Short Stories Change Study Guide

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Short Stories Change Study Guide
English - First Additional Language - Mandatory (Jeppe High School for Boys)
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Grade
MIND THE GAP! 12

English First Additional Language
SHORT STORIES
-B. WALTER
Study Guide

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This content may not be sold or used for commercial purposes.
Curriculum and Assessment Policy Statement (CAPS) Grade 12 English First Additional Language Mind the Gap study
guide for Short Stories: Changes: An anthology of short stories by B Walter.
This publication has a Creative Commons Attribution Noncommercial Sharealike Licence. You can use, modify, upload,
download, and share content, but you must acknowledge the Department of Basic Education, the authors and contributors.
If you make any changes to the content you must send the changes to the Department of Basic Education. This content
may not be sold or used for commercial purposes. For more information about the terms of the license please see: http://
creativecommons.org/licenses/by-nc-sa/3.0/.
Copyright © Department of Basic Education 2019

222 Struben Street, Pretoria, South Africa
Contact persons: Ms C. Weston and Dr S. Malapile
Email: [email protected] / [email protected]
Tel: (012) 357 4183 / 012) 357 3811
http://www.education.gov.za Call Centre: 0800202933
Acknowledgements
The extracts from the short stories in this study guide are from Changes: An anthology of short stories by B Walter
Mind the Gap Team

Senior Project Leaders: Dr S. Malapile, Ms C Weston
Production co-ordinators:
B. Monyaki, B. Ras, M. Phonela, M. Nematangari
Authors: Mr Norman Fumba, Ms Renske Pieterse, Mr Harold Takalo, Mr Emmanuel Mpumelelo Thobela, Ms Nonhlanhla
Mzila, Ms Thembeka Mtolo, Ms Thokozile Joyfull Sabelo, Ms Monica Mamakara Karabo Seitei, Ms Elizabeth Marianne
Meyer, Ms Doreen Mpho Mongale, Ms Vuyelwa Gladys Mnguni, Ms Pila Masakane and Mr Moses Nkosi.
Critical reader: Monyaki BS

Designer and editor: Page82
Onsite writers’ workshop support:

J. Mphidi, V. Magelegeda, P. Hlabiwa, R. Maboye and N. Malope
Department of Basic Education 2020 2

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Ministerial Foreword
The Department of Basic Education remains steadfastly committed
to innovative strategies aimed at enhancing learner attainment.
Consistent with the government’s commitment in promoting the
indigenous languages that form the tapestry of our democratic
landscape, this Mind the Gap Self study guide is a concrete
demonstration of this commitment.
The release of this self-study guide incorporates all the of昀椀cial

African Home Languages focusing on the novel genre at this stage.
Not only does the study guide incorporate the African languages, but
it also incorporates South African Sign Language Home Language,
Afrikaans Home Language and English First Additional Language.
The Mind the Gap Literature Self Study Guide is responding to the
broader sectoral reading challenges that the country is experiencing.
It seeks to strengthen the following strands of the National Reading
Sector Plan: Teacher Development and Support; Direct Learner
Support; and Provisioning and Utilisation of the Learning and
Teaching Support Materials. Its interactive nature will make it easier
Matsie Angelina Motshekga, MP
for both teachers and learners to read, to learn or study. It is hoped Minister of Basic Education
that through this Study Guide, the reading and learning outcomes
will be achieved.
Key terminologies are explained or illustrated in a simpli昀椀ed manner

and examples of the types of questions as a learner you may expect
to be asked in an examination, are included in this study guide. In
order to build your understanding, speci昀椀c questions and possible
responses forms part of the study guide package.
The study guide is designed to appeal to any learner offering Grade

12, whether as a part-time or a full-time candidate. Educators in the
昀椀eld will also 昀椀nd it an invaluable resource in their practice.
Every learner is a national asset, all you need now is to put in the
hours required to prepare for the examinations and excel!
We wish each and every one of you good luck and success.
MRS AM MOTSHEKGA, MP
MINISTER
DATE: 14 NOVEMBER 2019
3 Department of Basic Education 2020

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Table of contents
Dear Grade 12 learner............................................................................................................................................................6
How to use this study guide...................................................................................................................................................6
Top 7 study tips......................................................................................................................................................................7
On the exam day....................................................................................................................................................................7
Overview of the English First Additional Language Paper 2: Literature exam.......................................................................8
Short Story 1: Transforming Moments by Gcina Mhlophe…..................................................................................................…......9
1. Summary….........................................................................................................................................................................9
2. Title…........................................................................................................................................................................…......10
3. Themes .................................................................................................................................................................……......10
4. How is the story told?...............................................................................................................................................…......11
4.1 Setting................................................................................................................................................................................11
4.2 Structure and plot development.........................................................................................................................................11
4.3 Characterisation .................................................................................................................................................................12
4.4 Narrator’s point of view…………………………………........................................................................................................12
4.5 Style......................................................................................................................................................................…….......12
4.6 Diction and 昀椀gurative language..........................................................................................................................................12
4.7 Tone and mood...................................................................................................................................................................13
Activity 1...........................................................................................................................................................................................14
Short Story 2: The Last Breath by Sam Kahinga.............................................................................................................................16

1. Summary..................................................................................................................................................................…… .16
2. Title..........................................................................................................................................................................…… .16
3. Themes....................................................................................................................................................................…… .16
4. How is the story told?.......................................................................................................................................................17
4.1 Setting.....................................................................................................................................................................…… .17
4.2 Structure and plot development..............................................................................................................................…… .17
4.3 Characterisation......................................................................................................................................................…......18
4.4 Style........................................................................................................................................................................……...18
4.5 Narrator and point of view.......................................................................................................................................…… .18
4.6 Diction and 昀椀gurative language...............................................................................................................................…… .18
4.7 Tone and mood.................................................................................................................................................................18
Activity 2................................................................................................................................................................................…… .19
Short Story 3: Next Door by Kurt Vonnegut..........................................................................................................................…… .22
1. Summary..................................................................................................................................................................…… .22
2. Title..........................................................................................................................................................................…… .23
3. Themes....................................................................................................................................................................…… .23
4.1 Setting..............................................................................................................................................................................23
4.3 Characterisation......................................................................................................................................................…… .24
4.4 Narrator and point of viewpoint…........................................................................….......................………………….…. 24
4.5 Diction and 昀椀gurative language…………..........................................................................................................………… 25
4.5 Tone and mood………………………………….........................................................................................………..............25
Activity 3……………………………………......................................................................................................................................26
Short Story 4: The New Tribe................................................................................................................................................…… .28
1. Summary……...................................................................................................................................................................…......….28
2. Title...................................................................................................................................................................................28
3. Themes….........................................................................................................................................................................28
4.1 Setting.....................................................................................................................................................................…… .29
4.2 Structure and plot development.......................................................................................................................................29
4.3 Characterisation…….........................................................................................................................................................29
4.6 Tone and mood........................................................................................................................................................…… .30
Activity 4................................................................................................................................................................................…… .31
Short Story 5: A Chip of Glass Ruby by Nadine Gordimer....................................................................................................…… .33
1. Summary..................................................................................................................................................................…… .33
2. Title..........................................................................................................................................................................…… .34
3. Themes....................................................................................................................................................................…… .34
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4. How is the story told?.............................................................................................................................................…… .35

4.1 Setting.....................................................................................................................................................................…… .35
4.4 Style.........................................................................................................................................................................…… .36
4.7 Tone and mood........................................................................................................................................................…… .37
Activity 5.1................................................................................................................................................................................…… .38
Activity 5.2..............................................................................................................................................................................…… .39
Short Story 6: Village People by Bessie Head.........................................................................................................…… .42
1. Summary..................................................................................................................................................................…… .42
2. Title..........................................................................................................................................................................…… .43
3. Themes....................................................................................................................................................................…… .43
4.1 Setting.....................................................................................................................................................................…… .43
4.4 Style.........................................................................................................................................................................…… .43
4.7 Tone and mood........................................................................................................................................................…… .45
Activity 6..............................................................................................................................................................................…… .47
Short Story 7: The Fur Coat by Sean O’Foalain.......................................................................................................…… .48
1. Summary..................................................................................................................................................................…… .48
2. Title..........................................................................................................................................................................…… .48
3. Themes....................................................................................................................................................................…… .49
4.1 Setting.....................................................................................................................................................................…… .49
4.4 Style.........................................................................................................................................................................…… .50
4.7 Tone and mood........................................................................................................................................................…… .51
Activity 7.1..............................................................................................................................................................................…… .52
Activity 7.2..............................................................................................................................................................................…… .54
Short Story 8: The Doll’s House by Katherine Mans昀椀eld.........................................................................................…… .56
1. Summary..................................................................................................................................................................…… .56
2. Title..........................................................................................................................................................................…… .57
3. Themes....................................................................................................................................................................…… .57
4.1 Setting.....................................................................................................................................................................…… .58
4.4 Style......................................................................................................................................................................…… ....59
4.7 Tone and mood.................................................................................................................................................................59
Activity 8......................................................................................................................................................................…… .........60

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Dear Grade 12 learner

This Mind the Gap study guide helps you to prepare for the end-of-year
Grade 12 English First Additional Language (EFAL) Literature exam.
There are three exams for EFAL: Paper 1: Language in Context; Paper 2: Literature; and Paper 3: Writing.
There are eight great EFAL Mind the Gap study guides which cover Papers 1, 2 and 3.
Paper 2: Literature includes the study of novels, drama, short stories and poetry. A Mind the Gap study guide is
available for each of the prescribed literature titles. Choose the study guide for the set works you studied in your EFAL
class at school.
This study guide focuses on the eight prescribed short stories examined in Paper 2: Literature. You will need to study all
eight short stories for the exam:
1. Transforming Moments by Gcina Mhlophe

2. The Last Breath by Sam Kahiga
3. Next Door by Kurt Vonnegut
4. The New Tribe by Buchi Emecheta
5. A Chip of Glass Ruby by Nadine Gordimer
6. Village People by Bessie Head
7. The Fur Coat by Sean O’Faolain
8. The Doll’s House by Katherine Mans昀椀eld
How to use this study guide

There is one chapter for each of the short stories. Each chapter includes a summary, a brief statement of the importance
of the title, and the themes. More detail is given on how the story is told by examining:
• Setting;
• Structure and plot development;
• Characterisation;
• Style;
• Narrator and point of view;
• Diction and 昀椀gurative language; and
• Tone and mood.
All of the above information is also summarised in a set of notes. Use these notes to hold the eight short stories clearly
in your mind.
You can test your understanding of each short story by completing the activities and using the answers to mark your
own work. The activities are based on exam extracts.
Learn all of the vocabulary lists for each short story at the end of each chapter.
Look out for these

icons
In the study
Hints to help you

remember a concept Activoties with
Pay special
or questions for
attention
guide you in solving you to annswer
problems

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Top 7 study tips

Try these Study
1. Break your learning up into manageable sections. This will help your
tips to make brain to focus. Take short breaks between studying one section and
learning easier. going onto the next.
2. Have all your materials ready before you begin studying a section –
pencils, pens, highlighters, paper, glass of water, etc.
3. Be positive. It helps your brain hold on to the information.
4. Your brain learns well with colours and pictures. Try to use them
whenever you can.
5. Repetition is the key to remembering information you have to learn.

Keep going over the work until you can recall it with ease.
6. Teach what you are learning to anyone who will listen. It is

de昀椀nitely worth reading your revision notes aloud.
7. Sleeping for at least eight hours every night, eating healthy food
and drinking plenty of water are all important things you need to do
for your brain. Studying for exams is like exercise, so you must be
prepared physically as well as mentally.
Use this study

guide as a
worKbook Make
notes, draw pictires,
and highlight
important ideas.
On the exam day

i. Make sure you bring pens that work, sharp pencils, a rubber and a sharpener. Make sure you bring your ID
document and examination admission letter. Arrive at the exam venue at least an hour before the start of the
exam.
ii. Go to the toilet before entering the exam room. You don’t want to waste valuable time going to the toilet
during the exam.
iii. You must know at the start of the exam which two out of the four sections of the Paper 2 Literature exam you will
be answering. Use the 10 minutes’ reading time to read the instructions carefully.
iv. Break each question down to make sure you understand what is being asked. If you don’t answer the question
properly you won’t get any marks for it. Look for the key words in the question to know how to answer it. You will
昀椀nd a list of question words on page xii of this study guide.
v. Manage your time carefully. Start with the question you think is the easiest. Check how many marks are allocated
to each question so you give the right amount of information in your answer.
vi. Remain calm, even if the question seems dif昀椀cult at 昀椀rst. It will be linked with something you have covered. If you
feel stuck, move on and come back if time allows. Do try and answer as many questions as possible.
vii. Take care to write neatly so the examiners can read your answers easily.
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Overview of the English First

Additional Language Paper 2:
Literature Exam
In the Paper 2 Literature exam, you need to answer questions from two sections. Choose the two sections that you
know best:
• Section A: Novel
• Section B: Drama
• Section C: Short stories
• Section D: Poetry
A total of 70 marks is allocated for Paper 2, which means 35 marks for each section you choose.
You will have two hours for this exam.
Here is a summary of the Paper 2 Literature exam paper:
Question Number
Title Type of question
number of marks
Section A: Novel - If you choose Section A, answer ONE question.
Choose the question for the book you have learnt.
1 Cry, the Beloved Country Contextual 35

2 The Strange Case of Dr Jekyll and Mr Hyde Contextual 35
Section B: Drama - If you choose Section B, answer ONE question.
Choose the question for the play you have learnt.
3 Macbeth Contextual 35
4 My Children! My Africa Contextual 35
Section C: Short stories - If you choose Section C, answer BOTH questions. You will not know exactly which
short stories are included until the exam. TWO stories will be set. Answer the questions set on BOTH short stories.
5.1 Short story Contextual 17 or 18
5.2 Short story Contextual 17 or 18
Section D: Poetry - If you choose Section D, answer BOTH questions. You will not know exactly which poems are
included until the exam.
TWO poems will be set. Answer the questions set on BOTH poems.
6.1 Poem 1 Contextual 17 or 18

6.2 Poem 2 Contextual 17 or 18
NB
* You don’t have to answer all the sections in Paper 2.
* Before the Exam starts you must know which two sections you are to answer.
* When the Exam starts, 昀椀nd your two chosen sections.
* Make sure to number answers correctlty-according to the numbering system
used in the exam paper- for the two sections you’ve chosen.
* Start each section on a new page.

