation/
estrangement
Questions and Answers

1. Why does the speaker not want flowers upon his return? (3)

• Flowers are superficial.

• He does not want superficial things, he wants emotion.
• He also does not believe himself to be a hero who deserves flowers or
accolades upon his return. He fled and left the others to fight.

2. What does the speaker want instead of flowers? Why?

(3)

• He wants tears, hunger, intimacy, mourning and sleeplessness.

• Flowers are generally celebratory, and this is definitely not a time for
celebration.
• He wants, instead, an acknowledgement of suffering. His return is indicative
of something much bigger than just himself.

3. Comment on the description of the speaker’s “host country” as the “land of

exile and silence”. (2)

• Exile – he fled there to escape from oppression; silence – perhaps he did

not speak the new country’s language.
• He could also have been alone there / isolated / unhappy / no
communication with home country or his people.

4. Identify and comment on the effectiveness of the figure of speech in “tears of

dawns”. (3)

• Personification – even the “dawn” is crying.

• Even Nature is upset at the killings committed by humans.

5. Why are the mothers “bereft of sons” (line 8)? (2)

• Due to the political l unrest, numerous young men (the sons) faced
imprisonment, death, or exile
• Some mothers also couldn’t have sons because their husbands/partners
were killed or imprisoned. So, mothers suffered the pain of being unable to
have sons.

6. Comment on the figurative interpretation of the “day-break” in line 12. (2)

• The brink of change – the new day symbolises his hope that things will
change / they will get justice / freedom.
• It could refer to those who died so shortly before the oppression ended.
7. Comment on the effectiveness of the anaphora (“When I return…”). (3)

• The title is echoed in the anaphora, “When I return”. This emphasises the
situation of an individual who probably had been forced to flee his home country
and had to live in a foreign country for a while.
• This emphasises the potential of coming home and his anticipation at the
welcome he would get.
• It is clear that the speaker feels guilty about having gone into exile while his
fellow citizen fought the oppressive system.

8. Discuss the change in tone from stanza 2 to 3. Quote in support of your

answer(3)

• In stanza 2 there is a tone of longing and desire – the grief is enormous.

• He cries out for the homeland to meet him with ‘real’ emotions, authentic not
flowers, nothing superficial.
• In the 3rd stanza the tone shifts to anger and bitterness. Although he is
happy to be home, he realises the enormous sacrifice made by some in
the fight for freedom.

9. How does the last stanza successfully convey the speaker’s intention? (3)

• Cleverly chosen diction – “anger” and “snaking” – implies that although the
speaker is happy to be home, he still carries an enormous amount of anger and
resentment towards their oppressors. He is definitely not forgiving.
• He seeks and demands justice for all those who were scarred/killed in the
fight for freedom.
• “Snaking” suggests to something dangerous and poisonous – he will expose
the murders and get justice for all. There is definitely an threatening tone.
Diction

Word Meaning
swallows long distance migrant birds found in most countries.
Countries Nations
Notations Representations/codes (symbols words phrases)
Misused Misrepresented (not used for the reason they were intended.
Admit Agree
Whining woman Woman who complains continuously
Paralysing heat Extreme heat that hinders you from doing anything
Mercilessness Cruel
Rubbish heap Dumpsite
Eyeing Observing

Summary:

The speaker wittily makes a series of rather odd (absurd, even) suggestions about with whom to
discuss politics – from the birds, shadows, pets, the peach tree and the air itself. He ends the
poem on a serious note and states that the “devil himself” should be addressed. This refers to
the leaders of the Apartheid government.

Form/Structure:

Free verse – no recognisable poetic form. There is, however, a pattern in stanzas 3,7,8 and 9.
They all have the same pattern of word choice, length and content. The indents in the fourth and
fifth stanzas alerts the reader to the fact that these stanzas are, in fact, commentary on the
overall situation. The repetition of the word ‘talk’ six times highlights the need for dialogue
between the oppressor and the oppressed. There is an indent in the last stanza this serves to
visually highlight the message of the poem.

Analysis
THE TITLE
The peach tree appears in several of Sepamla’s poems. The Peach Tree is about the tree in his
garden and in The Will. It is one of his possessions which he wittily bequeaths to his children,
while making subtle comments about life under the apartheid system.

LINES 1-6
Let's talk to the swallows visiting us in summer / ask how it is in other countries / Let's
talk to the afternoon shadow / ask how the day has been so far / Let's raise our pets to
our level / ask them what they don't know of us

The literal actions are quite absurd: talking to pets, the afternoon shadow and pets. It is
amusing to expect ‘our pets’ who have been raised to human level to be able to answer the
serious question: what do you know of us? The absurdity creates humour.

However, the underlying message is serious: what do you (especially the whites) know about
us? During Apartheid there was little or no opportunity to understand or communicate with
people from other races. One group of people was always superior and had a ‘voice’, whilst the
other had to remain silent.

LINES 7-10 words have lost meaning / like all notations they've been misused /
most
people will admit / a whining woman can overstate her case

The lines are indented to show that these stanzas are commentaries and indicates a difference.
Also, the casual sounding repetitive ‘Let’s talk’ of the previous lines has been dropped. These
words must be taken seriously.

He states that ‘words have lost their meaning’ – this means that talking has become useless.
Attempts to negotiate change with the apartheid government had failed. Instead, more
repressive measures had been introduced to suppress the Blacks.

‘Misused notations’ refers to communication tools which have become so warped that their
original intentions have become lost. Words have literally lost their meaning. Language has been
twisted and used to convey lies, propaganda and cannot be trusted.

‘Whining’ has negative connotations of high-pitched complaining, without valid reason. The
words of line 10 are a reminder of the saying: ‘the lady doth protest too much’. By emotionally
overdoing a statement (‘overstate her case’) the real meaning is lost and the words are felt to be
insincere.

LINES 11-12
Talk to the paralysing heat in the air / inquire how long the mercilessness will last

paralysing – implies that the oppression (the heat) renders a person unable to do
anything. Also refers to their pain and suffering.

Merciless – emphasises the effects of apartheid: no empathy/mercy/compassion for the

oppressed people.
This is symbolic of the position Black people were in during apartheid. They were prisoners in a
harsh and unforgiving situation.

LINES 13-14
Let's pick out items from the rubbish heap / ask how the stench is like down there

The words ‘rubbish heap’, ‘stench’ and ‘down there’ relate to the way Black people were
regarded by the authorities: rubbish that was to be thrown away, something that created a bad
smell or ‘stench’. The tone is serious and the intention is to describe the reality of the situation of
Black people.

LINES 15-16
Let's talk to the peach tree / find out how it feels to be in the ground

The peach tree is rooted in a permanent place in the garden, unlike the other items/things he
proposed with which to have a conversation. The tree will tell him how it feels to be rooted and
fruitful in a place you can call your own. The connotation of rooted is permanence and fruitful
implies productive and successful. The peach tree has land that it belongs to. Blacks did not
have land; they were not even regarded as citizens. They have no sense of belonging.
LINES 17-18
Let's talk to the moon going down / ask if it isn't enough eyeing what's been going on

moon going down – the light of the moon will disappear as it ‘goes down’. This is symbolic of
them losing hope.
The moon is personified. It is aware of their situation (eyeing). The setting of the moon will
lead to daylight. Daylight is associated with a new day, new hope. Their situation is visible to
the whole world but nobody has done anything to effectively change their situation. The new day
does not bring new hope for them.

LINES 19-21
come on / let's talk to the devil himself /it's about time

The lines are indented, just as lines 7-10 are, in order to make them stand out. The indents alert
the reader to the fact that these lines are commentary on the overall situation.
come on – he is encouraging himself and others devil – the
oppressors / the Apartheid System it’s about time – The time
has come to speak directly to the powers who have been
oppressing the Black people for too long.
There is a change in the tone in the last three lines. There is a sense of reluctance and
helplessness – for so long there has been no communication. He knows that this conversation is
long overdue and needs to happen to facilitate change. This could relate to the announcement
that Nelson Mandela was going to be released. Talking was a way to work for change, without
physical injury. It was time for negotiations.

Tone :

• Absurd, cynical
• Despair
• Frustration

Mood

• Apprehensive

• anxious

Themes:

Overall theme:
• Open channel of communication is the overall theme in this poem.
• The speaker encourages the oppressed people to exhaust all peaceful forms of
communication for them to address apartheid. Please note that the freedom of expression
and association for black people at the time was restricted, hence ‘talking to the peach
tree’ first, not the government of the time.
• The speaker is of the view that ideas from all sorts of people should be accommodated or
considered.

Sub Themes
• Emancipation of the oppressed.
• Patriotism
• Freedom of speech
 • Rebellion

Question 1: Essay

In the poem “Talk to the Peach Tree”, the speaker reflects on the predicament facing people
who are subjected to the harsh realities of life in South Africa during apartheid. With close
reference to diction, imagery and tone, discuss the validity of this statement in relation to the
poem.
Your response should be in the form of a well-constructed essay of 250-300 words (about 1
page)
TOTAL :10 Marks

Suggested Answer for Question 1 : Essay

The following are points that could be included in in your essay:

Use the following points, among others, as a guideline to answering this question. In this poem,
the speaker reflects on the harsh realities of life in South Africa under apartheid rule.
• The oppressive laws of the apartheid government restricted the freedom of movement
and speech – there was a restriction on the number of people who could gather at any
specific time. This hindered communication amongst those who opposed the apartheid
regime.
• Since the oppressed were not permitted to express their feelings and opinions freely, they
had to find other ways to do so.
• Throughout the poem, the speaker alludes to various ways in which politics was
discussed, thereby highlighting the irrational laws that suppressed all those who opposed
apartheid.
• The speaker uses personification in stating that there should be talks with the ‘swallows’,
‘shadow’ etc.
• to highlight his message on the different ways of communication during apartheid.
• The speaker refers to the ‘swallows’ that fly in from other countries. The swallows
represent the people who visited South Africa from the outside world. They symbolise
freedom of movement which is in direct contrast to the lack of freedom of the majority of
South Africans who were not exposed to the outside world. The government’s
propaganda machine and censorship also controlled the narrative of the regime that
wanted to curtail the actions of the ‘terrorists’ and ‘communists.
• The word ‘summer’ symbolises optimism, positivity and hope for the future.
• In stanza 2, the poet reflects on the time of day (‘afternoon shadow’) when people
gather to discuss their progress, however, they do not discuss their ideas for change.
• The theme of talk versus action is highlighted in the poem. There seems to be very little
progress in finding a resolution to the crisis in South Africa. It is a country in which
animals (‘pets’) seem to have more freedom than humans.
• Due to censorship of the media, there are mixed messages being sent to the citizens of
South Africa as well as to the outside world. Hence, ‘words have lost meaning’.
• People tend to ignore what is being said when there is constant ‘whining’ as these
complaints fall on deaf ears. There is no progress in addressing the plight of South
Africans who are victims of oppressive laws. The speaker uses alliteration in ‘whining
woman’ to highlight this point.
• The ‘paralysing heat’ is a reference to the harsh laws that subjugate the majority of
South Africans. It highlights the brutality(‘mercilessness’) of the forces that protected the
apartheid regime.
 • The ‘rubbish heap’ reflects the futility of economic disempowerment that has been
orchestrated by the apartheid government. The oppressed have to resort to surviving on
hand-me-downs.
• The peach tree is a symbol of communication and stability. It is ever-present and people
are free to express themselves. It is a place of safety and confession where their secrets
were safe.
• The moon (‘moon going down’) is a sign of constant change. It symbolizes nature and
the passing and return of its seasons. This image pinpoints moral instability, the changing
heart, the gullible mind, and our frequently vacillating resolve. It shows how people have
lost faith in their ability to voice their opposition to the unjust laws in the country and to
passively accept their fate.
• There is a dramatic shift in tone in the final three lines of the poem when the speaker
resolves to address the ‘devil’ which is the personification of evil. It is seen as a
hostile, cruel and destructive force. The speaker alludes to the apartheid government as
forces of evil as they were responsible for the atrocities and suppression of all those who
opposed its policies.
• It is a show of bravado in confronting the apartheid regime head on to reach a negotiated
settlement and, thereby, eventually freeing themselves from the yolk of subjugation. This
direct approach to taking decisive action in resolving the human rights abuses in South
Africa is in stark contrast to the actions of the ‘whining woman

Questions and Answers

1. Explain the underlying meaning of the actions/instructions in lines 1-6. (2)

• Although the literal actions are quite absurd, the underlying message is serious: what do
you know about us?
• During Apartheid there was little or no opportunity to understand or communicate with
people from other races.
• One group of people was always superior and had a ‘voice’, while the other had to remain
silent.

2. Why would swallows be a good source of information about ‘other countries’? (2)

• Swallows (migrate/ are birds that journey to new areas) for the summer.
• They would be able to ‘talk’ about the other countries.

3. Discuss what the speaker is saying in stanza 4. (3)

• He states that ‘words have lost their meaning’ – this means that talking has become
useless.
• "Misused notations" means ways of communicating have changed so much that words'
real meanings are lost or forgotten.
• Language has been twisted and used to convey lies, propaganda/misinformation and
cannot be trusted in its reliability.

4. Discuss the connotations of the word “whining” (line 10). (2)

• ‘Whining’ has negative meaning/connotations of high-pitched complaining.

• This would be unpleasant.
5. Why does the speaker describe the heat as “paralysing” and “merciless” (stanza 6)?

• ‘Paralysing’ means the oppression (like heat) makes someone too weak to act or react.
• ‘merciless’ implies exactly that – no empathy/mercy/compassion for the oppressed people.

6. Although similar in style to stanzas 1-3, how do lines 11-14 differ in tone and
intent from lines 1-6? (3)

• Stanzas 1-3 were light-hearted/carefree/cheerful and humorously silly.

• Lines 11-14 is anything expect humorous/not humorous. The heat is ‘merciless’ which
mentions to the oppression faced by Black people during Apartheid.
• The tone is harsh and unforgiving. The words ‘rubbish heap’ and ‘stench’ implies the
attitude towards black people.
• The tone is serious and the intention is the describe the reality of the situation for black
people under white oppression.

7. Discuss why the speaker chooses to “talk to the peach tree”. Consider the other
‘things’ or concepts he talk to in the poem. (3)

• The peach tree is rooted in a permanent place in the garden, unlike the other items/things
he proposed with which to have a conversation.
• The tree will tell him how it feels to be rooted and fruitful in a place you can call your own.
• The connotation of rooted is permanence and fruitful implies productive and successful.)

8. Identify and comment on the tone in the last stanza. (3)

• The tone could be one of relief – for so long there has been no communication.
• Now the speaker looks forward to a conversation between the two parties. This
conversation, even if it means engaging with evil, recognizing its necessity for bringing
about positive change.
• The speaker begs the reader to have the needed conversation.

9. Who is the ‘devil’ in the last stanza? (1)

(Oppressors / Apartheid System)

10.How is the register of the poem appropriate and effective in delivering its message?
(2)

• The colloquial register is lighter and less demanding than formal register. It gives the poem a
tone much like a casual conversation.
• The poet addresses the reader directly and engages them with the pronouns “us” in “Let’s”.
• Sepamla’s style of criticism/blame is clever and accessible to all readers.
• The message is clearly that decent conversations need to happen between white and black
people and that all should be treated fairly and equally. People must see all things from
BOTH perspectives.
Diction
Word Meaning
Ancestor Person from whom someone has descended
Feminine Having qualities or appearance of a woman
Mortal Certain to die
Despotism Absolute power in a cruel way
Pitiable Disserving pity
Immobile Not moving
Garment Item of clothing
Leaven A substance, usually containing yeast, that makes bread rise
Ejaculate Say something quickly

Summary:

The speaker addresses this poem to African masks – this affirms the element of African
culture. The poem celebrates the role of African people and outlines the speaker’s belief that is
it Africans who will ‘return the memory of life to men with a torn hope”. The speaker prays for a
saviour in the community to help them face their struggles. The poem describes the
relationship between Africa and Europe – it states that Africa does not need to conform to
European ideals. He contemplates the consequences of colonialism. However, he ends the
poem with an optimistic message: despite hardships and prejudice, the African people are
strong and capable. They will be able to create new beauty and prosperity

Form/Structure:

The poem is structured with no breaks for stanzas. The line lengths are varied. The short
sentences emphasise the speaker’s intent. The speaker, at first, addresses the masks and
then expands the message of the poem. The (rhetorical) questions are answered by the
speaker at the end of the poem. The direct speech allows the reader to “eavesdrop” on the
conversation the speaker is having with the masks. The speaker uses the 1st person pronoun
“you” to engage the reader. Analysis
THE TITLE
prayer – appeal to a higher power / ancestors – positive connotation. masks –
traditional masks as worn in African culture / to hide real emotions / hide true
intentions. The title implies a ‘thank you’ to those who have been wearing the masks
and to the masks themselves for being able to hide true feelings.
In “Prayer to Masks”, the carved masks collectively represent the culture of the Fathers: “You
distil this air of eternity in which I breathe the air of my Fathers”. The living is connected to the
past by the masks. It is these masks and the glorious culture that represent the poet’s appeals
in the face of colonialism and the death of contemporary Africa and Europe.
LINE 1
Masks! Oh Masks!
The poem begins with an "apostrophe," an address to an object or spirit. Here, as the title
indicates, this address is a prayer to the masks, which appear in the poem both as works of
African art and as more general spirits of African culture, society, and history.

LINE 2
Black mask, red mask, you black and white masks,
Senghor pays homage to the spirits for their eternal greatness. He allows each one their due
respect by acknowledging the colour of their masks, including the colours of black, red and
white. The masks are prominently displayed at this place of worship.
The poem begins by speaking of masks of different colours and implying how one can hide
their true self behind them. The use of masks is a strong symbol of colour and cultural identity,
due to the connection of masks to African culture. The poet’s use of colours, such as black
and white, carries a racial connotation that can be associated with the slave trade and
oppression.
Senghor believes "masks of the four cardinal points where the Spirit blows" have a forceful
presence that protects all corners of the world. These spirits come together at this sacred
place to be honoured and praised in silent prayer.

LINE 3
Rectangular masks through whom the spirit breathes,
Spirit – reference to ancestors. The poet communicates with the spirits of his ancestors
through the mask. In African culture, the wearer of the mask is often believed to be able to
communicate with the being symbolised by it, or to be possessed by who or what the mask
represents. breathes – the ancestors are alive in the spiritual world.
Senghor suggests that these masks are also spirits of nature, linked to the winds that blow
from the four directions of north, south, east, and west. As spirits that blow, they also imply
that the masks are related to the poet's breath and poetic inspiration.

LINE 4
I greet you in silence!
I – uses the first person. This makes it personal, intimate and sincere.
greet you in silence! – there is no need to use words, a slight gesture will suffice. The
speaker is familiar with the ancestor. They have communicated before.! – emphasises the
absolute silence.

LINE 5
And you too, my lionhead ancestor.
Lionheaded – This refers to a traditional African mask in the shape of a lion’s head. It could
also be symbolic of strength, boldness and bravery. The Senegalese national anthem is also
entitled “The Red Lion”. Also praising the strength, boldness and bravery of the ancestor.

Senghor introduces his family’s guardian animal, the lion. His father’s name was Diogoye
which means lion. The family is represented by a lion mask.

LINE 6
You guard this place, which is closed to any feminine laughter, to any mortal smile.
This place – refers to the afterlife is closed to any feminine laughter – women are not
allowed there. to any mortal smile – the living cannot enter the world of the ancestors.
The ancestor with the lion head is called upon to maintain an aura of peace at the altar while
Senghor prays. He reinforces patriarchal power: the lion guards the ground that is forbidden to
women and to passing things, in favour of values, memories, and customs that stretch back
into mythic antiquity.

LINE 7
You purify the air of eternity, here where I breathe the air of my fathers.

Fathers - ancestors
Senghor acknowledged the impact of the ancestors of the Senegalese people, and how their
hardships and oppression have affected current day culture and life.
LINE 8
Masks of maskless faces, free from dimples and wrinkles. free from
dimples and wrinkles – free from impurities, free of worries and troubles
maskless faces – the masks are idealised representations of previously living faces. The
masks eliminate the mobile features and signs of age in the faces of the living ancestors, but
in doing so outlive their death.

