MIND

POETRYTHE GAP!
ANTHOLOGY-EHL

Grade IMAGINED
12 Study Guide
WORLDS

English Poetry EHL- ISBN 978-1-4315-3368-8

POETRY ANTHOLOGY-EHL
IMAGINED WORLDS
C. McIntyre Ÿ S-J. Olivier Ÿ E. Varga
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Curriculum and Assessment Policy Statement (CAPS) Grade 12 English Home Language Mind the Gap
study guide for the Poetry: Imagined worlds by C. McIntyre, S-J. Olivier and E. Varga.

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Acknowledgements
A ll reaso n ab le step s w ere tak en to ack n o w led g e th e so u rces u sed in th is stu d y g u id e. In th e ev en t o f a n y
o m issio n o r erro r in th e ack n o w led g m en ts, k in d ly b rin g th is to th e atten tio n o f th e D ep artm en t o f B asic
Ed u catio n .

The extracts from the poems in this study guide are from Imagined worlds
by C. McIntyre, S-J. Olivier and E. Varga.

Mind the Gap Team

Senior Project Leaders: Dr S. Malapile, Ms C. Weston

Production co-ordinators:
B. Monyaki, B. Ras, M. Phonela and M. Nematangari

Authors: Mr Feroz Hanif, Mr Raphael Hendricks, Mr Sizwe Jabe, Ms Ooma Maharajh, Mr Strini Naicker,
Mrs Patricia Ndlovu and Mr Wayne Schell

Critical reader: B.S. Monyaki

Designer and editor: Page82 Media

Onsite writers’ workshop support:

J. Mphidi, V. Magelegeda, P. Hlabiwa, R. Maboye and N. Malope
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.

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 to study. It is hoped Minister of Basic Education

that through this Study Guide, the reading and learning outcomes will
be achieved.

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

responses form 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

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 A.M. MOTSHEKGA, MP

MINISTER
DATE: 14 NOVEMBER 2019
Table of contents

Dear Grade 12 learner 8

How to use this study guide 9

Top study tips 10

On the examination day 11

Overview of the English Home Language Paper 2: Literature Examination 12

What are the examiners looking for? 13

Poetry Terms 13-15

How to analyse poems 16-18

Answering the Poetry Essay 19-20

How to write a Poetry Essay 20

Rubric for the Poetry Essay 21

Answering the Contextual Question 22-23

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 Sonnet 130 by William Shakespeare 24
1.1 Background to poet and poem
1.2 Glossary
1.3 Theme
1.4 Type and form
1.5 Analysis
1.6 Tone, mood and intention
1.7 Summary
1.8 Activity: Contextual
1.9 Activity: Essay
1.10 Suggested answers to activity: contextual
1.11 Suggested essay plan

It is a beauteous evening, calm and free by William Wordsworth 30

2.1 Background to poet and poem
2.2 Glossary
2.3 Theme
2.4 Type and form
2.5 Analysis
2.6 Tone, mood and intention
2.7 Summary
2.8 Activity: Contextual
2.9 Activity: Essay
2.10 Suggested answers to activity: contextual
2.11 Suggested essay plan

A child was shot dead by soldiers in Nyanga by Ingrid Jonker 37

3.1 Background to poet and poem
3.2 Glossary
3.3 Theme
3.4 Type and form
3.5 Analysis
3.6 Tone, mood and intention
3.7 Summary
3.8 Activity: Contextual
3.9 Activity: Essay
3.10 Suggested answers to activity: contextual
3.11 Suggested essay plan

Solitude by Ella Wheeler Wilcox 44

4.1 Background to poet and poem
4.2 Glossary
4.3 Theme
4.4 Type and form
4.5 Analysis
4.6 Tone, mood and intention
4.7 Summary
4.8 Activity:
4.9 Contextual
4.10 Activity: Essay
4.11 Suggested answers to activity: contextual
Suggested essay plan

5
 Poem of return by Jofre Rocha 52
5.1 Background to poet and poem
5.2 Glossary
5.3 Theme
5.4 Type and form
5.5 Analysis
5.6 Tone, mood and intention
5.7 Summary
5.8 Activity: Contextual
5.9 Activity: Essay
5.10 Suggested answers to activity: contextual
5.11 Suggested essay plan

At a Funeral by Dennis Brutus 59

6.1 Background to poet and poem
6.2 Glossary
6.3 Theme
6.4 Type and form
6.5 Analysis
6.6 Tone, mood and intention
6.7 Summary
6.8 Activity: Contextual
6.9 Activity: Essay
6.10 Suggested answers to activity: contextual
6.11 Suggested essay plan

The Shipwreck by Emily Dickson 66

7.1 Background to poet and poem
7.2 Glossary
7.3 Theme
7.4 Type and form
7.5 Analysis
7.6 Tone, mood and intention
7.7 Summary
7.8 Activity: Contextual
7.9 Activity: Essay
7.10 Suggested answers to activity: contextual
7.11 Suggested essay plan

This winter coming by Karen Press 73

8.1 Background to poet and poem
8.2 Glossary
8.3 Theme
8.4 Type and form
8.5 Analysis
8.6 Tone, mood and intention
8.7 Summary
8.8 Activity: Contextual
8.9 Activity: Essay
8.10 Suggested answers to activity: contextual
8.11 Suggested essay plan

6
9 Prayer to masks by Leopald Sedar Senghor 81
9.1 Background to poet and poem
9.2 Glossary
9.3 Theme
9.4 Type and form
9.5 Analysis
9.6 Tone, mood and intention
9.7 Summary
9.8 Activity: Contextual
9.9 Activity: Essay
9.10 Suggested answers to activity: contextual
9.11 Suggested essay plan

10 Fern Hill by Dylan Thomas 89

10.1 Background to poet and poem
10.2 Glossary
10.3 Theme
10.4 Type and form
10.5 Analysis
10.6 Tone, mood and intention
10.7 Summary
10.8 Activity: Contextual
10.9 Activity: Essay
10.10 Suggested answers to activity: contextual
10.11 Suggested essay plan

11 The Morning Sun is Shining by Olive 99

11.1 Schreiner
11.2 Background to poet and poem
11.3 Glossary
11.4 Theme
11.5 Type and form
11.6 Analysis
11.7 Tone, mood and intention
11.8 Summary
11.9 Activity: Contextual
11.10 Activity: Essay
11.11 Suggested essay plan

Talk to the peach Tree by Sipho Sepamla 106

12.1 Background to poet and poem
12.2 Glossary
12.3 Theme
12.4 Type and form
12.5 Analysis
12.6 Tone, mood and intention
12.7 Summary
12.8 Activity: Contextual
12.9 Activity: Essay
12.10 Suggested answers to activity: contextual
12.11 Suggested essay plan

References 114

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Dear Grade 12 learner
This Mind the Gap study guide helps you to prepare for the Grade 12 English Home Language
(EHL) Literature examination.

There are three examinations for Home Language:

• Paper 1: Language in Context
• Paper 2: Literature
• Paper 3: Writing

Paper 2: Literature includes the study of novels, drama and poetry. A Mind the Gap study
guide is available for Life of Pi, The Picture of Dorian Gray, Hamlet and the poetry anthology
Imagined Worlds. Choose the study guide for the set works you studied in your English Home
Language class at school.

This study guide focuses on the 12 prescribed poems examined in Paper 2: Literature. You
will have to study all 12 poems listed below, for the examinations:

No. Poem Poet

1 Sonnet 130 William Shakespeare
2 It is a beauteous evening, calm and free William Wordsworth
3 The child who was shot dead by soldiers in Nyanga Ingrid Jonker
4 Solitude Ella Wheeler Wilcox
5 Poem of Return Jofre Rocha
6 At a Funeral Dennis Brutus
7 The Shipwreck Emily Dickinson
8 This Winter Coming Karen Press
9 Prayer to Masks Léopold Sédar Senghor
10 Fern Hill Dylan Thomas
11 The Morning Sun is Shining Olive Schreiner
12 Talk to the Peach Tree Sipho Sepamla

8
How to use this study guide
There is one chapter for each poem. Each chapter
includes a copy of the poem and information about:
• The background of the poem and poet
• Glossary (Words you need to know to understand the poem)
• Theme
• Type and form
• Analysis
• Tone, mood and intention
• Summary
• Activities

You can test your understanding of each poem by completing the activities. Thereafter, use the
answers provided to mark your own work. These activities will help you to understand the poems
and to practise questions in preparation for the literature examination (Paper 2).

Look out for

these icons in the
study guide.

Hints to help you

Pay special remember a concept Activities with
NB
attention hi or guide you in questions for you to
solving problems answer

9
 Top study tips
Try these study
tips to make your
1. Divide your workload into manageable sections. This will
help you to focus. Take short breaks between studying each
learning easier. section.

2. Have all your materials ready before studying a particular

section of your work – pencils, pens, highlighters, paper,
glass of water, etc.

3. Have a positive attitude.

4. You learn better when using colours and pictures. Use

highlighters of different colours whenever you can.

5. Repetition is the key to remembering information you have

learnt. Constantly go over your work, until you can recall it
with ease.

6. Work with a partner. Teach each other what you have learnt.
It is worth reading your revision notes aloud.

7. Sleep for at least eight hours every night. Eat healthy food and
drink plenty of water to stay refreshed.

8. Studying for examinations is like exercise, so you must be

prepared physically and mentally.

9. Practise past papers, familiarise yourself with the format,

structure and type of questions.

10
On the examination day
1. Make sure you bring pens that work, sharp pencils, an eraser and a sharpener in a clear
pencil case. Make sure you bring your smart ID card and examination admission letter. Arrive
at the examination venue at least an hour before the start of the examination.

2. Go to the toilet before entering the examination room. You do not want to waste valuable time
going to the toilet during the examination.

3. Use the 10 minutes reading time to read the instructions, paying careful attention to the
check list. During this time, choose the two prescribed poems you will be answering and
highlight the COMPULSORY UNSEEN POEM. Decide whether you are doing the essay for
the drama or the novel. Remember, you cannot answer two essays or two contextual
questions. If you choose the essay for the novel, then you MUST do the contextual for the
drama; or vice versa.
4. Break each question down to make sure you understand what is being asked. If you
do not answer the question properly, you will not get any marks for it. Look for the key
words in the question to guide you on how to answer it.
5. Manage your time carefully. Start with the question you think is the easiest, however, you must
ensure that you number your answers correctly. Check how many marks are allocated to
each question, so you give the right amount of information in your answer. Use the
suggested time allocation on the instruction page of the examination paper.
6. Remain calm, even if the question seems difficult at first. It will be linked with something you
have covered in your studies. If you are unable to answer a question, move on to another
question and come back to the problem question.

7. Take care to write neatly and legibly so that the marker can read your responses.

11
Overview of English Home Language
Paper 2: Literature Examination

In the Paper 2 Literature examination, you need to answer questions from three sections:
SECTION A: Poetry (30)
SECTION B: Novel (25)
SECTION C: Drama (25)

A total of 80 marks is allocated for Paper 2. You will have 2½ hours for this examination.
Here is a summary of the Paper 2 Literature examination paper:
Question Type of Number of
question marks
Question
number
Section A: POETRY Answer TWO prescribed poetry questions AND
the UNSEEN POEM (COMPULSORY)
1 Prescribed poem Poetry Essay 10
2 Prescribed poem Contextual 10
3 Prescribed poem Contextual 10
4 Prescribed poem Contextual 10
5 Compulsory: Unseen Contextual 10
poem
Total 30
Section B: NOVEL Answer ONE question.*

6 Picture of Dorian Gray Essay 25

7 Picture of Dorian Gray Contextual 25

8 Life of Pi Essay 25
9 Life of Pi Contextual 25
Total 25
Section C: DRAMA Answer ONE question.*

10 Hamlet Essay 25
11 Hamlet Contextual 25
12 Othello Essay 25
13 Othello Contextual 25
14 The Crucible Essay 25
15 The Crucible Contextual 25
Total 25
In SECTIONS B and C, answer ONE ESSAY and ONE CONTEXTUAL
question. You may NOT answer TWO essay questions or TWO
contextual questions.

12
 What are the examiners looking for?
Examiners will assess your answers to the contextual questions based on:
• your understanding of the literal meaning and the ‘story’ of the
poem.
• your ability to explain how a figure of speech affects your
understanding of the poem.
• your ability to make your own judgements and form opinions about
aspects of the poem in context. This process is called evaluation. For
example, you may be asked if you agree with a statement and you will
have to justify your response. In your response, you will be expected
to provide proof or justification from the context of the poem. In other
words, you do not respond from your general knowledge of the subject
of the poem.
• your ability to respond to the emotional level of a poem. This is called
appreciation. For example, you may be asked what you would have
done in the situation described in the poem. You may be asked to
discuss how the writer’s style helps to describe the tone and mood of
a poem.

Poetry Terms

Theme(s)
This is the subject, central idea(s) or underlying thought(s), which the poet is trying to explain or
highlight in the poem. It must be noted that there can be more than one theme in a poem.

Style:
It is the way a poet or writer expresses his/her distinctive traits or the individual way he/she uses the
language at his/her disposal. It includes many aspects but sometimes it helps to look at the period in which
the poem or work was written to determine the poet’s style. Sometimes it is useful to sum up a poet’s style
in a word or two:

* colloquial, * conversational, * emotive, * factual, * humorous, * idiomatic,

* sensational, * succinct * terse, * technical, * clichéd, etc.

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Intention:
The reason or motive the poet had for writing the poem. This may be done to:
Express admiration Express love
Enrage; Mock Express hatred/scorn
Defend Incite
Warn

Protest persuade
Criticize/ praise
incite
Evoke sympathy

Diction:
This refers to the poet’s choice of words. Every word used by the poet must be seen as a way to enhance and
guide the reader to his proposed intention. Diction is a vital component to understanding the poet’s intention.

Tone:
It is the poet’s attitude towards the subject of the poem. The tone can only be determined once one has
examined the diction of the poem thoroughly. The tone may also vary within a poem.

(‘Emotional’ is not an example of tone, the emotion should be specifically stated.)

Look at the examples of tone below:

* sincere, * humorous, * forceful, *critical, * sarcastic,

* ironical, * loving, * sentimental, * joyful, * melancholic, * bitter,
* mocking, etc.

Mood:
Mood or feeling is a term used to refer to the atmosphere the poet creates within the poem. It is related to
the tone and in some ways, mood may also be said to reflect the poet’s attitude towards the subject
matter.

*cheerful, *reflective, *gloomy, *humorous, *melancholy, *idyllic, *whimsical, *romantic.

Imagery:
It is the use of word-pictures or images that usually appeal to the senses but they may also appeal to the
heart or the mind (Imagery is gathered by the understanding of the diction, tone and mood).

Form:
This is the structure of the poem. It can be rigid and prescribed or loose and undefined. The following are some of
the aspects of form:

Type Purpose
Ballad
Most ballads started as songs passed on from one generation to Entertains the readers by telling a
the next. It is a poem that narrates a popular story and is usually dramatic story.
lyrical.

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 Ode
A type of poem often in the form of an address and is written in a Expresses the speaker’s
more formal style. This enhances both feelings and expressions in admiration of a person, place or
praise of something or someone. It is usually written in rhymed object.
stanzas.
Elegy
Song of lamentation or mourning that honours someone that has Expresses the speaker’s sorrow.
died. The subject matter is treated in a suitably serious fashion.
The tone is sad and mournful with a slow rhythm.
Lyric
A poem with a definite rhyme scheme. It can also be found in Expresses the speaker’s feelings.
songs. It is more emotive than other poems and is easier to
remember.

Allegory
A poem that can be interpreted to reveal a hidden meaning, typically To express difficult ideas in an
a moral, religious or political meaning. It can also be read literally. approachable manner (strong
Many poems make use of allegories, for example Talk to the Peach political or social issues)
Tree by Sipho Sepamla
Sonnet
It has fourteen lines, rhymed iambic pentameter, and a volta which To examine the relationship that
results in a change of tone or focus. There are two types of sonnets, exists between two elements
Italian or Petrarchan and English or Shakespearean. within a topic.

Rhythm:
Rhythm is the flow of words or ‘beat’ in a poem. It is the repetition or recurrence of stress. Metre is the
term used to describe the measurement of regular rhythm.

The function of rhythm is to emphasise or endorse the meaning of the words in a poem. It can also help
create a particular mood or atmosphere, convey a particular theme or set a particular pace.

Metre:
Provides rhythmic structure to the poem.
Types of metre:
• Iambic is an unstressed syllable followed by a stressed syllable.
• Trochaic is a stressed syllable followed by an unstressed syllable.
• Iambic Pentametre
The most common line of poetry in English is iambic pentametre, like these lines from Shakespeare’s
Sonnet 130: e.g.
I LOVE to HEAR her SPEAK, yet WELL I KNOW
That MUSic HATH a FAR more PLEASing SOUND

Rhyme:
It is the repetition of similar sounds.
a) End rhyme: rhyme occurs at the end of lines of verse. (time; crime)
b) Half rhyme: words do not fully rhyme but there is a similarity in sound. (work; pitchfork)
c) Internal rhyme: a word in the middle of the verse line, rhymes with the word at the end of the verse
line. (“In mist or cloud, on mast or shroud,)

Figures of speech:
Words, phrases or expressions used in a manner other than their literal meaning to produce a special effect. It is
important to understand how these figures of speech enhance the meaning of the poem.

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 POETIC DEVICES & FIGURES OF SPEECH
Figures of speech based on associated ideas
Metonymy
Substitution of the name of something associated for the concept referred to, e.g. “And ploughs down
palaces, and thrones, and towers.” In this example, the ‘Palaces’, ‘thrones and towers’ is a substitution for the
people in power/Government/ Monarchs.
Synecdoche
A part is named but the whole is meant/ understood, OR the whole is named but only part is
meant/understood. For example “come and see my wheels”. Wheels is used to represent the car.

Hyperbole
• Exaggerated statement. Not meant to be taken literally. For example, ‘I will die if she asks me to dance.’

Litotes
Ironical understatement, especially expressing an affirmative by the negative of its contrary. For example,
‘My mistress eyes are nothing like the sun.’
Euphemism
Substitution of vague or mild expression for harsh or direct one. For example, “He passed away” is
a euphemism for “He died”.

Other useful terminology

Rhetorical question
A question that is asked not for information but to produce effect.

Apostrophe
The poet addresses an inanimate object, or an absent person.

Pathos:
Quality in writing that elicits pity or sadness.

Enjambment
Continuation of sentence beyond the end of a line, e.g. “His state Is kingly; thousands at his bidding
speed and post o’er land and ocean without rest:”

Satire
The use of humour to ridicule or expose prevalent social or political issues e.g.
“Tis with our judgments as our watches, none
Go just alike, yet each believes his own.”

Understatement
Represents something as less than it really is: After the floods, when things were carried away by
the water, we say “We’ve had some rain.”

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Climax
Event or point of greatest intensity or interest.

Anti-climax
A disappointing end to an exciting or impressive series of events.