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Transforming Moments
1
by Gcina Mhlophe
Nokugcina Elsie Mhlophe (born 1958) is a well-known South African anti-apartheid

activist, actress, storyteller, poet, playwright, director and author. Storytelling is a deeply
traditional activity in Africa and Mhlophe is one of the few women storytellers in a country
dominated by males. Mhlophe was born in 1958 in KwaZulu-Natal to a Xhosa mother
and a Zulu father. She started her working life as a domestic servant, later working as a
newsreader at the Press Trust and BBC Radio, then as a writer for Learn and Teach, a
magazine for newly literate people.
Several experiences inspired Mhlophe to turn to a career as storyteller. She credits her
storytelling ability to her grandmother, who brought her up in Durban. Mhlophe began to
think of storytelling as a career after meeting an Imbongi, one of the legendary poets of
African Folklore.
Mhlophe’s stories combine folklore, information, current a昀昀airs,

songs and idioms. Gcina Mhlophe
1. Summary
The narrator is a seventeen-year-old girl who has very little self-con昀椀dence. She has low self-esteem because she believes
she is ugly. She is a brilliant learner who reads a lot and produces excellent results. Some girls only befriend her because
she does not mind helping them with their schoolwork.
The other girls tease her because no boys are interested in her. However, a handsome rugby player who comes from
Port Elizabeth (Sizwe) asks the narrator to be his girlfriend. The narrator is not interested in him because she wants
to concentrate on her studies. As they get to know each other, they become good friends. The narrator continues to
concentrate on her schoolwork and does very well. This pleases her sister who pays for her education. The narrator also
helps in the church and the minister, Father Fikeni insists that she joins the church choir. Her involvement makes her
become Father Fikeni’s favourite.
Father Fikeni and his wife take her to visit his family in Tsolo for a weekend. The narrator describes the minister’s wife
as someone who does not talk much. The narrator wishes she could be as beautiful as the minister’s wife (since she
considers herself ugly). The minister takes the narrator to a meeting at the chief’s place. She observes the praise poet
(Imbongi), named Cira and is impressed by his skill and language use. Cira has such an e昀昀ect on the narrator such that
she decides to also become a praise poet.
After writing her 昀椀rst poem, she reads it aloud and realises that she has a beautiful voice for reading poetry. She begins to
love herself for the 昀椀rst time and her con昀椀dence grows. She thinks she may be the 昀椀rst female praise poet and she knows
Father Fikeni will be happy for her. Her trip turns out to be a turning point of her life.

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2. Title
Transforming means change from one state to another. The story is about the
narrator who changes from someone who has a low self-esteem to a con昀椀dent A Theme is a main idea or
female praise poet within a short space of time. This transformation is due to her an underlying meaning of a
encounter with a praise poet (Imbongi). literary work, which may be
stated directly or indirectly
3. Themes
3.1 Self-discovery and self-love
In this short story the narrator discovers what makes her happy and ful昀椀lled. At the beginning, she hates her looks as she
considers herself ugly. She hates her voice as she gets kicked out of the school choir. She does not believe a boy can
be attracted to her or love her. The other girls have made her feel bad about herself. After meeting the praise poet, she
discovers her talent for poetry, and realises that she does indeed have a beautiful voice. She has found something that she
feels passionate (cares strongly) about. She begins to accept and love herself and look forward to the future.
3.2 Jealousy
The girls at the school are envious / jealous of the narrator because she is intelligent, hardworking and attains/gets top
marks. They are even more jealous when Sizwe shows interest in the narrator. They make nasty remarks about her looks
and her clothes. Finally, the girls are jealous because the minister takes the narrator for a weekend away.
3.3 Friendship
There are di昀昀erent types of friendships in this story:
• The girls at school only befriend the narrator because they need her help with their schoolwork. They are fake
friends who use her because she is intelligent and hardworking.
• Sizwe and the narrator develop a strong and true friendship. Their relationship gets o昀昀 to a bad start when Sizwe
tries to win the narrator’s love. Initially she wants nothing to do with him because she wants to concentrate
on her school work. However, they slowly become friends. They are kind to each other and enjoy each other’s
company.
• The narrator and Father Fikeni have another type of friendship. Father Fikeni motivates and inspires the narrator
to grow and develop to her full potential.

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4. How is the story told?

4.1 Setting De昀椀nition of Setting
Setting is an
The story takes place in the boarding school where the narrator is schooling. Other environment or
events take place in Tsolo, Eastern Cape, the village where the minister’s family surrounding in which
home is. an event or story takes
place. It may provide
particular information
about placement and
4.2 Structure and Plot Development timing,
Exposition
The narrator is introduced as a teenager who lacks con昀椀dence and feels very unsure of herself. The most interesting
thing in this story is the in昀氀uence that the praise poet has on the narrator. After her encounter with the praise poet, the ugly
duckling becomes a beautiful swan, and all of a sudden, her whole perspective changes from being, ‘unsure of herself’/
lacking con昀椀dence to being con昀椀dent.
Rising Action
The narrator meets Sizwe, the rugby player, who ends up being her close friend. The narrator frequents the church, runs
errands, joins the church choir and becomes Father Fikeni’s favourite. Father Fikeni takes her to Tsolo to visit his family
where she meets the praise poet.
Climax
The praise poet’s performance and his language usage move the narrator, in such The de昀椀nition of a character
a way that she decides to become a praise poet herself. She feels baptized by her trait
encounter with the praise poet and decides to write her 昀椀rst poem. After reading her
poem aloud, she realises that she has a beautiful voice.
Resolution
The narrator falls in love with herself, develops positive self-esteem and gains con昀椀dence. She feels that she can become
the 昀椀rst female praise poet.

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4.3 Characterisation
The de昀椀nition of a character
trait
The narrator •She is a round character, she experiences both inner con-
昀氀ict and outer con昀氀ict.
• She is emotionally weak at the beginning. Personality characteristic
• She lacks con昀椀dence and has a low self-esteem. or inherent value that
• She is intelligent as she gets high marks at school. someone has which they
• After the encounter with the praise poet she transforms, are unlikely to change
loves herself and becomes con昀椀dent. and that helps to make an
• She is determined to pursue her talent as a woman praise individual into the kind of
poet. person he is. All the bold
descriptive adjective in 4.3
Father Fikeni/ •He is loving and caring: He takes the narrator to visit his are examples of character
Minister home and introduces her to the praise poet. traits
• He can recognize talent: He encourages the narrator to
join the choir.
• He loves his family and the village community.
Praise poet/Cira •He is talented and inspirational: He is admired by the nar-
rator and many people from the village.
He is approachable, humble and friendly.
Bulelwa •She is a true friend: She loves the narrator unconditionally.
• She is trustworthy: She stands by the narrator even when
others mock her.
• She is the narrator’s study partner.
Sizwe •He follows his heart: He likes the narrator regardless of

what the other girls say about her.
• He befriends the narrator with good intentions.
4.4 Narrator’s point of view

The story is narrated in the 昀椀rst person and the narrator is the main character. She is the young girl who su昀昀ers because
of a lack of self-con昀椀dence. She tells the story of how she undergoes a personal change to eventually becoming some-
one that is full of con昀椀dence. The story is told from the narrator’s point of view.
4.5 Style
An informal register is used throughout the story. This is appropriate as the narrator is a young girl who is in standard 9
(grade 11). The frequent use of contractions tells us the register is informal, e.g. I’d, didn’t, you’d, we’d and so on. The
compound word she coins to name herself is also informal: ‘Miss-ugly-top-of-the-class’.
4.6 Diction and 昀椀gurative language

• The writer used idiomatic expressions in order to
emphasise meaning:
e.g. - causing such stir.
- kicked out of the school choir.
• Some examples of 昀椀gures of speech in the story include:

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SIMILE: A SIMILE is a comparison

The narrator compares the phrase which 昀椀nds similar
texture of her hair to dry winter characteristics in two objects
grass ‘…describe it as dry grass in and compares them, always
winter.’ (page 97) by using the words ‘like’ or
‘as’.
METAPHOR
A METAPHOR is a 昀椀gure of
The narrator refers to her knees
speech where two things
as ‘…knock -knees to describe
that are normally unrelated
how they touch each other as if
are compared to each other.
knocking when she walks. (page 97)
PERSONIFICATION
The sun is given human qualities PERSONIFICATION is a
when referred to as lazy. ‘The 昀椀gure of speech in which a
winter sun seemed as lazy as we non-living object is given the
were.’ (page 99) characteristics of a person
IRONY:
The girls at the school are jealous
of the narrator’s academic success,
yet they befriend her when they need The de昀椀nition of irony is
help with their schoolwork. the use of words where the
The girls tease the narrator about meaning is the opposite of
being ugly, and believe boys would not their usual meaning or what
be interested in her, yet the handsome is expected to happen.
star of the rugby team – Sizwe –
falls for her.
4.7 Tone and Mood

Tone is a quality in the voice
Tone: that expresses the speaker’s
feelings or thoughts, often
• A gloomy, desperate and depressed tone. towards the person being
The narrator uses this tone when she still spoken
lacks con昀椀dence and has a low self-esteem.
• Cheerful tone
The narrator’s tone changes after watching
the praise poet performing and eventually
discovers her talent. That is when the tone
The way you feel at a par-
becomes exciting.
ticular time: Are you feeling
good or bad, cheerful or
Mood:
irritable right now? This is
• sad, angry, emotional (initially)
your mood.
happy, optimistic (at the end)

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Activity 1
‘TRANSFORMING MOMENTS’
Read the following extract and answer questions which follow:
My essays were the epitome of good work and they would be read to the whole class. I was probably
proud of myself, even though I didn’t really give it any serious thought. Somehow, my academic success
did not do much for my con昀椀dence or give me any self-love. I thought I was very ugly and the fact that
my hair was so hard to manage did not make things easier. I used to describe it as dry grass in winter.
After a while, I even stopped combing it. I’d wash it and dry it, get dressed in my black skirt and white 5
shirt, which were not as nice as those of the other girls, and o昀昀 I’d go to school. To top it all, I had knock-
knees and big feet! I was just so ugly and awkward – I hated myself. And, my God – I sat in the front
desk! Miss-ugly-top-of-the-class.
Our school was one of the biggest high schools in the Eastern Cape and we had a great school choir
that simply collected trophies. I remember Bulelwa’s voice every time I think of our choir. I used to close 10
my eyes and enjoy listening to her sing. I don’t know how many times I wished I had a tape recorder so
that I could tape her voice and have the pleasure of listening to her for the rest of my life. I must say, I
felt great on those rare afternoons when Bulelwa would come and study with me under the black wattle
tree near the teachers’ cottages. I loved that spot. And I also remember that Bulelwa would stand by me 15
when some of the girls in dormitory teased me about boys.
1. What is the setting of the story? (1)
2. In which area of her schoolwork does the narrator show a particular talent? (1)
3. Explain why the following statement is FALSE:
The narrator’s academic success results in a ful昀椀lling life for her. (2)
4. Refer to line 6 (describe it as…stopped combing it.)
(a) Identify a 昀椀gure of speech in this line. (1)
(b) Explain the comparison in this 昀椀gure of speech. (2)
5. What do the words, ‘that simply collected trophies’ imply about the school choir? (2)
6. Discuss the narrator’s opinion about Bulelwa. (1)
7. Refer to the story as a whole:
Do you think the narrator admires the ‘boy from Port Elizabeth’? Discuss your view. (2)

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Answers to Activity 1
1. Eastern Cape (1)
2. The narrator is very good in writing essays. (1)
3. The narrator’s academic success does not boost her con昀椀dence. Even though she is intelligent,
she still feels inferior. (The irony must be evident -both parts should be there for the answer
to earn 2marks) (2)
4. (a) Simile (1)
(b) The narrator thinks her hair is so dull and unmanageable and she refers to it as dry
winter grass./ The narrator compares the dryness of her hair to the grass that is
lifeless and dry in winter time. (2)
5. It suggests that the school choir is very good. In every competition they always come 昀椀rst
and collect lot of trophies. (2)
6. The narrator likes Bulelwa .She thinks that Bulelwa sings beautifully. (2)
7. The narrator admires/likes Sizwe and she also feels that he is handsome. (2)

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The Last Breath

by Sam Kahiga
2
Sam Kahiga (Kenya) was born in Utbiru, Kenya in 1946. He studied art and design
in Nairobi at the University College, and then worked for the National Broadcasters
becoming a documentary 昀椀lm maker. He later turned to full time writing and has
written short stories and novels. He has also been a musician and a painter.
Sam Kahiga
1. Summary
There are four characters in this short story: the narrator, Eva, mother, and the father. Sam Kahiga
The narrator is in love with Eva who is blind, and the father is against the narrator’s
wishes to marry Eva. The father always interferes with the narrator’s wishes and
dreams.
There is con昀氀ict between the narrator and his father regarding Eva. The narrator’s father thinks that this girl is not best
suited for his son. On the one hand the narrator has decided to marry Eva regardless that his father approves of her or
not. The narrator’s mother understands and supports him and his feelings. She has met Eva and approves of her son’s
relationship with her (Eva).
The mother con昀椀des to his son, that his father is sick (with lung cancer) and he does not need to be stressed.
The narrator is apologetic that he must go against his very sick father’s wishes. His father’s condition has worsened, and
the narrator is resolute/determined to propose marriage to Eva. He gives Eva a copper ring. Eva thinks that they should
rather wait for a while because the hospital has promised her a new cornea from a certain donor.
The story ends when the narrator appreciates the kind heartedness of his father who donates a cornea to Eva just before
his death.
2. Title
The story is about the narrator’s father donating an organ (cornea) to Eva just before he dies. This act of kindness is
done in his ‘last breath’.
3. Themes
3.1 Love / kindness / sel昀氀essness
• There is romantic love between the narrator and Eva. The narrator wants to marry her as soon as possible
whereas Eva prefers to wait until after she has a cornea transplant.
• There is also a more mature, enduring love between the narrator’s parents. The mother is very protective of her
seriously ill husband and warns the narrator not to stress or upset him. She tries to maintain peace in their home
for her husband’s sake.
• There is deep love the parents have for the narrator. They are protective and want the best for him. However,
the narrator does not see it this way. He loves his parents, but thinks his father always stands in his way. Only at
the end does the narrator feels his father’s love when he donates his cornea
to Eva to make his son happy.

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3.2 Organ donation

The narrator’s father donates his cornea to Eva when he dies. Eva can live a normal life after
receiving cornea donated to her. This story helps to encourage organ donation by showing
how life-changing it can be. Setting is an
environment
3.3 Parental Interference or surrounding
in which an
The narrator’s father wants to make decisions for the narrator. The narrator feels that his event or story
father is trying to control his life. For example, the narrator’s father forces him to leave music takes place. It
and does not approve of his relationship with Eva. He feels that his father prevents him from may provide
doing what his heart desires. particular
information
about
3.4 Prejudice against people with disabilities placement and
timing,
Eva is blind. She cannot live a normal life. Eva experiences prejudice when the narrator’s
father objects to her marriage to his son because she is blind.
People with disabilities often experience prejudice in their daily lives.