LINE 9
You have composed this image, this my face that bends over the altar of white paper. altar –
is usually associated a church; a place of worship. This implies that something that is being
revered or worshipped. white paper – Figuratively, refers to laws made by the government
and all the paperwork involved in creating laws or setting up political alliances.
Literally refers to a page. The ancestors are able to give shape to the face of the poet bent
over the page and writing his prayer to the masks.

LINE 10
In the name of your image, listen to me! listen to me! – pleading tone conveys desperation.
He appeals to them to listen to him, for he is the
living image of those masks to whom he is writing a prayer.

LINES 11-12
Now while the Africa of despotism is dying – it is the agony of a pitiable princess, Like that of
Europe to whom she is connected through the navel –
These lines contrast the glorious past of Africa, when vast black-ruled empires spanned
the continent, and the present, in which the peoples of Africa have been subjugated by the
imperial conquests of European nations. despotism is dying – colonial rule is coming to an
end. Some countries had already gained their freedom.
pitiable princess – someone who has been spoilt. Conveys the idea that the European
countries
were forced to grant independence to their colonies. pitiable princess also symbolizes the
nobility of traditional Africa, and her death represents both the general suffering and decline of
traditional African culture and the loss of political power of blacks to rule themselves.
connected through the navel – This image reminds the reader of the connection of Africa to
Europe,
much like a baby is connected to its mother via the umbilical cord – nourishment, blood flow
etc. The colonial powers in Europe were referred to as the ‘mother country’. However, they did
not act like a mother should: there was mass exploitation of people, resources and land.
Greed and corruption by the colonisers left Africa damaged. The severing of the connection is
necessary but difficult. Colonisers would not want to sever this connection – then they lose
their wealth/resources/land/labour force etc.

LINE 13
Now fix your immobile eyes upon your children who have been called immobile eyes – the
eyes on the masks cannot move.
Who have been called – refers to the next generation that has to fight for their freedom.
Implies that the fight for their freedom has been a very long one.
The masks are called to witness the sad history of modern Africa, and they look on, god-like
with their changeless faces. Yet Senghor also suggests that the traditional customs and
values have apparently not been able to respond to the great changes that history has
brought about. The poem implicitly comes to a question and a turning point: do the masks
represent a valuable long view from which the present can be seen in its proper perspective,
or are they merely relics of a past that have nothing to say to those who are exploited and
suffering in the present?

LINE 14
And who sacrifice their lives like the poor man his last garment
The simile compares those who fought for their freed to a poor person who gives up his last
garment. This implies that they gave everything that they had in order to gain their freedom.

LINE 15
So that hereafter we may cry ‘here’ at the rebirth of the world being the leaven that the white
flour needs.
Personification –the colonisers have left. They no longer have any power over the country
which now has the chance to be reborn, to start afresh. It can now create its own government,
rules and direction for its future. leaven – yeast is necessary for bread to rise as it is being
baked. It can therefore symbolically make this new country ‘rise’ up and be strong.

The poet prays to the magic spirits of the masks to help speed the rebirth suggested by the
image of the umbilical cord connecting Africa to Europe in line 12. Reviving the ancestral
spirits of the masks will help sever the ties of dependence. In turn, a reborn African creativity
can help Europe to a more life-affirming use of its material and scientific wealth, just as the
brown yeast is necessary for making bread from white flour.

LINE 16
For who else would teach rhythm to the world that has died of machines and cannons?
world that has died – the end of colonialism; the old reality is now dead.
machines and cannons – industry and warfare. Our over-reliance on technology and
machinery has caused the spiritual soul to wither and die. The world has lost its ability to feel
deeply and give expression to joy. Warfare has also contributed to the destruction of the
world.
Black people are the fruits of life and are needed in order to breathe life back into a world that
has died of machines and cannons.

LINE 17
For who else should ejaculate the cry of joy, that arouses the dead and the wise in a new
dawn? Ejaculate – To cry out / shout new dawn – refers to a new day: a new phase in their
lives. A reborn Africa will lend its youthful energy to a senile Europe, bringing joy and hope
where there has been isolation, exhaustion, despair, and death.

The rhetorical question conveys doubt, but it also suggests that the reader will be part of the
new era. It is like a challenge to the citizens of the country, to come forward and to co-operate
in this new phase, under a new political dispensation. Africa will provide the life-impulse to a
Europe that is oriented toward mechanical values, materialist gain, and war.
LINE 18
Say, who else could return the memory of life to men with a torn
hope? who else – referring to the youth; hope lies with them.
There is still hope. ‘torn hope’ suggests that there has been damage, destruction, violence but
there is still some small element of optimism.

LINE 19
They call us cotton heads, and coffee men, and oily
men. they – the colonists
The theme of oppression in this poem is further supported by Senghor’s referencing of
stereotypical, prejudice and racist comments and terms black people are often labelled with,
such as “cotton heads” and “coffee men”, according to their physical trades. Lack of identity
creates an impersonal tone.

LINES 20-21
They call us men of death.
But we are the men of the dance whose feet only gain power when they beat the hard soil.
They call us men of death – the Europeans, view the black African as a fearful image of death.
These lines are emphatic and strongly connected to the earth. The people are involved in a
traditional dance and they appear strong and resilient. This dance symbolises their new-found
freedom and how they will regain their identity and take pride in their culture. They will share
this culture and pride with the rest of the world.
Senghor writes with tones hope for a brighter future in which black people, the Senegalese in
particular, can be recognise for their beauty and value as human beings. Their future will have
a different, creative relation to the soil and the natural world. Like the participants in a
traditional ceremony in which masks are used, these new Africans absorb the powers of the
natural spirits through the rhythm of dance, music, and poetry.

Tone :
• hopeful
• meditative

Mood

• praise

• respect
• reverent
Themes:
• The oppression and discrimination of the black people.
• Role of the Ancestors
• Honouring our ancestors
• The desire for freedom
• New beginnings
• Africans can adapt to the westernized world after the Post Colonialism of France while
trying to understand and continue their African traditions.
Question 1: Essay
In the poem ‘Prayer to Masks’, the speaker addresses the masks before moving on to
expand the message of the poem.
Give a brief account of the way the speaker addresses the masks and how the message of the
poem is highlighted. Your response should take the form of a well-constructed essay of 250–
300 words (about ONE page).
TOTAL :10 Marks

Suggested Answer for Question 1: Essay

The following are points that could be included in in your essay:

Use the following points, among others, as a guideline to answering this question.
• In the poem “Prayer to Masks”, the poet appeals to his ancestors for guidance and
inspiration in re-establishing African culture and proud traditions after a lengthy period of
 colonisation by European powers. The speaker addresses the masks directly as they
represent the ancestors.
• Rather than reject African history and mix with Western culture, the speaker yearns for the
past in finding his ancestral connection through the masks.
• The narrator addresses the spirits of the dead directly, keeping their memories alive and
emphasising that honouring the past is crucial and beneficial as it connects them to their
ancestors.
• The speaker greets the ancestors with silence which shows his deep respect and
admiration towards them.
• The speaker then refers to his family's guardian animal, the lion, which is a symbol of
power and courage.
• Senghor reinforces the implications of male domination in African society in which the lion
guards the ground that is forbidden to women as being a part of African culture.
• The speaker refers to the glorious past of Africa, countries were ruled with pride by
Africans. This has now changed due to the invasion of the European countries who
colonised large parts of Africa and conquered and oppressed African people. The image of
Africa compared to a princess symbolises the nobility of traditional Africa, and her death
represents decline of traditional African culture and the loss of political power of blacks to
rule themselves.
• The image of the umbilical cord suggests that the European conquest has nourished a
new Africa soon to be born, but one that will eventually have to sever its ties with its
European "mother" if it is to live and grow.
• The poet prays to the magic spirits of the masks to help speed the rebirth suggested by the
image of the umbilical cord connecting Africa to Europe.
• It is the rhythm of African music and dance that can change the thud of machines into
something better. A reborn Africa will lend its youthful energy to an ageing Europe, bringing
joy and hope where there has been isolation, exhaustion, despair, and death.
• Senghor refers to the exploitation of Africa for its raw materials and to European
conceptions of black Africans as merely a source of cheap labour and economic profit.
The poem ends on a note of optimism. Africans will gain their freedom and be able to
express themselves freely through song and dance which is close to their hearts

Questions and Answers

1. Briefly explain the connotations of the words “Prayer” and “masks” as used in the
title. (3)

• prayers – appeal to a higher power / ancestors – positive connotation. ‘masks’ – traditional

masks as worn in African culture / to hide real emotions / hide true intentions.
• The title implies a ‘thank you’ to those who have been wearing the masks and to the
masks themselves for being able to hide true feelings.

2. Why does the speaker greet the masks “in silence”? (2)

Words are unnecessary in this instance – a slight gesture will suffice.

3. Why does the speaker use the first person “I”? (2)

It adds a personal, intimate and sincere element to the poem. It is subjective.

4. How could an ancestor be “lionheaded” (line 4)? (2)

• This could refer to a traditional African mask in the shape of a lion’s dead.
• It could also be symbolic of strength, boldness and bravery. The Senegalese national
anthem is also entitled “The Red Lion”.

5. Discuss the choice in diction in metaphor “altar of white paper” (line 8).(3)

• white paper could refer to bureaucracy – it takes an immense amount of paperwork to

create laws / set up political alliances etc.
• The ‘altar’ suggests that something is being worshipped/praised.

6. Identify the tone in “In the name of your image, listen to me!” (1)

A pleading/begging, desperate tone. Or a respectful command filled with authority.

7. What does the speaker mean when he states that Europe and Africa are “connected
through the navel”?

• This image reminds the reader of the connection of Africa to Europe, much like a baby is
connected to its mother via the umbilical cord – nourishment, blood flow etc.
• The colonial powers in Europe were referred to as the ‘mother country’. However, this
connection is a negative one – Europe colonised many countries in Africa.
• There was mass exploitation/abuse/manipulation of people, resources and land. Greed
and corruption by the colonisers left Africa damaged.
• The splitting of the connection is necessary but difficult. Colonisers would not want to spilt
this connection – then they lose their wealth/resources/land/labour force etc.

8. Identify the figure of speech and explain the effectiveness thereof in the
phrase “rebirth of the world” (line 14). (3)

• Personification – now that the colonisers have left / have no more power over the
country, it has the chance to be reborn, to start afresh.
• It can now create its own government / future.

9. How has the world “died of machines and cannons”? (2)

• Our over-reliance on technology and machinery has caused the spiritual soul to wither
and die.
• The world has lost its ability to feel deeply and give expression to joy.

10.Is there any optimism in this poem? Quote in support of your answer. (2)

• “world that has died” – shows that the old reality is gone/dead.
• There is a semblance/shred/tace of hope (“torn hope”) despite the damage,
destruction and violence.
 11.Discuss the effectiveness of the last two lines of the poem as a conclusion. (3)

• These lines are emphatic and strongly connected to the earth.

• The people are involved in a traditional dance and they appear strong and resilient.
• This dance symbolises their new-found freedom and how they will regain their identity and
take pride in their culture. They will share this culture and pride with the rest of the world.)
Word Meaning
Heather A plant with small flowers
Siege attack
Saracens An armoured car that is synonymous with Apartheid in South
Africa
Pass A permit issued to black people during Apartheid. It specified an
area in which a black person may move/work/live.

Summary:

The poem reflects on the pass laws of Apartheid South Africa. Jonker wrote this
poem in reaction to the shooting of a young child in his mother’s arms during a protest
against the Pass Laws. This happened in Nyanga township, near Cape Town. The
child was killed while on his way to the doctor with his mother – the senselessness of
his death is a result of the senselessness of the Apartheid laws. This child remains
nameless to represent all innocent lives taken during Apartheid. The poem highlights
the idea that violence within a country destroys innocent members of society (women
and children) and damages the country and its future. This child’s death has inspired
others to take up the cause of freedom and given new energy to the struggle against
Apartheid. Jonker yearns for a time when any child can grow and make his/her impact
on the world, without restrictions of the Pass Laws.

Form/Structure:

Although this poem is separated into four sections, it is devoid of a specific rhyme
scheme or rhythm. It is, therefore, in free verse. The isolated final line emphasises the
poet’s message: freedom is needed! The fourth stanza develops the idea of this child’s
wasted life – what he could have become, had he lived. There is a parallel structure in
“nor at” repeated in the third stanza. This rhetorical device gives examples of where
police brutality occurred. It gives an historical accuracy to the poem.
Analysis

Title – The child is nameless as he represents the countless individuals who lost their
lives.
L1 - “child” is repeated from the title. Emphasis on innocence of youth.
L2- “raises his fist” -Reveals the anger of the youth/symbol of resistance.
L3- “screams”- repetition -to emphasise the anger.
L2/L7- “mothers” “fathers” - emphasises generational gap – Parents fought against
injustice using a peaceful approach. The youth will resort to a more violent approach.
L5 -“locations” – group areas act – people were segregated based on race.
“under siege” – under attack L7 -“march of the generations” – struggle is on-going
L8- “who scream Africa scream the smell” – urgency for change and anger not just for
South Africa but the entire African continent.
L9 “justice and blood” -in the plight for justice lives are lost.
 L10 “armed pride” – The youth will function as proud soldiers as the fight against
oppression.
L11 – “The child is not dead” – the child is dead physically but will live on figuratively.
Biblical Allusion – Jesus raises a dead child.
L 12-14 “Langa/ Nyanga //Orlando Sharpeville/ Philippi” - places of violent uprising
L15 - “bullet in his head” – shocking imagery.
L16-17 – “guns saracens and batons” – various items of violence used by the police
against the children.
L 18- 22 – Anaphora (Rhetorical device that consists of repeating a sequence of words at
the beginning of clauses.
18 – “meetings and legislations” - law making
L 19 – “hearts of mothers”- intimate/caring relationship with mothers.
L 20 – “child who became a man” – children had to take adult responsibilities before their
time. Loss of innocence.
L 22 – “whole world” – People across the world are against Apartheid.
L 23 – “Without a pass” – Pass refers to Pass Laws (Apartheid Laws).-The line is isolated
Highlighting the urgency/importance – Freedom.
Poetic Devices:

• The repetition of “the child” throughout the poem emphasises the age and
innocence of the youth and highlights how many children were killed because of
the apartheid laws. This repetition is called an anaphora. The child becomes a
symbol of resistance, hope and innocence.
• The child is a metaphor for the thought of resistance and, ultimately, freedom. In the
second last stanza the child is a “giant” to portray the growing sense of freedom,
justice and resistance by all those who are oppressed. This “giant” travels the
world – anti-Apartheid protests did not only take place in South Africa. The
world watched and protested the brutal and unjust system.
• The poet’s diction conveys the distress of the child and all others in the senseless
Apartheid time. Her choice of “screams” and “raises his fists” highlights his anger.
• The onomatopoeia in “screams” is repeated to emphasise his anger.
• The alliteration in lines 3 and 8 emphasises the urgency and desperate cries of
the oppressed people.
• Enjambment creates a free flow of thought.
• There is an allusion to the Bible (Gospel of Mark 38-43: “38 When they came to
the home of the synagogue leader, Jesus saw a commotion, with people
crying and wailing loudly. 39 He went in and said to them, “Why all this
commotion and wailing? The child is not dead but asleep.”) There are also
allusions to all the places where protests turned violent, and people were
injured/killed.
• The paradox in the third stanza (“the child is not dead … where he lies with a
bullet in his head”) highlights the fact that this child died physically, but he is still
alive in the hearts of all Africans. He becomes the symbol of innocence,
resistance, and hope.
Tone :

• The tone in the poem is bold, passionate, inspired and determined. Despite the
sadness about the innocent child’s death, the tone is not sympathetic or sad. There
is a sense of outrage and loss. The speaker remains determined in his/her message
and relays it with a clarity of purpose.

Themes:

• Freedom – ultimately the speaker dreams of a time when all people will be free.
This freedom includes the freedom of speech, movement and in all human rights.
Freedom from Apartheid and its brutal laws.

• Resistance – This child stands up for what he knows it right and he (the symbol)
can never die. He is not a physical person, but an idea. There is resistance against
the blatant brutality and barbarism against the innocents. His raised fist symbolises
the yearning for freedom, identity, and protest.

MARKING GUIDELINES

The child who was shot dead… Ingrid Jonker

1. Comment on the reference to ‘the child’ in the title of the poem. (2)

• It suggests a sympathetic response.

• A child is vulnerable and helpless against the armed soldiers.
• It shows the cruelty and senselessness of this death – this child did not live long
enough to realise his potential.

2. The title refers to the ‘dead’ child, yet in line 1 ‘the child is not dead’.
Discuss the contradiction/dichotomy by referring to the rest of the poem.
(3)

• The contradiction/dichotomy leaves the reader debating: how can the child be
both dead and “not dead”?
• The speaker introduces the idea that the child is a symbol of
innocence/hope/resistance. None of the lives lost will be forgotten, as they are
‘everywhere’.
• They will be remembered in history in the struggle for freedom.
• The child will always be present to drive the struggle and ultimately reap the
rewards of freedom by travelling ‘without a pass’.
3. What does the altered repetition of “The child lifts his fists against his
mother / father” reveal about the generation gap that is reflected in
responding to the laws of apartheid? (2)

• The child is unhappy with the parents’ submissive/accommodating attitude –

they did not fight hard enough. He (as a synecdoche of the youth) will now take
up the fight, literally.
• The child seeks a quick and possibly violent solution to the end of Apartheid as
he ‘lifts his fists’; whereas the protests of his parents would have been more
peaceful as previous ‘generations who are shouting Afrika’ campaigned against
Apartheid in this way.
• The youth is filled with rage at the Apartheid world they are forced to live, the
legacy of previous generations who ‘allowed’ matters to reach this
intolerable/unbearable/painful point. Active and passive resistance/battle

4. How does the diction in stanzas 1 and 2 highlight the difference

between mothers and fathers? (3)

• The image of the mother refers to pain and suffering – they “scream” and their
screams of pain are heard far and wide.
• The image of the father refers to warriors and pride.
• It refers to “justice and blood” – the call to arms to regain their lost pride.

5. Comment on the effect of the denials in the third stanza. (2)

• The frequent use of denials and negatives emphasises just how frequently these
events occurred during those brutal years in the fight for freedom.
• The reader understands that there are innocent victims in all these places, and
the denials – indicative of official denial – come across as deliberate lies.

6. Critically comment how the imagery used in lines 20-23 contributes to

the mood. (3)

• The child playing in the sun creates a carefree mood without the violence of
‘bullets’ and ‘rifles’ and ‘batons’.
• ‘Treks’ and ‘travels’ suggest freedom and no more restrictions and limitations of
‘pass’ laws.
• The image of a ‘giant’ show that the child is now grown and has embraced his
potential.
• This contributes to a mood of hope, optimism and confidence.

7. Discuss the effectiveness of the last, short line of the poem. (2)

• The concluding image is particularly heartbreaking because it reflects a child

who did not want any part of the violence he grew up in but instead wanted to
follow innocent activities.
• He wanted the opportunity to become an independent adult with no restrictions
on where he could go.
• The pass book implies restrictions and oppression.
8. During the Parliamentary address, Nelson Mandela commented that “in
the midst of despair, Jonker celebrated hope.” Does this poem celebrate
hope? Discuss your answer briefly. (3)

• Jonker remained desperately hopeful of a better future.

• The last line implies a future without restrictions.
• The repetition of “Not dead” implies hope and optimism.

9. “The child” is repeated ten times in the poem. How does this repetition
a meaning to the poem? (2)

• The repetition emphasises the age and innocence of the child.

• The effect is to highlight the number of innocent people who were killed in the
fight against Apartheid.
 Solitude CONTEXTUAL QUESTIONS
1. Refer to line 1.
Identify the figure of speech contained in ‘the world’. (1)
Synecdoche. She refers to ‘the world’, but she implies ‘many people’.

2. Provide three examples of personification used in stanza 1. (3)

There is extensive use of personification in
• ‘The sad old earth’ (line 3)
• ‘The hills’ (line 5)
• The ‘echoes’ (line 7)
All of these are given human qualities.