Allusion
Reference to a specific person, place, event or literary work in the course of a poem. For example: “let’s talk
to the devil…” (Talk to the Peach Tree)

Figures of speech based on comparison or resemblance

Personification
Attribute human qualities to animals or non-living objects.

Apostrophe
Addressing an inanimate or living things that cannot answer back. Addressing a dead or absent person as if
they were present.

Simile
It is a comparison using ‘like’ or ‘as’. For example, ‘He is as brave as a lion.’

Metaphor
It is a direct comparison without ‘as’ or ‘like’. For example, ‘He is a lion.’

Figures of speech based on contrast or differences

Pun
Uses the double meaning of a word or phrase for suggestive and humorous purposes.

Paradox
A statement which is self-contradictory, but which contains some truth. “One has to be cruel to be kind.”
Punishing a child who plays with the electric socket may seem cruel, but is kind, because if you do not
he/she may be electrocuted.

Oxymoron
A paradox contained in two words: “rotten beauty”.
A beautiful girl with low morals is outwardly beautiful, but inside she is rotten.
Antithesis
Opposites are contrasted or balanced in two clauses or phrases.
“The years to come seemed waste of breath
A waste of breath the years beyond.”
(N.B. Antithesis contains no contradiction or seeming contradiction, it is merely opposites/ contrasts.)
Sarcasm
Bitter or wounding remark, ironically worded to hurt.
Irony
Saying one thing but meaning the opposite.
Innuendo:
When something is hinted at without actually saying it.

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Sound devices:

The following are not strictly figures of speech, although they are often classified as such. It is where the
sound of words is just as significant as the meaning of the words.

Alliteration:
Repetition of beginning consonant sounds, at short intervals, of different words, e.g. “…
my dongas and my ever-whirling dust, My death …”

Assonance:
Repetition of vowel sounds in two or more words, without the repetition of the same consonant, e.g. “And
all is seared with trade, bleared, smeared with toil …”
Onomatopoeia:
Forming words from sounds that resemble those associated with the object or suggestive of its qualities,
e.g. “The buzz saw snarled and rattled in the yard …”

Poetry Analysis: How to Analyse a POEM

Poetry analysis is the process of reviewing the figurative and structural pieces that make up a poem. Typically, this
review is conducted and recorded within the structure of a literary analysis essay.

The nature of poetry is expressing complex feelings, which usually makes multiple meanings. To understand them,
you must examine not only words, but also rhythm, images, obvious meaning, and implied meaning.

Analysing a poem requires one to take a more in-depth look at both the choices that a poet made and the overall
effects of those choices. We need a detailed analysis of all of the parts that were used to craft a poem.

Poets have their own unique styles that cannot be replicated. Based on how they think or what they are trying to
portray, they create various poems to explore several ideas or theories that were on their mind. By mastering how
to analyse poetry, you also learn how to ask questions, see multiple meanings in simple things, and develop
figurative thinking.

In doing this you need to look at the following three aspects of a poem:
• Diction
• Tone
• Imagery

Diction:

This is when we look at the words that the poet chooses to use in the poem. The words allow the reader to try and
get an insight and understanding of what the poet is trying to “do” in the poem.

Words allow the reader to judge how the poet feels about the subject and how he/ she wants the reader to feel. The
words allow the poet to “paint” the “pictures” that he/ she feels the reader should “see”. How words are used is the
most important aspect in poetry.

Tone:

Tone in poetry has a double meaning. The term “tone” implies:

a. What does the poet “feel” about the poem and the message that is being conveyed?
b. What does the poet want the reader to “feel” about the message of the poem?
In many cases these aspects can be similar, however, they may differ. Even though the poet can try and guide and
influence the readers’ viewpoint through emotive language and imagery, this may not always be the case. You may

18
differ if you validate your point of view from the text.

A very important thing to remember is that tone is an emotional response. Just to say the tone of the poem is
“emotional” is not a sufficient answer. The emotion must be identified and justified by the text.

Imagery:

Imagery is the “pictures” that are created by the poet in the poem. Most poets do this by:
• describing the scene in a literal way (Telling the facts of what they are describing)
• using figurative language (metaphors, similes and other figurative devices)
• Amixture of the two.

Imagery is reliant on the diction (language) that is being used and the tone (emotion) of the words. The poet uses
these to create imagery and guide the reader to a deeper understanding of the theme and message of what is
being discussed in the poem itself.

Answering the Poetry Essay

Revise the structure of the Poetry Essay
The structure of the poetry essay is the same as any other essay as it has an introduction, body and
conclusion. However, this essay differs from creative writing in that you are required to have read
the poem and present an argument about what you have read. The tone of the poetry essay is
formal.

How to write a poetry essay

The length of a poetry essay should be about a page or 250 – 300 words long. Use the following
guidelines to help you to structure your essay.

Be guided by the essay question. If it asks you to focus on aspects of the poem, (e.g. diction, imagery, tone)
make sure you address only those features. However, if the essay is more open-ended and asks for a critical
analysis of a poem, the table below will help you plan your essay.

Note: The number of paragraphs in your poetry essay will depend on what the question asks you to do.

E.g. With close reference to the diction, imagery and tone, discuss how the theme of celebration is
highlighted in the poem. [10]

The body of this essay will have three paragraphs: the first paragraph discusses how the diction highlights
the theme of love; the second paragraph discusses how the imagery highlights the theme of love; the third
paragraph looks at how the tone brings out the theme of love.

Things to Remember:
Introduction
You could start with a phrase like:
Briefly explain, in one or two sentences what the The poet describes … or
poem is about i.e. its themes, issues or main This poem is about…
message.
Body Is the structure formal (like a sonnet) or
Here, you must demonstrate your understanding informal? Short sentences suggest
of how the poet conveys the meaning. Address abrupt, definite thoughts. Longer
the following: sentences are more conversational or

19
° Structure: Consider the length of lyrical. Are the stanzas unusual in any
sentences, enjambment and stanza length. way?

A rhyming poem will have a musical, child-

° Poetic devices: Consider rhyme, rhythm, like, sing-song quality to it.
alliteration, assonance and onomatopoeia. Rhythms can be slow and sleepy or
highly energised. Alliterated sounds
often link in some way to what they
describe.

° Imagery or figures of speech: Look for similes,

Think about how the two things compared are
metaphors and examples of personification or
contrast. similar. Ensure that you describe the
comparison and its effect.
Is the style conversational, formal, and highly
° Style: Look at diction, punctuation, sentence
descriptive? Straight forward, lyrical or informal?
length. Quote a word or phrase as proof.
° Tone: What does the poem tell us about the
poet’s attitude to the subject matter? Does the
tone change at some point? Use adjectives provided in the list above.

Conclusion Be honest about your response. If you think the

What is your response to the poem? How does it poem failed to deliver on its intention, say so, but
make you feel? provide reasons from the poem to justify your
opinion.

How to write an Introduction

o Make a broad statement introducing the topic. Please ensure that all the
o Draw on your understanding of the poem. relevant points in the question
o Make a statement based on the instruction of the are addressed in the
topic, showing your intention/aim in the essay. introduction.

How to write the body of the essay

The body of the essay must be guided by the points that you Tips to consider:
have isolated in your planning as well as your argument in the • Remember to use
introduction. In this case, every paragraph in the essay should words that link each
answer the given question: paragraph to the next in
a logical manner. E.g.
• Example of paragraphing in the body of the essay However, therefore,
Paragraph 1 – Focus on the first aspect of the question thus, Furthermore…
Paragraph 2 – Focus on the second aspect of the question • Each paragraph must
contain ONE idea
Paragraph 3 – Focus on the third aspect of the question
ONLY with supporting
evidence.
How to write the conclusion of the essay • Write each paragraph
The conclusion ends your argument with the outcome of your in the order the events
approach. It also establishes whether you have done what occur in the novel.
you intended to do in your introduction. You must relate the
conclusion to the introductory paragraph and the topic.

Remember
Ensure that you have addressed everything that you
mentioned in your introduction. The marker refers to your
introduction when marking of your essay, as it presents
your argument.

20
Rubric for the poetry essay
SECTION A: Assessment rubric for literary essay: Poetry (10 Marks)

Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT 5-6 4 3 2 0-1
-In-depth -Shows -Fair -Unsatisfactory -No
6 MARKS interpretation of understanding interpretation of interpretation of understanding
topic and has topic topic of the topic
Interpretation of
-Range of striking interpreted topic -Some good -Hardly any -No reference to
topic. Depth of
arguments; well points in support points in the poem
argument,
extensively -Fairly detailed of topic support of topic -Learner has
justification and
supported from response -Some arguments -Inadequate not come to
grasp of text.
poem -Sound supported, but understanding grips with genre
-Excellent arguments given, evidence is not of genre and and poem
understanding but not all of them always poem
of genre and as well motivated convincing
poem as they could be -Basic
-Understanding of understanding of
genre and poem genre and poem
4 3 2 1 0-1

STRUCTURE -Coherent structure -Clear structure -Some evidence of -Structure shows -Poorly
AND -Arguments well- and logical flow structure faulty planning structured
LANGUAGE structured and of argument - Essay lacks a - Arguments not -Serious
clearly developed -Flow of well-structured logically language errors
4 MARKS -Language, tone argument can be flow of logic and arranged and incorrect
and style mature, followed coherence - Language style
Structure, logical impressive, -Language, tone - Language errors errors evident
flow and correct and style largely minor; tone and - Inappropriate
presentation. -Virtually error-free correct style mostly tone and style
Language, tone grammar, spelling appropriate
and style used in and punctuation
the essay

21
Answering the contextual questions of the
prescribed poems
In a contextual question, you are given an extract/poem. You then have to answer questions based on
the extract/poem. Some answers can be found in the extract/poem but most of the questions will test
your understanding of other parts of the poem as well. Some questions ask for your own opinion about
the poem.

Question type Examples

Literal: Questions about information that is clearly given in the poem.
Questions that recall and identify ° Name the things/people/places/elements…
details that is clearly given in the ° State the facts/reasons/points/ideas…
poem ° What, where, when, who questions…
° Locating/quoting/identifying figures of speech/images/sound
devices
° Read line…and locate/quote a word/phrase
° Give synonyms or antonyms for words used in a poem…
Questions that ask for information ° List the themes/main ideas…
clearly given in the poem to be ° List words/images highlighting a theme in a poem.
extracted/listed. ° List symbols…
Questions require describing, ° Identify similarities (likenesses) / differences …
defining, and/or synthesising ° Refer to line…, Briefly define what is meant by the word/term…
information ° Look for ideas which support/conflict each other…
° Describe the form of the poem… (e.g. stanza with short isolated
lines/words)
° Complete a table to indicate the similarities and the differences…
° Find a line/word/image that tells why…
° Finding a pattern; what is presented first, second or last…
° Describe the persona’s (speaker’s) tone /attitude towards… (still
recall of explicit statement)
° Give two reasons why…. Refer to line…of the given passage.
° Identify the poetic device/tone with a critical discussion
about its effect in the given context.

Re-organisation: Questions that need you to bring together different pieces of

information, clearly stated in the poem, in an organised way.
Sequencing/ Restructuring of ° Identify the poetic device and state its effect.
information that is stated in the
poem.
Summarising/Re-organising ° Draw inferences from a poem/stanza…
information clearly given in the ° Give a summary of… /outline main ideas…
poem into posters/tables/mind- ° Summarise similarities and differences…
maps/thinking-maps ° Order ideas/information under particular headings e.g. tone,
mood, rhyme and rhythm, intention, imagery, sound devices…
° Summarise ideas/stanzas/lines/words that relate to the theme
of the poem.

Presenting information that is clearly ° Answer a question on one/more of the following identifying
stated in a poem in the form of a principles: Tone/Mood/Theme/Imagery/Sound
sentence/paragraph Devices/Rhythm and Rhyme/Type and Form of the poem…
° Consolidate ideas from more than one stanza.

Inference: Questions that need you to interpret (make meaning of) the poem using
information that may not be clearly stated. This process involves thinking about what
happened in the poem; looking for clues that tell you more about a theme, poetic
device or symbol; and using your own knowledge to help you understand the poem.

22
Explain concepts from the poem that ° Explain what is meant by…
have been asked in the question. ° Illustrate/ Discuss…
° What is the MAIN IDEA/THEME in the stanza/poem?
° Provide reasons (justify/substantiate) for your opinion on
themes/images/poetic devices/stanzas/lines/words…
Identify the significant themes/ °Identify the theme/tone/mood not explicitly stated…
poetic devices/tone/mood etc. °Draw conclusions from what is implied in the given poem;
illustrate in words, construct ideas.
NB: The answer IS NOT FOUND ° Multiple choice questions which require inference seeing that
directly in the given poem. the answer is not implicitly given in the text but is implied in
the text.
° Make inferences from what the poet/speaker says.
° Indicate the relevance of a poem from another era for
present-day times.
Explain and comment on the effect of ° How does the diction/ metaphor/simile/image/device (e.g.
themes/poetic devices/tone/mood etc. repetition/symbolism/alliteration/onomatopoeia) / rhetorical
question affect your understanding of the poem? (NB:
NB: The answer IS NOT FOUND in the response focuses on both your UNDERSTANDING of the
poem, but is only IMPLIED by the stylistic features and effect.)
poem ° Discuss the impact of …
° Discuss the effect of the tone, in the context of the poem.
° Comment on the effectiveness of the image in lines …
Evaluation: Questions that require you to make a judgement based on your knowledge and
understanding of the text and your own experience.
Opinion: giving a critique on the ° Comment on the style of stanza/line…
aspects raised in a given question. ° How effective is the image/simile/metaphor etc.?
° Is the poet’s/speaker’s viewpoint valid?
Critically evaluating aspects raised in ° What does the attitude/reaction of the poet/speaker
a given question and substantiating suggest about his/her view of life?
your point with evidence from the ° Critically evaluate the effect of the poetic device/imagery…
poem. ° Do you agree/disagree with the given view/perspective?
Comment on the ° Comment on the poet’s/speaker’s values… Justify your
appropriateness/validity/relevance of… answer
Weigh the possibilities of/ provide ° Is the poet’s/speaker’s attitude/behaviour/action
reasons/ make recommendations/ justifiable? Give reasons for your answer.
provide adequate support for ° Discuss critically/Comment on the value judgements made in
conclusions/comment on the poem/stanza…
appropriate/effective use of devices… ° Comment on the tone/diction/imagery etc.
° Comment on the characteristics of the type of poem in
question.
Appreciation: Questions that require your emotional response to the poem.

Opinion, giving a detailed critique on ° Do you like the poet’s/speaker’s …? Substantiate your view…
specific aspects of the poem. ° Do you identify with the poet’s/speaker’s viewpoint?
°
Substantiate your opinion on a given ° Give your opinion on the statement in question and
statement relating to the poem in justify/substantiate using evidence from the poem.
question.

23
1 Sonnet 130 by William Shakespeare (In Love & War)

1.1 Background to poet and poem

Shakespeare was the father of the Elizabethan

sonnet, which deals with the different aspects
relating to love.

Shakespeare wrote over 20 poems about the

‘Dark Lady’ who remains a mysterious figure.
Sonnet 130 is one of them. This sonnet gives us
an understanding of why Shakespeare loves the
‘Dark Lady’.

Sonnet 130
tes.com/teaching-resource
1 My mistress' eyes are nothing like the sun,
Quatrain 2 Coral is far more red than her lips' red,
3 If snow be white, why then her breasts are dun,
4 If hairs be wires, black wires grow on her head.
5 I have seen roses damasked, red and white,
Quatrain 6 But no such roses see I in her cheeks,
7 And in some perfumes is there more delight
8 Than in the breath that from my mistress reeks.
9 I love to hear her speak, yet well I know
Quatrain 10 That music hath a far more pleasing sound.
11 I grant I never saw a goddess go:
12 My mistress when she walks treads on the ground.
Rhyming 13 And yet, by heaven, I think my love as rare
Couplet 14 As any she belied with false compare.

1.2 Glossary

Line Word Meaning

1. My mistress The woman I love
2. coral Pinkish/orangish marine organism
3. dun Dull coloured, brownish/greyish colour
4. wires Ornamental headgear for females during
Shakespeare’s time often contained gold wires. It was
quite normal to compare blonde hair with the gold
wires in that headgear. Blonde hair was fashionable
then. The mistress, however, has black and not blonde
hair.
5. damasked mixed/speckled
8. reeks (the smell that) comes from his mistress’s breath.
11. grant swear/admit to you
11. go walk as if floating on air
12. treads walking with heavy steps
13. rare precious/special/exceptional/unique
14. any she any other woman
14. belied with false praised with false images/clichés of beauty
compare (comparisons)

1.3 Overall theme

° Unconventional love
 o The poet is not flattering his loved one in his description of her
‘beauty’.
o He does not hide her ‘flaws’ from the reader but describes her as
she actually is.
o Yet, at the end of the poem, he highlights that it is for these reasons
that his love for her is exceptional.

borghese-gallery.com
1.3.1 Sub-themes
a) Beauty is in the eye of the beholder
b) Love transcends beauty
c) External and internal beauty

1.4 Type and form

This is an Elizabethan/Shakespearean sonnet. It has 14 lines that follow a strict

rhyming pattern.
• Sonnet 130 follows the rhyme scheme ABABCDCDEFEFGG.
• The first twelve lines rhyme in alternating pairs, which relate to the main
idea of the poem, with the poet talking of his mistress in less than
complimentary terms.
• A rhyming couplet concludes the sonnet. It emphasises the speaker’s love for
his mistress despite all the previous unflattering comments on her beauty.
“And yet, by heaven, I think my love as rare G
“As any she belied with false compare.” G
• This final rhyming couplet contains a volta using the words ‘And yet...’
• Throughout the poem, the speaker has been describing his mistress in an
unflattering manner, but in the final two lines, he states that she is beautiful in
her own special way.
• From lines 1-12, the speaker uses an unflattering, almost-rude tone to
describe his loved one.
• From line 13-14 the tone changes to one of adoration, showing the depth of
his feelings for her; the exceptional love he has for her.

A Sonnet has 14 lines…

1 My mistress' eyes are nothing like the sun, A

Quatrain: is a 2 Coral is far more red than her lips' red, B Rhyme
group of 4 3 If snow be white, why then her breasts are dun, A Scheme
lines. 4 If hairs be wires, black wires grow on her head. B

...with a rhyming couplet

Rhyming 13 And yet, by heaven, I think my love as rare G Rhyme
Couplet 14 As any she belied with false compare. G Scheme

The couplet sums up the poet’s final thoughts.

The eyes are
1.5 Analysis traditionally an
indicator of
My mistress' eyes are nothing like the sun, female beauty
Generally, a poet would
exaggerate the beauty Coral is far more red than her lips' red
of his beloved “nothing” is a criticism of his lover.
If snow be white, why then her breasts are dun.
Pink-
orange
 If hairs be wires, black wires grow on her head.
Red lips were desirable, his
Grey-brown mistress’s lips are coral in
A cliché of the Blonde=Beauty colour colour.
conventional
white = beauty
Something that is a velvety pink or
I have seen roses damasked, red and white, light red. It is a colour of a rose.
A woman’s beauty and
complexion was usually But no such roses see I in her cheeks,
compared to roses.
And in some perfumes is there more delight He is not saying that she has
bad breath but is stating that
Than in the breath that from my mistress reeks. perfume smells much better.