4.1 Setting
The story takes place at the school for the blind when the narrator and his father pay Eva a visit. It continues at the
narrator’s home.
4.2 Structure and Plot Development
Exposition
At the beginning of the story, the narrator’s father is against the narrator’s wishes of dating a blind girl, Eva. The narrator’s
father does not approve of the marriage because Eva is blind. The father always interferes with the son’s wishes even
before Eva came into the picture. The narrator wants to pursue a career in music but ends up working at the bank because
his father denied him that opportunity.
Rising Action
There is tension between the father and the son as they do not agree on the marriage. The narrator proposes to Eva even
though his father does not approve. The narrator learns that his father has a lung cancer and the narrator’s mother asks
the narrator to be careful how of he treats his father. Despite what the mother has said the narrator continues to propose
marriage to Eva.
Climax
After the narrator’s father dies the narrator discovers that his father has donated his cornea to Eva. His father has
donated his cornea to Eva, and this proves the love he had for his son.
Resolution
The narrator marries Eva and he sees his father’s love through Eva’s eyes.

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The main character • Strong – willed.
The Narrator (Protagonist) • He loves unconditionally: He loves Eva despite her being blind.
• He is impulsive/spontaneous.
The Father (Antagonist) •He is controlling because he does not take his son’s feelings into account.
• He is judgmental because at the beginning he does not allow the narrator to
marry a blind Eva.
• He is loving/sel昀氀ess because he donates a cornea to Eva.
The Mother • She is supportive as she always supports her son’s choices.
• She is sensitive to other people’s feelings.
• She is considerate and loving. She loves he son and of her husband.
• She is accommodative.
Eva •She is con昀椀dent despite her disability.
• She is supportive to her boyfriend.
• She is optimistic of receiving her sight.
4.4 Narrator’s point of view.

The story is narrated in the 昀椀rst person and the narrator is the main character. He tells a story of how his father interferes
in his life. The story is told from his point of view.

• The writer used idiomatic expressions in order to emphasise meaning:
e.g. …beating home, the fact.
…brought sunshine into her life.
METAPHOR: speech where two things that
o The narrator refers to his actions as being cruel. are normally unrelated are
‘I 昀椀nished a little savagely. (page 118) compared to each other.
Euphemism A euphemism is a polite,

o …someone who is about to- to vague word or phrase that
cross over. (page 120) is used in place of word or
Eva is going to receive a phrase that might be con-
cornea from someone who is about to die. sidered o昀昀ensive, harsh,
unpleasant or inappropriate to
say. An example of a euphe-
mism is someone saying,
“passed away” instead of
4.6 Tone and Mood “died.”
Tone:
• Frustrated tone. The narrator is frustrated because his
father does not approve of his relationship with Eva.
Tone is a quality in the
• Upset tone. The father’s narrator is upset that his son can
voice that expresses the
even consider marrying a blind girl.
speaker's feelings or
• Sad tone. The narrator is sad to learn that his father is sick.
thoughts, often towards
• Joyful tone. The narrator is happy that he is going to spend
the person being spoken
the rest of his life with Eva because his father has
donated cornea to her.

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Mood:
• Somber, gloomy and sad (at the beginning) The way you/author or
• bright and cheerful (at the end) narrator feel at a partic-
ular time: Are you feeling
good or bad, cheerful or
irritable right now? This
is your mood.
ACTIVITY 2
‘THE LAST BREATH’

‘What does he say? Mother,’ I pleaded, suddenly seized by a wave of
feeling and passion. ‘Why don’t you say you understand? Of course I
wish Eva could see, but just because she can’t, through no fault of her
own, it shouldn’t make Dad regard her as an outcast. She says I have
brought sunshine in to her life. Think of that, Mother. If I left her I’d
plunge her back into darkness...’ For some reason I was near to sobbing. 5
‘And she has brought sunshine into my life too,’ I continued bitterly. ‘Of
all people, she seems to understand me best.’
Silence followed this outburst. I couldn’t bring myself to look at
Mother in case there were tears already in my eyes. But her eyes I knew
were 昀椀xed on my face. 10
‘We all understand you, ‘Mother said at last. ‘But we do not want you
to be unhappy...’
What empty words. I could not even reply. My happiness was in Eva’s
hand. They were denying me that hand for marriage, thus plunging me
into the depths of misery. 15
Your father cares for your happiness more than you know, ‘Mother went
on. Do not forget that... He looked so dark and troubled when you came
in. It is bad for his health.’
Something in her voice made me turn and look at her. Her hand was 20
on the door knob and its movement were nervous, I thought.
1. Who does ‘ he’ refer to in (line 1)? (1)
2. What happened to the narrator when his father interfered with his dreams in the past? (1)
3. Describe the narrator’s relationship with his father? (3)
4. Why is the narrator so in love with Eva? (2)
5. Quote a SINGLE word in (line 4) which suggests that Eva is not accepted by the narrator’s
father because of her disability? (1)
6. Write down ONE word which has the same meaning as ‘crying’ in line 6? (1)
7. Do you think it is fair for the narrator’s father to judge Eva because of her disabilities?
Discuss your view. (3)
8. Refer to line 15 (‘They were denying me that hand for marriage’)
What is meant by the above phrase in the context of this short story? (2)
9. The mother is worried about the misunderstanding between her son and her husband and ends
up revealing her concern. Brie昀氀y explain what her concern is? (2)

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10. (a) One of the themes potrayed in this short story is prejudice?
Discuss how this theme is relevant to the father of the narrator and Eva. (3)
(b) One of the themes potrayed in this short story is organ donation?
Discuss how this theme is relevant to the father of the narrator,Eva and his son. (3)
(c) One of the themes potrayed in this short story is parental interference in the a昀昀airs of their children ?
Discuss how this theme is relevant to the narrator,his mother and father. (3)
11. Do you sympathise with the narrator in this extract? Discuss your view. (4)
Answers to activity 2
The Last Breath
1. The narrator’s father. (1)
2. He was planning to study music and ended up working in the bank. (1)
3. Di昀케cult relationship. They always have misunderstandings regarding life choices.

/ Strained relationship . (2)
4. She supports him and understands him as well. (2)
5. ‘outcast’ (1)
6. ‘sobbing’ (1)
7. Open ended:
No. The fact that Eva is blind does not mean that she is not capable of living a normal life.
Yes. The narrator’s father does not understand how a blind person can lead a normal life since he has never been blind.
He is just less informed. The father wants what is best for his son. He thinks Eva will be a burden to his son because
of her blindness
Note: For full marks, the response must be well substantiated.
8. The narrator’s father does not want him to marry Eva because she is blind/has a disability. (3)
OR
The narrator’s will ony be truly happy when his father gives him the blessing to marry Eva. (2)
9. The mother encourages the son to be more understanding of his father ( because)
The narrator’s father has lung cancer. He is going to die soon. ( Any two of the above.) (2)
10. (a) The discussion of the theme of prejudice should include the following points among others:
The narrator’s father is prejudiced against Eva because she is blind.
The father is against the marriage of Eva and his son. He thinks Eva is less of a human being (3)
because she is blind.
NOTE: For full marks the response must be well substantiated. A response which is not well substantiated
can score 1-2 marks . The interpretation must be grounded in the short story. (3)

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(b) The discussion of the theme of organ donation should include the following points among others:
Doctors can recommend organ donation for certain medical conditions. Patients /people living with
disabilities can enjoy an improved quality of life if the society is educated on the bene昀椀ts of organ donation
and they are ready to donate. The father su昀昀ered from cancer and he decided that when he pass away his
cornea should be given to Eva. Eva is happy that she is going to get a new cornea and that she will
able to see her engagement ring and her future husband. The organ donation is going to help both
the narrator and Eva to have a happy marriage.The cornea donation has also healed the rift/
昀椀ght /disagreement between the late father and son. The narrator now has fond memories of his father.
NOTE: For full marksthe response must be well substantiated. A response which is not well substantiated
can score 1-2 marks . The interpretation must be grounded in the short story. (3)
(c) The discussion of the theme of parental interference in the a昀昀airs of their children should include thefollowing
points among others:
Parents have their childrens’ best interests at heart. In doing that they unintentionally hurt their children.
The father discourages his son to follow his music career – he ends up working at the bank. The father
is against his son’s marriage to the blind Eva. In this instance the son stands his ground and follows
his heart- he proposes to Eva.
The narrator’s mother is understaning and does not interfere with his wishes. (3)
NOTE: For full marks the response must be well substantiated. A response which is not well substantiated
can score 1-2 marks . The interpretation must be grounded in the short story.
11. Open ended:
Yes. His father does not allow him to follow his heart. He gets forced to stop doing things he likes,
like pursuing music and marrying Eva.
No. His father only wants the best for him and as a child he should listen to his parents’ advice.
Provide a relevant response which shows an understanding of the short story. For full marks, the response
must be well substantiated. (4)

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Next Door 3
by Kurt Vonnegut
Kurt Vonnegut (1922 – 2007) was an American who fought in World War II. He was captured
by the Germans and held in a prison in Dresden, Germany. When he came back from the
war, he worked as a newspaper reporter, teacher and public relations o昀케cer before his
writing career took o昀昀. This short story was 昀椀rst published in cosmopolitan in 1955. It later
appeared in a collection titled Welcome to the Monkey House. The story was made into a
short 昀椀lm.
Kurt Vonnegut
1. Summary
Mr and Mrs Leonard and their eight-year-old son Paul stay in a house that is partitioned
into two by a thin wall. Next door to the Leonards is the Hargers. Both families must speak
Kurt Vonnegut
softly because the wall separating them is very thin.
Paul is left alone at home while Mr and Mrs Leonard/his parents go out to watch a movie. Mrs Leonard leaves emergency
numbers for Paul to call if there is an emergency.
Paul is playing with his microscope when he hears a man and woman 昀椀ghting next door. The sound coming from the radio
and the couple’s voices become loud and unbearable. After failing to stop the 昀椀ght by banging the wall, Paul calls All-Night
Sam. Paul pretends to be the child of the Hargers trying to bring his parents together. The DJ then tells his listeners about
the request he has just received to bring a couple back together.
After the radio goes o昀昀, Paul hears another argument between the couple and a sound of a gunshot. From what Paul can
hear, the woman, Charlotte, is not Mr Harger’s wife. Charlotte o昀昀ers Paul a bribe for him to keep quiet about the incident.
When the policeman arrives, Mr Harger and Paul deny having heard any gunshots.
Mrs Harger comes back home thinking that the message she heard on radio was from Mr Harger to her.
Paul is happy to have his parents back from the movies, but he does not tell them anything about the incident (adventure),
which proves that he has indeed grown up.

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2. Title
The story is about the TWO families that are next door neighbours. The boy, Paul, from
next door tries to intervene when neighbours are involved in a 昀椀ght. He ends up having
to tell a lie to the police and hide information about what took place Next door.
A Theme is a main idea or an

3. Themes underlying meaning of a literary
work, which may be stated
directly or indirectly
3.1 Con昀氀ict
• There is con昀氀ict between the Leonards, as they cannot agree on how Paul
should be treated (as a child or as an adult).
• Another con昀氀ict is between Mr. and Mrs. Harger, who have separated.
• There is also con昀氀ict between Mr. Harger and his mistress, Charlotte.
Their 昀椀ght is loud and takes up much of the story.
3.2 Appearance versus reality

At the beginning of the story, Mr Harger seems to be living with his wife and having an argument with her. Later it is
discovered that the woman he is 昀椀ghting with is not his wife but his mistress.
3.3 Loss of innocence

• Paul appears innocent and naïve (lacking in experience and wisdom), but he is wise enough to come up with the
plan to call All-Night Sam.
• Paul is confronted with the dangers of the adult world. He is treated as a child but is forced to think and act like an
adult.
• Paul plays along with Charlotte’s plan and lies to the policeman. He does not tell his parents about what happened
when they were out. He is certainly not as innocent and naïve as he appears at 昀椀rst.

4.1 Setting
The story is set in a subdivided house in which two families live – the Leonards and the Hargers.

Exposition
Two families stay in a house that is divided by a thin partition. The wall is so thin that there is minimal privacy between
the two households. Paul’s parents disagree whether Paul has grown enough to be left alone at home. Paul is eventually
left alone for the evening when his parents go to the movies.

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Rising Action
Paul overhears a 昀椀ght between a man and a woman next door. He decides to
stop the 昀椀ght between the couple before they kill each other. Paul calls All-Night The de昀椀nition of a character
Sam with a message from Mr Harger to Mrs Harger. Paul fears the people 昀椀ght- trait
ing next door are going to kill each other.
Climax
Paul runs out into the hall when he hears three shots 昀椀red. Paul bumps into a
blonde woman (Charlotte) who threatens him to keep quiet and then gives him
money. A policeman arrives and knocks at both apartment doors.
Resolution
Mrs Harger returns home after listening to a message on radio. Paul is surprised
to see Mr Harger is still alive. Paul’s parents return from the movies and con- Personality characteristic or
tinue to treat Paul di昀昀erently. His mother expects to 昀椀nd an enchanted frog or inherent value that someone
magic pocketknife from a fairy princess in Paul’s pockets. His father argues that has which they are unlikely
he’s a big boy and not a little boy to change and that helps to
make an individual into the kind
of person he is. All the bold
descriptive adjective in 4.3 are
4.3 Characterisation Kindness and friendliness examples of character traits
are examples of character traits
Paul • He acts independent and does not mind being left alone.
• He is very sensitive/ caring: He tries to stop the 昀椀ght next door.
• He is very matured and intelligent: He calls All-Night Sam to stop the 昀椀ght.
Mr Harger • He is untrustworthy: He cheats on his wife.
• He is a liar.
• He is a cheat.
Mrs Leornard • She is warm and loving.
• She is realistic and practical.
• She is protective.
Mr Leornard • He is 昀椀rm and a straight talker.
• He is impatient.
All-Night-Sam • He is sensitive and understanding.
• He is kind, sympathetic and helpful.
Charlotte • She is loud.
• She is aggressive and bossy.
• She is manipulative: She threatens Paul to tell a lie.

The story is narrated in the third person. He is an omniscient narrator, a narrator who knows everything. The narrator is
an outsider – not a character in the story. The third person narrator can tell us everything about the characters actions,
thoughts and feelings. The narrator also tells us about what is going on in the background. With this type of narration, the
reader gets to know everything about the writer’s intentions.