3. Refer to line 8.
3.1 Explain the meaning of the word ‘shrink’ (line 8) in the context of the poem. (1)
Shy away from/Withdraw from

3.2 Write a sentence of your own in which you use a different (informal) meaning of
the word ‘shrink’. (1)
She was depressed and decided to go and see a shrink.

4. Refer to line 16.

Comment on the effectiveness of the imagery used in this line. (3)
Metaphor, comparing life’s difficulties to face, which is bitter. It is effective because it captures the
bitterness of certain painful life experiences, like loss of a loved one, broken relationships,
estranged friendships.

5. Discuss the effectiveness of the title, ‘Solitude’, in terms of the poem’s central
message. (3)

As the poem explores behaviours and attitudes that attract others or drive them away, the title is
appropriate, even though it only focuses on one of the consequences of such actions. The final
lines, however, remind us that regardless of a person’s popularity in life, he or she will ultimately
die alone, in a solitary state – hence the poem’s title.

6. In terms of the poem’s intended meaning, indicate whether the following statement
is TRUE or FALSE. Provide a reason for your answer. People are attracted to
disgruntled individuals. (2)

FALSE.
Cheerful, happy, friendly people are more popular and being in the company of friendly people is
always more pleasant than being in the company of disgruntled, miserable, unfriendly
individuals.

The poem is written according to a very specific structure. Explain, with

QUESTION 6 – ESSAY QUESTION: THE PICTURE OF DORIAN GRAY
The Principles of Aestheticism contribute significantly to the degradation of Dorian
Gray’s soul.
Critically discuss the extent to which you agree with this statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½
pages).

• Below is the basis for answering this essay. Use the following as a guideline only.
However also allow for answers that are different, original and show evidence of
critical thought and interpretation.
• A range of examples may be used by the candidates to support their arguments.

• In the Preface, Oscar Wilde supports Aestheticism by discussing the benefits of a life
focused on beauty and pleasure. The novel questions the connection between
art/beauty and morality, suggesting they should be separate. Aestheticism promoted
prioritising beauty and personal enjoyment as a means to escape the harsh reality of
life.
• However, the novel presents the idea that a pleasurable lifestyle with no moral
responsibility leads to one's downfall/to destruction.
• Dorian finds Lord Henry's Aestheticism ideas fascinating. Dorian's desire to stay
young and attractive demonstrates his superficial focus on external appearances and
value. This obsession on superficial qualities, impacts his decisions and connections
with others throughout the novel.
• Once his desire is granted, Dorian lives a dual life. He keeps his attractive
appearance, but the portrait exposes his inner darkness, growing uglier over time,
illustrating the novel's theme of inner decay beneath outer beauty.
• Dorian’s narcissistic desire to remain young leads to his soul's decay, as he ignores
moral values, causing inner corruption that brings about his downfall.
• Dorian admires Sibyl's talent but selfishly abandons her when her acting no longer
satisfies him. His cold/heartless reaction to her death reveals the corruption of his
soul, showing his deepening moral decay and self-centred nature.
• Dorian’s lack of moral responsibility and his desperate need to live a pleasurable and
beautiful life comes with dreadful consequences. While appearing to avoid darkness,
Dorian seeks darkness in London's bad parts, even though he wants to avoid it. This
scares him and makes him paranoid, especially when James Vane chases him,
risking his life and conscience.
• Lord Henry encourages Dorian's narcissism and desire for a life without regret. Dorian
cannot resist Lord Henry's influence, and once dedicated to an aesthetic lifestyle, he
lacks the strength to reject it. Lord Henry's poisonous philosophies, aphorisms, and
the Yellow Book contribute to Dorian's soul's degradation.
• Basil Hallward, a creator of beauty, idolizes Dorian as a beautiful object and relies on
Dorian's beauty to inspire his painting.
• Basil’s portrait awakens Dorian's obsession with youth and beauty It allows him to act
as he pleases without facing the usual negative results of his actions, essentially
granting him a free pass.
• Victorian society's focus on beauty plays a role in Dorian’s moral decline . People
believe looks represent a character and is more important than morals. Dorian's
attractiveness/looks lets him get away from his bad actions, encouraging him to live
an immoral life.
• Dorian and his peers’ follow to the principles of aestheticism leads them to value
appearance above morals/values. They are materialistic, surrounding themselves with
beautiful objects. Their lives are shallow and meaningless.

[Consider other valid alternative/mixed responses.] [25]

2nd option

Title: How Wanting Beauty Hurts Dorian Gray's Soul

In the book "The Picture of Dorian Gray" by Oscar Wilde, the main character, Dorian Gray,
changes a lot because of his love for beauty. This love comes from aestheticism, an idea that
says beauty is very important and should be enjoyed for its own sake. Here we'll talk about how
Dorian's love for beauty hurts his soul.

Dorian's journey starts with a painting of him made by Basil Hallward. Dorian loves the painting
because it shows his good looks and youth. He says he wants to stay young and beautiful like
the painting forever. This is the first time we see that Dorian cares more about beauty than his
soul.

Dorian meets Lord Henry Wotton, who believes strongly in aestheticism. Lord Henry teaches
Dorian to enjoy beauty and experiences without thinking about right or wrong. Dorian listens and
changes how he acts, often doing bad things. His love for beauty leads him to make choices that
hurt his soul.

The painting changes with each bad thing Dorian does. It becomes ugly, showing the real
damage to Dorian's soul. Instead of learning from this, Dorian only cares about keeping his good
looks and does more bad things.

Dorian's love for beauty also ruins his friendships with Basil and Sibyl Vane. He falls in love with
Sibyl because she acts so beautifully, but he's mean to her when she stops being good at acting.
Dorian also has problems with Basil because Basil asks him about his bad behaviour. Dorian's
love for beauty hurts his friendships and makes him more alone.

In the end, aestheticism does a lot of damage to Dorian's soul. He learns that caring only about
beauty can be dangerous, but he learns this too late. The book shows us that loving beauty too
much can lead to trouble.
 QUESTION 7: THE PICTURE OF DORIAN GRAY – CONTEXTUAL QUESTION

Read the extracts below and then answer the questions that follow.
EXTRACT A

'How long will you like me? Till I have my first wrinkle, I suppose. I know, now, that
when one loses one's good looks, whatever they may be, one loses everything. Your
picture taught me that. Lord Henry Wotton is perfectly right. Youth is the only thing
worth having. When I find that I am growing old, I shall kill myself.'

Hallward turned pale and caught his hand. 'Dorian! Dorian!' he cried, 'don't talk like 5 that.
I have never had such a friend as you, and I shall never have such another. You are not
jealous of material things, are you? – you who are finer than any of them!'

'I am jealous of everything whose beauty does not die. I am jealous of the portrait you have
painted of me. Why should it keep what I must lose? Every moment that passes takes
something from me and gives something to it. Oh, if it were only the other way! 10 If the
picture could change, and I could be always what I am now! Why did you paint it? It will
mock me some day – mock me horribly!' The hot tears welled into his eyes; he tore his
hand away and, flinging himself on the divan, he buried his face in the cushions, as though
he was praying.
'This is your doing, Harry,' said the painter bitterly. 15

Lord Henry shrugged his shoulders. 'It is the real Dorian Gray – that is all.'

[Chapter 2]

7.1 Place the above extract in context.

• Dorian Gray and Lord Henry are at Basil Hallward’s studio.

• Basil is completing a portrait of Dorian Gray.
• Lord Henry meets Dorian for the first time and is intrigued by the
impressionable young Dorian.
• Basil admits to Lord Henry that Dorian is his muse and reveals that he has
put too much of himself in the portrait.
• Lord Henry’s interest in Dorian Gray is awoken.

[Award 3 marks for three distinct points.] (3)

7.2 Refer to lines 1–3: ‘When your youth goes … no triumphs left for you’. Explain how
this comment reflects the Principals of Aestheticism. (3)

• The Principals of Aestheticism encourages people to prioritise beauty and

the pursuit of personal gratification.
• Lord Henry encourages Dorian to live his life fully and to use his beauty to
his advantage.
• Lord Henry implies that without youth and beauty, Dorian will not experience
happiness.
[Award 1 mark for an understanding of Aestheticism and 2 marks for a discussion.]
7.3 Refer to line 6: ‘Time is jealous of you … lilies and roses.
Explain the effectiveness of the image in these lines.

• Lord Henry personifies Time as being jealous of Dorian’s youth.

• Lord Henry associates Dorian’s youthful beauty to flowers. As lilies and
roses will wither over time, so Dorian’s fair complexion/beauty will disappear
with time.
• The image is effective as it suggests that Time is powerful and has the ability
to take Dorian’s most valued possession, his youth and good.
looks. However, Dorian manages to withstand the power of Time by making
the fatal wish.
[Award 3 marks for a comment on the effectiveness of the image.] (3)

74 Refer to line 11: ‘The moment I met you … unconscious of what you really are.’
Based on your knowledge of the novel as a whole, critically discuss whether Lord
Henry is responsible for the change in Dorian’s character.

• Lord Henry takes advantage of Dorian’s innocence. He introduces Dorian to

the idea that life should be lived for beauty.
• Lord Henry discusses the importance of Aestheticism and tells Dorian to
appreciate his youth and beauty.
• Ultimately, Lord Henry’s influence leads Dorian to making the disastrous/fatal
wish. His influence, by gifting Dorian the Yellow Book, encourages Dorian to
surround himself with beautiful people/things. Dorian changes from being
naïve and innocent to selfish, narcissistic, and pleasure-seeking. Dorian is
aware of the negative influence he has on others but chooses to shift the
blame to protect himself.

[Candidates might argue that Lord Henry is not responsible for a change in
Dorian’s character. Dorian on his own accord displays signs of wilfulness and
petulance from the start of the novel. The potential to be selfish and narcissistic
was always there.]
[Credit valid alternative/mixed responses.]

[Award 3 marks for a critical discussion. A change in Dorian’s character

must be shown.] (3)

EXTRACT B
Yes: it had been merely fancy. Sibyl Vane's brother had not come back to kill him. He
had sailed away in his ship to founder in some winter sea. From him, at any rate, he
was safe. Why, the man did not know who he was, could not know who he was. The
mask of youth had saved him.

And yet if it had been merely an illusion, how terrible it was to think that conscience 5 could
raise such fearful phantoms, and give them visible form, and make them move before one!
What sort of life would his be if, day and night, shadows of his crime were to peer at him
from silent corners, to mock him from secret places, to whisper in his ear as he sat at the
feast, to wake him with icy fingers as he lay asleep! As the thought crept through his brain,
he grew pale with terror, and the air seemed to him to have 10 become suddenly colder.
Oh! in what a wild hour of madness he had killed his friend! How ghastly the mere memory
of the scene! He saw it all again. Each hideous detail came back to him with added horror.
Out of the black cave of Time, terrible and swathed in scarlet, rose the image of his sin.
When Lord Henry came in at six o'clock,
he found him crying as one whose heart would break. 15

It was not till the third day that he ventured to go out. There was something in the clear,
pine-scented air of that winter morning that seemed to bring him back his joyousness
and his ardour for life.
[Chapter 18]
7.5 Refer to line 15: ‘Dorian Gray listened, open-eyed and wondering.’ What
impression does the author create of Dorian Gray in these lines?

• Dorian is young and impressionable.

• He is intrigued by Lord Henry’s theories.
• He is enchanted by Lord Henry who opens up a new world that is based
purely on the appreciation of beauty and outward appearance.
[Award 2 marks only if the impression and a discussion is given.] (2)

7.6 Refer to lines 1–3: ‘Basil, he said, … exhibit my picture?’

Briefly describe the events that led to the confrontation between Basil and
Dorian.

• Sibyl Vane has committed suicide.

• Basil visits Dorian the following morning to comfort Dorian.
• Basil is shocked at Dorian’s detached and unconcerned response to Sibyl’s
death.
• Dorian requests that Basil paint a portrait of Sibyl. Basil agrees and requests
to see the portrait of Dorian.
• Basil exposes his ‘secret’ to Dorian, explaining that he admires Dorian’s
beauty and sees him as his artistic muse.
[Award 3 marks for three relevant and distinct points.] (3)

7.7 Refer to line 17: ‘Basil!’, cried the lad, clutching the arms of his chair.’ Comment
on Dorian’s state of mind at this point in the novel.

• Dorian is dismayed/frightened/taken aback by Basil’s question regarding the

portrait.
• At this point Dorian is fearful that Basil is aware of the changing portrait.
• Dorian’s secret life will be exposed and therefore ruin him.
• However, Basil is unaware of the changing portrait and continues to reveal
his infatuation with Dorian.
 [Award 1 mark for a reference to Dorian’s state of mind and 2 marks for
a discussion thereof.] (2)

7.8 Refer to lines 25–26: ‘Yet he could not help feeling infinite pity for the painter.’
Explain the irony of when Dorian says he felt infinite pity for the pointer and
what does it reveal about Dorian’s attitude.
•Dorian mocks Basil's sincere confession, showing no compassion.
•Dorian shows no concern for Basil’s feelings. His main concern is to protect his
own secret.
It reveals Dorian’s lack awareness and empathy for others.
[Award 1 mark for a reference to Dorian’s attitude and 2 marks for discussing the irony.]
(3)

7.9 Drawing on your knowledge of the novel as a whole, critically discuss how Basil’s
infatuation with Dorian leads to his own demise.

• Basil idolises Dorian thereby feeding his narcissism.

• The portrait Basil paints allows Dorian to conceal his sinful behaviour,
however, Dorian is unable to avoid feelings of guilt/regret.
• Dorian blames Basil for painting the portrait. This leads to Dorian’s feelings
of anger and consequently killing Basil.
• His infatuation with Dorian leads to him not wanting to acknowledge how
morally depraved Dorian has become, which results in his murder.
[Award 3 marks for a critical discussion.]
QUESTION 6: The Picture of Dorian Gray – ESSAY QUESTION

'It is true that those we meet can change us, sometimes so profoundly that we are not
the same afterwards.'
Critically discuss the validity of this statement in relation to Dorian Gray.
Your response should take the form of a well-constructed essay of 400–450 words.
(2–2½ pages). [25]

• Below is the basis for answering this essay. Use the following as a guideline only.
However, also allow for answers that are different, original and show evidence of
critical thought and interpretation.
• A range of examples may be used by the candidates to support their arguments.
• Refer to page 24 for the rubric to assess this question.

Candidates might argue that Dorian is changed by his involvement with various
characters, or they might argue that he is predisposed to develop into the person he
becomes, regardless of his interaction with other characters.
• Dorian's meeting Basil and his painting of Dorian's portrait makes Dorian aware of
his beauty. This encourages his narcissism.
• Lord Henry exposes Dorian to the theories of Aestheticism and Hedonism, which
motivate him to embark on a life of sensory pleasure, and to value art, youth, and
beauty above everything else. It is this meeting that changes Dorian from the
somewhat naive and wilful young man he was to the morally corrupt person he
becomes.
• Dorian is motivated to wish that the portrait should age instead of him because of his
interaction with both men.
• When Dorian realises that his wish has been fulfilled, he feels that the portrait absolves
him of responsibility for any of his dubious actions. It gives him the licence to indulge in
immoral behaviour.
• Dorian's meeting of Sibyl has the potential to inspire him to love and goodness.
However, he rejects her when she no longer displays artistic competence. Dorian’s
brief interaction with Sibyl has the opposite effect of keeping him 'straight' when he is
persuaded by Lord Henry to view her as a pleasurable passing fancy and her death as a
mere artistic expression.
• Dorian is aware of the danger posed by Lord Henry's controversial statements,
describing them as 'poisonous'. He is however, intrigued and enticed by them. This
suggests a conflict within Dorian that his under-developed sense of morality is unable
to process.
• Dorian's guilt is undermined by his continued interactions with Lord Henry. The yellow
book is an extension of Lord Henry's influence on him.
• James Vane raises Dorian’s awareness that there are consequences to his actions and
makes him realise that he cannot live only via the senses.

• Candidates might refer to the negative influence that Dorian becomes on others, which in
turn strengthens his resolve to avoid responsibility.
• Candidates might argue that Dorian is always going to become a person of quest
life of excess and self-indulgence, becoming involved in increasingly sinful behaviour.
[Consider mixed/valid alternative responses.] [25]

Title: How People Change Dorian Gray

In Oscar Wilde's novel "The Picture of Dorian Gray", the people Dorian meets have a big effect
on who he becomes. This essay will discuss how the statement 'It is true that those we meet can
change us, sometimes so profoundly that we are not the same afterwards' is valid for Dorian
Gray.

Dorian Gray's biggest change comes from meeting Lord Henry Wotton. Lord Henry teaches
Dorian about a way of thinking called aestheticism, which says beauty is very important. Dorian
listens and believes him, changing how he acts. He starts doing things that only focus on beauty
and pleasure, not caring if they are good or bad. Lord Henry's ideas change Dorian from a nice
young man to someone who only cares about himself and how he looks. This change is evident
when Dorian justifies his actions by stating, "I want to be good, but the pleasure of the senses...
are the only things worth living for."

Another person who changes Dorian is Basil Hallward, the painter who made Dorian's portrait.
Basil admires Dorian's beauty and shows it in his painting. This makes Dorian want to stay
beautiful forever, which leads to his wish that the painting grows old and ugly instead of him.
Basil's painting changes Dorian's life by making him care too much about his looks.

Lastly Dorian falls in love with Sibyl for her artistic talent and the beauty of her performances.
However, when her acting fails to meet his aesthetic expectations, Dorian cruelly rejects her,
saying, "Without your art, you are nothing." This scene demonstrates Dorian's shift towards
valuing beauty over genuine human emotions.

In the end, Dorian Gray is not the same person he was at the start of the story. The people he
meets change him a lot, showing that the statement is valid. Dorian's relationships with Lord
Henry, Basil, and Sibyl show how important it is to be careful about the people we spend time
with and the ideas we believe in.
 QUESTION 7: THE PICTURE OF DORIAN GRAY – CONTEXTUAL QUESTION

Read the extracts below and then answer the questions that follow.

EXTRACT A

'Sibyl is the only thing I care about. What is it to me where she came from? From her little
head to her little feet, she is absolutely and entirely divine. Every night of my life
I go to see her act, and every night she is more marvellous.'

'That is the reason, I suppose, that you never dine with me now. I thought you must have
some curious romance on hand. You have; but it is not quite what I expected.' 5

'My dear Harry, we either lunch or sup together every day, and I have been to the Opera
with you several times,' said Dorian, opening his blue eyes in wonder.

'You always come dreadfully late.'

'Well, I can't help going to see Sibyl play,' he cried, 'even if it is only for a single act. I
get hungry for her presence; and when I think of the wonderful soul that is hidden away
in that little ivory body, I am filled with awe.' 10

'You can dine with me to-night, Dorian, can't you?'

He shook his head. 'To-night she is Imogen,' he answered, 'and to-morrow night she will
be Juliet.'

'When is she Sibyl Vane?'

15
'Never.'

'I congratulate you.'

'How horrid you are! She is all the great heroines of the world in one. She is more than an
individual. You laugh, but I tell you she has genius. I love her, and I must make her love
me. You, who know all the secrets of life, tell me how to charm Sibyl Vane to love me!'
20
[Chapter 4]

7.1 Refer to line 1: 'What is it to me where she came from?' Describe Sibyl's background.
(2)
• Sibyl is an actress in a shabby theatre. She is contracted to the owner of the
theatre, making her reliant on him for a meagre salary.
• She lives in squalid surroundings with her mother and brother.
[Award 2 marks for two distinct ideas.] (2)

7.2 Refer to line 4: 'That is the reason, I suppose, that you never dine with me now.'
How is Lord Henry's reaction to Dorian's announcement typical of him? (2)

• Lord Henry reacts in a spoilt, almost jealous manner. He feels entitled to Dorian's
undivided attention.
• This is typical of his selfish demeanour and his desire to control Dorian's life.
[Award 2 marks for two ideas.] (2)

7.3 Refer to lines 6–7: 'My dear Harry, …'/'you several times'.
Explain what Dorian's statement implies about the lifestyle of the aristocratic Victorian
society of the time.