In the conventional love poem, the In Shakespeare’s time the word did not mean “stinks” but
poet would say her breath was like was a synonym for “smells like”. It was not a negative word.
perfume.

I love to hear her speak, yet well I know He is not saying that her voice is
terrible, but just that music sounds
It was part of the much sweeter.
traditional love That music hath a far more pleasing sound;
poem to declare
(and believe) that I admit I grant I never saw a goddess go;
the beloved was a
“goddess” and had My mistress, when she walks, treads on the ground.
no human frailties
or imperfections. She walks with ‘heavy steps’ and
does not float like a goddess
Volta

And yet, by heaven, I think my love as rare

Exceptional
As any she belied with false compare.
He feels he does not have to
make cliched comparisons about
The rhyming couplet puts our minds at rest To give a false her as she is beautiful in his
as the poet states that he loves his mistress impression of something eyes.
and that he would be doing her an injustice or someone. To lie about
by using hollow and meaningless phrases to it.
describe her or his feelings for her. In this
way, he highlights the meaningless social
perceptions of beauty and states that
‘beauty is in the eye of the beholder’, not
dictated by society.

1.5.1 Tone, mood and intention

i. Tone
As stated under the sub-heading ‘Type and Form’, in the first 12 lines of the
poem, the speaker uses an unflattering, almost-rude, tongue-in-cheek tone to
describe his loved one. Then, in lines 13-14, the tone changes to one of
adoration, showing the exceptional love he has for her.

ii Mood
The poet creates a playful, humorous, teasing mood throughout the poem. This
highlights the seriousness of his love for his mistress.

iii Intention
The intention is to satirise (mock) the way poets of the Elizabethan era used
unreal descriptions of their loved ones in their poems. He makes fun of the
 clichés used in love poetry. In his poem, he uses realistic descriptions and goes
on to show that true love is not dependent on physical looks. The poet achieves
his intentions by using litotes in his description of the woman he is writing about.

1.5.2 Summary

• First quatrain:
o He describes in a negative way her:
§ Lips
§ Skin colour
§ Hair
• Second quatrain:
o He describes in a negative way her:
§ Complexion
§ Breath
• Third quatrain:
o He describes in a negative way her:
§ Voice
§ The way she walks
• Rhyming Couplet:
o The poet states that he loves his mistress and that he would be doing her
an injustice by using hollow and meaningless phrases to describe her or
his feelings about her. In this way he highlights the meaningless
perceptions of beauty and states that “beauty is in the eye of the
beholder”, not something dictated by society.

1.6 Activity A

1.6.1 What kind of sonnet is Sonnet 130?

Justify your answer. (4)

1.6.2 Identify the tone in the three quatrains (lines 1-12) and
compare it to the one in the rhyming couplet. (3)

1.6.3 What is a volta? Identify the volta in this poem. (3)

Total [10]

Activity B

You have read Sonnet 130 and enjoyed it. A friend of yours who is at a different
school finds the poem difficult. Using the friendly letter format, explain the poem
to him/her in your own words.
(Remember that in the exam you will not be expected to write a friendly letter.)
Total [25]
Suggested answers to activity A

1.6.1 • Elizabethan /Shakespearean sonnet

• Three Quatrains
• Rhyming couplet
• Rhyme scheme (ababcdcdefefgg) (4)

1.6.2 • Teasing/playful/tongue-in-cheek (Lines 1-12)

• Adoring/ revering (Lines 13-14) (3)

1.6.3 A turn in thought/perspective/tone in a sonnet. (3)

Line 13: ‘And yet, by heaven, I think my love as rare’
Total: [10]
Suggested Answer: Activity B
 This activity tests:
• Your knowledge of the structure of the friendly letter
• Use of semi-formal register
• Summary skills when you explain the poem to your friend
In the body of your letter, you can include the following points:
- How the poet describes the physical attributes of his loved ones eyes,
lips, breasts, hair, breath
- How she walks
- How in the last two lines he declares how much he loves her despite
the negative ‘things’ he listed in the three quatrains.
- You can also comment on the speaker’s perception of love and
beauty.

1.7 Examination Questions:

A. ESSAY QUESTION

In Sonnet 130 – (My Mistress Eyes…), the speaker satirises conventional views on
love and beauty.

With close reference to diction, imagery, and tone, discuss the validity of this
statement in relation to the poem.

Your response should be in the form of a well-constructed essay of 250–300 words

(about ONE page).
Total [10]
Suggested Answer for Question A: Essay
The following are points that could be included in in your essay:

• Sonnet 130 is to challenge those poets during Shakespeare’s time, who used
hyperbole when describing those they loved.
• Shakespeare is making fun of the clichés of love poetry. He satirises society’s
concept of ideal beauty.
• In the first twelve lines it seems as if he is “insulting” his lover because she does
not meet the expected standards of beauty. He does this by the repetition of “not”
when comparing her (litotes):
o that her "eyes are nothing like the sun"
o her breath "reeks" - satirises the conventional use of extreme praise.
o Other poets might suggest she speaks like music, her skin is snow-white,
and that she is a "goddess".
• His tone is mocking/ teasing/ playful towards his beloved.
• In doing this he shows how unrealistic the conventional metaphors are, he finds a
way of undermining these by saying:
o Instead of perfume, her breath "reeks".
o Her skin is not "snow" white, but "dun" coloured.
o Her cheeks are not full of roses.
• In the last two lines his tone changes and he is more adoring/ loving/ full of praise
towards her.
• Although she is not a "goddess" he still cares for her,
o In fact, he thinks that she is more beautiful than any of the women who are
written about using hyperbole.
• He is showing that being honest is more of a demonstration of true love.
o To exaggerate would be to use "false compare" and to tell lies about his
love - who is "as rare" as any of the women who have inspired such
adoration.

B. CONTEXTUAL QUESTIONS
1.1 Refer to lines 1-2 ‘My mistress; eyes are nothing like the sun…her lips
red’
Identify the figure of speech used in these lines.
(1)
 1.2 Refer to line 3, ‘If snow be white… dun’
What is the difference between perceived beauty and actual beauty
according to the speaker?
(2)

1.3 In line 12, ‘My mistress… on the ground’

Explain what the speaker suggests about the manner in which his
mistress walks compared to the ‘goddess’ in line 11.
(3)

1.4 Discuss the importance of ‘And yet…’ in line13 in the context of the
poem.
(3)

1.5 Comment on how the rhyming couplet expresses the speaker’s true
feelings towards his mistress.
(3)
Total:
[13]
Suggested Answer for Question B: Contextual Questions

1.1 Metaphor.
(1)

1.2 In the Elizabethan society much emphasis was placed on clear, glowing,
pale skin for women. The poet’s mistress, however, has a darker
complexion. The poet sees this as beautiful also.
(3)

1.3 His mistress is human and walks heavily on the ground, whereas a
goddess floats as she is not of this world.
(3)

1.4 This phrase is the volta in the poem, and as such signals a change in tone
from teasing to praising or adoring his mistress’ beauty.
(3)

1.5 The rhyming couplet puts our minds at rest as the poet states that he
loves his mistress and that he would be doing her an injustice by using
hollow and meaningless phrases to describe his feelings for her. In this
way he highlights the meaningless society’s perceptions of beauty and
states that ‘beauty is in the eye of the beholder’, and is not dictated by
society. (3)
Total [13]
2 It is a beauteous evening, calm and free by William Wordsworth

2.1 Background to poet and poem

William Wordsworth was one of the founders of the Romantic Movement in

poetry. Romantic poetry was a backlash against the changes made by the
Industrial Revolution. The romantic poets revered nature.

Wordsworth developed a love of nature as a youth, and he settled in the

Lake District which is an area of great natural beauty in the United
Kingdom. He believed that poetry should be created from the scenes of
everyday life and the speech of everyday people.

britannica.com/biography
‘It is a Beauteous Evening, Calm and Free’, expresses Wordsworth's reverence for natural
beauty while also hinting at his belief that children have a special relationship and faith in God.
This belief has ancient roots in Christianity and other traditions. The Bible, for example, says
that ‘strength’ and "praise" come ‘from the mouths of babes’.
 Wordsworth wrote ‘It is a Beauteous Evening, Calm and Free’ not long after the end of the
French Revolution, which he witnessed while living in France from 1791-1793. During those
years, he met and fell in love with Annette Vallon, and in 1792, she gave birth to their daughter
Caroline. Soon afterward, wartime upheaval and money problems forced Wordsworth to return
to England. In 1802, during a break in political tensions between England and France, he
journeyed to Calais, France to visit Caroline (whom he had never met) and inform Annette of his
plans to marry another woman.
‘It is a Beauteous Evening, Calm and Free’, the speaker (a stand-in for the poet) describes
walking on the shore with a ‘dear Girl’ at sunset. The poem implies that the child is his but
leaves some ambiguity on this point. In 18th and 19th-century England, having a child out of
wedlock was considered scandalous, so Wordsworth concealed this element of his personal
history from the public. Wordsworth died in 1850.

It is a beauteous evening, calm and free

1 It is a beauteous evening, calm and free; a
2 The holy time is quiet as a nun b
3 Breathless with adoration; the broad sun b
Octave 4 Is sinking down in its tranquillity; a
5 The gentleness of heaven broods on the sea: a
6 Listen! the mighty Being is awake, c
7 And doth with his eternal motion make c
8 A sound like thunder—everlastingly. a
9 Dear child! dear girl! that walkest with me here, d
10 If thou appear untouched by solemn thought e
Sestet 11 Thy nature is not therefore less divine: f
12 Thou liest in Abraham's bosom all the year, d
13 And worshipp'st at the Temple's inner shrine, f
14 God being with thee when we know it not. e

• Note: The rhyme scheme in the octave is not a traditional Petrarchan sonnet
rhyme scheme of abbaabba, however, it is still classified as a Petrarchan sonnet.

2.2 Glossary

LINE WORD MEANING

3 adoration deep love and respect
4 tranquillity calmness, peacefulness
7 doth does
7 eternal lasting or existing forever
10 solemn serious
11 thy your
12 Abraham’s bosom place of comfort with God (heaven)
13 shrine A sacred or holy space dedicated to
worship

2.3 Themes

• Beauty - The poet/speaker describes and expresses his appreciation for the beauty of
God’s creation in the natural world, particularly, the ‘tranquillity’ of the sea and the setting
sun.

• Relationships – the relationship between father and daughter /between man and God
/between man and nature.
 • Childhood and faith – the poet states that children are innocent and have a special
connection with God.

• The power of nature and God

2.4 Type and form

William Wordsworth's ‘It is a beauteous evening, calm and free’ is an Italian (Petrarchan)
sonnet.

The lines are divided into an eight-line subsection (called an octave) followed by a six-line
subsection (called a sestet). The octave follows a rhyme scheme of ABBA ACCA. The rhyme
scheme in the sestet is DEFDFE.

In the octave, the poet describes the peaceful atmosphere of the countryside. The poem then
switches from a description of nature to the speaker directly addressing his daughter in the
sestet. This switch is referred to as a Volta or turn in a Petrarchan sonnet.

An Italian sonnet has 14 lines and a set rhyme scheme…

1 It is a beauteous evening, calm and free; A
2 The holy time is quiet as a nun B
3 Breathless with adoration; the broad sun B
4 Is sinking down in its tranquillity; A
Octave 5 The gentleness of heaven broods on the sea: A
6 Listen! the mighty Being is awake, B
7 And doth with his eternal motion make B
8 A sound like thunder—everlastingly. A
9 Dear child! dear girl! that walkest with me here, C
10 If thou appear untouched by solemn thought
Sestet 11 Thy nature is not therefore less divine: E
12 Thou liest in Abraham's bosom all the year, C
13 And worshipp'st at the Temple's inner shrine, E
14 God being with thee when we know it not. D

2.5 Analysis Time of day –

It is a beauteous evening, calm and free; sunset.
Simile: comparing the
quietness and respect for Time of worship or prayer
nature, (a sacred time Peaceful and quiet
when nature is The holy time is quiet as a nun atmosphere.
“worshipped”) to a Nun Admiring
worshipping her God. Wide, far reaching
Breathless with adoration; the broad sun
So beautiful that it is almost Alliteration repeating “s” Peaceful and calm
impossible to breathe at the end of the
day.
Is sinking down in its tranquillity;

The sun is setting at the end of the day

The sky seems to
be joined to the
Personification: giving The gentleness of heaven is on the sea; sea.
the inanimate “heaven” a
human characteristic. Capital letter signifies God
A powerful God who
Listen! the mighty Being is awake, controls the waves. It
Image of God calmly
watching over the world. could also refer to the sea
Does as it is “given” Godlike
He is seen as a gentle,
calm God. This line marks qualities because of its
the beginning of the link of power.
 And doth with his eternal motion make

Without end Constant movement of the waves

A sound like thunder—everlastingly.

Simile: the crashing
sound of the waves Volta: the poet is changing perspective and tone Repetition of ‘dear’
sounds like highlighting his love for
thunderclaps ______________________________________ his daughter. The
Dear child! dear girl! that walkest with me here, exclamation marks
show the depth of his
You Walking beside him love
Repetition of ‘dear’ to
focus the reader on the If thou appear untouched by solemn thought
subject: His daughter. Just because she is not
Serious showing her feelings
towards the scenery
His daughter seems and seemingly is not
Thy nature is not therefore less divine: verbalising her wonder
uninterested and
seems to show a In God’s presence. for the Creator, does
Close to
lack of reverence for Metaphor not mean that she has
the beauty of God’s lost her reverence for
creations. Thou liest in Abraham's bosom all the year, God.

Praying A holy place. Nature A place of

Note: the repetition worship.
at the beginning of And worshipp'st at the Temple's inner shrine, Symbolises
lines 9 to 12 forces purity and
attention to who is Is with you Adults innocence
being spoken to.
God being with thee when we know it not. We are often not
Abraham’s bosom – Is a biblical term that refers to the place of comfort where aware of God’s
theTone, mood
righteous and
dead intention
await the judgement day. In saying this he is highlighting the connection with
trust and innocence of his daughter, Caroline. His children
i Tone
• Reverent/ Respectful towards God and his creations (octave)
• Affectionate towards his daughter (sestet)
ii Mood
• Meditative
• Calm
iii Intention
• To celebrate the beauty of the natural world
• To appreciate the beauty of nature

Summary
• In the octave, the speaker describes a beautiful, peaceful, leisurely night.
o He compares the hour of evening prayer services as being silent as a nun
whose love of God leaves her breathless.
o The giant sun is setting calmly. Heaven (the sky or God) watches lovingly
over the ocean.
o There is a command to pay attention to God’s magnificent work in making an
endless, thundering sound (the sound of the sea).
• The speaker addresses his daughter in the sestet.
o He tells her that if she does not seem captivated by this beautiful setting, it is
not because she is less spiritual by nature: it is because, unlike adults, she
feels divine comfort and God’s presence all the time.

2.6 Activities

Activity A

1 What type of sonnet is ‘It is a beauteous evening, calm and free’? Justify your
response.
(3)

2 Who is being addressed in this sonnet?

(1)

3 What does the phrase "holy time" refer to?

(2)

4. Why is the nun "breathless"?

(2)

5 What does the phrase "Abraham's bosom" refer to?

(2)

Total
[10]
Suggested answers to activity A

1 Italian/ Petrarchan sonnet. It has an octave and a sestet, with a volta at line 9.
(3)

2 The girl (Caroline, the illegitimate child of Wordsworth) is addressed.

(1)

3 It refers to the evening - the time of prayer.

(2)

4 She is "breathless" because she is completely absorbed in her prayer to God.

(2)

5 It refers to the place of comfort in the Bible where the righteous dead await Judgement
Day.
(2)
Total:
[10]

Activity B

In the poem, ‘It is a beauteous evening, calm and free’, William Wordsworth is inspired
by a seaside walk he takes with his daughter Caroline in Calais, France.

In an essay, describe how the speaker feels about the natural world and his daughter’s
relationship with it.

Your response should take the form of a well-constructed essay of 250–300 words
(about ONE page).
Total [25]
Suggested Answer: Activity B

Use the following points, among others, as a guideline to answering this question.
• The speaker appreciates the serene beauty of a coastal sunset while on a walk with
a "Dear Child" who is his daughter.
• It is a beautiful, peaceful, leisurely night. The speaker feels God’s presence all
around him.
• The speaker’s descriptions of nature are filled with religious imagery that links the
beauty of the evening, and of nature more generally, to God. The night is ‘beauteous’
and ‘calm,’ the sun ‘sinking down’ over the horizon in utter ‘tranquillity’ as the sky
hangs gently over the ocean.
• The speaker compares this ‘holy time’ of day (a reference to evening prayers) to ‘a
nun / Breathless with adoration.’ In other words, it’s so quiet, it’s as though the world
 itself is holding its breath out of respect for nature’s beauty, just as a nun is made
breathless by her love for God.
• The speaker describes the evening's beauty, comparing its quietness to that of an
awestruck ‘nun’ and sensing the presence of ‘the mighty Being’ (that is, God) behind
the vast sky and sea.
• The poem urges an appreciation for the beauty and power of nature, and for the
divine ‘Being’ that makes such beauty possible.
• The speaker encourages greater awareness of, and appreciation for, both nature and
the divine spirit behind it.
• The girl doesn't seem awestruck by the majestic scenery. The speaker states that
this is because, for children, feeling close to God is an everyday occurrence.
• The girl may not seem especially full of faith and wonder now, but that's only
because she's full of faith and wonder all the time—including in moments when it's
much harder for adults to feel these things.
• The child's innocence is inspirational: even though she is not actively considering the
power of the nature that surrounds them, she is a part of it nevertheless.