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4.5 Diction and 昀椀gurative language Irony is the use of words where
• The writer used idiomatic expressions in order to emphasise meaning: the meaning is the opposite of
e.g. …a prickling sensation spread over his skin. Paul’s hair stood on end. their usual meaning or what is
expected to happen
• Some examples of 昀椀gures of speech and sound devices in
the story include:
IRONY
o The Leonards try to protect their son, Paul, from watching or being A METAPHOR is a 昀椀gure of
exposed to adult material by not taking him to the movies. However, speech where two things that
Paul is exposed to serious adult content while he is alone at home. are normally unrelated are com-
He is exposed to a 昀椀ght; he hears gunshots and assumes someone pared to each other.
has been killed. He is threatened/bullied by a bossy adult, Charlotte.
o Mrs. Hagar thinks that her absence as a woman caused the mess in
the house, yet it is the presence of another woman, Charlotte, that did.
METAPHOR:
o The music is compared to a tidal wave: ‘And then the tidal wave of
A SIMILE is a comparison
music drowned everything again.’ (page 125)
phrase which 昀椀nds similar
o The thickness of the mist in the microscope is compared to milk. ‘…
characteristics in two objects
the milky mist of the damaged lens.’ (Page 125).
and compares them, always by
using the words ‘like’ or ‘as’.
SIMILE:
o Charlotte’s clumsy appearance is compared to a bed that is not
made. ‘… like an unmade bed.’ (Page 128)
ALLITERATION:
o There is repetition of a ‘b’ sound to emphasise the loudness of the
Alliteration is a term to de-
music, ‘…boom of the baas...’ (Page 125)
scribe a literary device in which
4.6 Tone and Mood a series of words begin with
the same consonant sound. A
Tone: classic example is: “She sells
Polite tone: The Leonards must talk very softly to avoid making noise for the seashells by the sea-shore.”
neighbours because the partition is thin. Another fan-favorite is: “Peter
Piper picked a peck of pickled
• tone: Mr. Harger and Charlotte are loud and violent when they 昀椀ght. peppers.”
• Firm tone: Mr. Leonard is 昀椀rm when he decides that Paul must be
allowed to grow up/ left alone at home.
• Celebratory tone: Mrs. Harger thinks that Mr. Hagar was desperate
for her. The mess in the house makes her think that it is due to her
absence, hence Mr. Hagar’s desperation to have her back. Tone is a quality in the voice
that expresses the speaker’s
Mood: feelings or thoughts, often
• suspense towards the person being
• somber spoken.
The way you feel at a particular

time: Are you feeling good or
bad, cheerful or irritable right
now? This is your mood.

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ACTIVITY 3
NEXT DOOR
She dug into her purse, and brought out a perfumed mulch of face tissues, bobbypins and cash.
‘Here!’ she panted. ‘It’s yours! And there’s more where that came from, if you keep your mouth
shut.’ She stu昀昀ed it into his trousers pocket.
She looked at him 昀椀ercely, then 昀氀ed into the street. 5
Paul ran back into his apartment, jumped into bed, and pulled the covers up over his head. In the
hot, dark cave of the bed, he cried because he and All-Night Sam had helped to kill a man.
A policeman came clumping into the house very soon, and he knocked on both apartment doors
with a billyclub. 10
Numb, Paul crept out of the hot, dark cave, and answered the door.
Just as he did, the door across the hall opened, and there stood Mr. Harger, haggard but whole.
‘Yes, sir?’ said Harger. He was a small, balding man, with a hairline mustache. ‘Can I help you?’ 15
‘The neighbours heard some shots,’ said the policeman.
‘Really?’ said Harger urbanely. He dampened his mustache with the tip of his little 昀椀nger. ‘How
bizarre. I heard nothing.’ He looked at Paul sharply.
‘Have you been playing with your father’s guns again, young man?’
‘Oh, nossir!’ said Paul horri昀椀ed. 20
‘Where are your folks?’ said the policeman to Paul.
‘At the movies’ said Paul.
1. Complete the following sentence by using the words provided in the list. Write down only the words next to the
question number (1 (a) – 1 (c) in the ANSWER BOOK.
A young man called (a)… has just witnessed a (b) … He is confronted by the (c) … who buys his silence.
thief; All-Night Sam; crime; suspect; sin; Paul; escape

(3)
2. Quote ONE word from paragraph 1 which indicates that the woman breathed heavily. (1)
3. Explain why the following statement is FALSE.
‘The woman handed Paul some cash.’ (2)

4. Explain why Paul runs into his apartment (line 6). (2)
5. Identify and explain the 昀椀gure of speech used in the line below.
Numb, Paul crept out of the hot, dark cave, and answered the door. (2)
6. Refer to lines 18 and 19.
Why does Harger look at Paul sharply? Explain fully. (2)
7. Refer to line 20, ‘Oh, nossir!’ said Paul horri昀椀ed.
(a) Explain the use of ‘nossir’ (2)
(b) Why is Paul terri昀椀ed? (2)

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8. Refer to line 21 (‘Where are your folks?’ said the policeman to Paul.)
The word ‘folks’ refer to …
A neighbours.
B friends.
C parents.
D siblings. (1)
9. How do we know that Harger is not very young? (1)
10. What does Paul refer to when he says, ‘It’s an adventure.’ (1)
11. Is Harger cheating on his wife? Support your answer by making reference to the whole story. (3)
Next door
1. (a) Paul (1)
(b) crime (1)
(c) suspect (1)
2. ‘Panted’ (1)
3. She puts money/cash in Paul’s pocket instead of handing it to him. (2)
4. He runs back because he is afraid his parents would 昀椀nd out that he has left the room. Or
He has just been threatened by Charlotte who shot at Mr. Harger and he is scared/terri昀椀ed. (2)
5. Metaphor.
Paul’s room is compared to a cave because he was hiding in it. / Paul is given qualities of an animal
coming out of a cave. (2)
6. He is threatening the boy to say nothing about the gun shots.

He is afraid that the boy might have heard the argument and the gunshots.
He doesnt want Paul to say anything about the gunshots to the police./
Paul must deny hearing any gunshots
Any two of the above. (2)
7. (a) The boy speaks quickly because he is terri昀椀ed. (2)
(b) He has been threatened by Charlotte. He has just told a lie to the policeman. (2)
8. C/Parents (1)
9. Because he is referred to as ‘a small, balding man, with a hairline moustache’. (1)
10. Paul refers to a type movie his parents are out to watch (1)
11. Mr Harger is cheating on his wife because the woman he is arguing with left the place in a
hurry and another woman arrived to make up with him. (3)

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The New Tribe

by Bhuchi Emecheta
4
Buchi Emecheta was born in 1944 in Lagos, Nigeria. She moved to London where
she has lived since. She has published several novels, and explores the themes
of childhood slavery, womanhood and female independence, as well as being an
African in Britain. The story was extracted from her novel, The New Tribe, and
published as a short story.
Buchi Emecheta
1. Summary
Rev. Arthur Arlington and his wife, Ginny, are not able to have their own children.
When a baby girl is abandoned at birth and brought to their doorstep by Julian
(the local paperboy), they are happy to adopt her. The child, Julia is named after
Julian. A Nigerian woman (Catherine Mba) hears about the story and unable to
look after her son, Chester, she decides that the Arlington’s would be the perfect
family to provide for him. Chester is the only black child in the community of St
Simon. As Chester grows up, his sense of ‘unbelonging’ becomes clearer to him. Buchi Emecheta
Eventually he forces the Arlingtons to tell him who his and Julia’s biological parents
are. This comes after Ginny (Mrs Arlington) tells Chester that his people came from
Africa in the East. Rev Arlington tells them the exact details of their adoption as he
believes in telling the truth. Deeply a昀昀ected by the truth, the two children become
withdrawn. Chester begins to have regular dreams about Nigeria, the country
of his descent. At the end he accepts his di昀昀erence and embraces the love his
parents have for him.
A Theme is a main idea or
an underlying meaning of a
literary work, which may be
2. Title stated directly or indirectly
‘The New Tribe’ suggests that the old tribal system is changing. There is a move to a more global sense of identity, a
‘tribe’ that has mixed race (black and white). The story explores how this identity is discovered, adapted to and made
peace with.
3. Themes
3.1 Racial Integration
The Arlingtons and the community of St Simon adapt to having the only black child living with them. Chester learns to
accept that he is di昀昀erent (black) and how to cope with being of a di昀昀erent race.
3.2 Mixed race families
The Arlingtons have two adopted children, one of whom is black, and they must learn how to deal with their son,
Chester’s cultural and racial di昀昀erence to them.

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3.3 Adoption
The process of adoption is a long and di昀케cult one. There is always a concern that the biological parent may come to
reclaim the child. Mrs Arlington is always worried that the biological parents of her adopted children might come and
reclaim their children.

4.1 Setting
Modern day England. Small, White, conservative and religious community of St Simon.

Exposition
The Arlingtons adopt two children. Chester is black and Julia is white. Julia is very protective of her brother Chester.
Rising Action
Chester gradually becomes aware that he is di昀昀erent. He realises that he is the only black child when he goes to school
for the 昀椀rst time. When he cries the principal calls him a ‘little devil’ and his sister, Julia protects him. Chester is given the
role of the king in the Christmas play. He is told that the king is ‘King of the Orient’. Chester later learns that he is originally
from East Africa, hence the colour of his skin.
Climax
Chester refuses to be the king in the annual Christmas play because he is made fun of and he is aware that he is di昀昀erent.
He is teased as being ‘King of the devils.’ His mother, Ginny is disappointed because she is proud to see her son on the
stage. Chester decides to ask Arthur Arlington who his real/biological parents are. Arthur tells Julia and Chester that they
were both adopted. Julia and Chester become introverts.
Resolution
When Chester is allowed not to be the king in the play, he tries to make it up to his parents by making Ginny an elaborate
Christmas card and giving her a pretty diary with a cover of roses and violets. They make peace. He also realises that his
father is the emotionally stronger parent (Rock of Gibraltar).
Chester • He is sensitive about the colour of his skin / being the only black person in the
community.
• He is a dreamer.
• He is assertive about his identity and independence at the end.
Julia • She is a sensitive child who loves her family very much.
• She is 昀椀ercely protective of her brother.
• She becomes withdrawn after discovering that she is adopted.
Mr Arthur Arlington •He is gentle and seldom loses his temper.
• He is generous and loving.
He is supportive and dependable.
Mrs Ginny Arlington • She is kind.
• She is loving: She loves her adoptive children.
• She is compassionate.

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The story is narrated in the third person. The narrator is able to give all sides of
the story whilst allowing readers to come to a conclusion of their own about the
events in the story.
4.5 Diction and 昀椀gurative language PERSONIFICATION is a

昀椀gure of speech in which a
non-living object is given the
characteristics of a person
PERSONIFICATION:
‘The room was frozen into silence’. (page 168) The room is not silent. The peo-
ple in the room are silent. This emphasizes the shock the Arlingtons feel when
realizing that the baby will be a black child.
A SIMILE is a comparison
SIMILE: phrase which 昀椀nds similar
o ‘She clapped half-heartedly, wilting like a dying rose petal.’ (Page 179) characteristics in two objects
Ginny is being compared to a dying rose petal. This suggests her lack of and compares them, always
enthusiasm because Chester is not a king. It is as if she has no energy by using the words ‘like’ or
and is fragile just as a dying rose petal has no energy to live. ‘as’.
o ‘…like a good strong tree…’ (Page 170): The love and protection that
the Arlingtons showed to Julia and Chester is compared to a shade that a
strong tree, provides.
o ‘It was like opening an oven.’ (Page 171): The high and unbearable noise
at the Millers is compared to the heat from the oven which is high and A METAPHOR is a 昀椀gure of
unbearable. speech where two things that
are normally unrelated are
compared to each other.
METAPHOR:
‘Rock of Gibraltar’ (page 180) Chester compares his dad, Arthur, to the Rock of
Gibraltar. This suggests that Arthur is emotionally strong and someone safe and
dependable.
4.6 Tone and Mood feelings or thoughts, often
towards meaning the person
being spoken .
Tone:
• Joyful tone: There is joy when the children arrive into the family.
• Matter-of-fact tone: Arthur uses this tone when he tells the children
about their backgrounds.
• Commanding tone: Arthur uses this tone when he punishes Chester for
laughing at Julia. The way you feel at a par-
• An apologetic tone: Chester uses this tone at the end when he gives ticular time: Are you feeling
Ginny her Christmas gift. good or bad, cheerful or irri-
table right now? This is your
Mood: mood.
• Alienation, fear of rejection
• tension and frustration

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ACTIVITY 4
‘THE NEW TRIBE’
The o昀케cer brought out an envelope and gave it to Arthur. He glanced through it, gathering
that they had been speci昀椀cally chosen by the boy’s mother because she had followed Julia’s
progress in the press. That she could not keep the toddler, Chester, because she had just
found out she was expecting twins, and the father was not ready to accept another man’s
child. 5
As Ginny and Arthur were Christians, she was sure Chester would have a better chance in life
with them than he would have with her. She loved her son very much but could no longer
keep him.
Arthur passed the letter to Ginny. Tears welled in her eyes as she read it. ‘I don’t mind,’ she
announced impulsively. ‘I always wanted a house full of children.’ 10
One of the social workers now spoke. ‘Chester’s mother is Nigerian. You need to be aware
he is a black child.’ The room was frozen into silence. Ginny stared at the social workers
questioningly. They nodded. Yes, Chester was black. Returning to the letter, she looked at 15
the signature: Catherine Mba. She asked, ‘Where is the baby now?’
‘He’s in the care of Social Services. He’s very traumatised by being abandoned, and we feel
he needs a home as fast as possible. We wanted to know if you would consider giving him
one while his case is assessed.’
‘Consider! What is there to consider!’ 20
1. Explain why Catherine Mba chooses the Arlingtons to adopt Chester. (2)
2. Refer to lines 9 - 11 (‘Tears welled …full of children.’)
Write down one-character trait of Ginny as revealed in these lines. (1)
3. Identify the 昀椀gure of speech in line 13 and comment on its e昀昀ectiveness:
‘The room was frozen into silence.’ (2)
4. Refer to line 14 (‘Ginny stared at the Social Workers questioningly…’)

Why does Ginny look at the Social worker questioningly? (2)
5. How is the title of this story relevant to the plot? (2)
6. Identify and discuss one theme that is evident in this story. (3)

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‘The New Tribe’
1. Catherine has followed Julia’s progress in the press.