• Aristocratic Victorian society enjoys a life of hedonistic self-indulgence. They pass

their time dining out and frequenting the Opera.
• They fill their days with unimportant activity. This is indicative of the
purposelessness of their lives.
[Award 2 marks for two ideas.] (2)

7.4 Refer to line 10: 'when I think of the wonderful soul'.

Explain the irony of Dorian's use of the word, 'soul' in the context of the novel. (3)

• This statement about Sibyl's soul implies that Dorian has a deep understanding and
insight into her true nature as an individual.
• This is, however, not true as he barely knows her and is less concerned about who
Sibyl really is than about her artistic performances and the characters she
becomes.
• His lack of sensitivity to her soul ultimately destroys Sibyl. It is ironic that Dorian
acknowledges the notion of a soul when he continuously ruins his own soul through his
actions.
[Candidates might refer to it being ironic that Dorian is responsible for the death of the
‘wonderful soul’ as he drives Sibyl to commit suicide.]
[Award full marks only if irony is discussed.] (3)

7.5 Critically comment on Dorian's 'love' for Sibyl. (3)

• Although Dorian claims to be in love with Sibyl, he shows no concern for her as a
person. He is only interested in her artistry and her ability to transform reality for
him.
• She appeals to his aesthetic belief that art is superior to life. When Sibyl is no
longer interested in acting, he loses interest in her and cruelly rejects her.
• Love ought to be selfless and unconditional, but Dorian’s love is neither. His love for
Sibyl proves to be superficial and two-faced.
[Award 3 marks for two ideas well discussed OR three ideas.] (3)
 7.6 Refer to line 17: 'I congratulate you.'
Comment on Lord Henry's attitude towards women by drawing on both this extract and
the novel as a whole.

• In this extract, Lord Henry responds cynical/ doubtfully to Dorian's remark, implying
that women are never what they present themselves to be.
• Lord Henry speaks unfavourably and insultingly about women, including his wife.
• Lord Henry has little respect for women, viewing them as shallow and unreliable.
His perspective is unacceptable and sexist.
[Award 3 marks only if reference is made to this extract and the novel as a whole.] (3)

EXTRACT B

'My dear Gladys!' cried Lord Henry.

'We can have in life but one great experience at best, and the secret of life is to reproduce
that experience as often as possible.'

'Even when one has been wounded by it, Harry?' asked the Duchess, after a pause.

'Especially when one has been wounded by it,' answered Lord Henry. 5

The Duchess turned and looked at Dorian Gray with a curious expression in her eyes.
'What do you say to that, Mr Gray?' she inquired.

Dorian hesitated for a moment. Then he threw his head back and laughed.

'I always agree with Harry, Duchess.'

'Even when he is wrong?' 10

'Harry is never wrong. Duchess.'

'And does his philosophy make you happy?'

'I have never searched for happiness. Who wants happiness? I have searched for
pleasure.'

'And found it, Mr Gray?' 15

'Often. Too often.'

The Duchess sighed. 'I am searching for peace,' she said, 'and if I don't go and dress, I
shall have none this evening.'

'Let me get you some orchids, Duchess,' cried Dorian, starting to his feet, and walking down
the conservatory. 20
...

He went to his room and dressed. There was a wild recklessness of gaiety in his
manner as he sat at table, but now and then a thrill of terror ran through him when he
remembered that, pressed against the window of the conservatory, like a white
handkerchief, he had seen the face of James Vane watching him.
[Chapter 17]

7.7 Refer to line 24: 'he had seen the face of James Vane watching him.'
Account for the presence of James Vane at Dorian's window. (3)
• When James Vane had confronted Dorian a week earlier about his role in Sibyl’s death,
Dorian was able to convince James that he was not the man that Sibyl had referred to as
'Prince Charming'.
• However, James has discovered that Dorian is indeed 'Prince Charming'. Hence his presence
at Dorian’s home to take his promised revenge.
[Award 3 marks for two ideas well discussed OR three ideas.] (3)

7.8 Refer to lines 13–14: 'Out of the … of his sin.'

Comment on the significance of Time being dressed in scarlet in this context. (3)
• Dorian's tone is sardonic/pessimistic/disruptive/hopeless.
• He has chosen pleasure over being happy, only to realise that the pursuit of
pleasure has not fulfilled his expectations.
• Dorian feels discouraged and low-spirited, showing little excitement for life. His
experiences have led him to become doubtful and disappointed.
[Award 3 marks only if tone and attitude are discussed.] (3)

7.9 Drawing on your knowledge of the novel as a whole, critically discuss the impact that
the principles aestheticism has on Dorian. (3)
• Lord Henry impresses Dorian with his clever sayings and perspectives on
Aestheticism
• His charm and intelligence convince Dorian to adopt the hedonistic lifestyle he
promotes.
• In doing so, Dorian seeks out increasingly immoral experiences, becoming more
corrupt with each experience.
• Dorian lives by the yellow book given to him by Lord Henry. Dorian's commitment to
this lifestyle leads to his death.
▪ Candidates might argue that Dorian must be held ultimately responsible for his own death.
Despite the influence of Lord Henry, Dorian chooses to corrupt himself.
[Accept mixed/valid alternative responses.]

[Award 4 marks only if reference is made to this extract and the novel as a whole.] (4)

[25]
QUESTION 16: THE PICTURE OF DORIAN GRAY – ESSAY QUESTION

The Picture of Dorian Gray illustrates the dangers of a society without moral boundaries.
Critically discuss the extent to which you agree with the above statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½
pages). [25]

AGREE
• Despite being seen as a conventional/traditional time, Victorian London was surprisingly
lenient/open-minded/accommodating. People often engaged in hedonistic/ pleasure-
seeking behaviour that challenged the boundaries of what was considered socially
acceptable.
• The popularity Aestheticism and Hedonism shows people's desire to be around beauty and
explore new, even forbidden experiences. These ideas focus on the person, but they also
risk harming society's morals.
• Lord Henry is reckless, showing a lack of concern for the impact his controversial
statements might have on impressionable people like Dorian. He sees nothing wrong in
'experimenting' on Dorian to explore the extent to which he can shape him. He ignores the
potential harm he might cause Dorian.
• When Dorian realises that the portrait will exhibit consequences of his actions, he
experiences a newfound freedom to surrender to his deepest desires without concern for
his outward appearance.
• Dorian is associated with corrupt and immoral behaviour such as gambling, fighting,
• drug-taking and sexual promiscuity. (Having many sexual partners without commitment)
• After abandoning his morality, it is an easy step for Dorian to become a murderer. His
summoning of Alan Campbell to disposal of Basil's body reveals his cold-hearted nature
and disregard for the consequences of his actions.
• Dorian's presence in his friends' lives has resulted in scandals that have contaminated their
reputations and are ostracised by their families and society.
• Dorian's remark about not being responsible for his friend’s immoral behaviours implies that
others in society also live indulgent and morally questionable lives.
• For years, Dorian enjoys keeping his outward appearance clean and perfect, while his
portrait accumulates the marks of his bad actions. The painting holds the weight of his inner
corruption, allowing him to look flawless to others while his true, flawed self is hidden.
• Dorian thinks that by getting rid of the portrait, he can escape his guilt and the effects of his
bad choices. This symbolizes how his refusal to follow moral rules has actually ruined his
life. In trying to avoid the consequences, he ultimately faces the destruction of both the
painting and him.
• James Vane's immoral desire for revenge leads to his own destruction.
• In the story, social inequality reveals moral issues within society. The upper class treat the
poor unfairly and take advantage of the lower class, causing resentment and
persistent/continuing conflict. This highlights the damaging consequences of an unfair
society lacking empathy.
• The easy dismissal of Sibyl's death and Dorian's grandfather's killing of his

impoverished sons-in-law indicate how little value the poor were perceived to have.

• The existence of the opium dens, the prevalence of prostitution and the rumours of sexual
promiscuity indicate the pervading moral corruption of the society.
• The destruction of family life is another consequence of people's morally questionable
behaviour.
[A cogent 'Disagree' response is unlikely. However, treat all responses on their merits.]
[Credit valid alternative/mixed responses.]
2nd option
Title: A World Without Morals in "The Picture of Dorian Gray"
In Oscar Wilde's novel "The Picture of Dorian Gray", we see what happens when people don't
follow moral rules. This essay will talk about how the story shows the problems that come up
when a society doesn't have moral boundaries.
Dorian Gray learns about aestheticism from Lord Henry Wotton, which says beauty is the most
important thing. Dorian changes because of this and starts doing things that only focus on
beauty and pleasure, not caring if they are good or bad. This is a problem because when there
are no moral boundaries, people like Dorian can do things that hurt others without feeling bad
about it.
Dorian's painting by Basil Hallward also shows what happens in a society without morals. The
painting changes as Dorian does bad things, but instead of learning from his mistakes, Dorian
only cares about staying beautiful. If there were moral boundaries, Dorian might try to be a better
person. But without them, Dorian only cares about himself and how he looks.
Lastly, Dorian's relationship with Sibyl Vane shows the problems of not having morals. Dorian
loves Sibyl's acting because it's beautiful, but when she stops acting well, he's mean to her and
breaks her heart. This happens because Dorian only cares about beauty, not love or kindness.
He says, "Without your art, you are nothing." In a society with moral boundaries, Dorian might
have treated Sibyl better and cared more about her feelings.
So, "The Picture of Dorian Gray" shows that when there are no moral boundaries, people can do
bad things without feeling bad or facing consequences. Dorian's relationships with Lord Henry,
Basil, and Sibyl show how important it is to have moral rules so that people treat each other with
kindness and respect. Without moral boundaries, society can become a dangerous place where
people only care about themselves and what they want.

[25]
 QUESTION 17: THE PICTURE OF DORIAN GRAY – CONTEXTUAL QUESTION

Read the extracts below and then answer the questions that follow. EXTRACT G

'Mr Dorian Gray is in the studio, sir,' said the butler, coming into the garden.

'You must introduce me now,' cried Lord Henry, laughing.

The painter turned to his servant, who stood blinking in the sunlight. 'Ask Mr Gray to wait,
Parker: I shall be in in a few moments.' The man bowed and went up the walk.

Then he looked at Lord Henry. 'Dorian Gray is my dearest friend,' he said. 'He has a 5
simple and a beautiful nature. Your aunt was quite right in what she said of him. Don’t spoil
him. Don't try to influence him. Your influence would be bad. The world is wide and has
many marvellous people in it. Don't take away from me the one person who gives to my art
whatever charm it possesses: my life as an artist depends on him. Mind, Harry, I trust you.'
He spoke very slowly, and the words seemed wrung out of 10 him almost against his will.

'What nonsense you talk!' said Lord Henry, smiling, and, taking Hallward by the arm, he
almost led him into the house.
[Chapter 1]

17.1 Refer to line 2: 'You must introduce me now'.

Explain why Lord Henry is eager to be introduced to Dorian Gray. (3)
• Lord Henry is intrigued by the appearance of the man whose portrait he has seen.
• He is also fascinated by the impact Dorian appears to have had on Basil, who has
enthusiastically spoken about how he has been inspired by Dorian.
• Basil's reluctance to introduce them limits Lord Henry's desire to meet Dorian.
[Award 3 marks for any two ideas well discussed OR any three distinct ideas.]
(3)

17.2 Refer to lines 10–11: 'He spoke very … against his will.' Account for Basil's feelings in this
sentence. (3)
• The words, 'slowly' and 'wrung out' suggest that Basil has spoken reluctantly. He is
worried/anxious about losing Dorian to Lord Henry and he pleads with Lord Henry not to
interfere with his relationship with Dorian.
• He might realise that he has made himself vulnerable to Lord Henry by revealing his strong
feelings for Dorian. Basil might worry that Lord Henry will violate the trust he has placed in
him.
[Award 3 marks for any two ideas well discussed OR any three distinct ideas.] (3)
17.3 Refer to lines 5–6: 'He has a simple and a beautiful nature.'
Explain what this assessment of Dorian suggests about Basil's character. (3)
• Basil is somewhat naïve.
• He equates physical attractiveness to having a noble character and he is easily misled as a
result of this belief.
• His attraction to Dorian obscures his ability to see Dorian's true nature.
[Award 3 marks for any two ideas well discussed OR any three distinct ideas.] (3)

17.4 Refer to line 7: 'Don't try to influence him. Your influence would be bad.'
Comment critically on the influence that Lord Henry's ideas have on Dorian. (3)

• Lord Henry influences Dorian by sharing his ideas on living a life surrounded by
beauty. He encourages Dorian to seek out pleasurable experiences without
worrying about the consequences.
• He suggests that yielding to temptation and indulging one's desires is preferable to
self-denial.
• Dorian takes these ideas to heart and lives an increasingly debauched life, which is
destructive not only to him but to others as well.
[Award 3 marks for any two ideas well discussed OR any three distinct ideas.] (3)

EXTRACT H

Dorian winced and looked round at the grotesque things that lay in such fantastic postures
on the ragged mattresses. The twisted limbs, the gaping mouths, the staring lustreless
eyes, fascinated him. He knew in what strange heavens they were suffering, and what dull
hells were teaching them the secret of some new joy. They were better off than he was.
He was prisoned in thought. Memory, like a horrible malady, was 5 eating his soul away.
From time to time, he seemed to see the eyes of Basil Hallward looking at him. Yet he felt
he could not stay. The presence of Adrian Singleton troubled him. He wanted to be where
no one would know who he was. He wanted to escape from himself.
…
Callous, concentrated on evil, with stained mien, and soul hungry for rebellion, Dorian 10
Gray hastened on, quickening his step as he went, but as he darted aside into a dim
archway, that had served him often as a short cut to the ill-famed place where he was
going, he felt himself suddenly seized from behind, and before he had time to defend
himself he was thrust against the wall, with a brutal hand round his throat.

He struggled madly for life, and by a terrible effort wrenched the tightening fingers 15 away.
In a second, he heard the click of a revolver, and saw the gleam of a polished barrel
pointing straight at his head, and the dusky form of a short thick-set man facing him.

'What do you want?' he gasped.

'Keep quiet,' said the man. 'If you stir, I shoot you.' 20

'You are mad. What have I done to you?'

[Chapter 16]
17.5 Place this extract in context. (3)
Dorian has made his way to an opium den, hoping to find void from the memory of
having murdered Basil and having blackmailed Alan Campbell into destroying Basil's
body.
[Award 3 marks for three distinct ideas.] (3)

17.6 Explain why Dorian is attacked. (3)

• Dorian is attacked by Sibyl Vane's brother, James, who had vowed to punish
Dorian if he harmed her.
• James holds Dorian responsible for Sibyl's suicide and he has spent years
searching for Dorian to exact his revenge.
• After hearing the woman in the opium den referring to Dorian as Prince Charming
(Sibyl's name for Dorian), James believes he has found the right man.
[Award 3 marks for any two ideas well discussed OR any three distinct ideas.] (3)

17.7 Refer to lines 8–9: 'He wanted to escape from himself.'

Discuss why Dorian's sentiments are ironic. (3)

• Dorian has created a life for himself, surrounding himself by beauty and indulging his every
desire.
• He believes that this indulgence will bring him happiness and satisfaction yet he discovers
that it only results in feelings of unhappiness and discontent/unfulfillment.
• His deep unhappiness and disappointment push him look at ways of escaping from what he
has become.

Candidates might point out that it is ironic that instead of his regret spurring him to change his
life, he becomes increasingly trapped in a world of depravity.
[Award 3 marks only if the irony is well discussed.]

17.8 Refer to line 10: 'Callous, concentrated on evil, with stained mien'.
Comment on the validity of this description of Dorian Gray in light of the novel as a whole.

VALID
• Dorian is self-absorbed and unfeeling in his dealings with other people.
• His pursuit of pleasure is often at the expense of others and leads him to a life of
immorality.
• He is implicated in the ruination of many people but displays little concern for their
damaged reputations, claiming that they are responsible for themselves. His
behaviour becomes increasingly immoral, reaching a peak when he kills Basil,
whose intentions towards Dorian were well-meaning.
• His blackmailing of Alan Campbell is purposeful and hurtful. His feelings of relief
when James Vane is accidently killed, and his rejection of Hetty Merton, reflect his
self-serving attitude.
[A cogent 'Invalid' response is unlikely. However, treat all responses on their merits.]
[Award 4 marks for any three ideas well discussed OR any four distinct ideas.] (4)

[25]
QUESTION 6: THE PICTURE OF DORIAN GRAY – ESSAY QUESTION

In The Picture of Dorian Gray, the inability to distinguish between art and reality has
tragic consequences.
Critically assess the validity of the above statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½
pages). [25]

• Below is the basis for answering this essay. Use the following as a guideline only.
However, also allow for answers that are different, original and show evidence of
critical thought and interpretation.
• A range of examples should be used by the candidates to support their arguments.

• Refer to page 25 for the rubric to assess this question.

• Dorian Gray's introduction via his portrait establishes the importance of art in
Dorian's world. His referral to the portrait as being 'part of [himself]' suggests he is
unable to separate himself from the image in the portrait.
• According to Basil, Dorian inspires him to find wonder in reality and the art he
produces while Dorian is his muse is better as a result.
• Basil thinks he saved Dorian's true self in the painting. He's scared his love for Dorian is
seen. When Dorian goes with Lord Henry, Basil stays with the 'real Dorian' in the picture,
showing he can't tell what's real and what's not.
• When Basil plans to ruin the portrait, Dorian calls it 'murder', giving it human-like qualities.
This personification shows how significant and alive the painting is for Dorian.
• Dorian's nonstop hunt for new experiences creates an unreal feeling. He ignores
real life results of his bad actions because the painting suffers for him. This lets him
escape blame for his questionable acts, keeping the same word count.
• Lord Henry believes that art is superior to life and he encourages Dorian to live his
life as if it is art. He says that 'being natural is simply a pose', hinting that reality
isn't real. He thinks watching your life like a show keeps you safe from pain and
sadness.
• Dorian follows these beliefs by using the yellow book as a guide for his life. He copies the
life of the book's main character, showing that he can't clearly tell what's real and what's not.
• Sibyl Vane's acting helps Dorian avoid real life. His love for her is pretend because it's
based on the roles she plays, not her true self. When she acts badly, the pretend love
vanishes. Lord Henry tells Dorian to view Sibyl's death like art, helping him escape reality
again.
• In contrast/ Unlike Dorian, Sibyl's love for Dorian makes her aware that art is only
a reflection of life. She rejects her art in order to experience the reality of love.
Sibyl's limited experience of life outside the theatre and her referring to Dorian as
Prince Charming shows she mixes up love fantasies with real life. This leads to
her suicide after she is discarded/dumped by Dorian.
• When Dorian can no longer deny the reality of the ugliness of his soul, he
destroys the portrait and finally reveals the truth of his corruption.
 • Candidates might refer to Basil, Alan Campbell, James Vane and Mrs Vane as
well as those whose lives have been ruined as a consequence of their association
with Dorian.
• Credit references to the general attitude displayed by the wealthy members of
society that exposing the poor to art can alleviate their suffering. The
consequence of this callous attitude is the resentment the poor have for the
wealthy.
[Accept valid alternative responses.]
2nd option
Title: The Blurry Line Between Art and Reality in "The Picture of Dorian Gray"
In "The Picture of Dorian Gray" by Oscar Wilde, the characters experience trouble when they
struggle to differentiate between art and reality. This essay explores instances from the story
where this difficulty has significant consequences.
Dorian Gray loves a painting of himself made by Basil Hallward. The painting is beautiful, and
Dorian wishes he could remain as young and attractive as the painting forever. This wish comes
true in an unexpected way, causing Dorian to confuse the art (the painting) with reality (himself).
As a result, Dorian makes poor choices and hurts people around him.
Dorian also falls in love with Sibyl Vane, an actress known for her remarkable performances.
Dorian initially loves her for her art (acting), but he fails to recognize the real person behind the
art. When Sibyl stops performing well, Dorian becomes upset and treats her poorly. This
suggests Dorian cannot separate the art of acting from the real person, ultimately leading to an
unfortunate outcome for Sibyl.
Moreover, Lord Henry Wotton, Dorian's friend, introduces him to aestheticism, the belief that
beauty is the most important aspect of life. Dorian adopts this philosophy and lives solely for
beauty and pleasure, leading to harmful actions towards others. Dorian's inability to distinguish
between the beauty of art and real life results in his tragic ending.
In conclusion, "The Picture of Dorian Gray" demonstrates how struggling to differentiate between
art and reality can create problems. The characters face trouble because they prioritize art and
beauty over people and reality. This story reminds us that art, while inspiring, should not
overshadow real-world relationships and responsibilities.
QUESTION 7: THE PICTURE OF DORIAN GRAY – CONTEXTUAL QUESTION
'Good God, Dorian, what a lesson! What an awful lesson!' There was no answer, but
he could hear the young man sobbing at the window. 'Pray, Dorian, pray,' he
murmured. 'What is it that one was taught to say in one's boyhood? "Lead us not into
temptation. Forgive us our sins. Wash away our iniquities." Let us say that together.
The prayer of your pride has been answered. The prayer of your repentance will be 5
answered also. I worshipped you too much. We are both punished.'