2.7 Examination Questions:

A. ESSAY QUESTION

With close reference to diction, imagery and tone used in this poem, discuss how
the speaker expresses his appreciation for the beauty of God’s creation in the
natural world.
Your response should take the form of a well-constructed essay of 250 – 300
words (about ONE page).
(10)

Suggested Answer for Question A: Essay

Use the following points, among others, as a guideline to answering this question.
• The speaker of the poem celebrates the majestic beauty of the natural world on
a leisurely night while on a walk with a ‘Dear Child’ who is his daughter.
• The speaker is entranced by the calm and beautiful evening and compares its
peace and quiet to that of an awestruck ‘nun’ and sensing the presence of ‘the
mighty Being’, that is, God.
• The poet combines imagery depicting the natural scene with explicitly religious
imagery. The octave of the sonnet makes the first metaphorical comparisons,
stating that the evening is a ‘holy time,’ and ‘quiet as a nun / Breathless with
adoration.’ (DICTION)
o It is as if the whole world is hushed with admiration for the beauty of
nature, much as a nun is rendered breathless and speechless with her
admiration for God. The speaker feels God’s presence all around him.
• The speaker’s descriptions of nature are filled with religious imagery that links
the beauty of the evening, and of nature more generally, to God. (IMAGERY)
o The night is ‘beauteous’ and ‘calm,’ the sun ‘sinking down’ over the horizon
in utter ‘tranquillity’ as the sky hangs gently over the ocean. (DICTION)
• The speaker praises the beauty of the evening by suggesting that heaven has
nested on the sea. It implies that heaven is at one with the sea. (IMAGERY)
• The speaker’s descriptions of nature are filled with religious imagery that links
the beauty of the evening, and of nature more generally, to God and thus
presents this beauty as worthy of reverence (TONE).
o For example, the speaker calls the sky above the ocean the ‘gentleness of
heaven,’ suggesting that it is the place where God calmly watches over the
world.
 • In the sestet, the speaker turns to the young girl walking with him, and observes
that unlike him, she is not touched by ‘solemn thought’/ the beauty of nature.
(DICTION)
o The girl does not seem awestruck by the majestic scenery. The speaker
states that this is because feeling close to God is an everyday occurrence
for children due to their innocence.
o The girl may not seem to be full of faith and wonder now, but that is only
because she is full of faith and wonder all the time.
• The child's innocence is inspirational: even though she is not actively
considering the power of the nature that surrounds them, nevertheless she is a
part of it.
B. CONTEXTUAL QUESTIONS

1 The poem is an Italian (Petrarchan) sonnet. Provide the general theme in the
octave and the sestet as set out by the poet.
(2)

2 Explain the mood or atmosphere that is depicted in line 1.

(2)

3 Refer to, ‘The holy time is quiet as a nun’ (line 2).

Account for the speaker’s use of the image in this line.
(3)

4 In line 6, the speaker uses the word ‘Listen!’ to …

A reprimand the girl.

B command the reader to pay attention.
C listen to the silence of the surrounds.
D assert his authority on the girl.
(1)

5 Comment on the effectiveness of the simile and the use of the word ‘everlastingly’
in line 8.
(3)
6 Account for the repetition of the word ‘Dear’ in line 9.
(2)

7 Refer to lines 12 – 14: ‘Thou liest in … know it not’

Critically discuss how the diction in these lines conveys the speaker's view about
the girl.
(3)
TOTAL [16]

Suggested Answer for Question B: Contextual

1 In the octave, the speaker (poet) expresses his strong belief in the natural God-made
beauty of life. In the sestet, the poet addresses his daughter and tells us about the
special relationship that children have with God and their faith.
(2)

2 The words ‘beauteous’, ‘calm’ and ‘free’ create a beautiful, peaceful

and leisurely atmosphere.
(2)

3 The speaker compares the evening which is prayer time to a nun who is silent or
breathless as she is completely absorbed in her prayer to God. This comparison
emphasises the silence and tranquillity of the evening.
(3)

4 B
 (1)

5 The ‘sound like thunder’ is the sound of the ‘sea,’ which the speaker is asking the child to
listen to. This emphasises the link between the power of nature and the power of God.
The speaker adds that God makes this thunderous sound ‘everlastingly.’ In other words,
God, the sea, and nature go on forever.
(3)

6 The repetition of the word ‘Dear’ emphasises the speaker’s deep affection for the girl he
is walking with and talking to.
(2)

7 The speaker views the girl as pure, innocent and closely connected to God and
nature. ‘Abraham's bosom’ is a Judeo-Christian term for a place of comfort in the
afterlife. However, in the sestet, the speaker suggests that the girl feels God's comfort
in her ordinary life, all the time. ‘The Temple's inner shrine’ refers to an especially sacred
site in the Judeo-Christian tradition, accessible only to the highest priests, and only
during certain ceremonies. The speaker suggests that the girl has access to this special
sanctuary; that is, she has the highest and closest possible connection with God. He
further states ‘God being with thee when we know it not’ meaning the girl experiences
the presence of the ‘divine’ even when adults (‘we’) do not feel it at all.
(3)
TOTAL
[16]

3. A child shot dead by soldiers in Nyanga by Ingrid Jonker

3.1 Background to poet and poem

Ingrid Jonker (19 September 1933 – 19 July 1965), was a Bilingual

South African poet and political dissident who wrote and published in
both Afrikaans and in South African English. Her poems, however, have
been widely translated into other languages. Jonker chose to affiliate
herself with Cape Town's racially mixed community and denounced the
ruling National Party's racial policies and the increasing censorship of
literature and the media. This brought her into open conflict with her
father, a widely respected Member of Parliament for the ruling Party.
Jonker’s turbulent relationship with her father led her to depression and
in 1965 she committed suicide by drowning.
‘The child who was shot dead by soldiers at Nyanga’ is a poem of
protest.

bestpoems.net
Jonker wrote this piece in response to the Sharpeville massacre of 21 March 1960. The poem
was written in the Afrikaans language. It was known by the title “Die kind” which means “The
child”. This piece speaks on the brutal massacres which occurred across South Africa in the
1960’s during the Apartheid regime. It was a system of institutionalized racial segregation that
existed from 1948 to the early 1990s. Jonker witnessed a black child that was shot by a white
soldier and died in his mother’s arms. This shattering event made her write the poem “Die kind
(wat doodgeskiet is deur soldate by Nyanga)” also known as “The child (who was shot dead by
soldiers at Nyanga)”.

The child who was shot dead by soldiers at Nyanga

The child is not dead

the child raises his fists against his mother
Stanza 1 who screams Africa screams the smell
of freedom and heather
in the locations of the heart under siege

The child raises his fists against his father

in the march of the generations
Stanza 2 who scream Africa scream the smell
of justice and blood
in the streets of his armed pride

The child is not dead

neither at Langa nor at Nyanga
Stanza 3 nor at Orlando nor at Sharpeville
nor at the police station in Philippi
where he lies with a bullet in his head

The child is the shadow of the soldiers

on guard with guns saracens and batons
the child is present at all meetings and legislations
Stanza 4 the child peeps through the windows of houses and into the
hearts of mothers
the child who just wanted to play in the sun at Nyanga is
everywhere
the child who became a man treks through all of Africa
the child who became a giant travels through the whole world

Stanza 5 Without a pass

3.2 Glossary

Line Word Definition in context of the poem

A plant that grows wild and abundantly. In the poem it gives the idea
4 heather
of an abundantly growing sense of freedom in everyone’s heart.

5 siege Forced to surrender

A group of lions. In this case it is his people (metaphor) who are
10 pride
hungry for blood like a pride of lions on a hunt.
17 saracens An armoured vehicle troop carrier

17 batons Clubs used for beating people

18 legislations Apartheid Laws of segregation

22 treks Travels
A document that was used to control the movement of black people
24 pass
during the Apartheid era.

3.3 Themes

• Protest and resistance

o against the brutality and horrors of oppression under an Apartheid regime.
• Nationalism, freedom and resistance
 o the boy’s screams reveal the above themes that were present and growing in
the hearts of many.

3.4 Type and form

• Resistance/ protest poem
o Politically motivated
o Speaks out against the ruling government
o Highlights injustices
o Call to arms or action
• Five stanzas of differing length
o First four stanzas take on a chant-like form
o Fifth stanza is a “coda” (It is an epilogue that concludes a story)
• Free verse (no definite rhyme scheme)

This is an allusion. The child is

The repetition of ‘the child’ is dead because of the riots, but not
an example of anaphora dead in the hearts of the people.

3.5 Analysis
The people who are being addressed
The child is not dead

the child raises his fists against his mother The ‘fist’ is a universal symbol of
resistance and protest in the fight
for equality
who screams Africa screams the smell
Repetition
highlighting of freedom and heather The fight for freedom is more
the fact that important than even the closest
the memory in the locations of the heart under siege family relationships
of the child’s
death and This is message being
Those being oppressed. “heart” is
the nation’s shouted freedom and land-
an example of synecdoche
struggle for justice and war. The word
freedom are ‘smell’ creates an image of
ongoing. The child raises his fists against his father what is going to be fought for

in the march of the generations

who scream Africa scream the smell The idea of his people being
Those who
have ‘armed’ and out for a kill like
marched
of justice and blood a pride of lions. An example
against the a metaphor. The people are
pass laws in in the streets of his armed pride hungry for the blood of the
the past killers, as a group of lions on
the prowl.

Repetition of The child is not dead These are the places where there
line, to were large anti-pass law
 neither at Langa nor at Nyanga

nor at Orlando nor at Sharpeville

The police and the army reacted
nor at the police station in Philippi with violence, thus many
unarmed demonstrators were
All the lines of the where he lies with a bullet in his head shot and killed. This depicts the
fourth stanza violence of the Apartheid regime.
begin with the
phrase ‘The child’.
‘He’ follows the soldiers as
This emphasises The child is the shadow of the soldiers they enforce the oppressive
that the spirit of
laws. (Enjambment)
the ‘child’ is on guard with guns saracens and batons
everywhere.
‘He’ is at all the meetings
the child is present at all meetings and legislations

the child peeps through the windows of houses and into the hearts of mother
This ‘child’
who just the child who just wanted to play in the sun at Nyanga is everywhere
wanted to play
outside and ‘He’ is in the hearts
be a child. Is
the child who became a man treks through all of Africa and homes of those
now the who are oppressed
symbol of the child who became a giant travels through the whole world
freedom Without a pass
throughout the He is no longer restricted by the ‘man’ and ‘giant’ emphasise
continentTone,
and mood and intention oppressive pass laws (ironic). This how the freedom movement
the world. is a coda. has grown to reach everyone
i Tone
• Throughout the poem the tone is bold and expresses firm determination.
• It could also be described as militant.

ii Mood
• Angry
• Protesting
• Unrelenting

iii Intention
• A call to end suffering by standing together for the sake of saving other
children.
• The injustices perpetrated by the government at the time needed to be
vocalised and made known to all.

3.7 Summary
• The poem focuses on a child who was killed by the soldiers during the anti-pass-laws
protests across South Africa.
• This poem describes how the “child” who was killed during the protest is still alive in
spirit.
• “He” raises his fists against the injustice happening in his country.
• “His” scream resembles the tone of freedom, identity, and protest.
• The “child” has grown more powerful than the oppressors ever thought.
• “He” is present everywhere, regulating the unequal terms that cause South Africans
pain.
• “He” roams freely with no one controlling his movement in the country.

Activity

Complete the SIFT table for ‘The child shot dead by soldiers in Nyanga’.
 As shown in the table you are about to work on; remember that the S.I.F.T
method of analysing a poem awards you the opportunity to do so focusing on
most (if not all) of the elements of a poem.
For your examination, examiners focus on at least three of these elements.
Making it a regular practice to ‘SIFT’ through all your poems (seen and unseen)
will help you to prepare for the essay question in the examination.
Start practising now.

S Structure

Subject

I Imagery

Intention

F Feeling (Mood)

T Tone

Themes

Suggested answers to activity

Structure
This poem consists of five stanzas and the fifth stanza is a one-line coda. The first
three stanzas contain five lines each and the fourth stanza has seven lines. It is
written in free verse, meaning it does not have a regular rhyme scheme or metre. This
poem is written from the third-person point of view.
Subject
S ‘The child who was shot dead by soldiers at Nyanga’ centres on a child who was killed
by the soldiers during the anti-pass-laws protests across South Africa. This poem
describes how the child who was killed during the protest is still alive. He ‘raises’ his
fists against the injustice happening in his country. His ‘scream’ resembles the tone of
freedom, identity, and protest. According to the speaker, the metaphorical child has
grown bigger than the oppressors ever thought of. He is present everywhere, regulating
the unequal terms that cause South Africans pain. Ironically, now he does not need a
pass to roam in his own land.
Imagery
 • Visual Imagery: In the first two stanzas, the poet uses the image of a child who
raises his fists to show his resistance towards apartheid. The line ‘in the march
of generations’ depicts a group of protesters’ marching to the various police
stations. In the line ‘on guard with guns saracens and batons’ the poet presents
an image of armed soldiers with guns, batons, and armoured vehicles.
• Auditory Imagery (Sound): The line ‘who screams Africa screams the smell’
resonates with the screaming of a child demanding freedom and revenge.
• Organic Imagery (this pertains to a personal experience of the poet, this
experience is one of pain): Throughout this poem, the poet uses this imagery
I to infuse her anger in readers’ minds. After reading the lines such as ‘where he
lies with a bullet in his head’ readers feel angry and at the same time sorry for
the innocent child.

Intention
To convey the message of the struggle against the apartheid regime, in which innocent
people lost their lives, as symbolised by ‘the child’. This highlights the brutality and
horrors of the Apartheid regime. The loss of the innocent child has given momentum
and a focus point for the protestors and the poet.
Feeling (Mood)
F The mood of the poem is angry, protesting, and unrelenting.
Tone
The tone is bold and expresses a firm determination against the Apartheid regime.
T Themes
The theme of protest and resistance.

3.8 Examination Questions:

A. ESSAY QUESTION

The title of Jonker’s poem suggests that the poem is about a dead child. However, the
contents of the poem contradict the title.

In an essay of 250-300 words, discuss how this is done, paying special attention to
diction, tone and imagery.
[10]
Suggested Answer for Question A: Essay

Diction
• The title of the poem states that ‘the child is dead’
o The first line of the poem contradicts this by stating that ‘the child is not dead’,
this is an example of litotes.
o By using double negatives, the poet/speaker conveys the idea that the child is
still alive. This is a metaphor.
o The sense of freedom is compared to a ‘child’, growing inside one’s mind.
o Terms such as ‘fists’, ‘freedom’, “blood” and ‘scream’ are meant for infusing
the spirit of nationalism.
• The poem ‘The child who was shot dead by soldiers at Nyanga’ begins with an
allusion.
o The first line ‘The child is not dead’ alludes to the fact that the poet/speaker
refutes the death of the child.
o According to the poet/speaker, their children cannot die.
o They are still alive in their hearts and in the fight for justice and freedom.
• ‘The child is not dead’: Firstly, the child is a symbol of the growing sense of freedom
in the South African’s hearts against the Apartheid system.
o The comparison is made between a ‘child’ to a thought of freedom.
• The use of paradox is evident in the third stanza. In the first line of this stanza it
states, “The child is not dead”.
o While, in the last line, the poet/speaker remarks, ‘where he lies with a bullet in
his head’. It is a use of paradox where two ideas are in conflict.
 • The poet/speaker tries to convey that the child died physically, but he is still alive in
her heart and in the hearts of the people.
• The third stanza begins with a repetition of the first line that acts as a refrain. It is
meant for the sake of emphasising the idea concerning the child’s death.
o He is not dead.
o The armed forces cannot kill him or others like him present in the townships
such as Langa, Nyanga, Orlando, and Philippi, who were fighting against
injustice.

Imagery
• Visual Imagery: In the first two stanzas, the poet uses the image of a child who
raises his fists to show his resistance towards apartheid.
• Organic Imagery: Throughout this poem, the poet uses this imagery to infuse her
anger in readers’ minds.
• After reading the lines such as “where he lies with a bullet in his head”
readers feel angry and at the same time sorry for the innocent child.

Tone
• In the first three stanzas of the poem, the tone is firm, and it highlights the fact that
even an innocent child understood the value of freedom and equality.
• Hence, through the poet’s/speaker’s voice, the spirit of the child calls out to his
countrymen to end their suffering by standing together for the sake of saving other
children like him.

B. CONTEXTUAL QUESTION

1. What is the poet’s message in the poem?

(2)

2. Identify an example of a metaphor in line 10 and explain it’s effectiveness?

(3)
3. Explain the visual imagery depicted in the first two stanzas.
(3)

4. Discuss the tone in the last stanza.

(2)
TOTAL
[10]

Suggested Answers for Question B: Contextual

1. The poet highlights the harsh realities and brutalities of the Apartheid era. It concerns
how the growing sense of freedom cannot be killed using barbaric means. The child is a
symbolic representation of this idea.
(2)

2. The metaphor “armed pride” depicts the boldness and killer-mood (blood-thirsty-mood) of
the people, as they were willing to fight and avenge the death of all innocents.
(3)

3. In the first two stanzas, the poet uses the image of a child who raises his fists to show
his resistance towards apartheid. The line ‘in the march of generations’ depicts a group
of protesters’ marching. By this line ‘on guard with guns saracens and batons’. The poet
presents an image of armed soldiers with guns, batons, and tanks.

(3)

4. The tone is a triumphant one in the last line of the poem ‘Without a pass’. This refers to
the child that does not require any pass (a form of internal passport for the black people)
to travel. However, in the country at the time, black people were required to have such a
 pass needed for employment and living, because it is an idea/ the child’s spirit that
cannot be restricted.
(2)
TOTAL
[10]

4 Solitude by Ella Wheeler Wilcox

4.1 Background to poet and poem

Ella Wheeler Wilcox, an American author and poet, was born in

1850 on a farm in Johnstown, Wisconsin, east of Janesville. She
was the youngest of four children.
Around the age of 8, Wilcox turned to writing poetry as an outlet.
When she was 13 years old, her first poem was published. Her
poems reflect her belief that the world needs more kindness.
The inspiration for the poem, ‘Solitude’ came as she was travelling
to attend the Governor's inaugural ball in Madison, Wisconsin. On
her way to the celebration, there was a young woman dressed in
black sitting across the aisle from her. The woman was crying. Miss
Wilcox sat next to her and sought to comfort her for the rest of the
journey.
wikipedia,com
When they arrived, the poet was so depressed that she could barely attend the scheduled festivities.
As she looked at her own radiant face in the mirror, she suddenly recalled the sorrowful widow. It
was at that moment that she wrote the opening lines of ‘Solitude’.

The poem ‘Solitude’ is about the relationship between the individual and the outside world.
The context of the poem suggests that life is made up of a series of choices. If you laugh, sing,
rejoice, or feast, the world will be drawn to you. If you weep, sigh, fast, or grieve, the world will
abandon you.

Laugh, and the world laughs with you; 1

Weep, and you weep alone; 2
For the sad old earth must borrow its mirth, 3
But has trouble enough of its own. 4
Stanza 1 Sing, and the hills will answer; 5
Sigh, it is lost on the air; 6
The echoes bound to a joyful sound, 7
But shrink from voicing care. 8

Rejoice, and men will seek you; 9

Grieve, and they turn and go; 10
They want full measure of all your pleasure, 11
But they do not need your woe. 12
Stanza 2 Be glad, and your friends are many; 13
Be sad, and you lose them all,— 14
There are none to decline your nectared wine, 15
But alone you must drink life’s gall. 16

Feast, and your halls are crowded; 17

Fast, and the world goes by. 18
Succeed and give, and it helps you live, 19
 But no man can help you die. 20
Stanza 3 For there is room in the halls of pleasure 21
For a large and lordly train, 22
But one by one we must all file on 23
Through the narrow aisles of pain. 24

4.2 Glossary

LINE WORD MEANING

title Solitude the state or situation of being alone
line 2 weep to cry
line 3 mirth humour, amusement, happiness
line 7 echoes a sound reflected from a surface back to the listener
line 9 Rejoice feel or show great joy or delight
line 9 men people
line 12 woe great sorrow, sadness or distress
line 15 decline to refuse
line 15 nectared sweet, enjoyable, delicious
line 24 aisles passage, passageway

4.3 Themes

• When times are tough friends are few:

o Prosperity brings friends but adversity separates them from us.
• The tension between a positive and a negative attitude
• How people react to positivity and negativity
• Generosity to others will bring happiness and a good life to you.
• Poetry offers solace for the lonely and a positive perspective on being alone.