Since Arthur and Catherine are Christians she knows that Chester would have a better chance in life with them.
(2)
2. Loving / caring / she loves children / she is kind and warm-hearted. (1)
3. Personi昀椀cation/hyperbole.
Everyone in the room is shocked, and they all go silent. (2)
4. She is worried because Chester is black. She is not sure of how the community will treat him since
it is a White community. (2)
5. Accept a relevant response which shows an understanding of the following aspects of the plot,
amongst others:
multiracial society/mixed race society
Chester being the only 昀椀rst Black child in the Mans昀椀eld community
Chester being aware of the colour of his skin
Chester being aware of the colour of his skin knowing that he is di昀昀erent
Subtle gestures made by the community make him feel he is expected to be good. (2)
6. Theme:
Adoption
Explanation:
The Arlingtons go through bureaucratic processes when they adopt Julia and Chester. /The Arlingtons are a
happy family until Chester wants to know his real mother. / Although they remain a family after the revelation
of the truth, there are remarkable changes in the behaviour of all the members of the Arlington family.
Theme:
Mixed race families
When the Arlingtons adopt Chester as their child, they become the 昀椀rst mixed race family in their
community. / As the only black child in the community, Chester has to be on his best behaviour all
the time./ Although he never experiences racism, there are instances where he is made to feel that
he is di昀昀erent and this makes him to have a sense of not belonging.
NOTE: 1 mark for a theme and 2 marks for the explanation. (3)

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A chip of glass ruby

by Nadine Gordimer
5
Nadine Gordimer (20 November 1923 – 13 July 2014) is a South African writer,
political and recipient of the 1991 Nobel Prize in Literature. She was recognized as a
woman “who through her magni昀椀cent epic writing has – in the words of Alfred Nobel
– been of very great bene昀椀t to humanity”. Gordimer’s writing dealt with moral and
racial issues, particularly Apartheid in South Africa. Under that regime, works such
as Burger’s Daughter and July’s People were banned. She was active in the anti-
apartheid movement, joining the African National Congress during the days when
the organization was banned, and gave Nelson Mandela advice on his famous 1964
defence speech at the trial which led to his conviction for life. She was also active in
HIV/AIDS causes.
1. Summary
Nadine Gordimer
This short story is about an Indian-African Muslim woman who wants to make a di昀昀erence. Her name is Zanip Bamjee. She
lives with her husband, Mr Bamjee, her son Jimmy, and daughter Girlie. They live with other African and Indian families in
a poor neighbourhood. Zanip is a political activist who feels obligated to help the people in need. One way she helps her
community is by making lea昀氀ets and protesting against the government. She does this because the black community is
being taken away from their homes and deep down, she feels like that is going to happen to the Indian community too. Her
son Jimmy is by her side because he feels the same way about the government as his mother. Mr. Bamjee, on the other
hand, sees things di昀昀erently and thinks they are going to get themselves into trouble. Girlie, daughter to the Bamjees, feels
the same as her mother and brother. Mr. Bamjee begins to wonder why he even married his wife, and Girlie reminds him
that he married her because Mrs. Bamjee doesn’t want anybody to feel left out, and no one else is like that. Mrs. Bamjee
is later thrown into jail with other activists who try to make a di昀昀erence.

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2. Title
• The literal meaning of the title: A chip of glass ruby refers to the jewellery that Indian women wear in their
nose. This highlights the Indian traditional way of life. This jewellery is worn to enhance beauty (outward
appearance).
• The 昀椀gurative meaning of the title: Mrs. Bamjee can be referred to as a chip of glass ruby. She is
delicate and she is precious. It also suggests that Mrs. Bamjee is a shining light (chip of glass ruby shining)
in a dark place (apartheid).
A Theme is a main idea
or an underlying meaning
3. Themes of a literary work, which

may be stated directly or
indirectly
3.1 Sacri昀椀ce
• Mrs. Bamjee thinks of others and takes risks in order to help them. She puts herself in the danger of being
arrested by printing the anti-Apartheid material on the duplicator.
• She sacri昀椀ces her family’s well-being for the sake of the struggle for liberation. When she is arrested, she leaves
behind her young children and husband. When in prison, she goes on a hunger strike.
3.2 Discrimination/Racial prejudice

• Non-whites are discriminated against and Blacks carry passes with them.
• The Group Areas Act forces Mr. Bamjee’s mother to move out of her house in Noorddorp.
• Political activists like Mr. Khan are arrested because they express their concern about political injustices.
• Ahmed (Mrs. Bamjee’s son) is discriminated against in school. Mr. Peterson humiliates him by saying his mother
is imprisoned because she wants Indians to be the same as Black people.
3.3 Sel昀椀shness
• Mr. Bamjee is sel昀椀sh and uncaring on those a昀昀ected by Apartheid as he is not directly a昀昀ected. He has no
concern about Apartheid’s e昀昀ect on others, unlike his wife.
• He only thinks of himself, as he thinks that Mrs. Bamjee’s arrest is her own fault; he makes no attempt to 昀椀nd out
where his wife has been taken or visit her in prison.
• Mr. Bamjee does not even comfort the children when their mother is arrested.
• He feels sorry for himself and acts as the victim when people visit.
3.4 Commitment
• Mrs. Bamjee is committed to her family and the struggle for liberation. Mrs. Bamjee looks after the family and
works late at night printing lea昀氀ets against Apartheid on the duplicating machine.
• Even after her arrest, she goes on a hunger strike, to show her commitment to the struggle (against Apartheid).
3.5 Change
• Mrs. Bamjee’s behaviour changes the family, the country and the system.
• Mr. Bamjee shows signs of changing as he understands what attracted him to Mrs. Bamjee.

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3.6 Love/compassion
Setting is an environment
• Mrs. Bamjee’s children unlike Bamjee are supportive and understanding or surrounding in which an
of their mother. event or story takes place. It
• Jimmy packs clothes for his mother and gave her his own jersey to wear in may provide particular infor-
prison so that she won’t get cold. mation about placement and
• Mrs. Bamjee’s love transcends the prison walls. She instructs Girlie to wish timing.
her stepfather well on his birthday. She is not angry that Mr. Bamjee doesn’t
visit her in prison.
• Mr. Bamjee appreciates the reasons why he fell in love with his wife in
the 昀椀rst place.

4.1 Setting
The story takes place in a poor neighbourhood where Blacks and Indians live within a very troubled government in the
time of Apartheid.

Exposition
The setting is sketched as the dining room of a small house in a lower income non-white community. Mr and Mrs Bamjee
are having a conversation about the duplicating machine. Mr Bamjee’s internal con昀氀ict concerning his wife’s political
involvement is introduced.
Rising Action
Mrs. Bamjee copies the lea昀氀ets and meets with several prominent businessmen, working as political activists in their
community.
Mrs. Bamjee meets with ordinary black women in their house which causes Mr. Bamjee to be upset. Mr. Bamjee disagrees
with his wife’s participation in the protest action and avoids reading the lea昀氀ets. Mr. Bamjee questions how his wife can be
involved in political matters that do not a昀昀ect them as Indians.
Dr. Khan, a highly educated and prominent man in the community is arrested.
Climax
The Special Branch arrives at the Bamjee’s home and to arrest Mrs. Bamjee.
Mr. Bamjee is upset with the situation and angrily yells at his wife and at the men who had come for her asking what he is
to do now that she is being taken.
The children help their mother pack, while Mr. Bamjee remains impassive. Jimmy gives her his green jersey to take along
so that she would not be cold.
The policemen move around the house taking the duplicating machine and other items around the house. After Mrs.
Bamjee and the policemen have gone, Jimmy leaves to inform Girlie (Mrs. Bamjee’s oldest daughter) about the arrest.
Resolution
Mr. Bamjee comments on the routine tasks that are now no longer being performed by his wife. The children keep
to themselves. During the 昀椀rst few weeks after Mrs. Bamjee’s arrest her husband does not speak of her but rages
silently. The children discover that their mother has been moved to a prison in Pretoria. Girlie visits her mother in
prison.

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Yusuf Bamjee •A vendor, a loving and dedicated father even though he does not show it.
• Mr. Bamjee is conservative.
• He has a hint of racial prejudice.
• He is self-centred.
Zanip Bamjee • She is sel昀氀ess – always put others 昀椀rst.
• She is loving and caring.
• She believes in equality among the people of di昀昀erent races.
• She is humble but not afraid to voice out her opinion in order to make a di昀昀erence.
• She is hard working.
• She is brave and courageous.
• She is unsel昀椀sh – at the end of the story, she reminds Girlie that it is Mr. Bamjee’s birthday.
Girlie • She is Mrs. Bamjee’s eldest daughter.
• She is caring she visits her mother in prison to o昀昀er her support.
• She has adopted a modern way of life, when she, unlike most Indian girls; is described as
wearing a lipstick.
Jimmy • He is Mrs. Bamjee’s 15-year-old son from her deceased husband (Pahad).
• He is supportive of her mother and shares her political views.
• He is young but recognises the racial con昀氀ict created by apartheid.

The story is narrated in the third person and the narrator is not one of the characters in the story. The narrator refers to
the characters as he, she or they (or by name). This third person point of view helps the reader to see the story from a
wider perspective than from only one character’s viewpoint.
4.5 Style
An informal register is used throughout the story. Straightforward, simple style.
4.6 Figurative language

Some examples of 昀椀gures of speech in the story include:
SIMILE:
o ‘…unimportant as a dress on a peg.’ (p.21)
o ‘her hands shook like a very old person’s…’ (p.23)
o ‘Jimmy looked like a merchant…’ (p.24)
o ‘faces of the children were behind her like…’ (p.24)
o ‘He fell unto bed each night like a stone…’ (p.27)
o ‘… as a beast of burden is beaten to its feet.’ (p.27)
METAPHOR:
o ‘snap of a trap, realization came.’ (p.23)
o ‘Jimmy bolted and barred the front door…’ (p.24)
o ‘he had become the ghost of a victim…’ (p. 27)
o ‘…he was wol昀椀ng bread and strong tea…’ (p.27)

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A SIMILE is a comparison phrase

which 昀椀nds similar characteristics
IRONY:
in two objects and compares them,
o Mr Bamjee makes no attempts to 昀椀nd out where his wife is taken, and
always by using the words ‘like’ or
he also makes no attempt to visit her. Instead he is angry with her
‘as’.
for getting into trouble with the police, and for leaving him with the
responsibility of taking care of so many children.
o It is ironic that Mrs Bamjee remembers Mr Bamjee’s birthday, and tells

Girlie, his stepdaughter, to make sure she wishes him on his birthday,
yet Mr Bamjee does not seem to care about his wife and what happens
to her.
o Mr Peterson would have been oppressed by the white Afrikaner A METAPHOR is a 昀椀gure of speech
government, yet he mocks Ahmed because his mother is in involved in where two things that are normally
the liberation struggle. unrelated are compared to each
other.
4.7 Tone and Mood

Tone:
o Sarcastic tone – the exchange between Mr. Bamjee and Jimmy
when they discuss Ahmed’s humiliation in the classroom is sarcastic.
o Ironic tone – Mr. Bamjee is critical of his wife’s activities, yet these Irony is the use of words where
activities are morally noble. the meaning is the opposite of
o Hopeful tone – Mr. Bamjee 昀椀nally sees the good in his wife and there is their usual or what is expected to
hope that he will change his attitude. happen.
Atmosphere:
• There is an atmosphere of secrecy in the story.
o Mrs. Bamjee holds meetings with the African women and with the
important freedom 昀椀ghters that come and go, but there are no details
about what is discussed at the meetings.
o Even Mr. Bamjee realises that he does not really know who comes Tone is a quality in the voice that
to his house in the daytime. The prison where Mrs. Bamjee is kept in expresses the speaker’s feelings
custody is also not revealed to the family until a lawyer intervenes. or thoughts, often towards mean-
ing the person being spoken.
ATMOSPHERE is the feeling, emo-

tion, or mood that an author creates
in a narrative through descriptive
language. ... Though the atmo-
sphere is usually established very
quickly in a work of literature, it can
change throughout the text depend-
ing on the scene or stage of charac-
ter development.

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ACTIVITY 5.1
‘A CHIP OF GLASS RUBY’ – Nadine Gordimer
TEXT A
‘Don’t tell me that. We don’t have to carry passes; let the natives protest against
passes on their own, there are millions of them. Let them go ahead with it.’
The nine Bamjee and Pahad children were present at this exchange as they were
always; in the small house that held them all there was no room for privacy for the 5
discussion of matters they were too young to hear, and so they had never been too
young to hear anything. Only their sister and half-sister, girlie, was missing; she was
the eldest, and married. The children looked expectantly; unalarmed and interested,
at Bamjee, who had neither left dining-room nor settled down again to the task of
rolling his own cigarettes which had been interrupted by the arrival of the duplica- 10
tor. He looked at the thing that had come hidden in a wash-basket and conveyed in
a black man’s taxi, and the children turned on it too, their black eyes surrounded by
thick lashes like those still, open 昀氀owers with hairy tentacles that close on whatever
touches them.
‘A 昀椀ne thing to have on the dining-room table’, was all he said at last. They smelled 15
the machine among them; a smell of cold black grease. He went out, heavily on tip-
toe, in his troubled way.
1. Bamjee is unhappy. What is the cause of Bamjee’s unhappiness? (1)
2. Explain why there is no room for privacy in the Bamjee house? (1)
3. State the reaction of the children to Bamjee’s verbal exchange with his wife. (2)
4. Using your OWN WORDS, explain the reason for the reaction in 3. (2)
5. Refer to the whole story.
Give TWO reasons why the duplicator was brought to Mrs Bamjee. (2)
6. Identify the 昀椀gure of speech in lines 14 – 15. (1)
7. Refer to line 16 ‘A 昀椀ne thing to have on the dining-room table’…
(a) Explain the irony in this statement. (2)
(b) State ONE word that describes Bamjee’s tone in line 16? (1)
8. When the writer says ‘…in his troubled way’ (line 18), he shows that
Bamjee is …
A in trouble
B unhappy
C troublesome
D avoiding trouble (1)

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Answers to Activity 5.1

A chip of glass ruby
1. His wife’s involvement in political activities. (1)
2. The house is too small.

(1)
3. They are interested, unalarmed and expectant. (2)
4. They are always present when there are such exchanges, because of how small their house is.
/ They have always been exposed to such exchanges because the whole family ‘lived’ in
the dining-room. (2)
5. To print lea昀氀ets for the stay away. Mrs Bamjee is helping to keep the campaign going because
some of the leaders are jailed. (2)
6. Simile (1)
7. (a) Bamjee does not mean what he says. He hates the duplicator, therefore, it is ironic that he says
it’s a 昀椀ne thing to have. (2)
(b) Sarcastic (1)
8. B/ unhappy (1)
ACTIVITY 5.2
TEXT B

As they talked, Bamjee woke up in the sudden terror of having overslept. Then he became
conscious of voices. He heaved himself out of bed in the dark and went to the window,
which, like the front door, was covered with a heavy mesh of thick wire against intruders
from the dingy lane it looked upon. Bewildered he appeared in the dining-room, where the
policeman were searching through a soapbox of papers beside the duplicating machine. 5
‘Yusuf, it’s for me’, Mrs Bamjee said.
At once, the snap of a trap, realization came. He stood there in an old shirt before the two
policemen, and the woman was going o昀昀 to prison because of the natives. ‘There you are!’
he shouted, standing away from her. ‘That’s what you’ve got for it. Didn’t I tell you? Didn’t 10
I? That’s the end of it now. That’s the 昀椀nish. ‘That’s what it’s come to.’ She listened with
her head at the slightest tilt to one side, as if to ward o昀昀 a blow, or in compassion.
Jimmy, Pahad’s son, appeared at the door with a suitcase; two or three of the girls were be-
hind him. ‘Here, Ma, you take my green jersey.’ ‘I’ve found your clean blouse.’ Bamjee had 15
to keep moving out of their way as they helped their mother to make ready.