Dorian Gray turned slowly around, and looked at him with tear-dimmed eyes. 'It is too
late, Basil,' he faltered.

'It is never too late, Dorian. Let us kneel down and try if we cannot remember a prayer.
Isn't there a verse somewhere, "Though your sins be as scarlet, yet I will make them
as white as snow?" ' 10

'Those words mean nothing to me now.'

'Hush! Don't say that. You have done enough evil in your life. My God! Don't you see that
accursed thing leering at us?'

Dorian Gray glanced at the picture, and suddenly an uncontrollable feeling of hatred for
Basil Hallward came over him, as though it had been suggested to him by the image 15
on the canvas.
[Chapter 13]

7.1 Place the above into context (3) (3)

• Basil has come to say goodbye to Dorian before leaving for Paris.
• Although he finds it difficult to believe the rumours, he has confronted Dorian about his
debauched lifestyle.
• In response, Dorian takes Basil up to the room in which he has been hiding the portrait to
show Basil his 'soul'. On viewing the altered portrait, Basil is horrified at the realisation that
Dorian is as wicked as people have said he is.
[Award 3 marks for any two ideas well discussed OR three ideas.] (3)

7.2 Refer to line 5: 'The prayer of your pride has been answered.'
Explain the meaning of Basil's statement in context. (3)
• Basil is referring to Dorian's vain desire to remain forever young and good- looking
while his portrait reflects the signs of his aging.
• Basil is suggesting that it is Dorian's pride that has caused his despair.
• At the same time, Basil reminds Dorian that the circumstances he finds himself in
are of his own making.
[Award 3 marks for any two ideas well discussed OR three ideas.] (3)
7.3 Refer to lines 2–4: 'Pray, Dorian, pray … not into temptation.'
Using these lines as a starting point, discuss how they reflect the differences
between Basil Hallward's and Lord Henry's attitude toward life. (3)
• Basil suggests that having self-restraint is a more appropriate response to life, as
yielding to temptation will have dire consequences.
• Lord Henry, on the other hand, believes that one should yield to temptation and not
deny oneself anything one might desire, regardless of the moral implications.
• Basil has a strong sense of morality while Lord Henry has very little regard for it.
• Basil's urging Dorian to pray shows his caring nature and concern for the state of
Dorian's soul.
• This contrasts with Lord Henry's lack of concern for the moral well-being of others.
[Award 3 marks only if the differences between both characters are
discussed.]3)

7.4 Refer to lines 7–8: 'It is too late, Basil'.

Comment on Dorian's assertion that it is 'too late' for him to repent. (3)
• Dorian feels that his actions have become so depraved and his soul so tarnished
that there is no possibility of absolution or redemption
• As a result of it being 'too late for him' to change, Dorian rationalises that he might
as well continue on this path of evil.
• Even when he does consider reforming, Dorian sees no change in his portrait and
therefore feels that any attempt to change his lifestyle is futile.
• Dorian's assertion might be seen as correct as he is not prepared to give up his
decadent lifestyle since the thrill of leading a double life intrigues him.
• However, the fact that Dorian experiences moments of remorse and regret for the
evil he has committed does indicate his potential for redemption and for him to
change his life for the better.
[Accept valid alternative responses.]
[Award 3 marks for any two ideas well discussed OR three ideas.] (3)

7.5 Refer to lines 15–16: 'suddenly an uncontrollable feeling of hatred for Basil Hallward
came over him'.
In your view, is Dorian's 'hatred for Basil' justified? Motivate your response. (3)

YES
• Dorian is angered by Basil's pious reaction to the reality of his (Dorian's) sins as he
holds Basil responsible for igniting his vanity.
• Had his wish to remain forever young and attractive not been granted, he might
have been less debauched in his behaviour.
• Dorian might also hate Basil for introducing him to Lord Henry, whose controversial
philosophies have set Dorian on his path of moral corruption.
OR
NO
• Dorian's hatred for Basil is not justified because he should take responsibility for
his own actions rather than blame those around him for the lifestyle he has chosen.
• Although Basil has idolised Dorian, he has always expressed a concern for
Dorian's well-being.
• Dorian's decision to live a life of debauchery is not directly a result of his
association with Basil.

[Accept valid alternative/mixed responses.]

[Award 3 marks for any two ideas well discussed OR three ideas.] (3)

EXTRACT B

It was a lovely night, so warm that he threw his coat over his arm, and did not even put
his silk scarf round his throat. As he strolled home, smoking his cigarette, two young
men in evening dress passed him. He heard one of them whisper to the other, 'That is
Dorian Gray.' He remembered how pleased he used to be when he was pointed out, or
stared at, or talked about. He was tired of hearing his own name now. Half the charm 5
of the little village where he had been so often lately was that no one knew who he
was. He had often told the girl whom he had lured to love him that he was poor, and
she had believed him. He had told her once that he was wicked, and she had laughed
at him, and answered that wicked people were always very old and very ugly. What a
laugh she had! – just like a thrush singing. And how pretty she had been in her cotton
dresses and her large hats! She knew nothing, but she had everything that he had lost. 10

...

[He] began to think over some of the things that Lord Henry had said to him.

Was it really true that one could never change? He felt a wild longing for the unstained
purity of his boyhood – his rose-white boyhood, as Lord Henry had once called it. He
knew that he had tarnished himself, filled his mind with corruption, and given horror to 15
his fancy; that he had been an evil influence to others, and had experienced a terrible
joy in being so; and that, of the lives that had crossed his own, it had been the fairest
and the most full of promise that he had brought to shame. But was it all irretrievable?
Was there no hope for him?
[Chapter 20]

7.6 Refer to line 11: 'She knew nothing, but she had everything that he had lost.'
Explain how this line reflects Dorian's mood at this point in the novel. (3)

• Dorian is feeling sad and nostalgic. He yearns for Hetty's simple outlook and
wishes he could regain his lost innocence.
• There is a sense of despair/despondency in his envy of her unworldliness.
• Dorian might also experience regret for the immoral choices he has made.
[Award 3 marks only if mood is discussed.] (3)
7.7 Refer to lines 8–9: 'He had told … and very ugly.'
Comment on whether Hetty's assertion in these lines reflects the general attitude
of people in Victorian society. (3)
• Hetty's view is that a person's appearance is an indicator of character. Because
Dorian is young and attractive, Hetty does not believe that he can be evil.
• Sibyl is attracted to Dorian because of his gentlemanly appearance, despite her
not knowing anything about him.
• This is an attitude also held by the Victorian upper class who believes that physical
attractiveness and 'manners' are more important than morals. Basil's seeing Dorian
as the ideal of beauty and purity while ignoring his 'wilful, petulant nature' and Lord
Henry's assertions about being beautiful validate Hetty's statement.
• Dorian's infatuation with Sibyl is based on her appearance and her acting skills
rather than who she really is.
[Accept valid alternative responses.]
[Award 3 marks for any two ideas well discussed OR three ideas.] (3)

7.8 Refer to lines 13–19: 'Was it really … hope for him?'

Dorian's eventual ruin offers a warning about the dangers of following a hedonistic
lifestyle.
Using your knowledge of the novel as a whole, discuss the extent to which you agree
with the above statement. (4)
AGREE
• Hedonism encourages one to selfishly pursue pleasure without regard for the
consequences or the impact on others.
• Dorian is introduced to the idea of hedonism by Lord Henry who encourages him to
give in to temptation and not deny himself anything.
• Dorian becomes decadent, and his desire for new experiences contributes to his
degeneration. He is aware that his corruption and destructive influence has warped
his soul.
• He can no longer bear the evil that is reflected in the portrait. Too late, he realises
that what he has lost of himself is irretrievable and the weight of this knowledge is
too great to bear. This results in his destroying the portrait and ultimately himself.
[A cogent 'Disagree' response is unlikely. However, treat all responses on their merits.]
[Award 4 marks for any three ideas well discussed OR four ideas.] (4)
[25]
QUESTION 6: The Picture of Dorian Gray – ESSAY QUESTION

The Picture of Dorian Gray is about Dorian Gray's loss of innocence.

Critically discuss the extent to which you agree with the above statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½
pages).

• Below is the basis for answering this essay. Use the following as a guideline only.
However, also allow for answers that are different, original and show evidence of critical
thought and interpretation.
• A range of examples may be used by the candidates to support their arguments.
• Refer to page 25 for the rubric to assess this question.

Candidates might argue that Dorian is initially innocent and then loses this innocence, or they
might argue that he is not innocent from the outset.

• Dorian is perceived as beautiful, charming and pure. He is described as being

'unspotted from the world', implying he is innocent and lacks experience or knowledge
about the complexities and harshness of the world./ that he's untouched by the negative
aspects of life
• Basil believes that Dorian's outer beauty reflects his inner goodness.
• Lord Henry introduces Dorian to the principles of 'Aestheticism' and 'new Hedonism'.
This, together with Basil's portrait – which encourages Dorian's narcissism and prompts
him to wish he could remain forever young and attractive – initiates Dorian's loss of
innocence.
• Society's focus on beauty also contributes to Dorian's loss of innocence.
• When Dorian rejects Sibyl and sees the effect his actions have on the portrait, he is
appalled and resolves to make amends, however, he is unable to do so because she
commits suicide. He then realises that he can conceal his sins and indulge all his
desires without being held responsible for them.
• This leads to Dorian's pursuit of pleasure, even if this is evil. Dorian becomes cruel and
callous in his treatment of others. He moves from one act of depravity to the next with
little regard for those with whom he comes into contact, or for his own soul.
• Dorian is duplicitous, hiding his evil nature from society in order to preserve his
reputation and position. This is an indication that he is far less naïve and well-
intentioned than previously apparent. • Lord Henry's gift of the yellow book
undermines Dorian's efforts at being good and results in the further corruption of his
soul.
• Dorian feels mixed things about the painting and his bad acts. He likes his secret double
life and feels both curious and scared by the portrait's ruin. Dorian arguing with his morals
shows he's not too far gone. Sadly, his weak morals stop him from getting better.
• However, candidates might argue that there is insufficient evidence of Dorian's
innocence in the first place. They might point to his wilful, petulant nature prior to
meeting Basil and Lord Henry and argue that this is indicative of his self-absorption.

[Credit mixed/valid alternative responses.] [25]

2nd option

Title: Losing Innocence in "The Picture of Dorian Gray"

In the book "The Picture of Dorian Gray" by Oscar Wilde, the main character, Dorian Gray,
changes from a young, innocent man to someone who does bad things. This essay will look at
how Dorian loses his innocence and talk about how true the statement above is.

At the start of the story, Dorian is a nice young man who people like. But after meeting Lord
Henry Wotton, Dorian learns about a way of thinking called aestheticism. Aestheticism says that
beauty is the most important thing in life. Dorian starts to believe this, and it changes him a lot.
He begins to only care about things that are beautiful and make him happy, even if they hurt
other people. Dorian himself states, "I want to be good, but the pleasure of the senses... are the
only things worth living for." This shows how Dorian is losing his innocence and becoming
someone who only cares about himself.

Another big change happens when Dorian sees a painting that Basil Hallward made of him.
Dorian wishes he could always be young and beautiful like the painting. His wish comes true in a
strange way: the painting starts to show the bad things Dorian does, but Dorian stays young and
pretty. This is another sign of Dorian losing his innocence. Instead of learning from his mistakes
and trying to be a better person, Dorian only cares about looking good.

Dorian also meets an actress named Sibyl Vane, and he falls in love with her. But when Sibyl
stops acting well, Dorian is mean to her and breaks her heart. He coldly declares, "Without your
art, you are nothing. “This shows that Dorian has lost his innocence because he cares more
about Sibyl's beautiful acting than her real feelings.

In the end, "The Picture of Dorian Gray" is about Dorian losing his innocence. Dorian changes a
lot because of what he learns from Lord Henry, the painting, and his relationship with Sibyl. He
stops being a nice, innocent young man and becomes someone who only cares about beauty
and pleasure, even if it hurts other people. This story reminds us that it's important to be careful
about who we listen to and what we wish for.
QUESTION 7: THE PICTURE OF DORIAN GRAY – CONTEXTUAL QUESTION

Read the extracts below and then answer the questions that follow.
EXTRACT A
'And now, Dorian, get up on the platform, and don't move about too much, or pay any
attention to what Lord Henry says. He has a very bad influence over all his friends, with
the single exception of myself.'

Dorian Gray stepped up on the dais, with the air of a young Greek martyr, and made a
little moue of discontent to Lord Henry, to whom he had rather taken a fancy. He was 5
so unlike Basil. They made a delightful contrast. And he had such a beautiful voice.
After a few moments he said to him, 'Have you really a very bad influence, Lord Henry?
As bad as Basil says?'

'There is no such thing as a good influence, Mr Gray. All influence is immoral – immoral
from the scientific point of view.'
10
'Why?'

'Because to influence a person is to give him one's own soul. He does not think his
natural thoughts or burn with his natural passions. His virtues are not real to him. His
sins, if there are such things as sins, are borrowed. He becomes an echo of someone
else's music, an actor of a part that has not been written for him. The aim of life is self-
development. To realise one's nature perfectly – that is what each of us is here for. 15

'Just turn your head a little more to the right, Dorian, like a good boy,' said the painter,
deep in his work, and conscious only that a look had come into the lad's face that he
had never seen there before.
[Chapter 2]

7.1 Place the above extract in context. (3)

• Basil and his friend Lord Henry are in Basil’s studio.
• They are discussing Dorian who is the subject of Basil's portrait.
• Dorian arrives to continue posing for the portrait. Although Basil is reluctant for the
two men to meet, Dorian is introduced to Lord Henry and they appear to be
intrigued by each other.
[Award 3 marks for three distinct points.] (3)

7.2 Refer to lines 1–2: 'And now, Dorian, … Lord Henry says.'
Explain how Basil's tone reflects his attitude toward Dorian. (3)
• Basil's tone is familiar, condescending/patronising and instructional.
• He is comfortable enough with Dorian to instruct him on how to conduct himself.
• Basil sees himself as Dorian's mentor, advising him on how to navigate his way in
the world.
[Award 3 marks only if both tone and attitude are discussed.] (3)

7.3 Refer to lines 18–19: 'a look had … seen there before.'
Discuss the significance of Basil's observation in the light of later events. (3)
• Basil becomes aware of the possibility of Lord Henry's becoming a strong
influence on Dorian.
• He is concerned that as an impressionable young man, Dorian will find it hard to
resist the controversial, yet appealing philosophies Lord Henry espouses.
• His concern proves to be well-founded, as Dorian emulates the lifestyle encouraged
by these philosophies and commits himself to a life of degradation.
[Award 3 marks only if reference is made to later events.] (3)

7.4 Refer to line 9: 'There is no such thing as a good influence, Mr Gray. All influence is
immoral –'.
Do you agree with Lord Henry's view as expressed in this line? Justify your response by
drawing on the novel as a whole. (3)

YES.
• Lord Henry has an adverse influence on Dorian. He encourages Dorian's self-
absorption/egoism and callous disregard for others.
• Dorian's obsession with beauty is based on Lord Henry's espousal of Aestheticism, leading
him to make his fateful wish that the portrait age rather than him.
• As a result, Dorian's acts become increasingly immoral.

OR
NO.
• Basil and Sibyl had the potential to have a positive effect on Dorian; however, he
was not amenable to their influence.
• Basil acts as a good moral compass, encouraging him to be less selfish and more
compassionate toward Sibyl.
• Sibyl might have made him realise the value of real love and being true to oneself.
[Accept mixed/valid alternative responses.]
[Candidates might answer the question literally. However, there must be
evidence from the text to support their view.] (3)
EXTRACT B
'… you finished a portrait of me that revealed to me the wonder of beauty. In a mad
moment, that, even now, I don't know whether I regret or not, I made a wish, perhaps
you would call it a prayer ...'

'I remember it! Oh, how well I remember it! No, the thing is impossible! The room is
damp. Mildew has got into the canvas. The paints I used had some wretched mineral 5
poison in them. I tell you the thing is impossible.'

'Ah, what is impossible?' murmured the young man, going over to the window, and
leaning his forehead against the cold, mist-stained glass.

'You told me you had destroyed it.'

'I was wrong. It has destroyed me.'

10
'I don't believe it is my picture.'

'Can't you see your ideal in it?' said Dorian, bitterly.

'My ideal, as you call it ...'

'As you called it.'

'There was nothing evil in it, nothing shameful. You were to me such an ideal as I shall
15
never meet again. This is the face of a satyr.'

'It is the face of my soul.'

'Christ! What a thing I must have worshipped! It has the eyes of a devil.'

'Each of us has Heaven and Hell in him, Basil,' cried Dorian, with a wild gesture of 20
despair.

Hallward turned again to the portrait and gazed at it. 'My God! If it is true,' he exclaimed,
'and this is what you have done with your life, why, you must be worse even than those
who talk against you fancy you to be!'
[Chapter 13]

7.5 Account for Dorian's decision to reveal the tainted picture to Basil. (3)
Dorian decides to show Basil the portrait because he is angry and looking at relieving
himself of some of the burden of knowing what has become of the portrait. Dorian
resents Basil for feeding his vanity. He wants to punish Basil for his role in the
degradation/suffering he experiences.
[Award 3 marks for any two ideas well discussed OR three distinct ideas.] (3)

7. 6 Refer to line 1: '… you finished a portrait of me that revealed to me the

wonder of beauty.
Explain what their pre-occupation with beauty suggests about aristocratic
Victorian society. (3)

People in this class surround themselves with beautiful objects, believing that these
possessions enhance their pleasure and enjoyment of life. They value outer beauty
more than morals. Beautiful people are believed to be morally good. This is indicative
of a materialistic and superficial society.
[Award 3 marks for two ideas well-discussed OR three distinct ideas.] (3)

7.7 Critically discuss the mood in this extract. (3)

Dorian's despair and bitterness at Basil's contribution to his current state and Basil's
reaction to seeing the portrait are ominous and menacing. This, together with Dorian's
hostility, creates a mood of underlying violence. Basil is shocked and fearful of the
revelations. He is distraught at the idea that Dorian is not who he thought he was.