4.4 Type and form

‘Solitude’ by Ella Wheeler Wilcox is a three-stanza poem that is separated into sets of eight
lines or octaves. Each of these octaves follows a consistent rhyme scheme of ABCBDEFE.
The author structures the poem by stanzas. Each stanza begins with two lines that compare
positive and negative emotions. The next two lines provide a commentary. The second half
of each stanza then repeats this pattern.

Opposites: 1 Laugh, and the world laughs with you; A

Positive and 2 Weep, and you weep alone; B
negative 3 For the sad old earth must borrow its mirth, C
connotations/ 4 But has trouble enough of its own. B
images 5 Sing, and the hills will answer; D
6 Sigh, it is lost on the air; E
7 The echoes bound to a joyful sound, F
8 But shrink from voicing care. E
 When times are
tough. – Friends are
Being alone/ a sense of loneliness. few
4.5 Analysis Solitude Saddens breeds solitude
Opposite images Synecdoche: “the world =
happiness vs. crying. Laugh, and the world laughs with you;
people
This is emphasised by
stating that joy is a Weep, and you weep alone;
shared experience, People shy away from negativity
sorrow is experienced For the sad old earth must borrow its mirth,
The world is not a happy
alone.
But has trouble enough of its own. place. Mirth = happiness
Opposites: Joy/ Personification
Sadness Sing, and the hills will answer;
Personification and hyperbole.
Hyperbole because she is
There is enough sorrow Sigh, it is lost on the air; exaggerating the impact.
and sadness around us. Sorrow is
No one really wants the ignored or is
The echoes bound to a joyful sound, seen as
burden of another’s pain
if it can be avoided. insignificant
But shrink from voicing care.
The sounds of joy spread,
Move away from Showing concern reverberate around the
Opposite images: world
celebrate and Rejoice, and men will seek you;
mourn People want to be with
Grieve, and they turn and go; you in good times, but
People associate with they do not want to be
you when there are They want full measure of all your pleasure, around you in the bad
joyful events. They times.
turn away when there But they do not need your woe.
is sorrow or pain
Be glad, and your friends are many; Lots of friends are around in the good times.
When things get tough, friends desert you.
Opposite emotions: Be sad, and you lose them all,—
happiness and Sweet, delicious wine drunk at a
sadness There are none to decline your nectared wine, celebration
Refuse
But alone you must drink life’s gall.
Gall is a bitter tasting extract. Metaphor:
Many people come when there is food provided No one is around during the sad trying,
Opposite actions:
negative times.
eating/banquet and
abstaining from Feast, and your halls are crowded;
food/fasting when When there is nothing provided no one is
there is no food Fast, and the world goes by. bothered. There is a sense of alienation/ being
available or provided. excluded.
Alliteration: repetition Succeed and give, and it helps you live,
of “f” sound. Death is a solitary experience/ no one
But no man can help you die. can help. Failure is associated with
Success and sharing the death.
fruits of success gives There is room in the halls of pleasure
purpose to life. There is always room when celebrations
For a large and lordly train, occur. Prosperity brings friends. An image of
Alliteration: Repetition a large gathering of selected people (lordly).
of the “l” sound. Train in this sense implies a lot of people
But one by one we must all file on following.
Individually Through the narrow aisles of pain.
Go alone in single file, in an orderly manner,
moving through the pain that makes up our life’s
4.6 Tone, mood, and intention experiences.
 i Tone
• reflective
• satirical
• sarcastic

ii Mood
• sombre
• reflective
• melancholic

iii Intention
• To be positive and attract good company.
• To stop being critical and negative as it alienates people (makes people feel lonely).
• To highlight the reactions of humans to prosperity and adversity.

4.7 Summary

• This poem is about the relationship between the individual and the outside world.
• It is built on a series of contrasting conditions e.g., ‘Laugh, and the world laughs with
you;/Weep and you weep alone.’
• The poem echoes the idea that the world seeks pleasure and joy, and it does not
want to listen to sad stories.
• The poet/speaker says that men will seek us if we rejoice but they will turn us down if
we grieve or feel sorrow.
o A happy man will have many friends, but a man who is hopeless and negative
will not have any friends at all.
• Ours is a world that seeks after happiness, not after the misery.
o The poet/speaker repeats the idea that happiness will attract more happiness
and sorrow will take us away from enjoying happy moments.
• Finally, a negative outlook will make us lonely and force us to enjoy our own
company.
o A complaining man or sad person will be forced to live his life in loneliness.
o There will not be anyone to share in his sorrow(s).
• Towards the end of the poem, the poet/speaker further reinforces the idea of solitude
by saying we die alone.

4.8 Activities

Activity A: ESSAY

The poem ‘Solitude’ essentially declares that while a negative attitude repulses people, a
positive one attracts them.
In an essay, describe how the speaker reinforces the above message in the poem.
Your response should take the form of a well-constructed essay of 250–300 words (about
ONE page).
[10]

Suggested answers to activity A

Use the following points, among others, as a guideline to answering this question.
• The poet/speaker describes the connection between one's outlook on life and the
friends and community one attracts. The poet/speaker describes how people like to
seek happiness in the company of those who are happy/successful.
• The title of the poem ‘Solitude’ refers to those who are distanced from others by their
sadness and by being morose/negative
• In the first stanza, the poet/speaker compares happiness (how the world will rejoice
with you) and sadness (how sometimes you must face it alone).
• The poet/speaker emphasises the point that people seek pleasure and joy instead of
being burdened by the suffering of others. The idea that happiness will attract more
 happiness and sorrow will take us away from enjoying happy moments is introduced
in line 1 (‘Laugh and the world laughs with you’). This idea is repeated throughout the
poem e.g., ‘Rejoice, and men will seek you’ (line 9).
• The contradictory reactions of people to both positive and negative situations/
attitudes, are highlighted. This is a distinct pattern that emerges in the poem.
• The poet/speaker indicates that the world does not have a well of happiness to draw
from (‘sad old earth’). The personification of the earth as being sad effectively sums
up the plight of people who are burdened by issues that make them sad and lonely.
• The use of hyperbole (‘Sing, and the hills will answer’) emphasises the extreme joy
that spreads when people display happiness. This is in direct contrast to the sadness
(‘sigh’) that is ‘lost in the air’ or ignored by others.
• The theme that one cannot run from one’s problems forever and seek happiness
through others is highlighted.
• The poem is abundant in contrasting ideas. If you laugh, sing, rejoice, or feast, the
world will be drawn to you. If you weep, sigh, fast, or grieve, the world will abandon
you. After all, in the end, ‘one by one we must all file on’, the poet repeats the idea
that happiness will attract more happiness and sorrow will take us away from
enjoying happy moments. Finally, it will make us lonely where we will have to enjoy
our own company. A complaining man or sad person will be forced to live his life in
loneliness. There will not be anyone to share his sorrow. The poet/speaker clarifies
this idea by saying that many will come to drink from our ‘nectared’ wine while no one
will show his willingness to share the bitter taste of our life.
• ‘Solitude’ suggests that although we must bear our hardships alone, we should
understand that happiness and grief are part of the human condition and remain
resilient in the face of that fact.
Activity B

1 Describe the structure of the poem.

(2)

2 Using your own words, explain the point that the speaker makes in lines 1 – 2.
(2)

3 Discuss the appropriateness of the title, ‘Solitude’.

(3)

[7]
Suggested Answers: Activity B
1 The poem is separated into three stanzas. Each stanza comprises eight
lines. There is a consistent rhyme scheme of ABCBDEFE in each stanza.
(2)

2 If you are happy and positive, you will attract many people. However, if you are sad
or negative, then you will be lonely.
(2)

3 Solitude means loneliness and the harsh reality of life is that a man has to
suffer alone and die alone. In this poem, the speaker reveals that when one is happy
and having pleasure, one is surrounded by many people. However, one is alone
(in solitude) when one is sad, sick or is facing death.
(3)
[7]

4.9 Examination Questions:

B. ESSAY QUESTION

In the poem ‘Solitude’, the poet does not give a very encouraging picture of the nature of
 humans in general.
With close reference to diction, imagery and tone, critically discuss the validity of this
statement. Your response should take the form of a well-constructed essay of 250–300
words (about ONE page). [10]

Suggested Answers: Question A: Essay

Use the following points, among others, as a guideline to answering this question.
• In the poem the poet/speaker describes how people react differently to both joy and
sorrow. In this poem, the poet/speaker employs contrasts between the positive and
the negative experiences in human beings to depict the nature of people in general.
For instance, happiness is observed and celebrated, whereas sadness and grief are
largely ignored by others.
• The contradictory reactions of people to both positive actions and negative reactions
are highlighted. There is a distinct pattern that emerges in the poem. At the outset,
the poet/speaker realizes that happiness and joy attract the company of others, but
sadness seems to push people away (‘Laugh, and the world laughs with you, Weep
and you weep alone’).
• The poet/speaker emphasises that positive behaviours, like singing (‘sing’), laughing
(‘mirth’), and rejoicing are infectious and attract the company of others. On the other
hand, negative behaviours like weeping, sighing (‘sigh’), grieving, and sadness
(‘woe’) push people away and leave you alone to suffer.
• The poet/speaker explores the general trend that when individuals are happy, they
will find themselves surrounded by company looking to share in their happiness,
however, when an individual is sad or depressed that companionship dissipates
because people do not want to be brought down by an individual’s grieving. This
once more elucidates the human trait that people do not care about the plight of
others, although this is a generalised perception of human behaviour and may not
necessarily be true in all cases. This emphasises the tone of the poem, which is
reflective (‘Grieve, and they turn and go’) and somewhat satirical (‘But no man can
help you die’).
• The title of the poem ‘Solitude’ refers to those humans who are distanced from those
who seek happiness. The idea that human beings are not attracted to negativity is
reiterated in the poem. The poet stresses that although we must bear our hardships
alone, we should understand that happiness and grief are part of the human
condition and remain resilient in the face of that fact.
• Stanza one depicts a personified earth (‘world laughs’) and introduces the poem’s
main theme of the inevitable isolation that humanity faces when experiencing
hardship and death. This is indicative of the nature of human beings which does not
inspire much hope.
• Throughout the poem, the poet focuses on other humans’ reactions to an individual’s
sadness. This is contained in the image of the ‘nectar’d wine’. The speaker here
attaches heavenliness, or divinity, to happiness. The speaker suggests that people
will want to share in the heavenly essence of happiness, but they will not want to
‘drink life’s gall,’ or life's negative aspects, with others. Furthermore, the use of
hyperbole (‘Sing, and the hills will answer’) emphasises the extreme joy that spreads
when people display happiness. This is in direct contrast to the sadness (‘sigh’) that
is ‘lost in the air’ or ignored by others.
• On the one hand, the poet/speaker describes the happy and enjoyable aspects of life
as the ‘halls of pleasure’ and, on the other hand, ‘the narrow aisles of pain’ is alluded
to. Pleasure is experienced in a ‘hall’ which is generally a large space where many
can congregate; meanwhile, pain takes place in a “narrow aisle’, which denotes the
forced smallness and confinement to such feelings.
• This sense of isolation again reflects the poem’s main theme and argument that
everyone must experience life’s hardships, including death, in solitude. The speaker
is realistic in realising that although we must bear our hardships alone, we should
understand that happiness and grief are part of the human condition.
 [10]

B. CONTEXTUAL QUESTIONS

1 The figure of speech used in ‘the world laughs with you’ (line 1) is an example
of …
A metaphor
B alliteration
C synecdoche
D assonance
(1)

2 Explain how line 2 contrasts with line 1.

(2)

3 Refer to lines 3 – 4 (‘For the sad … of its own’).

3.1 Identify the figure of speech used in line 3.
(1)
3.2 Discuss the effectiveness of the image used in lines 3 – 4.
(3)

4 Account for the poet’s reference to ‘nectared wine’ (line 15) and ‘life’s gall’
(line 16).
(2)

5 Explain how the poet makes effective use of diction in lines 21 – 24

(‘There is room … aisles of pain’) to reinforce the main idea of the poem.
(3)

6 Discuss whether the title ‘Solitude’ is appropriate. Justify your response

(3)

[15]

Suggested Answer for Question B: Contextual

1 C / synecdoche
(1)

2 In line 2 the poet/speaker refers to weeping which indicates sadness. In line 1

the poet/speaker refers to laughter which suggests happiness. Line 2 suggests that
people are not attracted to sadness or negativity whereas line 1 suggests that
happiness within oneself is attractive and it creates happiness in others.
(2)

3.1 Personification
(1)

3.2 The earth is described as sad and old. It also seeks happiness elsewhere
as it does not have a pool of happiness to draw from. This image of the earth
reinforces the message that no one wants the burden of another person’s
unhappiness.
(3)

4 The words ‘nectared wine’ which have connotations of celebrations, heavenliness

and divinity are used as a metaphor for happiness. The words ‘life’s gall’ is a
metaphor for life’s struggles. The speaker suggests that people will want to
share in the heavenly essence of happiness, but they will not want to share in
other’s negative aspects.
(2)
 5 The words ‘room’, ‘halls of pleasure’, ‘large and lordly train’ emphasise the point
that there are larger numbers of people where there is pleasure or happiness.
The poet/speaker uses the words ‘one by one’, ‘file on’ and ‘narrow aisles of pain’ to
reinforce the point that one is alone in moments of suffering or death.
(3)

6 Yes. ‘Solitude’ means loneliness and the harsh reality of life is that man must suffer
and die alone. The poet/speaker reveals when one is happy, he/she is surrounded
by people, however, when on is sad or facing death he/she is alone.
OR
No. ‘Solitude’ refers to being alone or loneliness, but the poem explores both
sides of the argument of being alone, or being part of a larger group, namely
rejoicing. The speaker also refers to a crowded hall.
(Consider both sides of the argument.)
(3)

[15]

5 Poem of Return by Jofre Rocha

5.1 Background to poet and poem

The poet’s name is Roberto Antonio Victor Francisco de

Almeida. He uses the nom de guerre (also known as a ‘war
name’ in Angola), ‘Jofre Rocha’. He was born in 1941 in the
village of Caxicane, Angola. He is a qualified social scientist,
lawyer, short story writer and poet.

Because of political unrest in rural Angola, where guerilla

warfare was taking place, his family moved to Luanda, the
capital city of Angola. It is here where he became a political
activist.
As a political activist, he participated in the guerilla warfare for
the liberation of his country. Between 1961 and 1968, Jofre
Rocha was a political prisoner. It is at this time that he achieved
some of his academic qualifications.
colonial.blogspot.com
After the independence of Angola in 1975, Jofre Rocha, as an active member of the
ruling party, MPLA (Popular Movement for Liberation of Angola), held several
government positions.

He is the founding member of the Union of Angolan Writers. He has written twenty-two
works in seventy-three publications and three-hundred-and-ten library holdings.
‘Poem of Return’ is one of his poems inspired by his days in exile from his land of birth,
when he was a liberation fighter.

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

Stanza 1
do not bring me flowers. 2

Bring me rather all the dews, 3

tears of dawns which witnessed dramas. 4
Stanza 2 Bring me the immense hunger for love 5
and the plaint of tumid sexes in star-studded night. 6
Bring me the long night of sleeplessness 7
with mothers mourning, their arms bereft of sons. 8

When I return from the land of exile and silence, 9

no, do not bring me flowers … 10
Bring me only, just this 11
Stanza 3
the last wish of heroes fallen at day-break 12
with a wingless stone in hand 13
and a thread of anger snaking from their eyes. 14

5.2 Glossary

LINE WORD/ PHRASE MEANING

land of exile and foreign place where one feels restricted socially,
1.
silence economically, politically, etc.
 water droplets forming on surfaces early in the
3. dews
morning

the scenes of war, torture, protests, riots, bloodshed

3. dramas
etc.

5. immense great

6. plaint of tumid sexes arguments between lovers

6. star-studded night a night where the sky is filled with stars
their arms bereft of with no sons to hug because they died in the liberation
8.
sons struggle
a stone not yet thrown but still in one’s hand/ a
13. wingless stone in hand
weapon that is not being used

5.3 Themes

5.3.1 Overall Themes

• The theme of alienation/ estrangement prevails throughout the poem as the
speaker yearns to be updated about what happened at home when he was in
exile.
• The theme of exile is also important in this poem.

5.3.2 Sub-themes
• Nostalgia
• Unfulfilled dreams of victory
• Admiration
• Sorrow
• Homecoming
• Anticipation
• Patriotism and sacrifice

5.4 Type and form

Type:
• This poem is a typical example of exile/resistance poetry
o It is characterised by estrangement/alienation.
o Jofre Rocha wrote this poem when he was in exile as result of fear of
imprisonment by the Portuguese regime during the liberation struggle
in Angola.
o A key point to note about this type of poem is the use of a nom de
guerre by the poet as a way of protecting his identity whilst in exile.
o The nom de guerre was also used because the poet was under
intense censorship. It offered the poet a means to express his ideas
discretely.

Form
• Even though this poem has 14 lines, it is NOT a sonnet.
• There is enjambment (where one line runs onto the next to complete the
thought. There is no punctuation at the end of the line.)
o Refer to lines 5-6, 7-8, lines 11-14
• It has the qualities of a song as reflected in the refrain ‘do not bring me
flowers.’
• The poem is divided into THREE stanzas of unequal length.
o In each one of them the poet/speaker is expressing a different idea/s
about what he anticipates when he gets home from exile.

When I return from the land of exile and silence,

Stanza 1
 do not bring me flowers.

Bring me rather all the dews,

tears of dawns which witnessed dramas.
Stanza 2 Bring me the immense hunger for love
and the plaint of tumid sexes in star-studded night. Enjambment
Bring me the long night of sleeplessness
with mothers mourning, their arms bereft of sons. Enjambment

When I return from the land of exile and silence,

no, do not bring me flowers…
Bring me only, just this
Stanza 3
the last wish of heroes fallen at day-break
Enjambment
with a wingless stone in hand

5.5 Analysis A sense of home

Poem of Return coming.

When I return from the land of exile and silence, He was forced to leave his home.
As an exile he had to be careful
and not reveal his identity and
do not bring me flowers. Events of horror was unable to communicate
He does not want the
traditional tributes given to during the struggle freely.
returning heroes (see below) for liberation.

These two lines highlight the fact that he

Bring me rather all the dews, wants to know about the atrocities/ terrible
Personification things that people saw that caused pain,
anger, heartache, and tears as they
tears of dawns which witnessed dramas. stayed and suffered
The poet/ speaker
demands that he would
An image of romance, peace,
 Bring me the immense hunger for love

and the plaint of tumid sexes in star-studded night.