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1. ‘…Bamjee woke up in the sudden terror of having overslept’. (Line 1)
Explain why Bamjee would react with ‘sudden terror’ if he overslept. (2)
2. Refer to the whole story:

Explain why the following statement is TRUE. Give TWO points.
Bamjee is unsympathetic to his wife when she is arrested. (2)
3. Refer to lines 8-11.

In your opinion, what causes Bamjee’s reaction when he sees the policemen in his house? (2)
4. What do the actions of Mr Bamjee and Jimmy reveal about their characters when Mrs Bamjee
is arrested? Substantiate your answer. (4)
5. Identify and discuss the theme evident in lines 14 – 17. (3)
6. Mrs Bamjee is a sel昀氀ess character. Give TWO examples. (Refer to the whole story). (2)
7. Do you sympathise with Mrs Bamjee when she is arrested? Discuss your views. (3)

TEXT B
1. Bamjee is a fruit and vegetable hawker. He must wake up early to get to the market on time. (2)
2. He shouts at her in the presence of the police.

He does not even want to stand next to her.
He does not make an e昀昀ort to visit her in prison.
NOTE: Any TWO of the above answers. (2)
3. He is angry because the wife does not heed his warning to refrain from helping the ‘natives’
with their struggles.
He feels that he has been proven right. (2)
4. Bamjee is unsympathetic.
He shouts at her and he does not even want to stand next to her.
Jimmy is supportive.
He packs a small suitcase for Mrs Bamjee and gives his jersey to her so that she could be warm. (4)
5. Theme:
Love/ Compassion
Explanation:
Jimmy shows love/ compassion for his mother. This is evident when he packs clothes for her
and ensures that she won’t get cold. He gave her his own jersey to wear in prison.
NOTE: Allocate 1 mark for a theme and 2 marks for the explanation. (3)

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6 When she gets arrested, she reminds Mr Bamjee to take the children to the engagement party.
Whilst in prison, she reminds Girlie not to forget Mr Bamjee’s birthday. (2)
7. Open ended. An explanation should be based on the text. e.g.
Yes.
She helps out in 昀椀ghting the apartheid system of pass laws. To her everybody’s problem is the same. In prison there is a
hunger strike and that must have been a very painful experience for her.
OR
No.
She is not directly a昀昀ected by the pass laws and her husband has warned her to stop being involved in
other people’s struggle. If she had listened to her husband she would not have gone to prison.
What she does is deemed illegal, therefore she has to be punished for being involved in illegal activities. (3)

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Village People
by Bessie Head
6
Bessie Head (6 July 1937 - 17 April 1986) was born on July in Pietermaritzburg, Natal. Her
mother, Bessie Amelia Emery (Toby), was a patient at the Fort Napier Mental Hospital in
that city. Toby insisted that her daughter should be given the same full name as herself.
So the baby became Bessie Amelia Emery. Bessie never knew her real parents – who
were an unstable white woman and an unknown black man. She was born and raised in
apartheid South Africa. There she su昀昀ered from poverty, racial segregation, and gender
discrimination. She trained as a teacher. She taught for a short while before she became
a journalist. She became a political activist while writing for di昀昀erent newspapers and
magazines. She 昀氀ed to Botswana in 1964, where she worked as a teacher and on
a farming education project in Serowe. However, the people of Botswana did not
readily accept her. While in Botswana she wrote novels and short stories, based on her
experiences in South Africa and Botswana. Much of her work focuses on the di昀케culties
people face in Africa. Head died in Serowe.
1. Summary Bessie Head
The story ‘Village People’ consists of an introductory essay and then TWO stories to
show what she is discussing in essay.
INTRODUCTORY COMMENTS
The narrator speaks about poverty in rural Botswana and its e昀昀ect on the African continent in which she lives. She thinks
that the hard life people face takes away their dignity. The people are so used to poverty that they regard it as normal;
they do not notice the signs of each other’s poverty anymore; the narrator even compares poverty to a ‘quiet second skin’.
Babies are dying because of starvation (hunger) and malnutrition. The narrator believes that people resist change, or
only allow change to occur very slowly. The narrator says that these humble people are extremely warm and loving. She
believes that the Gods and people elsewhere need to be reminded that such places and people exist.
STORY ONE – The old woman

The narrator is the same as in the opening essay. A very old, frail (weak), starving woman collapses from extreme hunger.
The narrator instructs a small child to take the starving woman to her hut, where the narrator prepares food for her later.
That afternoon a young woman comes to the narrator’s yard with a pail of water, as a token of her family’s gratitude for
assisting the old woman. They are too poor to o昀昀er anything else, and they know that the narrator fetches water daily from
the tap. The narrator comments at the end that the Gods and the rest of the world seem to have forgotten places such as
this village, but the ordinary, poor people here are kind, compassionate and generous with the little they have.

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STORY TWO: Summer sun

The narrator is a young girl.
The narrator and her family have come to their land to wait for the summer rains
which have not yet come although it is already January. When the rains come,
they can plough the land and sow their maize, millet, pumpkin and watermelon
seeds before returning to their village. The family survives on goat meat because
only goats can survive a drought as they eat anything. The narrator has a lot of A Theme is a main idea or
time to think and read as she waits with her family. She tries to learn English an underlying meaning of a
from the Geography book given to her by her cousin Lebenah. Lebenah has told literary work, which may be
the narrator about the importance of learning English, and the need for African stated directly or indirectly
women to improve themselves, especially now that Africa is changing so rapidly.
The narrator thinks deeply about many things: climate change; drought and food
shortages; improving herself; not falling pregnant like her sister did; how water
is formed; the importance of planting more trees to increase oxygen levels. The
love her family members have for each other makes their su昀昀ering bearable.
2. Title
The story explores the su昀昀ering of village people and the ways in which these poverty-stricken rural people practise a
form of Ubuntu (humanity), where they care for and support one another.
Setting is an environment
or surrounding in which an
event or story takes place.
It may provide particular
3. Themes information about place-
ment and timing.
3.1 Poverty/Struggle
• Life is a struggle for the villagers, they are poverty-stricken (poor)
– the old woman’s condition, her dress and hunger serves as an example of this extreme poverty. Babies die
of hunger and malnutrition.
• There is drought – no rain for the crops to grow.
3.2 Kindness/Humanity
• Despite poverty, the village people are friendly, generous and considerate towards one another. The narrator
shows kindness to an old woman who collapses by giving her food.
• The old woman’s family shows humanity by sending a young woman with a pail of water to the narrator’s
family to thank them, as they do not have any thing else.
3.3 Hope
• Villagers are still hopeful that the rain will come, even the politician leads people up the hill to pray for rain.
• The narrator is convinced (by her cousin) that reading and learning English will bring about change in her life
as an African woman, this might assist her in ‘escaping’ poverty.

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4.1 Setting
The story ‘Village People’ is set in rural Botswana (village).

The story ‘Village People’ does not have a conventional (normal) plot structure unlike the other short stories.
The old woman • She is honest and not ashamed to admit to her hunger.
• She is a grateful person – for the help she receives from the young woman.
The narrator • She is helpful, compassionate and generous – she o昀昀ers the old lady water and food
The young woman • She is liberal - she thinks about her family’s problems in the context of a changing Africa.
• She is clear-sighted – she can see through the ‘lies’ of the politician.
• She is a determined person: She is hopeful about change.
Lebenah • He is an advanced (modern) man: He believes that women need to improve their minds in
• order to face the challenges in Africa which is changing rapidly.
• He is generous as he gives a geography book to the narrator (young woman) - so that she
can learn about the world outside their country.
4.4 Style
Simple and straightforward, with a lot of repetition and imagery. The ideas and the language used in the essay are more
mature. The sentences are more complex. In the second story, the language used and the ideas are simpler.
• In the introductory comments and the 昀椀rst story, the narrator appears to
be a young adult woman. The story is narrated in the third person. The The de昀椀nition of a character
narrator is an educated woman who is concerned about the poverty in Africa. trait
• In the second story, the narrator is a young girl. The story is narrated in
the 昀椀rst person as the narrator is a character in the story. She tells the
reader about herself and her dreams and hope for the future.

• Style is simple and straightforward with a lot of repetition and imagery. Personality characteristic or
• Some examples of 昀椀gures of speech in the story include: inherent value that someone
has which they are unlikely to
PERSONIFICATION/SIMILE change and that helps to make
o ‘Poverty has a home in Africa…’ (p.39) an individual into the kind
o ‘…like a quiet second skin’ (p.39) of person he is. All the bold
descriptive adjective in 4.3 are
The narrator wants the reader to know that poverty is always present (it is a examples of character traits
permanent feature) among the people of Africa. Just like as a second skin will be
literally very close to you, so too is poverty very close to the people of Africa.

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SIMILE:
o ‘her whole body…like a thin…’(Page 40)
o ‘Her arms were as 昀氀at as boards’ (Page 40)
o ‘…crumbled to the ground like a…’ (Page 40 A METAPHOR is a 昀椀gure of
o ‘They are like children.’ (Page 40) speech where two things that
are normally unrelated are
compared to each other.
METAPHOR:
o ‘…keeping her face empty…’(p.41)
PERSONIFICATION :
o ‘It (poverty) may be the only place on earth where it is worn…’ (p.39)
o ‘His mind is quick and moves…’ (p.42)
o ‘…the sun is cruel.’ (p.42)
o ‘…many birds in the bush will welcome it (sun).’ (p.42)
o ‘…across the sky and bend down…’ (p.43) PERSONIFICATION is a
昀椀gure of speech in which
a non-living object is given
4.7 Tone and Mood the characteristics of a
person.
Tone:
• Tone of despair:
o When hope is completely lost, from the opening sentence: ‘Poverty has
a home in Africa – like a quiet second skin’.
o The people are quite helpless against the cruelty of nature; the on-going
drought results in starvation and death. Tone is a quality in the voice
• Tone of hopelessness: feelings or thoughts, often
o There is a feeling of hopelessness as the villagers wait in vain for the towards meaning the person
drought to end. They live in deep rural Botswana, which means their being spoken
lives are di昀케cult and there are few opportunities for improving their lives.
Poverty also creates fear and anxiety.
• Optimistic/hopeful tone
o The narrator feels hopeful that the rains will come, and that education
will emancipate her.
Mood: The way you feel at a

• Serious/ gloomy/ sombre/depressing. particular time: Are you
o There is no sign of rain; the people starve, babies die; they cannot sow feeling good or bad, cheerful or
their seeds so there will be no harvest the next year. irritable right now? This is your
o The people are worried about how they will survive. The gloomy mood mood.
is evident, for example, when the narrator in the second story says:
‘I feel great pity for my family, and other families. I wonder why we sit
here like this. Each day the sun is hot, hot in the blue sky. Each day the
water pool of November rain gets smaller’. The narrator seems to be
really sad and worried.

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ACTIVITY 6
‘ VILLAGE PEOPLE’
The crowd laughed in embarrassment that she should display her need so nakedly. They turned
away; but old ladies have no more shame left. They are like children. They give way to weakness
and cry openly when they are hungry.
‘Never mind, I said. ‘Hunger is a terrible thing. My hut is not far away. This small child will take
you. Wait till I come back, then I shall prepare food for you. 5
‘Then, it was late afternoon. The old lady had long passed from my mind when a strange young
woman, unknown to me, walked into the yard with a pail of water on her head. She set it down
outside the door and squatted low.
‘Good-day. How are you?’ I said.
She returned the greeting, keeping her face empty and carefully averted. 10
It is impossible to say: what do you want? Whom are you looking for? It is impossible to say this
to a carefully averted face and a body that squats quietly, patiently. I looked at the sky, helplessly
I looked at trees. I looked at the ground, but the young woman said nothing. I did not know her,
inside or out. Many people I do not know who know me, inside and out, and always it 15
is this way, this silence?
A curious neighbour looked over the hedge. ’What’s the matter?’ she asked.
I turned my eyes to the sky again, shrugging helplessly.
20
1. What is the need that the woman displays in line 1? (1)
2. Describe TWO characteristics of the crowd that are revealed in line 2. (2)
3. Refer to lines 2 - 4 (‘They are like…they are hungry’).
(a) Identify a 昀椀gure of speech used in these lines. (1)
(b) Explain the comparison in this 昀椀gure of speech. (2)
4. Refer to lines 4 - 5(‘Never mind . . . food for you ‘)
Identify and discuss the theme evident in these lines. (3)
5. Refer to lines 8-10 ‘The old lady… and squatted low. ‘
(a) Why has the strange woman come to the narrator’s yard? (2)
(b) Quote a SINGLE WORD to prove the following statement FALSE.
The strange woman comes to the narrator’s yard and stands the whole time. (1)
6. Refer to line 10 (‘She returned the… and carefully averted.’)
Choose the correct answer to complete the following sentence. Write only the letter (A - D)
next to the question number in the ANSWER BOOK.
When the narrator keeps ‘her face empty’, it means that she is …
A careless
B cheerful
C expressionless
D disrespectful (1)

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7. Refer to line 11 (‘It is impossible to say: what do you want? Whom are you looking for?’)
Explain the reason for the narrator not to ask the strange woman these questions. (1)
8. Refer to line 18 (‘I turned my eyes to the sky again, shrugging helplessly.’)
(a) What emotion is the narrator experiencing when she is ‘shrugging helplessly’? (1)
(b) Give a reason why the narrator shows this emotion. (1)
The Village People
1. The woman displays her need for food. (1)
2. The crowd is harsh/ uncaring.

They are unsympathetic. (2)
3. (a) Simile (1)
(b) The older woman’s open declaration of hunger  is compared to the behaviour of
young children who do not have any shame but display their feelings about anything
(including hunger) in public. (2)
4. Theme:
Human kindness
Explanation:
The narrator is kind enough to o昀昀er food to a stranger that she has never met and she invites the
woman into her house.
5. (a) She has been sent by the old woman’s family to bring a pail of water to the narrator
to thank her for her act of kindness/ having given the older woman food when she
collapses earlier. (2)
(b) ‘squatted’ (1)
6. C / expressionless (1)
7. The silence, helplessness and politeness of the strange woman makes it impossible for the
narrator to ask many questions. (2)
8. (a) Confused /uncertain / helpless. (1)
(b) She does not know what the young woman wants / the young woman is not saying anything. (1)

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The fur coat

by Sean O’Faolain
7
Sean O’Faolain was born on 22 February 1900 and died in April 20, 1991. He was
an Irish writer, considered a master of the short story. He became the member of the
Irish Republican Army (IRA), 昀椀ghting for independence with Great Britain.
1. Summary
There are only two main characters in the story, Paddy and Molly Maguire. Molly is a
housewife and has raised their children on her own while her husband is in and out
of prison due to his activities in the Irish Republican Army (IRA). Before Molly married
Paddy, she used to work in her father’s shop. She is a plain woman, and does not have
time to dress like the other loose women that Paddy refers to. Molly mends her son’s
pyjamas. There is a pile of clothes for her to mend. This tells the reader that Molly and
Paddy do not have much money. Molly is 昀椀lled with despair because deep down she
wishes they were well o昀昀; then she would not have to mend clothes. She thinks that
one day after she has died, someone will invent plastic pyjamas that can be wiped with Sean O’Faolain
a dishcloth and easily mended with glue. This shows that she is hoping for an easier
life.
Later, Paddy gets promoted to be the Secretary to the Minister for Roads and Railways; and they are soon to be rich. Molly
wants a fur coat; mink, a sable, a broadtail – she mentions all these di昀昀erent types of fur coats. That indicates the con昀氀ict
that she experiences in her mind and in her heart. Paddy agrees to her buying a fur coat on credit, especially since they
can get a much higher credit because of his new position. Molly struggles to make a decision about whether she wants
a fur coat or not. She gives reasons why she needs one: She doesn’t have enough fancy clothes (costumes); so, putting
on a fur coat will cover her cheap and plain clothes underneath. In the end she decides that she does not need a fur coat.
After all that arguing with Paddy about the fur coat, she ends up deciding she really does not want one.
2. Title
A fur coat is made of fur. In the context of the short story, it represents success and it is a symbol of class (for Molly).
Practically, the fur coat will keep Molly warm.