[Award 3 marks only if mood is identified and discussed.] (3)

7.8 Refer to lines 1–3: 'In a mad ... it a prayer …'.

Critically discuss how Dorian's comment at this point in the novel is crucial to your
understanding of his moral degeneration. (4)

Dorian is unsure whether he regrets having initially expressed the wish that the
portrait age while he remains young, because this wish has allowed him to commit a
variety of sins without people's becoming aware of his degradation. Dorian has an
ambivalent attitude toward his lifestyle. While he suffers pangs of guilt and remorse,
they are not strong enough to make him change his behaviour. He seems to feel that
the portrait gives him immunity of a sort as his sins are not revealed. As a result, he
continues to act with impunity, becoming more depraved with each immoral act he
commits.
[Award 4 marks for three ideas well-discussed OR four distinct ideas.] (4)
 lOMoARcPSD|36926598

P1 SSIP Material - August 2023-2

English - Home Language - Mandatory (Southview High School)

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ENGLISH HOME LANGUAGE JHB SOUTH DISTRICT -SSIP MATERIAL

MAY 2023 COMPRHENSION, SUMMARY, VISUAL

Material consists of 14 pages. LITERACY AND TEXTUAL EDITING

CANDIDATES NEED TO BE MINDFUL OF: COMPREHENSION (30 MARKS)

• Mark allocation. (2 marks) means 1 idea with detail while 3 marks means 2 ideas
with some detail for one of these ideas. Critically discuss (4 marks) – show an
analysis of the question, provide your main argument (talk about it in detail –
discuss) and present points for or against the idea(s), or state whether the idea(s)
or subject(s) being discussed is valuable or relevant.
• Questioning verbs: Explain, Justify, Discuss, Comment and Critically Comment/
Critically discuss are frequently used.
• Questions which focus on diction, tone or style need to be based upon relevant
quotations from the resource which are explained in the context of the passage.
Generic answers receive a single mark if any.
• The jargon of English must be known, such as diction, tone, style, image etc.
These underpin quite a few questions throughout the examination paper.
QUESTION WORDS MEANING
Types of Comprehension
texts
Informative Provides the reader with facts, ideas, vocabulary and stated
Comprehension information.
Inferential Comprehension The reader has to infer meaning from the facts and
information received or found in a text.
Evaluative Comprehension The reader is required to have a deeper understanding of the topic
or event. It involves analysing and weighing an event or an author’s
intent, opinion, language, and style of presentation.
Appreciative The reader is expected to go beyond merely decoding the
Comprehension text or audio and making sense of it. It also involves giving
reactions and thoughts about material or events based on a
deeper understanding of the situation or text.
“Tongue-in-cheek” A text where the writer appears to be funny, but also
intends to be serious. Eg. The writer appears to be a huge
fan of the restaurant, although I suspect it was said tongue
in cheeck.
Juxtapose – if this word is Place together for contrasting e昀昀ect (Compare two things
used in a question, this is closely together: What is similar and what is di昀昀erent).
what it means.
Headline of an article The heading which is usually in BOLD print.
Byline of an article A line of text accompanying the article, could sometimes be
in italics. The reader obtains basic information about the
story.
Account for Give reasons for; explain (note: give an account of;
describe.
Discuss Investigate or examine by argument; debate; give reason
for and against; examine the implications of the topic.
Explain Make plain and clear; give reasons for.

Asides (A remark made by Example: Suggest reasons for the writer's inclusion of the
the writer with the intention aside, 'you heard me' Memo: The aside engages the
of it being “heard” (seen) by

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Grade 12 (JHB SOUTH DISTRICT) 1 English HL

Paper 1 - 2023
the reader. A form of reader personally/creates a conversational tone. It alerts the
parenthesis- an reader to a shocking revelation about the power that
afterthought. Usually in machines will
brackets, where the writer wield over human beings. The writer wants to convince the
talks to himself.
reader that a potentially fatal situation could arise.
Irony/Paradox (Identify Something contrary to expectation. Contradictory
and explain in context of statement. Eg. “All animals are equal, but some are more
the passage) equal than others” – famous line in the Novel, Animal Farm
by George Orwell. It is a paradox because something cannot
be more equal than another.
Argue Put the case for or against a view or idea giving evidence for
your claims/reasons for or against; attempt to in昀氀uence the
reader to accept your view.
Writer’s tone? Refers to the mood implied by an author's word choice and
the way that the text can make a reader feel. The tone an
author uses in a piece of writing can evoke any number of
emotions and perspectives. Can be negative or positive.
Writer’s attitude? Writers express their attitudes through their word
choices, sentence structures, and 昀椀gurative
language. ... Writers' attitudes tend to fall into two broad
categories: formal and objective or informal and subjective.
Can be negative or positive.

Prevailing mood in The general atmosphere or emotional complexion—in short,

paragraph/ passage? the array of feelings the work evokes in the reader. Every
aspect of a piece of writing can in昀氀uence its mood, from the
setting and the imagery to the author's word choice and
tone.
Can be negative or positive.
In your view…? Provide your opinion on the matter at hand in the question,
based on the comprehension text.
Critically discuss You must go beyond the text whenever you see “Critically
discuss” – read between the lines. The key word here is
‘CRITICAL’ Level 5 – HEAD/HEART – Evaluation. You are not
merely identifying … BUT making an evaluation on it.
How does the writer Look at how an argument I developed. The writer starts
develop his/her argument/ with one idea and then expands to convince the reader.
claim…?
Stylistic devices (techniques) in writing - comprehensions
‘Style’ questions – Deals with purpose of the passage and HOW writer communicates these
ideas/ impressions/ attitudes. The writer may use: literary devices that the writer uses to
create a ‘feel’ for his work or to convey his message Firstly, when answering a ‘style’
question ask – What is the writer’s message? Aim? Intention? Secondly, look at one or more
of the following literary devices and see how it links to the writer’s message: See notes
below.
Use of statistics/ numbers/ direct speech
Adds credibility, validity, authenticity provokes an emotional response to convince,
manipulate, persuade
Use of personal pronouns
Involves/engages the reader personally (colloquial language, informal)
Diction (word choice)
provokes an emotional response (emotive words)
short paragraphs or single sentence/ single sentence paragraph
Emphasises / highlights the writer’s point / message evokes a response adds impact
Quoting experts in the 昀椀eld/Use of celebrity endorsement

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Adds credibility, validity, authenticity to a statement.
Sentence structures
Know the rules around use of di昀昀erent types of sentences: Simple, Complex, Compound-
complex sentences (See grammar rules).

Figures of speech
Emphasises / highlights (the writer’s message) engages the reader Eg. Metaphor/ Simile/
Exaggeration etc.
Use of punctuation
Emphasis – see grammar rules for use of di昀昀erent punctuation marks.
“Words in Quotation marks” / Air Quotes”

Are often used to express satire, sarcasm, irony or euphemism. However, in writing, we
do not see the hand gestures and use quotation marks.
Rhetorical questions/ repetition
Provokes an emotional response encourages thinking / an opinion emphasises / highlights
the writer’s point about… to convince, manipulate, persuade/ involve reader directly.
Ellipsis
Represents a pause/ focuses reader’s attention on omission/ Shows silence in a test/ part
of a quote has been omitted. express hesitation, changes of mood, suspense, or thoughts
trailing o昀昀. Writers also use ellipses to indicate a pause or wavering. Eg. Really…I don’t
understand.
Use of asides – Writer talking to audience so by the way
Usually, the aim is to emphasis a point the writer is making. Look at the aside in the
context of the article/passage/text.

Comparing Text A & B: Refer to both texts in your answer and sco昀昀old your
Text B usually a visual repsonse. Look at the paaragraph that you must focus on in
(picture/ cartoon/ graphs/ your answer.
charts)
Read your June Exam P1, 2022/ November Exam P1 (2022) and answer for practise.

THE SECRET TO SUMMARISING A TEXT PERFECTLY: [10 MARKS]

This section involves much reading. There is nothing stopping you from leaving this section for
last as you may end up spending too much time on it and then neglect other sections where you
may score quick marks.

Basic guidelines for learners:

✓ Teach them how to highlight the instructions (What exactly to summarise?).
✓ Label ‘Rough Work/ Draft Summary’. – Always draw a line through your draft.
✓ Label ‘Final Summary’. honest.
✓ Remind them that it must be a SINGLE paragraph.
✓ Ensure that they should include a CORRECT word count.
 Read the article carefully and highlight or mark the main ideas.
 Try to reflect on what author is trying to communicate and evidence used.
 You would need to restate thesis given by the author in your own words. Do note that it
should be precise and on-point.

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 You need to write only one or two sentences for each of the section. It would be a
summary of each section but not in too many words.
 Now you need to re-read article and check whether it is in sync with your summary.
 You must review write-up and confirm whether you have covered the main points or not.
Always use a logical structure.
 Ensure you have answered the instruction in the summary. Does each point (fact)
answer the question on the instruction?
 Ignore trivial information.
 Substitute phrases for one word – We watched tv while the sun was setting – at sunset
(dusk).
 Simplify sentences.
 Rewrite direct speech into Indirect/ reported Speech.
 Check the text for correctness and clarity. Do a grammar check before finalising.

 Write a fluent paragraph. Your final summary should be in paragraph-form AND NOT in
bullets or point-form, neither in sentences numbered 1-7.
For practise: Read your summary from your June 2023 Exams and test your proficiency
in reading the entire text, highlighting and summarising salient fact, eventually writing your
paragraph summary. Time yourself! Remember: You only have 2 hours for the entire
Question Paper and only. You may not spend more than 30 minutes (even 20) on this
section.

ADVERTISING: [10 MARKS]

Common Errors and Misconceptions -Diagnostic Report 2018
 PURPOSE  Why do advertisements exist?
 INTENTION (besides wanting to sell something does it also try to shock or make
you feel hungry)
 TO WHAT BASIC HUMAN NEEDS DOES IT APPEAL – ACCORDING TO
PYSCHOLOGIST, ABARAHAM MASLOW WHO IDENTIFIED OUR NEEDS IN A
PYRAMID KNOWS AS A HIERARCHY OF NEEDS.


 Our need to be popular; our need to look/ smell good; our need to satisfy
hunger/thirst/ to be accepted.
 What is the purpose of this message? To inform? Entertain? Make money?
Persuade? Convince? Creative Expression?

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FOCUS ON:
TARGET MARKET
 Who is the advertisement meant/made for (and how do you know)?
 Who is it aiming at (appealing to) – be specific:
 Age (How old) , Gender (Male, Female, Gay, Non-Binary) , Ethnicity (Race),
Personality (Organised vs Chaotic personality types etc.), Interests, Lifestyle
(Income level/Location), Stereotypes (Ignorant view of people) and Prejudice
(Dislike/ Distrust/ Bigoted), Nerds (Overtly smart people) , Businessmen
(Entrepreneurs) , Working Women (Entrepreneurs), Cool teenagers (Woke
youngsters).

WRITTEN TEXT/COPY
The copy (the writing): Look at any writing on the advert.
 What sort of language is it using?
o Brand names, key words, slogans, captions, repetition of product name
o Use of personal pronouns like “I” and “you”
o Catchy – simple and easy to remember
o Rhetorical questions

 How informative/persuasive is the text?

o Emotive words are words that appeal to emotions can influence opinions and
influence decisions (manipulative) – they are easy to detect because they
give the reader an immediate emotional response.
 ‘warm’, ‘gentle’, fragrant’, ‘whisper’, ‘kiss’, ‘love’.
 These words are emotive because they make us feel something, in
this case something good. They have certain connotations, the
things readers associate with these words are all favourable.
 ‘old’, ‘stale’, penniless’, ‘ache’, ‘cold’, ‘winter’, ‘stench’.
 These words all produce feelings that are distasteful/offensive/“ugly”.
 What are the key words?
 What is the slogan (Saying associated with the brand “Just do it) / logo (Like the Nike
tick) – Do they match?
 Typography has to do with [type size, type style, font]
o Punctuation like exclamation marks, question marks or ellipsis.
- Layout o Sizes o Placement o White space o Highlight/emphasise.
- Do not forget AIDA-principle : A (Attention-grabbing) I (Interest) D (Desire) and A
(Action – getting you into the store to buy the product or click to order online)
 STYLE: The advertiser can opt to be direct (crude) or subtle (circuimvent – take a
long route to get to the point).
 Manipulation:The advertiser may use certain emotive words to convince you that
you need/ must have their product. Eg. A perfume company may pose the question:
Do you really not wish to smell good?
 Indoctrination: Almost similar (manipulative in nature). The truth is distorted to
teach a person to accept a set of beliefs uncritically (without question). Eg. Coke

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Grade 12 (JHB SOUTH DISTRICT) 5 English HL

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making you believe they are selling you “happiness”. Or Red Bull making you
believe they are selling you “Energy”.
 Celebrity endorsement: Companies like Puma using an athlete like Usian Bolt
from Jamaica to sell their running shoes “in the belief that … you will look dope” or
“the shoes will make you run faster just like Usain Bolt. Celebrities legitimise a
product, irrespective of the cost of the product to the consumer.
 FONT: Look at BOLD FONT / FONT TYPE (Appropriate for audience) or
 Italics - to attract the reader’s attention, engage the reader on the product or to
highlight a particular aspect of that product.
 RHYME: To trigger memory, you will never forget the product, even long after it is
gone, This was an advertisement for Roto-Rooter Drain Company.
 Eg. “If your drain or plumbing’s being naughty
Call 333 4040” (Note here, naughty and forty rhyme - )
 REPETITION: To drive home a point, help consumer remember, eg. MARS bars
(chocolate adverts used to say): A Mars a day helps you work, rest and play.
 ALLITERATION/ ASSONANCE/ ONOMATOPOEIA: For memory, Kellogg’s Rice
Crispies advert used to read: “It’s time for snack, crackle, pop” - The noise made
by the cereal when milk is added to it.
 VISUAL & VERBAL: Look at the pictures and the words. Are they supporting each
other in terms of the claims made by the advertiser. Eg. If a toothpaste claims to
make teeth white, shiny and bright…Is it supported by a picture of someone who
bears such teeth?

*Now, refer to your 2022 June Exam P1/ 2022 November Exam P1 and answer the
question/s on the advert.

CARTOONS: [10 MARKS]

 According to the Diagnostic Report, the deficiency of knowledge of subject terminology
prevented candidates from gaining marks as many candidates did not understand the term
‘facial expression’.
 Candidates lacked understanding of what was a ‘verbal’ clue.
 The open-ended question was problematic for the candidates. This was exacerbated by the
lack of understanding of the word ‘humorous’
FOCUS ON:
 Refer to the mark allocation and write your answers based on the number of marks e.g. 2
separate points for 2 marks and 3 points for 3 marks.
 Revise words used to describe tone (Tone refers to an author’s use of
words and writing style to convey his or her attitude towards a topic), words other
than happy or sad. Google “ a tone scale in English”. What the reader feels =
mood.
 Facial expressions-describe mood/feelings  Body Language  Font size and
Punctuation:

META-LANGUAGE OF VISUAL LITERACY: CARTOONS

 Cartoon and a cartoon strip: A cartoon is a single frame, whereas a cartoon strip
is a series of frames. Thought bubble and a speech bubble: The thought bubble

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contains the thoughts of the character and is usually in the form of a cloud. Speech
bubble is more defined and contains dialogue.
 Setting: Where is the cartoon’s action taking place? What are the visual clues that
suggest the setting of the cartoon? Are the characters referring to the setting
directly or indirectly?
 Characters:
 Types: Madam & Eve (South African satirical humour), Calvin & Hobbs (Tiger &
boy – philosophical), Blondie (Husband & wife), Snoopy (is a loyal, imaginative,
and good-natured beagle who is prone to imagining fantasy lives, ) Charlie Brown
(a "lovable loser") and Dilbert (known for its satirical office humour).
 Caricatures: A picture or description of someone that exaggerates particular
characteristics to make them appear funny or silly.
 Stereotyping: o Facial expressions: Study the eyes, eyebrows and mouth to see
what are the emotions that are being portrayed.
 Action:
 Action lines: These are the lines or stripes that represent the movement of the
character or objects.
 Sound imitation: The words that illustrate sounds or noises. Eg. A bee flying by,
captured by the sound… (bzzzzzz) - onomatopoeia.
 Words (verbal cues): What is being said? How is it being said? What visual clues
are given that some words are said louder or softer? What does it say about
attitude?
 Visual cues (pictures): What pictures/ people are in each frame. Look at
characters and their body language.
 Body Language: This is a visual cue. What is a character’s body language
revealing about his/her mood.
 Important vocabulary:
 Satire: Using humour, irony or exaggeration to criticise a person or a group and
make them appear funny or silly so that other people will see their faults.
 Irony: Using words that are the opposite of what is really meant, often to be
humorous.
 Puns: Using a word or a phrase that has two meanings in an amusing way. Eg.
What do you call a sandwich made of wordplay? Answer – A pun-ini 😂/ This
vacuum sucks/ make like a tree and leave.
 Sarcasm: Intentional mocking / inflicting pain by deriding, taunting, mocking or
ridiculing with the intent of changing inappropriate or unacceptable behaviour. Eg. A
cartoon where a metro cop is asking a driver for “cooldrink money” as a bribe to
avoid handing out a fine. The cartoonist will mock this behaviour as a way to
show displeasure of such unacceptable behaviour.
 Twisted puns: Meaning of a word is twisted for humorous effect, Eg, One Turkey
saying to another before Christmas; Only two more “chopping” days left to
Christmas. The word shopping is twisted to apply ‘chopping, meaning that they will
have two days left to live before their heads are “chopped” off and people do
“shopping” for Turkey for the Christmas dinner table. 😂

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 Anti-Climax: Emotional intensity declines from a high to a low point. Eg. In the
clichéd joke: Why did the chicken cross the road? You expect a difficult answer, yet
it is so simple, almost disappointing; Answer: To get to the other side.
 Strategic positions of frames: Why is a frame first or last? Sometimes placed in a
particular position to give it prominence/ focus the reader’s attention on an aspect.
 Frames: Why blank? Why is a character alone? Why no speech? Why speech only
and no character? Examine all in the context of entire cartoon.

Question 4: UNDERSTANDING OTHER ASPECTSOF THE MEDIA

Study (TEXT E) and answer the set questions.

[10]
The opinion of some men on female abuse…
Explain the visual. Your answer:

What does the “zip” as a mouth indicate?

___________________________________________________

____________________________________________________

____________________________________________________

*Now for practise, refer to your November 2022 Final Exam P1/ 2022 June Exam P1
and answer the questions in the test on the cartoon.

GRAMMAR RULES: RULES CAN BE STUDIED [10 MARKS]

WHAT TO KNOW? You may be asked to identify the rule or apply it.
ASPECTS RULES
1.Spelling rules – these are some Eg. The i- written before -e, accept after the letter c: eg. Believe vs.
basic ones. However, there are many receive (Though there are exceptions to the rule) eg. Sufficient,
other rules. Reading a lot does help foreign.
as you encounter words in their Alot is a common misspelling of a lot. A lot should always be
natural form. spelled as two words.
Know the difference between: (Their – a group of people/ things),
(There – a place).
Know difference between homophones - weight and wait as they
mean different things). U always follows q – Queen, Quantity.
Words with silent letters: Know (Information/ knowledge) vs. now
(Immediately), Knife and psychologist, etc. Wholesale vs a hole in
the ground
2. Replace colloquial words (Words It is cool to dress well. It is acceptable to dress well.
used in everyday conversation which Referring to civvies. It is civilian clothing (civilian wear).
have become common place) with

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formal register (Formal, recognised
English).
3. Punctuation: Colon, semi-colon, Identify and provide purpose. Eg.
parenthesis, question marks, inverted The full stop after g- (Abbreviation)
commas, apostrophe, hyphen… etc. Grief-stricken. Here the hyphen is sued to form compound word.
(Know reasons for usage-study)
4. Active vs. Passive Voice Identify subject, verb, object. ID tense. Apply rules.
5. Direct and reported speech. Underline pronouns, adverbs of time, ID tense and apply changes
rules.
6. Critical Language Awareness: Identify, know their meanings, be able to identify and correct (some)
Malapropisms, Tautology/ if instructed.
Redundancy/ Metonymy The substitution of the name of an attribute or
Metonymy/Euphemisms/Exaggeration adjunct for that of the thing meant, for example
(Hyperbole), etc. Suits for business executives/ lawyers, or the turf
for horse racing or ‘a cuppa’ (for reference to
tea/coffee).
Synecdoche a figure of speech in which a part is made to
represent the whole or vice versa, as in England
lost by six wickets (meaning ‘the English cricket
team’). Or ’The bench made a ruling on the case’
in reference to judges or “The men in blue” in
reference to the police.
Litotes A phrase that uses negation to create an
affirmative understatement. For example, “That
wasn't half bad” uses negative phrasing to
indicate that something was actually very good.