Bring me the long night of sleeplessness

with mothers mourning, their arms bereft of sons.

When I return from the land of exile and silence,

no, do not bring me flowers…

Bring me only, just this

the last wish of heroes fallen at day-break

with a wingless stone in hand

and a thread of anger snaking from their eyes.

This image shows that these

men and women were still
eager to fight for their country
but did not get to do so right up
to the end. It also hints at the
fact that they died before using
Note: Upon returning home, political activists who were in exile were received with a bouquet of their weapons against the
Gladiolus flowers; a symbol of their strength, victory, and the pride the nation has for them. The oppressors,
poet/speaker does not want such a heroic welcome. He feels unworthy of it.

5.6 Tone, mood and intention

i Tone
• Earnest
o The poet/speaker expresses feelings of alienation/estrangement when talking
about what should happen when he returns home ‘from the land of exile and
silence’.

• Nostalgic
o When the poet/speaker talks about those at home and what he would like to
hear from them instead of being given flowers.

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

ii Mood
• Pensive
o Engaging in, or reflecting on (thinking about) serious issues
 iii Intention
• To highlight the fact that the true heroes in a war of liberation are those who
remained in their land of birth and not those who left and sought refuge in foreign
lands.

5.7 Summary

• In ‘Poem of Return’ the poet/speaker, who has been in exile, is visualising his return
at the end of the political unrest in his place of birth.

• Stanza One:
o The poet/speaker does not want to be given flowers.
o The poet/speaker believes that those who carry the physical, emotional, and
mental scars of the war of liberation against the oppressors are the true
heroes.
• Stanza Two:
o The poet/speaker requests an update on what happened when he was away.
o The poet/speaker wants to feel the pains that his people had endured.
• Stanza Three:
o The focus is on those who died fighting in the war of liberation/ those who did
not live to see Independence Day.

5.8 Activities
Activity A

1 Why is this poem classified as an exile poem? (2)

2 What role was played by exile poetry during the liberation struggle in Angola?
(2)
3 Why did Roberto de Almeida use the nom de guerre ‘Jofre Rocha’? (2)

4 How did Jofre feel when he was in exile? (3)

[9]

Suggested answers to activity A

1 It was written by a poet who left his land of birth due to political unrest and
is characterised by the theme of homecoming. (2)

2 It is a means of expressing the poet’s/speaker’s feelings of nostalgia and letting

the outside world know about the internal affairs in the land of conflict. (2)

3 He used it to protect his actual identity from the Portuguese government as a

political activist, to evade censorship and to have his work published without
raising any suspicion. (2)

4 He was homesick, alienated and insecure. (3)

[9]

Activity B

You are about to return from exile. The welcoming committee is planning an event to
welcome you as a hero. Write a formal letter to the committee explaining why you
would prefer not to receive such a welcome.
 Use the poem as the source of your points.
(10)

Suggested Answer: Activity B

Format: formal letter

Register: formal
Content: You may include the following points:
• Remind the committee that the people who remained behind are the real heroes as
they endured ‘dramas’ (torture, riots, etc.)
• They carry the physical, emotional and mental scars of the war of liberation (these
include the mothers who lost their sons, lovers who lost partners and those who died
just before liberation ‘day-break’.

Note: You will not be expected to write a formal letter in the literature examination.
This activity helps you to understand the content of the poem.

5.9 Examination Questions:

C. ESSAY QUESTION

In ‘Poem of Return’ the poet/speaker believes that the people who remained in the
country suffered more than those who were in exile.

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

Suggested Answer for Question A: Essay

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

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

B. CONTEXTUAL QUESTIONS

1 Refer to line 1 ‘when I return … and silence’

What does the word ‘silence’ suggest about the poet’s/speakers’
feelings whilst he is in land of exile?
(2)
 2 Refer to line 4 ‘tears of dawns which witnessed dramas’
Identify and explain the figure of speech used in this line. (2)

3 Discuss the mood created in lines 7 and 8 ‘Bring me the long …bereft of
sons.’ (3)

4 Refer to stanza 3
Critically comment on the appropriateness of the imagery used in this stanza
as a conclusion to this poem. (3)

Total (10)

Suggested Answer for Question B: Contextual

1 He has kept quiet whilst in exile, he has not received news, he has felt alone and ()
alienated. (2)
2 It is personification, because the ‘dawn’ has been given human qualities of being
distressed after witnessing the brutality of war. This highlights the fact that even
nature was affected during the liberation struggle. (2)

3 The mood is sombre, it expresses the feeling of loss, experienced by the mothers
whose sons were either killed during the war or exiled. (3)

4 The imagery reflects the determination of those who died in the process of
defending their lands, in spite of being poorly armed. Their fight came from deep
within and a ‘wingless stone in hand’ reflects their determination to fight with (
whatever they had. (3) [
TOTAL [10]

6 At A Funeral by Dennis Brutus

6.1 Background to poet and poem

At A Funeral by Dennis Brutus

Dennis Vincent Brutus was born on 28 November 1924 in Harare,

Zimbabwe which was then known as Southern Rhodesia. Both his
parents, who were teachers, were South African ‘Coloureds’. Dennis was
raised in Port Elizabeth. He obtained a bachelor's degree in English at
Fort Hare University College in 1946. Brutus taught in South African high
schools for 14 years. He became involved in a series of anti-apartheid
related activities, including efforts to end discrimination in sports. The
government subsequently banned him from teaching, writing, publishing
and from attending any social or political meetings.
poetryfoundation.com
In 1963 he was given an 18-month prison term for his refusal to abide by the ban.
Dennis Brutus left South Africa in 1966 and lived in England. He taught at the University of
Denver in Colorado. In 1971 he became professor of African literature at North-Western
University, Illinois. Brutus accepted a position teaching African literature at the University of
Pittsburgh in 1986.
He returned to South Africa and was based at the University of KwaZulu-Natal, where he often
contributed to the annual Poetry Africa Festival hosted by the university. Dennis Brutus’ poems
depict his struggles as well as his desires for the freedom of his beloved country, South Africa
from the apartheid rule and incessant oppression by the structures of apartheid.
This poem also operates on a political level. Dennis Brutus sees the late young female doctor as
a symbol of the predicament of the Blacks in South Africa. Eighty percent of the people were
voiceless, voteless, and generally deprived of education.
He died in Cape Town on 26 December 2009.
 Black, green and gold at sunset: pageantry 1
And stubbled graves Expectant, of eternity, 2
Stanza 1
In bride’s-white, nun’s-white veils the nurses gush their bounty 3
Of red-wine cloaks, frothing the bugled dirging slopes 4
Salute! Then ponder all this hollow panoply 5
For one whose gifts the mud devours, with our hopes. 6

Oh all you frustrate ones, powers tombed in dirt, 7

Aborted, not by Death but carrion books of birth 8
Stanza 2 Arise! The brassy shout of Freedom stirs our earth; 9
Not Death but death’s-head tyranny scythes our ground
10
And plots our narrow cells of pain defeat and dearth:
11
Better that we should die, than that we should lie down, 12

6.2 Glossary

LINE WORD MEANING

1 pageantry elaborate display or ceremony
2 stubbled small, sticking out, protruding, rough
2 Expectant expecting, rising up
2 eternity timeless, infinite or unending in time
3 gush fast flowing
3 bounty generosity

4 frothing froth from the mouth because of illness, excitement or anger

played on a bugle - trumpet like musical instrument usually played at

4 bugled
funerals
4 dirging playing like a funeral song
5 ponder think carefully/deeply
5 hollow empty or meaningless
5 panoply an impressive display or collection
6 devours swallows or completely destroys
8 carrion rotting flesh of a dead animal
9 brassy a brass musical instrument like a trumpet
10 Death’s head human skull, symbol of mortality or death
10 tyranny cruel, oppressive government or misuse of power
10 scythes cuts down
11 dearth a scarcity or lack of something

6.3 Themes

• Years of sacrifice that end in nothing/ Aborted hopes

• The fight against injustice
• Desire for freedom
• Human sacrifice for a cause (struggle for freedom)
 6.4 Type and form
It is a political protest poem, highlighting the brutalities of the struggle for freedom.
There are two stanzas of equal length and the rhyme scheme is as follows: a-a-a-b-a-b;
c-c-c-d-c-d. Black, green and gold at sunset: pageantry A
And stubbled graves: Expectant, of eternity, A
In bride’s-white, nun’s-white veils the nurses gush their bounty A
Stanza 1
Of red-wine cloaks, frothing the bugled dirging slopes B
Salute! "Then ponder all this hollow panoply A
For one whose gifts the mud devours, with our hopes B

Oh all you frustrate ones, powers tombed in dirt, C

Aborted, not by Death but carrion books of birth C
Stanza 2 Arise! The brassy shout of Freedom stirs our earth; C
Not Death but death’s-head tyranny scythes our ground D
And plots our narrow cells of pain defeat and dearth: C
Better that we should die, than that we should lie down D

6.5 Analysis
The poet/ speaker attended the funeral of
Valencia Majombozi who was killed
These are the colours of At A Funeral
shortly after qualifying as a medical
a liberation movement doctor. The perpetrators were never
that was banned. found and convicted.

Black, green and gold at sunset: pageantry Symbolic of death, Elaborate display or
The surface was Personification a solemn occasion ceremony.
rough, unkempt, even
in death there was not And stubbled graves: Expectant, of eternity,
The grave is personified and
much respect shown made to seem as if it is an
by the Apartheid The dead live forever
expectant mother waiting for
government to the In bride’s-white, nun’s-white veils the nurses gush their bounty a child. However, it is for the
final resting places of dead.
Symbolising purity Highlighting the number of nurses
the oppressed.
Of red-wine cloaks, frothing the bugled dirging slopes
Innocent victim of the The colour of the lining of the nurses’ cloaks The nurses at the hospital
brutality of the are willingly giving
Apartheid system. Salute! "Then ponder all this hollow panoply everything they must to
save the lives of those hurt
Think deeply in the fight for liberation.
Gesture of respect in the military

Dirge = a song/ piece

played at a funeral. In this
For one whose gifts the mud devours, with our hopes case played on a bugle,
The deceased usually associated with
military funerals.
As a doctor her training and skills would have been a contribution
to society. This is seen as a waste because she has been killed
and is buried along with the hopes they had for her. The meaningless ceremony with the flags
and speeches. Meaningless because it will
Those whose potential, goals or dreams have not Shift in perspective from change nothing.
been able to be fulfilled because of the oppressive the girl to all the youth
laws, which denied them opportunities.

Oh all you frustrate ones, powers tombed in dirt, Their potential is buried
Stanza 2 shifts
focus to the Ending of a life before it has begun Rotten flesh because of their deaths
meaningless
deaths of the Aborted, not by Death but carrion books of birth
oppressed youth. Personification, because of the use of the capital “D” Reference to the pass books all black/
coloured people had to carry. People
were categorised by “what race” they
 Arise! The brassy shout of Freedom stirs our earth;
Call to arms
Loud and harsh
A human skull. This The rallying call to freedom is
was the insignia of the heard by all.
A tool used to harvest crops.
German SS, who were
responsible for many Not Death but death’s-head tyranny scythes our ground
of the atrocities in Alluding to the Grim Reaper,
World War 2, including who wears a hood, carries a
those in the And plots our narrow cells of pain defeat and dearth: scythe, which he uses to
concentration camps. harvest the souls of the
In doing this he likens Evil plans/ evil intentions
dead.
the forces of the
government to the The poet/speaker refers to the fact that many
German SS. Their people were tortured, pain inflicted, whilst in
badge was like the prison. For many it destroyed their spirit, and
pirate’s skull and Better that we should die, than that we should lie down they left the cause (the struggle for freedom).
cross bones. ‘dearth’ is a lack of something, here there is a
The poet/speaker ends with the ominous statement that it is
better to die in the fight against oppression, than to accept it lack of protective legislation for those who
without a struggle to bring down the oppressors. were part of the struggle, their efforts were in
vain.
6.6 Tone, mood, and intention

i Tone
• Stanza 1
o Calm
o Reverent
• Stanza 2
o Agitated
o Contemptuous
ii Mood

• Stanza 1
o Melancholic
• Stanza 2
o Vengeful

iii Intention

• To highlight the plight of the oppressed

• To make a strong political statement, that is, to voice his opposition to the apartheid
regime

6.7 Summary

The poet/speaker describes the dignified funeral ceremony of a fallen hero (young female
doctor) who was killed while fighting for her freedom. He mourns the loss of this young
person who had enormous talent and potential which has now gone to waste. She has
become a symbol of resistance to the harsh apartheid laws that restricted the freedom of
black people in South Africa.
The poet makes a strong political statement and renews his commitment to the fight for
freedom in South Africa.

6.8 Activities

Activity A

In the poem ‘At a Funeral”, the poet/speaker laments the death of a young black woman,
Valencia Majombozi.
In an essay show how the poet/speaker describes the funeral ceremony in the first
stanza and expresses his feelings about the destruction of human life in the second
 stanza.
Your response should take the form of a well-constructed essay of 250–300 words
(about ONE page).
(10)

Suggested answers to activity A

Use the following points, among others, as a guideline to answering this question.
• The poet/speaker depicts the funeral ceremony of Valencia Majombozi who qualified
as a doctor after enormous hardship and sacrifice by her parents. Valencia obtained
her medical degree and unfortunately, just after she had completed her internship,
she was killed during the Sharpeville protests.
• In stanza1, there is a rich medley of colour from the ‘black, green and gold’ which
represents the flag of the resistance movement to the colour of the white university
robes worn by her colleagues who attended her funeral. (‘In bride'-white, nun's-white
veils.’)
• The nurses wore cloaks which are lined with bright red (the ‘red-wine.’).
• The poet/ speaker describes the dignified funeral ceremony, with an elaborate
display of colour (‘pageantry’), of a fallen hero who was killed while fighting for
freedom.
• The poet/ speaker mourns the loss of a young person who had enormous talent and
potential which has now gone to waste. She has become a symbol of resistance to
the harsh apartheid laws that restricted the freedom of black people in South Africa.
• In stanza 2, there is a huge shift in tone as the poet/ speaker makes a strong political
statement and renews his commitment to the fight for freedom in South Africa.
• He makes reference to the ‘carrion books of death’, i.e. the Pass books which
restricted their freedom of movement.
• The poet/speaker stresses that humans were reduced to dead flesh (‘carrion’). From
the moment of birth, a black person was given this Pass book, so that they would
cease to be human beings from the point of birth. Thus, they would become ‘carrion’
or dead flesh. This ties in with the notion of abortion.
• The symbolism of ‘death's-head tyranny’ is reminiscent of the power of the Nazis in
Germany who were extremely powerful in destroying their opposition. Their army
tanks that rolled through the streets of Berlin with the insignia of skull and
crossbones were cheered wildly by their supporters. The poet/speaker suggests that
similar methods were employed by the apartheid regime to suppress opposition to
their policies. (10)
Activity B

1 Why does the poet/speaker begin the poem with the words, ‘Black, green and gold’
(line 1)? (2)

2 What does the word ‘stubble’ (line 2) suggest? (3)

3 Discuss the impact that the young female doctor’s death has on the poet/speaker. (3)
[8]

Suggested Answer: Activity B

1 These are the colours which represent the flag of the resistance movement. These
words are used to make a bold statement that the death of the young female doctor will
motivate the oppressed to strengthen their resistance towards the apartheid
government. (2)

2 It suggests that the graves are not clean but have grass growing on them.
This implies that even in death, the oppressed are not given respect. (3)

3 He is devastated and angered by her senseless killing and the fact

that years of sacrifice have ended in futility. He sees the late female
doctor as a symbol of the predicament of the oppressed in South Africa.
Her death inspires him to renew his commitment to fight for
 freedom in South Africa. (3)
[8]

6.9 Examination Questions:

D. ESSAY QUESTION

In the poem ‘At a Funeral”, the poet expresses his desire to honour the legacy of those who
have sacrificed their lives in their fight for freedom and calls for decisive action against the
incessant oppression by the structures of apartheid.

With close reference to diction, imagery and tone, critically discuss the validity of this statement.
Your response should take the form of a well-constructed essay of 250–300 words.

Suggested Answer for Question A: Essay

Use the following points, among others, as a guideline to answering this question.