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3. Themes
3.1 Desire
Molly strongly desires to own a fur coat. She believes she will be properly dressed when
she owns a fur. The fur coat will also a昀昀ord her the lifestyle of ‘success.’ A Theme is a main
idea or an underlying
meaning of a literary
3.2 Social Class/Wealth/Hardship work, which may
be stated directly or
Molly struggled during the time Paddy was in prison. The Maguire’s were poor and had indirectly
a low position in society. The situation changes when Paddy is appointed Parliamentary
Secretary to the Minister for Roads, but Molly 昀椀nds it di昀케cult to adjust to their new status.
She feels insecure about being in the company of wealthy women with beautiful clothes,
which will happen when she attends o昀케cial events with her husband. She is worried that
other women will look down on her. Perhaps the fur coat will impress other women and
she will ‘昀椀t-in’.
3.3 Love and generosity

Paddy loves Molly and he is prepared to provide her with anything that pleases her. His generosity is shown when he
agrees to buy Molly a fur coat.
3.4 Appearance
Molly has been an ordinary housewife unlike the wives of de Valera and General Mulcahy. Molly believes that a fur coat
or even a set of new dresses will change her for the better and that is just as good as the wives of de Valera and General
Mulcahy. She is comparing herself to these women as though she too has the same importance due to her husband’s new
appointment. Paddy’s appointment means that Molly will mix in new circles and she wants to look as good as the others.
3.5 Sel昀椀shness
Molly wants Paddy to buy her a fur coat, yet she does not seem to make up her mind; in the process, she confuses Paddy.

Setting is an
4.1 Setting environment or
surrounding in which
The story ‘The fur coat’ is set inside Paddy and Molly Maguire’s house, in Ireland. Paddy and an event or story
Molly are Irish and are the two main characters of the story. In the story, the cities Limerick takes place. It may
and Kerry, which are in Ireland, are mentioned. provide particular
information about
placement and
timing.

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4.2 Structure and Plot Development The de昀椀nition of a

character trait
Exposition
Paddy gets a promotion. Molly says she ‘must have a fur coat’.
Rising action
Personality characteristic
Molly is defensive about her reasons for wanting a fur coat. Paddy considers
or inherent value that
practicalities only and he does not understand why the coat is such an issue.
someone has which they
are unlikely to change
Climax
and that helps to make
an individual into the kind
Molly accuses Paddy of being mean and that upsets Paddy. Molly’s desire for a fur
of person he is. All the
coat causes friction between her and Paddy. Molly runs to her room and cries.
bold descriptive adjective
in 4.3 are examples of
Resolution
character traits
Molly is given a cheque by Paddy, but she does not buy the coat, instead she
destroys the cheque. Molly apologises to Paddy for being mean.
Molly Maguire • She is sel昀椀sh – all she can think of is the fur coat and makes Paddy to feel guilty.
• She is insecure – she is worried about not looking as good as the wealthy women who will
be at the events related to Paddy’s work.
• She is ungrateful – as she dwells on her di昀케cult life in the past and this shapes her thinking
(inner con昀氀ict).
• She is a proud and stubborn woman - she does not really need a fur coat but she thinks it
will be the symbol of status.
• She is naïve.
Paddy Maguire • He is loving, supportive and generous.

• He is a calm and cool person – when Molly is mean.
• He is practical and looks at situations objectively.
• He is patriotic – he joins the IRA to free his country from Great Britain

A SIMILE is a
The story is told in the third person – the narrator is an outsider, not a character in comparison phrase
the story. which 昀椀nds similar
characteristics in
two objects and
4.5 Style compares them,
always by using
There is humour in the story, and colloquial language is used. the words ‘like’ or
‘as’.
speech where two things
that are normally unrelated
are compared to each other.

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PERSONIFICATION is a
4.6 Diction and 昀椀gurative language 昀椀gure of speech in which a
non-living object is given the
characteristics of a person.
o These are some of the 昀椀gures of speech found in the short story:
SIMILE:
o ‘… as if she were throwing sacks of turf…’ (page 76)
o ‘…like all the Irish, you have that peasant…’ (p.79)
o ‘…crying like a kid.’ (p.79)
METAPHOR: Irony is the use of words

o ‘The years had polished her hard’ (p.74) where the meaning is the
o ‘…her diamond – bright eyes.’ (p.74) opposite of their usual or
o ‘…her heart leaped…died in her.’ (p.79) what is expected to happen.
PERSONIFICATION:
o ‘He addressed the room.’ (p.78)
o ‘He addressed the armchair’ (p.78)
o ‘…donkey years ago.’ (p.79)
o ‘…her heart leaped…died in her(p.79)
IRONY: that expresses the speaker’s
o Molly says Paddy is ‘mean’ yet she is the one that behaves in a feelings or thoughts, often
mean way towards her husband, despite the fact that he is generous towards meaning the person
and loving towards her. being spoken .
o Molly accuses Paddy of having a ‘peasant streak’, yet she can be
regarded as having a ‘peasant streak’ because she cannot imagine
herself wearing an expensive fur coat.
4.7 Tone and Mood

Tone:
• Angry/dissatis昀椀ed tone
o Molly speaks to Paddy in a disgruntled, angry and dissatis昀椀ed tone. She is
angry and dissatis昀椀ed with the di昀케cult life she has lived while Paddy was The way you feel at a particular
involved in the revolution. time: Are you feeling good or
o Molly feels that other women have better lives. She is dissatis昀椀ed with the bad, cheerful or irritable right
clothes she has and with her role as a housewife. now? This is your mood.
• Light-hearted tone – the narrator uses humour which

reduces the seriousness of the story. Molly talks about the future that has
plastic pyjamas that will need less energy to clean and mend. (page 76)
Mood:
• Tense/depressing.
• Humorous

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ACTIVITY 7.1
‘FUR COAT’ Text A
When Maguire became Parliamentary Secretary to the Minister for Roads and Railways his wife
wound her arms around her arms around his neck, lifted herself on her toes, gazed into his eyes and
said, adoringly:
‘Now, Paddy, I must have a fur coat.’
‘Of course, of course, me dear, ‘Maguire cried, holding her out from him admiringly; for she was a 5
handsome little woman still, in spite of the greying hair and the 昀椀rst hint of a stoop. ‘Get two fur coats!
Switzer’s will give us any amount of tick from now on.’
Molly sat back into her chair with her 昀椀ngers clasped between her knees and said, chidingly: 10
‘You think I’m extravagant!’
Indeed, then, I do not. We’ve had some thin times together and it’s about time we had a bit of comfort
in our old age. I’d like to see my wife in a fur coat. I’d love to see my wife take a shine out of some of
those straps in Grafton Street
– painted jades that never lifted a 昀椀nger for God or man, not to as much as mention the word Ireland. 15
By all means get a fur coat. Go down to Switzer’s tomorrow morning,’ he cried with all the innocence
of a warm-hearted, inexperienced man, ‘and order the best fur coat that money can buy.’
Molly Maguire looked at him with a昀昀ection and irritation. The years had polished her hard – politics,
revolution, husband in and out of prison, children reared with the help of relatives and Prisoners’ 20
Dependents’ Funds.
1. Why does Molly Maguire ask for a fur coat? (1)
2. What evidence is there in the extract that Molly has a hard life? State TWO points. (2)
3. Using your OWN words, describe Paddy Maquire’s attitude towards Molly Maguire. (2)
4. Explain why Switzer’s would give the Macguires ‘any amount of tick from now on’. (line 7) (2)
5. Quote THREE consecutive words to prove the following statement FALSE:
The Maguires were wealthy prior to Paddy’s promotion. (1)
6. Refer to line 19 (‘Molly Maguire looked … a昀昀ection and irritation.’)
Explain why Molly reveals these mixed feelings. (2)
7. Refer to lines 19 -20 (‘The years had polished her hard’).
Explain both the literal and 昀椀gurative meaning of these words. (2)
8. Identify and discuss ONE theme of the story which is evident in this extract. (3)
9. In your opinion, is Molly Maguire making a reasonable request in this extract? Discuss your views. (3)

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Fur coat Text A
1. Her husband can a昀昀ord the fur coat as he is promoted to Parliamentary Secretary./ She wants
to wear it to special occasions. (1)
2. Her life lacks comfort.

Her husband says they’ve have some tough times together.
Her 昀椀ngertips are pink and coarse from hard work.
NOTE: Any TWO of the above answers. (2)
3. He loves her/ will do anything for her.

He is soft/understanding towards his wife. (2)
4. He has a better job/ earns more money.

He quali昀椀es for more credit. (2)
5. ‘some thin times’/ ‘thin times together’ (1)
6. She displays a昀昀ection because Paddy is loving/ kind/ generous.

She displays irritation because he doesn’t fully understand what she wants/ she feels he is stingy. (2)
7. Literal: She has been shined with wax polish.

Figurative: Tough times has made her stronger. (2)
8. Hardship / Su昀昀ering
The Maguires have experienced tough times. Paddy is unable to provide for his family while in prison.
His wife often has to raise the children on her own.
OR
Love/ A昀昀ection
Her husband loves her dearly – would do anything for her / make sacri昀椀ces to please her.
He feels she needs to be rewarded for all the tough times she has to endure.
NOTE: 1 mark for the theme and 2 marks for relevant, text-based explanation. (3)
9. Open-ended. Provide a response which shows knowledge and understanding of the following
aspects, among others:
Yes
Her request for an expensive fur coat is reasonable because Paddy can a昀昀ord it./ The tough life she has
lived has ended and she deserves to pamper herself.
No
Molly is not sure of what she wants as she keeps on changing her mind about the fur coat./ When given
a cheque, she tears it up.
NOTE: You can score 1 or 2 marks for a response which is not well-substantiated. The response must be
grounded in the text of the short story. (3)

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ACTIVITY 7.2
Text B
Molly jumped up, let a scream out of her, and hurled the basket of mending at him.
‘Stop it! I told you I don’t want a fur coat! And you don’t want me to get a fur coat! You’re too mean,
that’s what it is! And, like all the Irish, you have the peasant streak in you. You’re all alike, every 5
bloody wan of ye. Keep your rotten fur coat. I never wanted it …’
And she ran from the room sobbing with fury and disappointment.
‘Mean?’ gasped Maguire to himself. ‘To think that anybody could say that I … Mean!’
She burst open the door to sob: 10
‘I’ll go to the garden party in a mackintosh. And I hope that’ll satisfy you!’ and ran out again.
He sat miserably at his table, cold with anger. He murmured the hateful word over and over, and
wondered could there be any truth in it. He added ten yards to the pier. He reduced the ten to 昀椀ve, 15
and then, seeing what he had done, swept the whole thing o昀昀 the table.
It took them three days to make it up. She had hit him below the belt and they both knew it. On
the fourth morning she found a cheque for a hundred and 昀椀fty pounds on her dressing table. For a
moment her heart leaped. The next moment it died in her. She went down and put her arms about his 20
neck and laid the cheque, torn in four, into his hand.
‘I’m sorry, Paddy,’ she begged, crying like a kid. ‘You’re not mean You never were. It’s me that’s
mean.’
1. Why does Molly have this sudden outburst of anger? (2)
2. What is Molly suggesting about her husband when she says he has a ‘peasant streak’? (line 5)
(1)
3. Refer to line 8-9 (‘Mean?’ gasped Maguire … Mean!’)
(a) Write down ONE word which best describes Paddy’s feelings in this line. (1)
(b) Give a reason for Paddy’s feelings in QUESTION 3(a). (2)
(c) Explain the irony in Molly’s accusation. (2)
4. Refer to line 11 (‘I’ll go to … that’ll satisfy you!’)
Write down ONE word which best describes Molly’s tone in this line. (1)
5. Refer to line 16 (‘She had hit … below the belt).
Explain both the literal and 昀椀gurative meanings of these words. (2)
6. Explain how Molly’s attitude changes in this extract. (2)
7. Do you sympathise with Paddy Maguire in this extract? Discuss your views. (3)

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Text B
1. He is giving her practical reasons why she needs a fur coat.