7. Sentence types: Simple Sentence / Independent Clause

Simple/Compound, Complex, and 1.The dog ran.
Compound-Complex and ambiguous
A sentence consisting of only one clause, with a single subject
8. Sentences (double meaning)
and predicate.
Dependent clause (Subordinate clauses)
Cannot stand alone even if it contains a subject and a verb.
Dependent clauses do not express complete thoughts so they are
considered incomplete sentences or fragments.
Eg. When the dog barked.
Compound sentence
2.The dog barked and chased the cat.
A sentence with more than one subject or predicate. Usually
joined by a coordinating conjunction.
Complex sentence
3.After the dog ran, he ate popcorn and he drank a big soda.
A sentence containing an independent and dependent
(subordinate clause) or clauses.
These sentences are often linked by subordinating
conjunctions.
Compound-complex sentence

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4.Though Mitchell prefers watching romantic films, he rented the
latest spy thriller, and he enjoyed it very much.
Combines a compound sentence and a complex sentence. These
sentences contain two or more independent clauses and one or
more dependent clauses.
8. Parts of speech: Nouns, verbs, Know your parts of speech of words (in context) TYPES:
adjectives, adverbs, gerunds, split Word in context: Example Part of speech How?
infinitive…etc I sit on Peter’s table. Noun(s) Proper
Category to which a word is assigned Nous –
in accordance with its syntactic Names of
functions. In English the main parts People,
places etc
of speech are noun, pronoun,
written in
adjective, determiner, verb, adverb,
capital
preposition, conjunction, and letters.
interjection. Common
nouns –
names of
items.
Nouns: Naming words which have How do we identify a noun?
singular (one) and plural (many) 1)We can place A/ An in front of a noun
form. Examples of nouns in use:
A/ The (articles) is used with singular nouns,
where “A” is unspecific and “the” is more
specific. A table (could be any table),
whereas: the table in the corner is dirty (refers
to a specific table)
1.A dog (A is usually used with nouns which
start with a consonant. D - is a consonant). U
is an exception to the rule, as we say: A
unicorn, NOT an unicorn.
2.An orange (An is usually used with nouns
which start with a vowel. O – is a vowel (a,e, I,
o, u) An apple, an iron, an elephant, etc.
Singular and plural forms of nouns
Noun Noun
(singular) (Plural)
witch witches
loaf loaves
goose geese
Fungus (Latin) Fungi (Latin)
Nucleus (Latin) Nuclei (Latin)
woman women
sheep sheep
Fish (same Many fish
species, eg.
Only goldfish)
If referring to
different In Marine Biology we study different kinds of fishes.
species
(A mixture of
goldfish and
other types, eg.
Sardines, tuna
The boy is 1. Tall-taller- tallest. Adjective(s) Describes a
noun. Has

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2.BAD - worse- the worst degrees of
comparison
3. DIFFICULT – more difficult (adjective(s): -
– most difficult positive
degree,
4. far – farther (further) –
comparative
(furthest) the furthest degree and
5. superlative
degree)..
I sing. Verb(s) A word that
shows
He is singing. an action,
state or an
event is called
a verb.
She played the piano. Regular/ Add -d or -
Irregular Verb ed to the
end of a
verb
Transitive Verb Transitive/ A verb is
We liked the match. transitive when
What was liked? The match Intransitive Verb the action of
Intransitive Verb: the verb
I was sleeping. passes from
the subject to
the direct
object.
Intransitive
verbs don't
need an object
to make sense
– they have
meaning on
their own.
He lives downstairs. (Place) Adverbs
He walks slowly. (Manner) An adverb is a word that can modify or
describe a verb, adjective, another adverb,
I will eat later. (Time) or entire sentence. Adverbs can be used to
He judges fairly. (Degree) show manner (how something happens),
degree (to what extent), place (where), and
time (when)
1.COORDINATIING Conjunctions Conjunctions
are parts of
Mnemonic/ Acronym: speech that
FANBOY (For/ connect words,
phrases,
And/Nor/But/Or/Yet)
clauses, or
2.CORRELATIVE: sentences.
Both/And…Whether/Or… There are
three kinds of
Either/Or…Neither/Nor conjunctions:
3.SUBORDINATING: coordinating,
After/ although/ wherever/ paired, and
subordinating.
whereas/ as long as/ as much
as.

Examples of prepositions are Prepositions A preposition is

a word or
words like "in," "at," "on," "of," group of words
and "to." Eg. Used in a used before a
noun, pronoun,
sentence.
or noun phrase

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She is related to the Prince. to show
direction, time,
place, location,
spatial
relationships,
or to introduce
an object.
Interjections usually stand alone INTERJECTIONS Interjections
are words
and are often punctuated with intended to
an exclamation point. Eg. express
different levels
Oh! Wow! My goodness!
of emotion or
surprise, and
are usually
seen as
independent
grammatically
from the main
sentence.
TYPES PRONOUNS PRONOUNS A pronoun is a
word that
Personal I, he, she, us refers to either
Demonstrative This, that, the people
talking (“I” or
those, these “you”) or
Interrogtive How, Who. someone or
Which, what, something that
is being talked
Where? about (like
Indefinite Few, some, “she”, “it”,
“them”, and
all, everyone “this”). Gender
Distributive Each, either, pronouns
neither (he/she/they/z
e etc.)
Possessive Mine, yours, specifically
his, hers refer to the
person you are
Reciprocal Each other, referring to
one another
Relative Whom,
whomever,
that, what
Reflexive Himself,
Itself,
ourselves
9. Suffixes (after- added to the end of WORD SUFFIX CHANGE
a word): They are added to the end of loud loudly From adjective to adverb
a word then changes the part of act actor From verb to noun
speech of a word. toxic toxicity From noun to adjective
PREFIX MEANING EXAMPLE
10. Prefixes (Added before - Anti- against Anti-terrorist
beginning fo a word): Their meanings pro In favour Pro-searches
and how they change words. re again reuse
sub under Sub-marine
11. Comma splice In English grammar, a comma splice or comma fault is the use of a
comma to join two independent clauses. For example: It is nearly
half past five, we cannot reach town before dark. The comma
splice is sometimes used in literary writing to convey a particular
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mood of informality.
12.The Apostrophe Used to indicate contraction (omission)
- Isn’t (is not) – Contraction, NOT to make a word shorter.
That is an abbreviation.
and possession (ownership)
- Jesus’ disciples (The disciples belong to Jesus)
- Its with no apostrophe (possessive case) showing owner –
eg. The dog wagged its tail)

13. Misrelated participle When Participle is not correctly attached / related with Subject,
then this error is known as Dangling or Unattached or Unrelated
or Misrelated Participle.
Sleeping in my room, a nurse came to check my temperature.
Subject missing with Its participle: (correction) While I was sleeping
in my room, a nurse came to check temperature.
14.Tautology The saying of the same thing twice over in different words, generally
(Redundancy) considered to be a fault of style (e.g. they arrived one after the other
in succession). Or reverse backwards.
15.Malapropism The mistaken use of a word in place of a similar sounding one, often
with an amusing effect: Eg. Jhb has many electrical votes…
instead of electoral votes.
16.Articles: Two types. They precede Non-specific
nouns and are used in undefined A/An is used with countable singular nouns.Those beginning with a
expressions. consonant start with A, eg. A dog, A bomb, A piano. Nouns
starting with vowels (A, E, I, O, U) have “an” as tag: An owl in the
tree, An orange to be eaten, An Impala running, An Elephant’s
trunk
Specified objects: We use: The, eg.
Yesterday I saw a movie. The movie was good, but the acting
was terrible.
17.Countable (can be counted in Much and many:
number) and uncountable nouns The difference between many and much is that many is used for
(cannot be counted). countable and plural nouns, whereas much is used for uncountable
and singular nouns. Eg. Many solutions to the Maths problem. Too
much sugar in my tea.
Less vs. Fewer
When deciding between “fewer” vs. “less,” remember that the word
“fewer” describes countable items and “less” describes uncountable
items. Eg. Fewer dishes to wash. I have less time to study. ask
yourself,
Percentages: “What is this a percentage of? Is it countable?”
I see you have eaten less than ten percent of your mashed
potatoes.
As determined as the speaker in this sentence might be, it would
not be possible for him or her to enumerate the uneaten percentage
of potatoes. Therefore, we use the word less.
18.Concord
The word concord is derived from the Latin for agreement. The grand rule of subject-verb concord is that a

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singular subject takes a singular verb, and a plural subject takes a plural verb, eg.
SENTENCE CORRRECT/ INCORRECT WHY?
These are values inculcated in INCORRECT Mismatch between values (plural)
young people, so that they can and (it). It must be plural.
grow with it.
These are values inculcated in CORRECT Values is plural, thus “them” refers
young people, so that they can to plural.
grow with them.
The dogs lick their bowls. (CORRECT) /The dogs lick its bowls. (INCORRECT)
Is my problems bothering you? (INCORRECT) / Are my problems bothering you?
19.Gerund Words which look like verbs but act like nouns ending in -ing.
Example(s):
I love reading./ Playing is fun.
20.Split infinitive rule An infinitive consists of the word to and the simple form of a verb
(e.g. to go and to read). “To suddenly go” and “to quickly read” are
examples of split infinitives because the adverbs (suddenly and
quickly) split (or break up) the infinitives to go and to read. We fix it
by adding and verb between to and the verb, eg. to boldly go,
instead of to go boldly…to casually run…to run casually…, to
harshly push…, instead of to push harshly.
21.Spoonerism – named after the An example is saying "The Lord is a shoving leopard" instead of
Oxford don and ordained minister "The Lord is a loving shepherd." While spoonerisms are commonly
William Archibald Spooner, who heard as slips of the tongue, and getting one's words in a tangle,
reputedly did this. they can also be used intentionally as a play on words.
22.Register Register is defined as the level of formality in language that's
determined by the context in which it is spoken or written. It can be
formal (Acceptable standard English), eg. A psychologist giving a
talk to university students may say: “Teenagers often show
sign of deviant behaviour” or informal (Use of slang,
contractions, and vernacular grammar is all common in this
conversational style language, and people may also use expletives
or off-colour language in some settings). Example: A parent at a
braai may say to other parents: “These freakin’ kids are
naughty.”
23.Colloquialism Commonly used words used in everyday communication within a
certain group. Eg. “ya’ll”/ “gonna”/ “wanna” / “aint”/ “to go nuts” –
going crazy.
24.Jargon Jargon is mostly technical terms used by people in a particular
profession; people outside those professions typically don’t use
those words in everyday speech. Eg. In the teaching field,
terminology used such as : Annual Teaching plan (ATP), SBA
(School Based Assessment). In the medical field terminology such
as: acute (sudden intense flair-up) angina. Aneurysm (intense
swelling of an artery). Tech field; Computer has 64GB of RAM.
25.Slang Unique words, expressions (and even cliches) spoken in specific
(NOT pronounced as an Afrikaans social groups (like teenagers).
snake) SLANG WORD MEANING
dope To describe something really good

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Grade 12 (JHB SOUTH DISTRICT) 14 English HL

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chill out Relax, calm down, or be easy-going.
Moola/ dough/ Money
bucks/ching
woke Socially conscious, culturally aware
YOLO You only live once
26.Ambiguity When the meaning of a word, phrase, or sentence is uncertain.
There could be more than one meaning. ... However, sometimes
ambiguity is used deliberately to add humour to a text. Examples of
Ambiguity: Sarah gave a bath to her dog wearing a pink t-shirt.
27. Clichè Expressions that were once new and fresh but due to overuse over
many years have become hackneyed ... For instance, the phrase
“as red as a rose” or “in the nick of time”, “I solemnly swear”.
28. Verbosity The quality or state of being verbose. The use of more words than
are necessary to say something. Eg. A divine, white swan is
gently, swiftly swimming in the pond. Speaker could have just
said: A swan is swimming in the pond.
29.Pun(s)/ A joke exploiting the different possible meanings of a word or the fact
Word Play/ that there are words which sound alike but have different meanings.
Double meaning Examples:
Double This man is very “hot”. In this context “hot”
meaning could mean “attractive” or “a rising temperature”.
Homophonic Reading while sunbathing makes you well-red.
Pun
Homographic Always trust a glue salesman. They tend to
puns stick to their word.
Compound Jungle animals are very fair. Cheetahs are
puns always spotted.
Twisted pun Letters/ words twisted to suit the joke, eg. A
American advert showing a Turkey x3 days
before Thanksgiving Holiday, below is written:
x3 Chopping days to Christmas. Should be
shopping but twisted (S changed to a C) to
suggest Turkey will be killed “chopped “to
become Christmas lunch “When doing
shopping”.
30.Morphology – Word building skills: Root word: patient (adjective)
Comprises the science of how words Prefix added: impatient (im- means not)
are formed using Prefixes and Suffixes Suffix added: patiently (changes the adjective to an adverb)
and adding them to root words.
31.Polysemy When ONE word can mean many different things. Eg. “get” can
mean: "procure," "become," or "understand" or “move”
32.Semantics – Meanings of words in Synonyms, Antonyms, Connotation (emotional attachments to a
context word), Denotation (Literal meaning), Homophones (Polysemy – One
word can mean different things, eg.) “bright light and bright girl,
Homonyms (Address - to speak to / location)
Neologisms - new words formed as part of new technology/
developments, eg. Covidiot (Formed during COVI-19 to describe a
person who is an idiot during covid-19, eg. Someone not wearing a

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Grade 12 (JHB SOUTH DISTRICT) 15 English HL

Paper 1 - 2023
mask an exposing others).
33.Idiomatic expressions - these can Are a type of informal language (metaphoric) that have a meaning
be studied but have to be known in different from the meaning of the words in the expression. Here's
context. It does help to read many an example of an idiomatic expression: Hold your tongue. Does
texts, either newspaper, online texts, not literally mean to hold your tongue, rather to not say anything
books to get to know as many as even though you might want to or be expected to, because it is
possible. the wrong time to say it.
34. Memes An Internet meme, more commonly known simply as a meme (/miːm/
MEEM), is a type of idea, behaviour, or style (meme) that is spread via
the Internet, often through social media platforms and especially for
humorous purposes. Eg. South African are having “fun” with ESKOM
since days are dark and friends are few….

35.OTHER You Borrow From someone, and you Lend To someone.

May is asking Permission and CAN is ability.
36. Abbreviations:
 (eg. Exempli gratia - Latin) – A way in which to shorten/ abbreviate a word. (w.r.t. – with regards
to)
 Initialism: (AI- Artificial Intelligence)/ (SQ – Seasonal Quotation – usually on a menu) / (ChatGPT
- generative pre-trained transformer).
 Acronym (expressed as a word: PIN - Personal Identity Number)/ (SARS – South African
Revenue Service)/ UNISA (University of South Africa).
 Contractions (Dr – doctor) / Mr/ Mr. – Mister)
37. Anagram: An anagram is a word or phrase formed by rearranging the letters of a different word or phrase,
typically using all the original letters exactly once. For example, the word anagram itself can be rearranged into
nag a ram, as well as the word binary into brainy and the word adobe into abode. A word that is same back to
front – SPAR – RAPS). This is not necessarily a type of abbreviation.
38. Palindrome: A word, phrase, or sequence that reads the same backwards as forwards, e.g. Madam or
wow/ deed/ radar.

 Now, refer to your District Gr12 June Exam P1 (2023) to Test your knowledge of
English HL P1.

 Please aim to obtain at least 45 marks (as average) or an improved

(50+).

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Gr 12 lanuage cheat sheet

Academic English (Law) (Nelson Mandela University)

Scan to open on Studocu

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Comprehension: Practical advice Advertisements Abbreviations:

* Each question usually contains a question word – underline this. A=attention 1)Initialism: DVD / sms / TV / HIV
* Each question usually contains a key word or key idea – circle this. (Grab the attention of the consumer) 2)Acronym: AIDS / SARS / NATO
* Look down the middle of the paragraph to find the sentence containing the key I=INTEREST 3)Clipped words: (Use middle / end ) > phone for telephone
word or idea. (Arouse and maintain the consumer’s interest) 4)Truncation: (Use first part) > Oct. for October
* Do not copy directly from the text, unless you are instructed to do so. D=DESIRE 5)Aphesis: (first letter is not pronounced) > knife
* If you are asked to supply a synonym or an antonym: (Create a desire to own the advertised product) 6)Portmanteau: (Joining first part of one word to end of another)
• Replace it with the same part of speech, e.g. a noun with a noun. A=ACTION > skirts + shorts = skorts
*When asked what is the author’s intention? (Manipulate the consumer into taking action) NOTE: If the abbreviation ends in the last letter of the word, then the full stop is omitted
1)Persuade * Logo: This is the picture / graphics used as an identifying symbol. It acts as a > Doctor > dr
2)Inform signature for a brand.
3)Entertain * Slogan: Short phrase that is associated with the brand. Numbers into words
Always make sure that you get the spelling of these correct:
TONE MOOD ➢ 15 = fifteen
Tone is the writer’s attitude towards Mood is the feeling the reader gets ➢ 20=twenty
a subject, topic, or theme as from reading the author’s words. ➢ 25=twenty-five
expressed in their work or piece. Some literature makes you feel sad, • The only hyphens that are used appear in the numbers:
other joyful, others angry etc. ➢ 21 to 29, 31 to 38, 41 to 49, 51 to 59, 61 to 69, 71 to 79,
Summary 81 to 89, 91 to 99
* Your summary must be written in a paragraph. • More examples:
* Be accurate, clear and straightforward. ➢ 199 = one hundred and ninety-nine
* Use your own words as far as possible. ➢ 3 236 099 = three million two hundred and thirty-six
* Use full sentences. thousand and ninety-nine
* When asked to summarise something specific, do not summarise the whole
passage, only the relevant information > Summarise all the advantages of Type of sentences
wearing a school uniform. * Statement: Peter is going to school.
* When you have to summarise the whole passage, look at the title, it will give you * Question: Where is Peter?
an idea of what you must summarise > Smoking is not good for you > you are * Exclamation: It’s a ghost!
going to summarise why smoking is not good for you. * Commands: Leave the room immediately.
Cartoons
* Setting: where and when Sentence structure
* Visual clues: images, pictures * Peter sent a message to all people.
* Verbal clues: Words / diction Subject: Peter / Verb: sent / Direct Object: a message / Ind. Object: all people
* Never just write “facial expression” > His eyes are big. He is bending forward etc. Predicate: sent a message to all people
* Stereotypes: Set ideas people have about someone / something > not based on * Simple sentence > one finite verb > Peter kicks the ball very hard.
factual information. * Compound sentence > two or more finite verbs + coordinating conjunction
* Irony: Humour in which the intended meaning is opposite. (Coordinating conjunction = FANBOYS = for, and, nor, but, or, yet, so)
* Puns: Play on words > Peter sat under the tree and waited for Mary (2 verbs + coordinating conjunction).
* Hyperbole: Exaggerated statements * Complex sentence > When two sentences are linked with any other word, such as
* Satire: Used to expose and criticise people’s stupidity or vices (politics) the conjunctions: when, while, because, as if, although. Main clause + dependent
* Caricatures: Exaggerated features of a person or situation. clause > Peter played well, because he practised very hard.
* Sarcasm: Witty language to mock or insult someone.
* Movement lines: curved / vertical / horizontal / diagonal / curvy / spiral / wavy Phrases and clauses
BUBBLES FUNCTION EXAMPLE * Phrase: A group of words that does not contain a finite verb.
Speech Speech bubble are used for > The man, lazy as ever, waited for a ride.
bubble words spoken aloud. * Clause: A group of words that contains a finite verb.
* Synonyms: words with the same meaning > I was happy.
*Antonyms: words opposite in meaning
Thought Thought bubble are used for * Polysemes: words that are spelled the same with related meanings. Malapropism
bubble words that are not spoken > Double-decker bus vs double-decker ice-cream. It is the unintentional use of incorrect, similar sounding words. > I am good at
aloud. * Paronyms: A word that is a derivative of another word: wisdom > wise apprehension exercises. (should be: comprehension exercises)
* Neologisms: A newly coined word > noob (novice player in Fortnite)

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Spoonerism Conditionals Question tags