• In this poem, the poet/speaker pays tribute to a young female doctor, Valencia
Majombozi, who was killed by apartheid forces during the Sharpeville massacre while
protesting against the oppressive Pass Laws.
• The poet/speaker depicts the rich array of colour that adorned the funeral ceremony. The
funeral ceremony is dignified with an elaborate display of colour (‘pageantry’), of a fallen
hero who was killed while fighting for her freedom. This bears testimony to the
poet’s/speaker’s respect for the deceased who symbolises the powerful resilient spirit of
young people who stood firm in their opposition to oppressive laws during the apartheid
regime.
• In stanza1, there is a rich medley of colour from the ‘black, green and gold’ which
represents the flag of the resistance movement to the colleagues of this doctor who
attended her funeral wearing their university robes ‘In bride'-white, nun's-white veils.
• Also, the nurses wore cloaks which are lined with bright red (the ‘red-wine’). Other
nurses at the funeral wore white, which is the same colour as the nun’s veils (‘In bride-
white, nun's-white veils’).
• The poet/speaker mourns the loss of a young female doctor who had enormous talent
and potential which have now gone to waste. She has become a symbol of resistance to
the harsh apartheid laws that restricted the freedom of oppressed people in South Africa.
• Throughout stanza 1, there is a melancholic mood as the poet/speaker joins the other
mourners in paying their respects to the deceased.
• The tone in stanza 1 is calm and reverent which is in keeping with the poet’s/speaker’s
admiration for the deceased.
• However, in stanza 2, there is a huge shift in tone as the poet/speaker makes a strong
political statement and renews his commitment to the fight for freedom in South Africa.
His tone is commanding (‘Arise’), agitated (‘enraged’) and contemptuous (‘carrion books
of death’) i.e. the Pass laws which dictated the lives of black people and restricted their
freedom of movement by making it compulsory for the oppressed to carry Pass books.
The poet/speaker stresses that humans were reduced to dead flesh (‘carrion). From the
moment of birth, an oppressed person was given this Pass Book, so that they would
cease to be human beings from the point of birth. Thus, they would become ‘carrion’ or
dead flesh. This ties in with the notion of abortion.
• The symbolism of ‘death's-head tyranny’ is reminiscent of the power of the Nazis in
Germany who were extremely powerful in destroying their opposition. Their army tanks
that rolled through the streets of Berlin with the insignia of skull and crossbones were
cheered wildly by their supporters. The poet/speaker suggests that similar methods were
employed by the apartheid regime to suppress opposition to their policies. The
poet’s/speaker’s experience of political repression and his opposition to apartheid
influenced his poetry.
• The final line of the poem, ‘Better that we should die, than we should lie down’ is
ominous as the poet/speaker is motivated by the deaths of all those who have sacrificed
their lives in the struggle against apartheid. He honours the bravery of those who have
fought selflessly against the injustices perpetrated by the apartheid regime which was
 responsible for the destruction of people who protested against unfair laws.
(10)

E. CONTEXTUAL QUESTIONS

1 Explain the poet’s/speaker’s reference to ‘Black, green and gold’ in line 1. (2)

2 Explain the personification in line 2. (2)

3 What does the word ‘hollow’ (line 5) suggest? (2)

4 Comment on the diction used in line 10. (3)

5 Account for the poet’s reference to ‘narrow cells of pain’ (line 11). (3)

[12]

Suggested Answer for Question B: Contextual

1 The poet/speaker uses these colours because they represent the flag of the
resistance movement. These are the predominant colours at the funeral, symbolising the
people’s unity in fighting against the injustices of the Apartheid system.
(2)

2 The graves are compared to a pregnant woman awaiting the birth of a child.
(2)

3 The word “hollow” shows that the poet/speaker feels no joy about celebrating the life
of the deceased because the apartheid forces have prematurely ended her life
before she was able to serve her people as a doctor.
(2)

4 It is not the physical event of ‘Death’ which destroys the disadvantaged people of
South Africa. Their destruction does not come from Death only, but from a ‘tyranny’
which is associated with ‘death's-head’ (an evil sign). It is the brutal system in South
Africa which destroyed ‘scythes’ people. People were destroyed even before they
died because their basic human rights were taken from them.
(3)

5 The poet/speaker feels that if they get caught for protesting and showing resistance
against the apartheid regime, they will be arrested, detained, and imprisoned in small
police cells where they will suffer much pain and torture during this period in
captivity.
(3)

[12]

.
7 The Shipwreck by Emily Dickinson

7.1 Background to poet and poem

Emily Elizabeth Dickinson was born into a prominent family in

Amherst, Massachusetts. Her parents were Edward and Emily
Dickinson. Her father was a lawyer, a politician, and a trustee of
Amherst College. The Dickinson’s had three children. Emily
Dickinson was the second child and elder daughter - and she had an
older brother, William Austin and a younger sister, Lavinia.
Since Dickinson’s father was adamant that his children be well-
educated, she received a more rigorous and more classical
education than many other girls of her era.
Dickinson’s preoccupation with death began at a young age. At the
age of fourteen, she suffered her first major loss when her friend and
cousin
poets.org
Sophia Holland died of typhus. Holland’s death sent her into such a melancholy spiral that she
was sent away to Boston to recover.
Emily Dickinson left school as a teenager, eventually living a reclusive life on the family
homestead. There, she secretly created bundles of poetry and wrote hundreds of letters.
Dickinson died of heart failure in Amherst, Massachusetts, on May 15, 1886, at the age of 55.
Due to a discovery by sister Lavinia, Dickinson's remarkable work was published after her
death, and she is now considered one of the towering figures of American literature.
During Emily Dickinson’s time ships were not sturdy and they did not have storm warning
devices. Shipwrecks were therefore common in those days.
The Shipwreck is a poem about a shipwreck that had killed 40 people. When the 4 survivors
returned, the town was full of celebration until children asked about the dead 40. This loss
becomes the point of focus in the remaining two stanzas.
Glee! The great storm is over! 1
Four have recovered the land; 2
Stanza 1
Forty gone down together 3
Into the boiling sand. 4

Ring, for the scant salvation! 5

Toll, for the bonnie souls, - 6
Stanza 2
Neighbor and friend and bridegroom, 7
Spinning upon the shoals! 8

How they will tell the shipwreck 9

When winter shakes the door, 10
Stanza 3 Till the children ask, ‘But the forty? 11
Did they come back no more?’ 12

Then a silence suffuses the story, 13

And a softness the teller’s eye; 14
Stanza 4
And the children no further question, 15
And only the waves reply. 16
7.2 Glossary

LINE WORD MEANING

1 Glee delight, happiness

5 scant limited, barely sufficient
5 salvation saving or protecting from harm
6 toll slow ring of the bell
6 bonnie good, beautiful
8 shoals places where the water is shallow
13 suffuses gradually spread through or over

7.3 Themes

• Death and mortality

• Mourning the loss of loved ones
• Survival in the face of disaster

7.4 Type and form

• It is a ballad.
• Written in short stanzas, mostly quatrains
o (a stanza with 4 lines, not to be confused with a sonnet quatrain),
• With short lines, usually rhyming only on the second and fourth lines.

Glee! The great storm is over! A

Four have recovered the land; B
Stanza 1
Forty gone down together C
Into the boiling sand. B

Ring, for the scant salvation! D

Stanza 2 Toll, for the bonnie souls, - E
Neighbor and friend and bridegroom, F
Spinning upon the shoals! E

How they will tell the shipwreck G

Stanza 3 When winter shakes the door, H
Till the children ask, ‘But the forty? I
Did they come back no more?’ H

Then a silence suffuses the story, J

And a softness the teller’s eye; K
Stanza 4
And the children no further question, L
And only the waves reply. K

The storm was violent and caused

THE SHIPWRECK death, and destruction.
 Happiness/ Emphasis on joy Huge relief that the storm is
7.5 Analysis great delight and celebration over.

Four people have Glee! The great storm is over!

made it to shore.
Forty people were drowned by the
Four have recovered the land; ferocity of the storm

Euphemism for drowning Forty gone down together

Metaphor: The sand that is moving in a circular
Into the boiling sand. motion in the sea, churned by the waves is
Ringing of the town bell in compared to water boiling in a kettle.
celebration for those who survived
Limited/ few in number
The few survivors who have been
saved.
Opposites: “Ring” = joy
“Toll”= mourn Ring, for the scant salvation!
A pause, indicated by the dash, as the speaker tries
Alliteration of the “s” sound Toll, for the bonnie souls, ─ to list those who have drowned.

Slow, repetitive ring The beloved, good people who

of the bell for the Neighbor and friend and bridegroom,
have died.
souls of the dead
Spinning upon the shoals! The people who drowned, were close to the
The bodies of the drowned are controlled poet/speaker as is highlighted in the relationships
by the movement of the sea’s currents. The bodies are pushed to the she speaks about.
shallow parts of the sea.

The survivors will give their How they will tell the shipwreck
account as to what happened.
They will tell these stories on cold
winter nights. When winter shakes the door,
Curiosity of the children

Cold – associated Till the children ask, ‘But the forty?

The children are asking about those
with death. that died. Where are they? Will they
Did they come back no more?’ return? These are innocent questions
Nothing is said by the which bring our attention to the dead.
adults, there is an Alliteration: Repetition of the “s” sound,
awkward silence this creates quiet - a melancholic
mood.
The story tellers cannot answer the
Then a silence suffuses the story, questions being posed by the children.
Spreads slowly
And a softness the teller’s eye; The narrator or the
The storyteller’s eyes fill with tears storyteller
of compassion for those who will not
And the children no further question, The children stop asking questions
be coming back.
when they get no reply.
And only the waves reply.
Only the sea knows what has Personification: The waves
really happened in the storm. are answering the questions.

7.6 Tone, mood and intention

i Tone
Line 1
• celebratory
• euphoric (intense excitement and happiness)
• ecstatic (overwhelming joy)
 Stanzas 3 and 4
• sorrowful
• mournful (expressing grief and sorrow)

ii Mood
Line 1
• cheerful
• jubilant (happiness and triumph)
Stanzas 3 and 4
• brooding (in deep thought about something that makes one sad)
• gloomy (dark)
• sombre (serious and sad)

iii Intention
• To highlight the impact of the tragic loss of life due to a natural disaster that
cannot be controlled.

7.7 Summary

• This poem tells a story about a shipwreck during a severe storm.

• It describes the joy experienced when the storm is over and it is discovered that
there are four survivors from the shipwreck.
• There is also great sorrow and mourning for the forty people who have lost their
lives.
• The poem then goes on to the children who ask about the people that died.
• At the end, only nature still speaks (through the waves),
• This evokes the sense that nature has the final word, and that nature is the
ultimate strength.

7.8 Activities

Activity A
Give a brief account of the poem, “Shipwreck” indicating the reactions of the community
to the tragic loss of the people at sea, as well as towards those who had survived.
Your response should take the form of a well-constructed essay of 250–300
words (about ONE page).

Suggested answers to activity A

Use the following points, among others, as a guideline to answering this question.
• The poem is about the arrival of four survivors from a shipwreck. They are received
by the community with extreme joy and delight (‘Glee! the great storm is over!’). The
‘great storm’ (line 1) can be attributed to the cause of the shipwreck in which forty
people died.
• The first two lines deal with the euphoria surrounding the arrival of the four survivors
who had ‘recovered the land’ (line 2). However, the poet/speaker also highlights the
tragic loss of the lives of forty people. The euphemism ‘gone down’ (line 3)
downplays the stark reality of the huge loss of human lives. The sailors were
mercilessly destroyed by strong winds, rain, thunder and lightning which they
succumbed to.
• The ringing of bells in line 5 symbolises the celebration of the survival of the four
people, however, there is a contrast in line 6. The word ‘toll’ refers to a mournful
sound which is reminiscent of the forty people whose lives perished at sea.
• There are still many unanswered questions concerning the demise of the forty people
‘But the forty?’. There is a distinct change in tone in stanza 3. The tone is now
sorrowful and mournful. Furthermore, the alliteration in line 13 ‘Then a silence
suffuses the story’ is quite effective in context. The slow pace created by the
repetition of the ‘s’ sound induces a melancholic mood. The absence of a response
to the question posed in the previous stanza ‘But the forty? Did they come back no
more’ is indicative of the curiosity of children. The adults find it difficult to explain to
 the children that the men have drowned at sea. The sound of the waves in the
background seems to fill the void of the uncomfortable silence of the adults.
(10)
Activity B
1 Refer to lines 1 - 2.
Give TWO reasons why the people of the town are happy.
(2)

2 Explain how the poet/speaker contrasts the emotions of joy and sorrow in the
poem.
(3)

3 Refer to line 7.
Account for the poet’s/speaker’s reference to ‘Neighbor and friend and
bridegroom’.
(2)

4 Discuss whether you find this poem to be of any relevance today.

(3)

[10]

Suggested Answer: Activity B

1 The violent destructive storm which was responsible for the death of 40 people has
ended, and 4 people on the ship, survived, and returned to their families.
(2)

2 The poet/speaker makes use of the word ‘Glee’ to create a joyful mood. She uses
Exclamation marks in line 1 to convey a celebratory tone. The use of the words
‘Ring’ and ‘Toll’ in stanza 2 indicate the contrast of joy and sorrow as the bell is
rung to celebrate the survivors and then the slow ringing of the bell (toll) is used to
express sorrow for the loss of forty lives. The silence or loss of words in the final
stanza describes the reality of the tragedy.
(3)

3 The poet/speaker makes the poem personal, highlighting the fact that these people
who perished were close to her (‘bonnie souls’)
(2)

4 NOTE: This is an opinion-based question. Your answer must be anchored in the

poem and it must be well-substantiated.
(3)

[10]

7.9 Examination Questions:

ESSAY QUESTION
In the poem ‘Shipwreck’, the poet/speaker contrasts the joy of the survival of four people
with the sorrow of the loss of the lives of the other forty.
With close reference to diction, imagery and tone, critically discuss the validity of this
statement. Your response should take the form of a well-constructed essay of 250–
300 words (about ONE page).
(10)

Suggested Answer for Question A: Essay

Use the following points, among others, as a guideline to answering this question.
• The poem is based on the arrival of the sailors who survived a shipwreck. The
poet/speaker depicts the expression of joy and delight on the faces of the community
 (Glee! the great storm is over!). The ‘great storm’ (line 1) can be attributed to the
cause of the shipwreck in which forty sailors had died.
• The first two lines deal with the euphoria surrounding the arrival of the four survivors
who had ‘recovered the land’ (line 2). However, the poet/speaker also highlights the
tragic loss of the lives of forty people. The euphemism ‘gone down’ (line 3)
downplays the stark reality of the huge loss of human lives. The victims were
mercilessly destroyed by the ‘great storm’.
• The ringing of bells in line 5 symbolises the celebration of the arrival of the four
survivors, however, there is a contrast in line 6. The word ‘toll’ refers to a mournful
sound which is reminiscent of the forty people whose lives perished at sea.
• There are still many unanswered questions concerning the demise of the forty
victims (‘But the forty?’). There is a distinct change in tone in stanza 3. The tone is
now sorrowful and mournful. Furthermore, the alliteration in line 13 ‘Then a silence
suffuses the story’ is quite effective in context. The slow pace created by the
repetition of the ‘s’ sound induces a melancholic mood. The absence of a response
to the question posed in the previous stanza ‘But the forty? Did they come back no
more’ is indicative of the curiosity of the children. The adults find it difficult to explain
to the children that the people have drowned at sea. The sound of the waves in the
background seems to fill the void of the uncomfortable silence of the adults.
(10)

B. CONTEXTUAL QUESTIONS
1 Explain the image ‘Into the boiling sand’ (line 4), in your own words. (2)

2 Comment on the contrasting views in lines 5-6. (3)

3 Refer to ‘silence suffuses the story’ (line 13).

3.1 Comment on the tone in ‘silence suffuses the story’. (3)
3.2 Account for the use of alliteration in this line. (2)

4 Critically discuss how the final stanza conveys the poet’s/speaker’s message about the
impact of the shipwreck. (3)
[12]

Suggested Answer for Question B: Contextual

1 The violent storm has caused the water to twirl and bubble, like hot water in a
kettle. The ship is sinking into this whirlpool of water with the sand being
churned by the waves. (2)

2 The town bells are ringing in a joyous celebration of welcoming home the survivors
of the shipwreck, while the bell tolls for the forty victims who lost their lives in
the shipwreck. There is happiness for the salvation of the surviving four but
mourning at the loss of the forty beloved souls who perished in the storm. (3)

3.1 The tone is sombre. The storyteller is sad when he/she relives the events of
the shipwreck which claimed forty lives. (3)

3.2 The repetition of the ‘s’ sound creates a sombre mood and a hushed atmosphere
as the story teller narrates the horrific events of the shipwreck. (2)

4 The poet/speaker shows that there are no words to explain why the forty did not
survive the storm. The words ‘softness the teller’s eye’ emphasise the emotional
impact this tragedy has on the storyteller. The children are affected by the story
teller’s emotions and do not ask any further questions (‘the children no further
question’).
 (3)

[12]

8 This Winter Coming by Karen Press

8.1 Background to poet and poem

 Karen Press is a South African writer and freelance editor. She
initiated the project to advise and support South African writers.
Her support service is known as ‘The Writer’s Network’. She is
the co- founder of Buchu Books. She was born in Cape Town in
1956. She lives in Sea Point. She has worked as a teacher of
mathematics and English. She has published seven collections of
poetry and has written textbooks and other education materials in
the fields of mathematics, science, economics and English, as
well as children’s stories. Karen Press wrote the poem ‘This
Winter Coming’ in 1986, a significant year in the history of South
Africa.

internopoesia.com
This is the year in which the Apartheid Regime imposed a nationwide State of
Emergency to stop the 10th anniversary commemorations of the Soweto Uprisings of
1976. During the State of Emergency, the state police arrested and detained people
without any charge. This created widespread violence in the country leading to many
black political activists going into exile. There were daily protests, leading to many
lives lost. The army and the police had the power to use any kind of force as they
arrested the protestors.
walking in the thick rain 1
Stanza 1 of this winter we have only just entered, 2
who is not frightened? 3
the sea is swollen, churning in broken waves 4
around the rocks, the sand is sinking away 5
Stanza 2 the seagulls will not land 6
under this sky, this shroud falling 7
who is not frightened? 8
in every part of the city, sad women climbing onto buses, 9
dogs barking in the street, and the children 10
in every doorway crying, 11
the world is so hungry, madam’s house is clean 12
Stanza 3 and the women return with slow steps 13
to the children, the street, the sky is tolling like a black bell; 14
these women are a tide of sadness 15
they will drown the world, 16
who is not frightened? 17
on every corner men standing 18
old stumps in the rain, tombstones 19
engraved with open eyes 20
Stanza 4 watching the bright cars full of sated faces 21
pass them, pass them, pass them, 22
who is not frightened? 23
into the rain the children are running 24
thin as the barest twigs they kindle a fire 25
to fight the winter, their bare bodies 26
Stanza 5 a raging fire of dead children 27
and the sky collapsing under centuries of rain 28
the wind like a mountain crying, 29
who is not frightened of this winter 30
coming upon us now? 31

8.2 Glossary

LINE WORD/ PHRASE MEANING/ EXPAINATION

3. frightened terrified/scared
the waves are of an enormous height, and the
4. the sea is swollen
sea is very rough
4. churning in broken waves waves that are in a violent continual circular
 motion

6. seagulls these are sea birds. Also known as gulls

cloth used to cover dead bodies. Usually white
7. shroud
in colour

ringing solemnly, in a haunting manner

14. tolling like a black bell resembling the church bells announcing the
death of a member of the congregation.

8.3 Themes

• Suffering
• Oppression
• Exploitation
• Deprivation
• Death
• Resistance
• Hope

8.4 Type and form

• This poem is an example of a protest poem:

o Due to the fear of arrest by the state police for this ‘political poem’, the poet
writes it as a ‘nature poem’.
• The poet/speaker breaks the usual writing convention mainly by the lack of capital
letters and use of minimal punctuation:
o This is known as stream of consciousness writing.
o It illustrates the way the speaker is thinking.
o What matters is getting the message across and not how.
• There is no rhyme scheme.
• All five stanzas differ in length.
• There is enjambment throughout the poem
o The lines run into each other mimicking how our thoughts run into each other.
• The rhetorical question at the end of each stanza forces the reader to interact with
the poem’s subject matter.

8.1 Analysis
Winter is usually associated with death/harsh living
conditions.
No protection from the
elements/exposed to the
harsh conditions.
Due to the impending State of
This Winter Coming Emergency and the restrictions it would
bring, the poet/speaker sees it as a time
An allusion to the walking in the thick rain of hardships, death and a time when the
announcement of the oppressed are going to be exposed to
State of of this winter we have only just entered, the brutality of the Apartheid Regime.
Emergency/The “hard who is not frightened?
times” are just
beginning, and no one
will escape the
 The winter rain is heavy and relentless. This
weather serves to create a foreboding mood
The rhetorical question, highlights in which the rest of the events will unfold.
the fact that these are dangerous
times.

Stanza 2 shifts from the land to the sea

the sea is swollen, churning in broken waves

The sea is rough with The waves crash
high turbulent waves around the rocks, the sand is sinking away against the rocks
brought by harsh
weather conditions. the seagulls will not land
The land is unstable
under this sky, this shroud falling because of the strong
swashing waves.
There is so much turbulence who is not frightened?
(chaos and confusion) that
even the seagulls will not Repetition of Metaphor: The clouds are likened
land. Nature is in turmoil. the question to the cloth used for covering dead
emphasising bodies, emphasising the sense of
the prevailing impending doom/death.
fear.