She feels Paddy is being sel昀椀sh/ stingy. (2)
2. He acts like a poor person/ he was stingy (1)
3. (a) Shock/ hurt (1)
(b) He feels Molly is ungrateful/ He feels she accused him falsely. (2)
(c) He has been kind to her/ he never refused to buy her a fur coat, yet she accuses him
of being nasty. (2)
4. Sarcastic/ malicious/ angry (1)
5. Literal: She hits the lower part of his body.
Figurative: She is treating him unfairly/ hurts him emotionally. (2)
6. She 昀椀rst accuses him of being nasty/ stingy, then she feels guilty/ apologises. (2)
7. Provide a response which shows knowledge and understanding of the following aspects, among others:
Yes
He is kind to his wife . He is willing to do anything to please her, yet his wife accuses him of being mean
and stingy.He o昀昀ers the wife to go get a fur coat but his wife makes hurtful accusations.
No
Molly is justi昀椀ed to demand an expensive fur coat because Paddy can a昀昀ord to buy it.
Molly deserves anything she wants because she su昀昀ered when Paddy was in prison.
Paddy does not understand his wife’ needs She has to 昀椀t in or feel as if she is in the same class
as other wives. (3)

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The doll’s house

by Katherine Mans昀椀eld
8
Katherine Mans昀椀eld (14 October 1888 – 9 January 1923) was born to a middle-class family
in Wellington, New Zealand. At the age of nine, she had her 昀椀rst story published, it appeared
in The High School Reporter in Wellington, with the editor’s comment that it “shows promise
of great merit.” As a teenager, she had a few stories published in her high school’s magazine.
As a 昀椀rst step to her rebellion against her background, she moved to London in 1903 and
studied at Queen’s College, where she joined the sta昀昀 of the College Magazine. Returning
to New Zealand in 1906, she took up music and became an accomplished cellist (playing
a musical instrument), but her father denied her the opportunity to become a professional
musician.
https://www.britannica.com/biography/Katherine-Mans昀椀eld
Katherine Mans昀椀eld
1. Summary
A doll’s house arrives at the Burnell home as a gift. The doll’s house smells so strongly of paint that Aunt Beryl thinks it
could make someone sick. Isabel, Lottie, and Kezia are the Burnell’s three daughters. The girls do not mind the smell and
couldn’t be more delighted by the house. Kezia, the youngest sister, notices a small lamp, which she thinks is the best
part of the doll’s house.
The next morning, the Burnells are excited to boast to the other girls at school. Isabel, the oldest, forbids her sisters from
saying anything before she has had a chance to describe the doll’s house to the others. She also reminds Lottie and Kezia
that she is allowed to choose which two girls will visit 昀椀rst to see the house. At playtime, all the little girls gather around
to hear Isabel’s talk about the house except for Lil and Else Kelveys - the daughters of the village washerwoman and the
poorest girls at school.
Everyone in the village gossips about the Kelveys, saying that their father is in prison (calling him ‘a jailbird’), and many
children, the Burnells included, are not allowed to talk to them. As such, the Kelveys can only eavesdrop as Isabel proudly
describes the doll’s house. Since Kezia likes the lamp more than anything else in the doll’s house, she reminds her sister
to mention it, though no one else seems to care about it. Isabel chooses Emmie Cole and Lena Logan as the 昀椀rst two girls
to come see the house.
Kezia asks her mother if she can invite the Kelveys to see the doll’s house, but Mrs Burnell refuses. This is because the
Kelveys are very poor and the community does not like them. More days pass, and by now everyone has seen the house
except the Kelveys. At school the other girls cruelly insult the Kelveys sisters, who react only with silence.
Later one afternoon, Kezia is at home swinging on the big white gates of her family’s courtyard when she spots the Kelveys
walking down the road. Kezia decides to open the gates and invite them inside to see the doll’s house. Lil shakes her head
and reminds Kezia that they are not supposed to talk to the Kelveys. Kezia assures Lil that it does not matter. Lil still does
not want to go, but Else Kelvey, standing behind her, tugs on her dress and looks at her pleadingly.
Kezia leads the Kelveys inside. While she is showing the Kelveys the doll’s house, Aunt Beryl spots them and shouts
furiously at Kezia. She shoos the Kelveys away and slams the doll’s house shut. The Kelveys, meanwhile, run o昀昀 and sit by
the side of the road. Else sneaks closer to her sister and smiles. She speaks for the 昀椀rst time in the story, saying, ‘I seen
the little lamp.’

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2. Title
The doll’s house is a symbol of the Burnell family’s societal position, which is upper class. By associating the doll’s
house with the Burnells, the narrator suggests that they are di昀昀erent from the other families. Mrs Burnell only sends
her children to the local school, just because there is no good school available for their class in the area. The smell
of paint from the doll’s house, which is strong enough to make anyone seriously ill, symbolises the Burnells’ social
prejudice.
3. Themes
3.1 Social Class and Prejudice
The Burnells appear to be the wealthy upper class. The Kelveys are largely ignored or avoided by the community
because they are poor. Mrs Burnell has even told Mrs Kelvey that their children should not speak to one another. When
the Burnells are given the doll’s house, all the girls at school are invited to see it, except the Kelveys. The Kelveys are
seen as inferior because their father is in prison, their mother works as a washerwoman for some families.
3.2 Hope (change)

Kezia presents hope for the future.
She is the only girl who is fascinated by the lamp in the doll’s house She invites the Kelveys to see the doll’s house. She
is unlike the rest of her family, because she is not prejudiced against people like the Kelveys. Perhaps she is too young
to have learned (or really understand why) the Kelveys are inferior. She sees them as equal to her. She talks kindly to the
Kelveys and gives them the chance to see everything in the doll’s house. There is hope that with more people who are
not prejudiced, like Kezia, the future will be di昀昀erent.
3.3 Poverty
A Theme is a
The Kelveys are poverty-stricken. The mother works as a washerwoman and her husband main idea or an
is in jail. The family must live o昀昀 the money she earns washing clothes. The children’s underlying meaning
clothes are made from other people’s stu昀昀 such as curtains and tablecloths. While of a literary work,
the wealthy children eat mutton sandwiches and cake at school, the Kelveys eat jam which may be
sandwiches which are wrapped in newspaper. The Kelveys children are mocked because stated directly or
they are poor. Even the teachers have a special smile for the Kelveys that is di昀昀erent from indirectly.
other children.
3.5 Innocence and Cruelty

The story, ‘The Doll’s House’, focuses mostly on the interactions between young girls with one another. However, these
girls simply represent society in which they are being raised, and their behaviour re昀氀ects what their parents and elders have
taught them. Class-consciousness and prejudice are passed down from one generation to the next. When the popular
girls mock the Kelveys, they are imitating parents who gossip about the lower- class family. At lunch Emmie whispers, ‘Lil
Kelvey is going to be a servant when she grows up.’ The Burnells are not allowed to speak to the Kelveys.

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Setting is an
4.1 Setting environment or
surrounding in which
A small village in New Zealand. an event or story
takes place. It may
provide particular
4.2 Structure and Plot Development information about
placement and
Exposition timing.
The doll’s house arrives at the Burnells from Mrs Hay. The girls are happy and cannot wait to
show o昀昀 their doll’s house to other girls in their area.
Rising actions
Every girl at school wants to come to the Burnell home to admire the doll’s house. All girls are The de昀椀nition of a
welcome except the Kelvey girls because they are poor, and they are discriminated against. character trait
Climax
Kezia invites the Kelvey girls in to see the doll’s house. Aunt Beryl scolds Kezia and chases
the Kelvey girls from the Burnell property because they are poor, and their mother is a
washerwoman.
Falling action
Lil is upset and embarrassed but Else Kelvey remembers only the little lamp. Despite their
di昀昀erences, she and Kezia both love the little lamp which is a symbol of hope.
Kezia Burnell • She is kind and obedient - she asks her mother for permission to bring the Kelveys over to
(Youngest Burnell) see the doll’s house.
• Kezia is independent and thoughtful - Though everyone else ignores or mocks Lil and Else
Kelvey, Kezia wants to invite them to see the doll’s house.
She ignores the rules of class by o昀昀ering kindness and friendship to the Kelveys.
Isabel Burnell • Isabel is bossy - She wants to be the 昀椀rst to brag about the doll’s house to the other girls at
(Older Burnell sister) school.
• She is a snob – She looks down on people seen as lower class.
Lil Kelvey • She is loving and caring.
(The older sister of Else) • She is shy (timid) and self-conscious – she does not join in when the other girls chat and
play at school, choosing instead to stay o昀昀 to the side with her sister.
• When Kezia invites Lil and Else into the courtyard to see the doll’s house, Lil at 昀椀rst refuses
out of a sense of shame and fear, knowing that they are forbidden to enter the Burnell’s home.
Else Kelvey • Else is a shy, quiet, and mysterious - She rarely speaks, not even to her sister. Instead, when
(younger sister of Lil) she wants to communicate, she tugs on the hem of Lil’s dress, which she is almost always
holding onto.
• Else is a good listener - noting when Isabel describes the doll’s house to the other girls that
Kezia loves the little lamp.
Aunt Beryl • She is bossy and cruel – when she catches Kezia showing the doll’s house to Lil and Else
(Mrs Burnell’s sister) Kelvey, she scolds them cruelly, shooing the Kelveys away and slamming the doll’s house
closed.
Mrs Kelvey • She is hard-working and committed to providing for her children’s basic needs.
• She is humble.
• She is loving to her children.
Mrs Burnell • She is a snob and strict with her children – she expects them to follow her instructions and
rules.
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4.4 Narrator’s point of view Personality characteristic or

inherent value that someone
The story is told in the third person – the narrator is an outsider, not a character in the has which they are unlikely
story. to change and that helps to
make an individual into the
kind of person he is. All the
4.5 Style bold descriptive adjective in
4.3 are examples of charac-
Simple and straight forward. ter traits

These are some of the 昀椀gures of speech found in the short story: A SIMILE is a com-
parison phrase which
SIMILE: 昀椀nds similar char-
o ‘… was like a little slab of to昀昀ee.’ (88) acteristics in two
o ‘like a night gown…’ (Page 90) objects and com-
o ‘…as if they were chickens.’ (Page 93) pares them, always
o ‘Like two stray cats…’ (Page 93) by using the words
o ‘Lil hurdling like her mother…’ (Page 93) ‘like’ or ‘as’.
METAPHOR:
o ‘She was a tiny wishbone…’ (Page 90)
A METAPHOR is a
o ‘…a little white owl.’ (Page 90)
昀椀gure of speech where
o ‘Burning with shame…’ (Page 93)
two things that are
o ‘…little rats of Kelveys…’ (Page 94)
normally unrelated
are compared to each
other.
4.7 Tone and Mood

Tone:
• Mean/ scornful/ harsh tone: Tone is a quali-
o The girls are mean to the Kelvey girls when they say hurtful words to them. ty in the voice that
o Aunt Beryl uses a mean tone when she chases Else and Lil from the Burnell expresses the speaker’s
home. feelings or thoughts,
• Hopeful tone: often towards mean-
o Kezia and Else notice the lamp (light) in the doll’s house which symbolises ing the person being
hope. spoken
o Kezia invites the Kelvey girls to come and see the doll’s house. She sees
beyond their class di昀昀erence and believes that children from di昀昀erent classes
can live in harmony with each other.
Mood: The way you feel at
• Sad, uncaring, cold, desperate a particular time: Are
• Sympathetic, optimistic you feeling good or
bad, cheerful or irrita-
ble right now? This is
your mood.

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ACTIVITY 8
‘THE DOLL’S HOUSE’
‘It doesn’t matter. You can come and see our doll’s house all the same.
Come on. Nobody’s looking.’
But Lil shook her head still harder.
‘Don’t you want to?’ asked Kezia.
Suddenly there was a twitch, a tug at Lil’s skirt. She turned round. Our Else was looking at 5
her with big, imploring eyes; she was frowning; she wanted to
go. For a moment Lil looked at our Else very doubtfully. But then our Else twitched her skirt
again. She started forward. Kezia led the way. Like two little stray cats they followed across
the courtyard to where the doll’s house stood. 10
‘There it is,’ said Kezia.
There was a pause. Lil breathed loudly, almost snorted; our Else was still as stone.
‘I’ll open it for you,’ said Kezia kindly. She undid the hook and they looked inside.
‘There’s the drawing-room and the dining-room, and that’s the – ‘Kezia’
Oh, what a start they gave!
‘Kezia!’ 15
It was Aunt Beryl’s voice. They turned round. At the back door
stood Aunt Beryl, staring as if she couldn’t believe what she saw
.
‘How dare you ask the little Kelveys into the courtyard!’ said her cold, furious voice. ‘You 20
know as well as I do, you’re not allowed to talk to them. Run away, children, run away at once.
And don’t come back again,’ said Aunty Beryl.
And she stepped into the yard and shooed them out as if they were chickens.
1. State TWO reasons why the Kelveys girls are not allowed to
mix with other children in the community. (2)
2. Refer to line 1 (‘It doesn’t matter … Nobody’s looking’).
Using your OWN WORDS mention TWO character traits that

are revealed about Kezia in this line. (2)
3. Refer to lines 5 – 8 (‘Our Else was …. her skirt again’).
Why does the writer keep on referring to Else as “our Else”? (2)
4. Refer to lines 16 – 20 (Oh, what a start ... into the courtyard).
Identify and discuss the theme evident in these lines. (3)
5. Refer to line 23 (‘…shooed them out as if they were chickens.’)
(a) Identify the 昀椀gure of speech in these lines. (1)
(b) What does this 昀椀gure of speech suggest about the way the Kelvey
children are treated by the community? (2)
6. In your opinion, what symbolic evidence is revealed in the play,

that there is hope that things
might change in the Mans昀椀eld Community? (4)

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The Doll’s House
1. They are from a poor family.
They are discriminated against because of their social class.
They are from a low-class family.
They were born of a washerwoman and a jailbird.
ANY TWO of the above answers. (2)
2. Kezia is innocent (does not see anything wrong with Else and Lil).
Kezia is kind/ warm hearted/ sympathetic
(Kind to Else and Lil – she opens
the gate for them/she invited Else and Lil to come and see the Doll’s house). (2)
3. Else is insecure (always holding on to Lil’s skirt/

always walking behind Lil).
Else is a sorry sight, bonny, frail, and pitiful. (2)
4. Theme:
Class distinction/ Prejudice
Explanation:
The Kelveys are treated as dirt because of their social class.
They are discriminated against.
No one cares about their feelings.
They are humiliated and not treated as human beings.
5. (a) simile (1)
(b) Aunt Beryl’s actions show that people in the community have no respect
for the Kelveys’ (Else and Lil) feelings, their humanity and dignity. Else and Lil are
treated no more than chickens. (2)
6. Provide a relevant response which shows an understanding of the following aspects of

Kezia’s actions, among others:
• Kezia’s opening the gate for Else and Lil to see the doll’s house symbolises possibility of
equal opportunities amongst the Mans昀椀eld community.
• The light/ lamp inside the doll’s house symbolises a ray of hope that things might change some day.
• Both Kezia and Lil are fascinated by the lamp, as young children growing up in this community,
they have hope that things will eventually change for the better. (4)

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Critical reader: Monyaki BS

Onsite writers’ workshop support:

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The release of this self-study guide incorporates all the of昀椀cial

Key terminologies are explained or illustrated in a simpli昀椀ed manner

The study guide is designed to appeal to any learner offering Grade

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Short Story 2: The Last Breath by Sam Kahinga.............................................................................................................................16

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4. How is the story told?.............................................................................................................................................…… .35

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Dear Grade 12 learner

1. Transforming Moments by Gcina Mhlophe

How to use this study guide

Look out for these

Hints to help you

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Top 7 study tips

3. Be positive. It helps your brain hold on to the information.

5. Repetition is the key to remembering information you have to learn.

6. Teach what you are learning to anyone who will listen. It is

Use this study

On the exam day

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Overview of the English First

Here is a summary of the Paper 2 Literature exam paper:

1 Cry, the Beloved Country Contextual 35

6.1 Poem 1 Contextual 17 or 18

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Nokugcina Elsie Mhlophe (born 1958) is a well-known South African anti-apartheid

Mhlophe’s stories combine folklore, information, current a昀昀airs,

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4. How is the story told?

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Sizwe •He follows his heart: He likes the narrator regardless of

4.4 Narrator’s point of view

4.6 Diction and 昀椀gurative language

• Some examples of 昀椀gures of speech in the story include:

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