When the first letters of words/phrases are swapped. * Zero conditional> If you stand in the rain, you get wet. * A question tag is a small question at the end of the statement.
When the speaker speaks to quickly or does not concentrate therefore it is also (Facts which are generally true) * Positive statement + negative question tag
known as a “slip of the tongue” > I like red belly jeans. (jelly beans) * First conditional> If you study, you will pass the exam. You are a student, aren’t you?
(A possible situation in the future) * Negative statement + positive question tag
Verbosity (A lot of words instead of one) * Second conditional > If I won the lottery, I would travel a lot. You aren’t a student, are you?
The use of more words than are necessary. (Unreal or improbable situation now or in the future)
* In some instances, the parties can > Sometimes the parties can… * Third conditional> If you had studied, you would have passed the exam. After (combining sentences)
* In many cases you will find > Often you will find… (The person is imagining a different past) • If both actions take place in the present:
o The action that takes place first takes the present perfect
Redundancy(The word already contains the information) Interjections tense. The other action stays in the present indefinite tense.
When words are used to give information that is already contained in other words. * Interjections are words used to express some sudden feeling or emotion. ▪ He does his work.(1st action)
* In my personal opinion… > In my opinion > Wow! She is pretty / Ouch! That was sore. ▪ He puts away his books. (2nd action)
* The evening sunset was beautiful. > The sunset was beautiful ▪ After he has done his work, he puts away his
Forming questions and negatives books.
Tautology(Is a form of redundancy(The same thing is said twice) • If both actions take place in the past:
A phrase / words in which the same thing is said twice in different words. • Peter is eating lunch. o The action that takes place first takes the past perfect tense.
* They arrived one after the other in succession. > They arrived in succession. The other action stays in the past indefinite tense.
1) Do I have an auxiliary verb? Yes! Use it!
* They hiked to the summit at the top of the mountain. > They hiked to the summit.
➢ Is Peter eating lunch? ▪ He saw the thief (1st action)
* Say it again once more. > Say it again.
➢ Peter is not eating lunch ▪ He called the police (2nd action)
* You need to reverse backwards. > You need to reverse. ▪ After he had seen the thief, he called the
• Peter eats lunch. police
Active and passive voice 1) Do I have an auxiliary verb? No.
Subject Verb Object 2) Is the sentence present or past tense? Present > Does/Do Since(combining sentences)
Active Shakespeare wrote Hamlet. 3) Is it singular or plural? Singular > Does • If there is a time clause:
➢ Does Peter eat lunch? o Since 2005, he has worked / has been working in an office.
Passive Hamlet was written by Shakespeare.
➢ Peter does not eat lunch. • When the verb closer to since ends in –ing:
Active Shakespeare wrote Hamlet
• They eat lunch. o Since hearing the news, she has cried / has been crying a lot.
NB! When you change active voice into passive voice you NEVER change the 1) Do I have an auxiliary verb? No • When one action causes the other to happen, the causative verb
tense! 2) Present or past? Present>Does/Do takes the past indefinite tense and the other verb takes the present
3) Singular or plural? Plural > Do perfect tense / present perfect continuous tense.
Direct and Indirect Speech ➢ Do they eat lunch? o Since he came to town, he has worked / has been working
If introductory verb is in the present tense: ➢ They do not eat lunch. in an office.
1. Tense remains the same.
2. Time words remain the same. • Peter ate lunch. Stereotyping/bias/prejudice
3. Pronouns change. 1) Do I have an auxiliary verb? No. * Generalised ideas of people and things.
He says, “I am playing a match today.” 2) Present or past? Past > Did * Personal, pre-conceived belief not based on evidence or fact.
➢ Did Peter eat lunch? > Women are bad drivers
He says that he is playing a match today. ➢ Peter did not eat lunch.
If introductory verb is in the past tense: • Peter has eaten lunch. Sensationalism
1. Tense changes one tense back into the past. * The deliberate use of dramatic words to excite, horrify or to capture interest.
1) Do I have an auxiliary verb? Yes! Use it!
2. Time words change. * Is often used by media especially in headlines > “Being bullied? Just act less gay,
➢ Has Peter eaten lunch?
3. Pronouns change. advise teachers.”
➢ Peter has not eaten lunch.
He said, “I am playing a match today.”
• Peter has a cat. Formal language
He said that he was playing a match that day. 1) Do I have an auxiliary verb? Yes, BUT! The auxiliary verb stands * Tone = serious + polite
on its own, thus it has the function of a main verb. * Avoid contractions: didn’t > did not.
* Today > that day (Go to the second question)
* Now>then 2) Present / past? > Present > Does Informal language
* Tonight > that night
➢ Does Peter have a cat? * Everyday speech.
* Last week > the week before
* Yesterday > the day before ➢ Peter does not have a cat. * Vocabulary less accurate.
* Next year > the following year * Tone is warm and friendly.
* Tomorrow > the next day/the following day
* Here > there
* This > that
* These > those

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Slang Sarcasm Rule 6

* Informal, made-up language in a particular place at a particular time. * The use of words that mean the opposite of what you really want to say, especially in * Although certain nouns appear to be plural they take the singular form of the verb.
* Tends to be “in” for only a few years, then it is lost from frequent usage. order to insult someone, to show irritation, or to be funny. “Nice job” > implication is Athletics, billiards, darts, fruit, game, innings, measles, mumps, physics,
* Slang in the 1960s > We had a “gas” time = We had a great time. that it is not a nice job. series, tidings, whereabouts, a mass or fixed sum = is / Darts is my favourite
game. / Five from ten leaves five. / Two kilograms of potatoes costs... /
Colloquial language Politically correct 1500 meters is a long way to swim (one distance)
* Everyday speech of a particular place over a long time period. * In modern times we are careful to avoid words that refer to age, gender, social status,
Barbecue (America), barbie (Australia) braai (South Africa) physical appearance etc. Rule 7
* Chairwoman or charman is now referred to as chairperson. * Some nouns always take the plural verb:
Jargon Cattle, people, majority, poultry, clippers, goods, plants, pliers, pyjamas,
* The inside-language used exclusively by particular groups of people or professions. Subjective language riches, scissors, shears, spectacles, glasses, shorts, sports, tweezers,
Cricket jargon: bowlers, deliveries, innings etc. * Subjectivity is a one-sided point of view trousers =are
Computer jargon: mouse, byte, USB etc. I think she has passed with flying colours NOTE: A pair of something is always singular. A pair of pliers is on the table.

Honorifics Objective language Rule 8

A title given to someone as a formal way of showing respect for the position they * Objectivity takes all sides into account and is not influenced by personal feelings. * Collective nouns = singular if the members act as a whole, but plural if there is
hold. > President Mandela, Sir Lancelot. Based on her marks, she has passed with flying colours. disagreement or if they do not act as a whole. (are divided)
The herd of cattle is grazing near the house.
Idioms and proverbs Fact and opinion The herd of cattle are scattered all over the camp.
* Idioms = are fixed expression that contains a figurative meaning. Do not contain a * A fact is a definite statement that is true.
moral. Are phrases, not complete sentences. Idioms do not make sense if you are not The Nile is the longest river in Africa. Rule 9
familiar with it. > Through the grapevine / wild goose chase. * An opinion is based on the subjective or emotional views of the writer or speaker. * The number of something = singular > The number is still unknown.
* Proverbs = Short, well-known sayings that contain advice or a moral. Are complete Shakespeare is extremely interesting to read. * A number of something = plural > A number of actors are auditioning.
sentences. Proverbs can be understood even if you are hearing it for the first time. >
Absence makes the heart grow fonder. Rule 10
Concord / Subject-verb-agreement * A fraction (or part) of one thing = is(singular)
Euphemisms * A fraction (or part) of many things = are(plural)
Rule 1 Two-thirds of the cake has been eaten.
* If the subject is singular the verb must be singular. > The actor is famous. Two-thirds of the cakes have been eaten.
* If the subject is plural the verb must be plural. > The actors are famous.
Rule 11
Rule 2 * Much + little = singular
* Two singular nouns joined by ‘and’ will take the plural if a single idea is not Much is written about education in South Africa.
expressed. > The table and the chair are on the stage. (There are two things) Little is said about the dangers of the sun.
* If a single idea is expressed, the verb must be singular. > Bacon and eggs is my
favourite dish. (It is one dish / meal) Rule 12
* Many + few = plural
Rule 3 Many are still living below the breadline all over the world.
* Or / either...or / neither...nor / not only...but also / not...but > the verb agrees with the Few are willing to make sacrifices.
Denotation and connotation subject nearer to the verb.
* Denotation is the strict, dictionary meaning of the word – it is literal and obvious Either Mandy or her two brothers are guilty. Rule 13
meaning of a word. > I spoke about the learners in my class. (We discussed the Neither the boys nor their sister is guilty. * Note the following: The pronoun must agree with the noun.
learners) The fruit is ripe. Pick it.
* Connotation is the emotional and figurative association surrounding the word. > I Rule 4 The apples are ripe. Pick them.
gossiped about the learners I my class. (We spoke negatively about the * With / together with / like / including / as well as > look at the first noun in the This is my pen. May I borrow it?
learners.) sentence. One must do one’s homework every day or one may fail.
The boys with Janet are keen to go. You must do your work.
Emotive language Janet, like the boys, is keen to go.
* Emotive language is about words that are about or based on emotions. Rule 14
* For example, something which may be described as nice using normal language Rule 5 * Be careful when the verb becomes before the subject. This usually happens when
may be described as awesome or magnificent using emotive language. * Certain words are always followed by a singular verb: the sentence starts with ‘there”
Each, either, neither, everyone, everybody, everything, anyone, anybody, There are green grass and trees in the park.
Propaganda anything, no one, nobody, nothing, someone, somebody, something * Sentences with ‘it’ are tricky, because ‘it’ is really the subject of the sentence and
* Aims to persuade or brainwash mass audiences with subjective, biased ideas or takes a singular verb, never mind what follows later.
values. Opinions are usually stated as facts. (War propaganda > Hitler) What is the richest treasure? It is one’s friends.
What is a disturbing aspect? It is the rude remarks.

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Tenses Parts of speech

, NOTE!
Present Indefinite Tense Verbs * When we write a sentence that ends with more than one adverb we generally
Used for habits. > He goes to work every morning. * Action/doing word(plays) + state of being (was) put the adverbs in the order: manner > place > time
Permanent truths. > The earth is round. * Finite verb: has a subject, number and tense. We found the rare flowers by accident in a valley before sunset.
Matthew finds a fossil
Present Continuous Tense S+N T * When we write a sentence that ends with more than one adverb of place, we
Actions are busy taking place at present. The action is continuing. > He is playing * Transitive verbs: The sentence must contain a direct object and can be changed put the adverbs in the order: Smaller > bigger & specific > general
soccer at this moment. from active to passive voice. We found the dog in a clearing on the slope of the mountain.
Peter kicks the ball. > The ball is kicked by Peter.
Present Perfect Tense(has/have) * Intransitive verbs: The sentence does not contain a direct object and cannot be Adjectives
Actions that have just been completed. > I have just seen the man. changed from active to passive voice. * Adjectives describe nouns.
For past actions where the time is not specified. > I have been to town. Peter kicks. 1)Descriptive adjectives (most commonly used)
* Infinitives: The verbal form is preceded by “to” to sit, to stand, to sing. The beautiful girl is dancing.
Present Perfect Continuous * Auxiliary verbs: are also known as helping verbs. They are added to non-finite verbs 2)Proper adjectives (Proper nouns are used as adjectives)
The action began in the past and is continuing. > John has been playing cricket all to form finite verbs > will go / have found The Gauteng girls are pretty.
morning. 3)Adjectives of quantity (how many?)
MODAL VERBS Two children got hurt on the bus.
Past Indefinite Tense TYPE MODAL EXAMPES 4)Adjectives of order. (position)
An action that is completed in the past at a specific time. > Peter wrote a test VERB He came first in the race.
yesterday. Ability can, could David can speak three languages. 5)Demonstrative adjectives (which one?)
He could speak fluent French when he was 5. This book is difficult to read.
Past Continuous Tense Permission can, could, Can I sit in that chair please? 6)Possessive adjectives (belonging to)
The action is taking place at a definite time in the past. > At three o’clock may Could I open the window? My/her/his computer is broken.
yesterday, John was playing tennis. May I borrow your dictionary? 7)Interrogative adjectives (which one?)
Advice should You should visit your dentist at least twice a Which dress should I wear to the dance?
Past Perfect Tense year. 8)Compound adjectives (joined by hyphens)
An action completed by a given time in the past. > By three o’clock yesterday You should try to lose weight. Well-deserved result… / a half-ripe banana…
Peter had finished his homework. Obligation must, have to I must memorise all of these rules about tenses.
You have to take off your shoes before you get Conjunctions
Past Perfect Continuous into the mosque. * Coordinating conjunctions: FANBOYS > for, and, nor, but, or, yet, so
By a certain time in the past the action had been continuous for a period of time. > By Possibility might, may, It looks nice, but it might be very expensive. * Subordinating conjunctions: after, although, as, because, before, while, until,
ten o’clock John had been mowing the lawn for an hour. could, can Richard may be coming to see us tomorrow. unless, since, if, whereas, whenever, than etc.
* Correlative conjunctions: either…or, not only…but also, rather…than etc.
Future Indefinite Tense Mood of the verb
To express something that still has to happen in the future. > Mary will write a test 1)Indicative: Provides information > I always order a cheeseburger. Prepositions
next week. 2)Imperative: Instructions or commands. > Sit down! Please, take out your books. * He is short of money.
3)Subjunctive: When something is unlikely to happen or to express a wish. The linking She is upset about her mark.
Future Continuous Tense The man is guilty of theft.
verb was changes to were for all persons.
The completion of an action by a given time in the future. > Peter will have If I were to win the lottery I would buy a mansion.
completed his work by tonight. Pronouns
Nouns 1)Personal pronouns: I, you, she, he, they
Future Perfect Continuous Tense * Common noun: see + touch > table, chair, man, car 2)Possessive pronouns: hers, yours, mine
This tense is used when, by a given time in the future, the action that begun in the * Abstract noun: quality or emotion > love, courage, friendship, concentration 3)Reflexive pronouns: herself, himself
past will have been in progress for a length of time. > By next month Peter will have * Collective noun: collection or group of things > A swarm of bees. 4)Interrogative pronouns: who? What? Where?
been working for the firm for ten years. * Proper noun: Always begins with CAPITAL LETTERS. Names of persons, places, 5)Demonstrative pronouns: this, that, these, those
days, months, title of books > Peter, Gauteng, Tuesday, January, The Crucible 6)Indefinite pronouns: you, one, they, someone, anyone, no-one, everyone
Degrees of comparison 7)Relative pronouns: who, whom, whose, that, which, what
Adverbs
Positive degree Comparative degree Superlative degree * Adverb of manner > He runs quickly to the shop. Articles
flat flatter flattest * Adverb of place> He won’t go far. * Definite article: the > the boys
clean cleaner cleanest * Adverb of degree> She runs very fast. * Indefinite article: a, an > a man / an apple / an hour)
large larger largest * Adverb of frequency> She always plays tennis on a Friday.
easy easier easiest
comfortable More comfortable Most comfortable

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Punctuation Use the comma after “yes” and “no”, with “please” when you address Figurative language (comprehension, cartoon + advertisement)
someone directly. Simile: Comparison between two things using the words like or as.> My father is
Capital letters Yes, I think so. like a grumpy bear.
Sentences always start with capital letters. No, I don’t want to go. Metaphor: Comparison between two things without the use of the words like or as.
We bought popcorn. Pass me the sugar, please. > My father is a grumpy old bear.
Proper Nouns and Proper adjectives need capital letters. Please, pass me the sugar. Personification: Human qualities are given to things that are not human. > The kind
We visited Mexico. We place commas before and after words such as “however” and sun looked down at the earth and wept.
We participated in the Mexican wave. “nevertheless” Oxymoron: Two seemingly contradictory words next to each other, but on
The main words in titles of books, films or plays are written in capital letters. She was, however, late for the appointment and this caused her to miss the analysis these words highlight an opinion or truth. > It is an open secret that she is in
Lord of the Flies interview. love with Paul.
Full stop . Semi-colon ; Paradox: A statement that first appears to be absurd or contradictory, but it
Most sentences end with a full stop. It balances two equally important, related ideas. contains an important truth. > You have to be cruel to be kind.
I am going to the shops. She went by train; she would rather have flown. Irony: An expression that implies the opposite of what is said or happening. > I can’t
After abbreviations It also indicates opposite ideas. wait to go to detention on Saturday morning!
etc. In summer she swims; in winter she skates. Satire: Sharp wit to highlight, expose or ridicule human, social or political
Question mark? A semi-colon may often be replaced by a full stop or by the conjunctions weaknesses or stupidities. > Zapiro, a popular South African cartoonist, uses his
Is used to ask a direct question. “and’, “but”, “so”, ‘for” and “although”. cartoons to satirise South African politicians and personalities.
What time are you coming home? She worked hard for the examinations; (so) she had nothing to fear. Parody: The imitation / exaggeration of other text types, i.e. poems, in order to
Exclamation mark ! Colon : satirise or create humour.
To express emotion > surprise, amazement Indicates that a list, an explanation or an idea is following. Climax: It is a build-up of ideas creating excitement and heightening tension.
What a wonderful idea! I need to buy the following items: lettuce, tomatoes and cucumbers. Anti-climax: It is also a build-up of ideas, but the final statement is flat and
To express strong commands. It introduces a quotation. unexpected (almost the opposite of what you expected) > The room was luxuriously
Halt! Who goes there? J.F. Kennedy’s famous words are: “Ask not what your country can do for you. Ask furnished, beautifully painted, tastefully decorated – and crawling with cockroaches!
Quotation marks / Inverted commas what you can do for your country.” Puns: It is a clever play on words, alike in sound but different in meaning usually to
* Parenthesis ( ) convey humour. > Milk producers are milking the public.
When it is direct speech.
When something is written in parenthesis, it is usually an explanation, an aside or Rhetorical question: The question is not asked because you expect an answer, it is
He said angrily, "I could not do any work today."
some additional information. asked to make a point and to strengthen an argument. The question gets the reader
At the beginning and end of quotations.
The Chihuahua (the smallest dog in the world) can fit into a teacup. to think about something. > Where would this country be without education?
“To be or not to be...”
Commas or dashes can be used instead of brackets. Alliteration: The repetition of the same letter or sound at the beginning of words. >
To enclose titles of books, poems, newspapers, etc.
Hyphen sweet birds sang (s-alliteration)
“The Star” / “Romeo and Juliet”
It links prefixes to words, or links two words to form compound words. Assonance: Assonance takes place when two or more words, close to one another
Single inverted commas are used inside double inverted commas.
pre-school repeat the same vowel sound, but start with different consonant sounds.> “ And all is
“Have you read ‘Romeo and Juliet’ recently?” she asked.
It helps to differentiate meanings. seared with trade, bleared, smeared with toil…”
Dash Onomatopoeia: The imitation of sound, > Boom!
She had to re-make the garment.
To indicate a break in thought.
“I can’t believe it! I thought – “ “Well, believe it!” The remake of Gone with the Wind is most enjoyable.
To make pronunciation and spelling easier.
To indicate a change in thought.
“I want to chat to everybody about their work – no, I’ll explain your project later.” co-opt no-one
To show hesitation. Italics
Well – that – um – would be nice. Thanks! It is used to emphasise certain words or phrases such as titles and foreign
To show strong interruptions or interjections. words.
Jane was hungry – no starving – by the time she got home The Sound of Music is an excellent film.
Ellipses
This mark is usually used when a writer wants a reader to complete a Diminutives
sentence with their imagination, or to show a passing of time. * The smaller version of something or an animal etc. > drop droplet / dog puppy etc.
The monster lifted its head slowly, and revealed its enormous teeth. His eyes glinted
greedily, and... Augmentatives
It can also be used within a sentence to show that a word has been left out. *An augmentative is an affix which has the meaning ‘large’, ‘great’ or ‘extreme’, and
The word ellipses means “falling short”. is used to form words denoting or describing a large, great or extreme instance of the
The terrified... lifted her arm slowly. relevant kind. For example, the augmentative affix ‘maxi-‘ combines with ‘skirt’ to
produce ‘maxiskirt’ (a long skirt which reaches to the ankles).
Comma
* Other augmentative affixes in English include:
It is used to separate words or phrases in a list.
> ‘mega-‘ - e.g., ‘megastar’ (a very well-known personality from the world of
We bought books, pens, pencils end erasers for the new school year.
entertainment), ‘megastore’ (a very large store)
Use a comma before and after additional information. (Parenthesis)
> ‘super-’ - e.g., ‘superpower’ (an extremely powerful state, such as US or China),
Peter, my eldest brother, lives in California.
‘superglue’ (a glue which makes an exceptionally strong bond)
In the direct speech.
> ‘hyper-‘ - e.g., ‘hyperactive’ (extremely or excessively active), ‘hypercritical’
Mary said, “This is my camera.

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My own notes:

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Downloaded by iris samantha xihlov Manganyi ([email protected])