Stanza 3: Shifts to the city and focuses on the domestic workers.

in every part of the city, sad women climbing buses,

There is feeling of
tiredness, unrest, dogs barking in the street, and the children During the Apartheid regime,
hunger and sadness in every doorway crying, Hyperbole the term ‘madam’ was
reserved for white woman who
the world is so hungry, madam’s house is clean had black domestic workers,

The women and the women return with slow steps

return home The mothers work for
to the children, the street, the sky is tolling like a black bell; a pittance, whilst
disillusioned and
exhausted. these women are a tide of sadness neglecting their own
Metaphor: the homes and families
they will drown the world, sounds of the (the exploitation of
Metaphor: the women are storm are likened domestic workers).
who is not frightened? to the church bell
moving to and from home to
work like a sea moving with ringing to
Refrain: emphasising the
the tides. Their mood announce a
prevailing fear. Their overwhelming
matches the weather. death.
number, which covers a
vast area

Stanza 4 is focusing on the jobless men at street corners.

The men have no feelings. They are

emotionally dead. They ‘see’ but do not feel
on every corner men standing anything. They are in a ‘Zombie-like’ state.
old stumps in the rain, tombstones
engraved with open eyes
watching the bright cars full of sated faces
The rich in their fancy cars, having
pass them, pass them, pass them, everything they want.
Metaphor: The men stand who is not frightened?
and do nothing; they are
like stumps of trees (They
have been dehumanised Refrain: emphasising the prevailing
by the Apartheid system). fear.
 Stanza 5 shifts to the children (the winds of change)

The children are not afraid of the

‘storm’. They are running into it.
(In spite of looking frail, the youth
are strong-willed and determined
to fight and defeat the Apartheid
Simile: Comparing regime).
into the rain the children are running
the children to
twigs. thin as the barest twigs they kindle a fire
to fight the winter, their bare bodies
An allusion to the
a raging fire of dead children
end of Apartheid rule
after centuries of and the sky collapsing under centuries of rain
domination and
the wind like a mountain crying, The children will sacrifice themselves
oppression. and die for this worthy cause of
who is not frightened of this winter liberating their people from Apartheid
rule.” winter”-Metaphor and
coming upon us now? personification.
The children are seen as
the winds of change that
will end all the suffering of
The children are the future and the The mountain is the giant that represents
the oppressed.
agents of change in the liberation the children’s strong-will and enormous
struggle. Their determination to fight the determination to fight the oppressors.
oppressors aggravates a more urgent
sense of fear (shown by the use of
‘now’).

8.6 Tone, mood and intention

i Tone
• sombre
• solemn

ii Mood
• anxious
• restless
• fearful

iii Intention
• to reflect on the social, political, and economic oppression.
• to reveal the hardships faced by the people during the State of Emergency.

8.5 Summary

• Stanza 1:
o The fear is brought by the fact that ‘winter’ brings thick rain which indicates
the harsh times that lie ahead because of the State of Emergency.
o In this stanza, the weather condition is used to create the mood for the
impending danger.

• Stanza 2:
 o There is a shift from land to sea.
o There is impending danger.
o No place is safe.
o There are hints again at the fear in everyone and everywhere.

• Stanza 3:
o Here, there is a shift from the natural elements to the people (the actual
subjects of the poem).
o The misery of the people (women and the children) is made explicit.

• Stanza 4:
o The focus turns to the men.
o These men are meant to be the providers for their families.
o They are presented as ghosts of their former selves.
o The poet/speaker also creates a contrast between the haves and have-nots.

• Stanza 5:
o The children, despite being ‘thin’ (fragile/vulnerable) are not scared of the
‘rain’, they are confronting it.
o They are going to see the sky finally ‘collapsing under centuries of rain’ i.e.
the children are going to defeat the apartheid regime which had dominated
them and subjected them to suffering for so many centuries.

8.8 Activities

Activity A
Summarise the main points addressed in the poem ‘This Winter Coming’.

Suggested answers to activity A

You may include some or all the following points:
• The fear of the turbulent times ahead
• The imminent danger everywhere
• The plight of the children whose mother had to leave them unattended to go to
work
• The women were exploited, exhausted and sad because they were forced to
clean their ‘madam’s house’.
• The helpless and defeated men standing at the street corners
• The children who will revolt against the apartheid system
Activity B
1 In the context of this poem, what does winter symbolise? (2)

What is the poet’s/speakers intention in describing the weather in (2)

2
stanza’s 1 and 2?

3 Refer to stanza 3.
(3)
Explain why the children are crying.
4 Explain why stanzas 1-4 end with the refrain, ‘who is not frightened?’ (3)
[10]
 Suggested Answer: Activity

1 It symbolises the hardships/the harsh political atmosphere of 1986/the political

unrest which saw many people lose their lives. (2)
2 This sets the mood/atmosphere for the hardships the people will undergo in the
rest of the poem. (2)

3 They are alone at home and they are scared because their mothers have gone
to work at madam’s house
They are also hungry (3)
4 It is to emphasise the prevailing fear which was caused by the State of
Emergency in 1986 in South Africa. It also creates a sense of urgency and
draws the reader’s attention to the causes of fear in each stanza. (3)

[10]

8.9 Examination Questions:

A. ESSAY QUESTION
In the poem ‘This Winter Coming’ the themes of suffering and deprivation are
evident.
By close reference to diction, tone and imagery discuss to what extent
you agree with the above statement. Your response should be in the
form of a well-constructed essay of 250-300 words (about ONE page). [10]

Suggested Answer for Question A: Essay

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

• Women are deprived of spending quality time with their families (children).
• They are sad as they go to work ‘sad women climbing onto buses’.
• Their own children are hungry whilst they (women) are taking care of ‘madam’s
house’.
• Their steps are described as ‘slow steps’ (indicating exhaustion from being
overworked) as they return home.
• The children left behind are also deprived of their quality time with their parents ‘and
the children in every doorway crying’.
• The sadness of women is overwhelming ‘these women are a tide of sadness they will
drown the world’.
• The men, who under normal circumstances are the protectors and providers of their
families, are standing in the corners in search of job opportunities. They are
described as ghosts of their former selves ‘tombstones engraved with open eyes’.
Whilst they stand in the corners looking for job opportunities, ‘bright cars full of sated
faces’ pass them.
• Tone: sombre and solemn.

B. CONTEXTUAL QUESTIONS
 1 Refer to line 1 ‘walking in the thick rain’.
Comment on how mood is conveyed in this imagery. (2)

2 Refer to stanzas 1-4 ‘who is not frightened?’

Explain the effect of the repetition of this rhetorical question in this poem. (2)

3 What mood is created in lines 4-7 ‘the sea is swollen…this shroud falling’?
Substantiate your response by referring directly to the diction used. (3)

4 Identify and explain the figure of speech used in lines 15-16 ‘these women are …
drown the world’. (2)

5 Comment on the appropriateness of stanza 5 as a conclusion to this poem (3)

[12]

Suggested Answer for Question B: Contextual

1 This line introduces the impending fear and hardships brought by the ‘thick
rain’. This creates a fearful mood. (2)

2 A rhetorical question is usually asked to make a point rather than to get an

answer. In this poem the repetition of ‘who is not frightened’ acts as a refrain. It
emphasises the constant fear that everyone is subjected to. (2)

3 The reference to ‘the sea is swollen’, ‘churning in broken waves’, ‘ the sand is
sinking away’ and ‘seagulls will not land under this sky’ suggests destruction
and nature’s hostility. This again paints a picture of impending danger,
restlessness or discomfort. The poet/speaker wants us to note that when the
atmosphere is like this, there is nowhere to run and no place is safe. (3)

4 Metaphor: The overwhelming sadness of women is compared to a ‘tide’. It

emphasises the depth and enormity of their sadness. (2)

5 This stanza brings the theme of hope and resistance. ‘into the rain the children
are running’ emphasises that the children will continue with the struggle and
they are symbols of hope. In spite of children being fragile and vulnerable
‘barest twigs’, they are not intimidated because they have a potential to ‘kindle
a fire’ and fight ‘Winter’. (3)
[12]
9 Prayer to Masks by Léopold Sédar Senghor

9.1 Background to poet and poem

Léopold Sédar Senghor was born in 1906 in Senegal. His

father was a successful merchant and businessman, and his
mother was a devout Christian.
He won a scholarship to study in Paris, where he studied
French grammar and later obtained a teaching position. While
living in Europe, Senghor and other African intellectuals
struggled with racism, inspiring them to begin a new artistic
and social movement, Négritude, which aimed to promote
pride in one’s African culture, history, and identity. Senghor
fought for the French army in World War II.
motivation.africa
He was taken prisoner during Germany’s invasion of France and was held captive for
approximately two years, during which time he wrote many poems which he later published
in his first collection, ‘Chants d’ombre’.
He became progressively involved in politics. He was elected to numerous political
positions in Senegal as his home country sought to gain independence from France.
Senghor maintained a close relationship with France and the West, believing there was a
peaceful and cohesive way to live with his country’s former colonisers. In 1960, he became
the first elected president of the newly independent Republic of Senegal. He held this
position until 1980. Senghor is regarded as one of the most significant African figureheads
in modern history.
His poetry offers critiques of colonisation whilst maintaining an optimistic tone, always
hopeful for a brighter future and acknowledging the richness of African history. He died in
2001 at the age of 95. In the poem ‘Prayer to the Masks’ Senghor reflects on the history of
his people and its troubled state. Although parts of the poem focus on turmoil and
exploitation, the poet ends with an optimistic message - despite hardship and the
prejudices to which his people are subjected, they are resilient and will always be proud of
who they are; African with roots in Africa.

Black mask, red mask, you black and white masks,

1
Rectangular masks through whom the spirit breathes,
2
I greet you in silence!
3
And you too, my lionheaded ancestor.
4
You guard this place,that is closed to any feminine laughter, to any
mortal smile.
 5
You purify the air of eternity, here where I breathe the air of my
fathers.
6
Masks of markless faces, free from dimples and wrinkles,
7
You have composed this image, this my face that bends over the
altar of white paper.
8
In the name of your image, listen to me!
9
Now while the Africa of despotism is dying – it is the agony of a
pitiable princess
10
Like that of Europe to whom she is connected through the navel -
11
Now fix your immobile eyes upon your children who have been
called
12
And who sacrifice their lives like the poor man his last garment
13
So that hereafter we may cry ‘here’ at the rebirth of the world
being the leaven that the white flour needs.
14
For who else would teach rhythm to the world that has died of
machines and cannons?
15
For who else should ejaculate the cry of joy, that arouses the dead
and the wise in a new dawn?
16
Say, who else could return the memory of life to men with a torn
hope?
17
They call us cotton heads, and coffee men, and oily men,
18
They call us men of death.
19
But we are the men of the dance whose feet only gain power when
they beat the hard soil.
20

9.2 Glossary

LINE WORD MEANING

4 ancestor forefather
5 feminine Female/womanly

5 mortal human

10 despotism Dictatorship/imperialism/colonialism

10 pitiable miserable

12 immobile motionless

13 garment clothing

14 leaven yeast

16 ejaculate emit

9.3 Themes
• Respect for the eternal greatness of the spirits
• The ancestral past is in danger of being lost to the forces of modernity
• Africans’ closeness to nature and the land
• Praise of ancestors
 9.4 Type and form
This is a poem of transition and revolution because it looks at the changes that have taken
place in the lives of the African people in relation to their traditions as a result of colonialism.
• ‘Prayer to the Masks’ does not adhere to a strict rhyme scheme.
o The poem is in free verse.
• The poem is composed in a single stanza.
o Each sentence in the poem presents a different idea as the poet/speaker
directly addresses the masks.
o Long lines contrast with the short lines, this encourages moments of pause
Punctuation and reflection while reading the poem.
helps in o The poem is conversational in its address of the different masks
creating
meaning Black mask, red mask, you black and white masks, No rhyme scheme
and Rectangular masks through whom the spirit breathes,
separating I greet you in silence! Short line. Long line.
ideas. And you too, my lionheaded ancestor.
You guard this place that is closed to any feminine laughter, to any mortal smile.
You purify the air of eternity, here where I breathe the air of my fathers.

An address to the spirits

via the masks. This is
9.5 Analysis how the poet/speaker is
talking to the ancestors.
Different colours of masks
represent different rituals,
ceremonies and spirits. Prayer to Masks Could be addressing the
ancestors of the African
people..
Shape of the Black mask, red mask, you black and white masks, The spirits breathe through the masks,
masks, not thus it is the masks that give them life.
resembling Different shapes represents the different
human face. Rectangular masks through whom the spirit breathes, spirits coming alive

Protect the He is filled with awe and respect for the spirits and
I greet you in silence! because of this, he cannot address them directly.
sacred place
/shrine.
And you too, my lionheaded ancestor. The lion is the family guardian or totem. It is the symbol of aristocratic
virtue and courage. It is the most important spirit in the hierarchy of spirits
They protect
all their You guard this place, that is closed to any feminine laughter, to any mortal smile.
descendants Women are not allowed
from death.
You purify the air of eternity, here where I breathe the air of my fathers. to participate in the rituals
or wear the masks. the
Through the spirits guarding the land
masks and the Masks of markless faces, free from dimples and wrinkles, are male.
rituals, there is
connection They are Solemn rituals not to be
between the You have composed this image, this my face that bends wearing masks taken lightly. No laughter.
mortal and and cannot be
An African man with a European education identified.
spiritual worlds.
over the altar of white paper. The reading and
writing of prayers. The
The poet is poet/speaker sees his
referring to In the name of your image, listen to me! Alliteration: Repetition of “p" writing about his
himself as the culture as sacred.
son of Africa.
 Now while the Africa of despotism is dying – it is the agony of a pitiable princess,
This is a direct reference to the
Like that of Europe to whom she is connected through the end of colonising powers which
ruled through force and
intimidation.
navel – The princess is Africa – the exploitation of the
continent, its resources and people have now made
He is pleading to his ancestors the once proud continent a place where people take
for guidance. He is desperate for pity on its inhabitants.
some help. Tone of desperation.

Metaphor: The continent is unable to be self-sufficient and

is connected to be reliant upon the colonial powers and this
is being compared to an embryo that cannot survive and is
fed through the umbilical cord attached to its navel.

Now fix your immobile eyes upon your children who

A simile - the
sacrifice of Chosen above others.
lives of people have been called Fought and died for freedom and
fighting for independence from colonialism.
freedom is
compared to And who sacrifice their lives like the poor man his last garment
the poor man
giving away
his last So that hereafter we may cry ‘here’ at the rebirth of the world being the leaven that the
garment. Eyes that do not
Revival of the nation.
move, referring TheHappening
children ofnow Leaven: yeast is used to activate the
white flour needs. Hyperbole: when heAfrica,
refers the
to it as the dough and to make it rise when
to the eyes of the
Allusion to the “world”. making bread. Those that seek
masks, which are offspring of the
white people freedom are seen as the yeast in the
For who else would inanimate
teach rhythm to the world ancestors
that has Watchsociety
over the
Referring to the ancestors thatgeneration
will force it to grow and
whosetransform.
mission it is to bring
Those who War and violence have
died of machines and cannons? Africa out of obscurity
will teach the not achieved lasting
Simile:
songs and peace.
comparing
dancestheof
givingpeace
of their
For who else should ejaculate the cry of joy, that arouses the dead and the wise in a
to the
lives world.
to a man Exclamations: shouts of joy, Waking up the ancestors who Lost dreams
that has no new dawn? excitement, and jubilation are all-knowing and all-seeing.
other clothes
but is Rhetorical
willing to
question.
give what he Say, who else could return the memory of life to men with a torn hope? It is only the freedom
has to others fighters who are able to
Derogatory restore the dignity, pride
or insulting They call us cotton heads, and coffee men, and oily men, and purpose to those
names the who have been
colonialists Men who killed for freedom and downtrodden for
used when They call us men of death. were not afraid to die for freedom, centuries.
referring to
the natives But we are the men of the dance whose feet only gain
of Africa. Those who express their emotions
through action.
power when they beat the hard soil.
The people
of Africa.
Th Africans will absorb power through the land, through their culture and their ancestors, and
through the rhythms of Africa.
9.6 Tone, mood and intention

i Tone
• praise
• respect
• reverence
ii Mood
• hopeful/optimistic
• meditative

iii Intention
• To create an awareness of the effects of colonialism in Africa.
• To explore the culture of West Africa
• To build a sense of pride in one’s African heritage and identity
o The appeal to the ancestral spirits to help the oppressed Africans overcome
the present state of subjugation and hopelessness.

9.7 Summary
• In the poem ‘Prayer to Masks’, the poet/speaker appeals to his ancestors for
guidance and inspiration in re-establishing African culture and proud traditions after a
lengthy period of colonisation by the European powers.
• He addresses the masks directly as they represent the ancestors.
o He refers to the glorious past of Africa when countries were ruled with pride
by Africans.
o The process of invasion and colonisation changed the past.
o The image of Africa is compared to a princess, who symbolises the link
between Africa and Europe
• The poet/speaker prays to the spirits of the masks to help speed the rebirth
suggested by the image of the umbilical cord connecting Africa to Europe.
• The poem ends on a note of optimism.
o The African of the future will have a different relationship to the soil.
o The poem ends in an optimistic manner. Even though the people had
changed their way of life as a result of colonial rule, they are still the true sons
and daughters of Africa (one with the African soil).
9.8 Activities

Activity A
In the poem ‘Prayer to Masks’, the poet/speaker addresses the masks before moving on to
expand the message of the poem.
 Give a brief account of the way the speaker addresses the masks and how the message
of the poem is highlighted. Your response should take the form of a well-constructed
essay of 250–300 words (about ONE page).
(10)

Suggested answers to activity A

Use the following points, among others, as a guideline to answering this question.
• In the poem ‘Prayer to Masks’, the poet appeals to his ancestors for guidance and
inspiration in re-establishing African culture and proud traditions after a lengthy
period of colonisation by European powers. The poet/speaker addresses the masks
directly as they represent the ancestors.
• Rather than rejecting African history and embracing Western culture, the speaker
yearns for the past in finding his ancestral connection through the masks.
• The narrator addresses the spirits of the dead directly, keeping their memories alive
and emphasising that honouring the past is crucial and beneficial as it connects them
to their ancestors.
• The speaker greets the ancestors with silence which shows his deep respect and
admiration towards them.
• The poet/speaker then refers to his family's guardian animal, the lion, which is a
symbol of power and courage.
• The poet/speaker reinforces the implications of male domination in African society in
which the lion guards the sacred ground/shrine that is forbidden to women as being a
part of African culture.
• The poet/speaker refers to the glorious past of Africa, when countries were ruled with
pride by Africans. This has now changed due to the invasion by the European people
who colonised large parts of Africa and conquered and oppressed African people.
The image of Africa being compared to a princess, symbolises the association
between Africa and Europe.
• The image of the umbilical cord suggests the tie between the coloniser and the
colonised(the Africans assimilating the colonisers culture).
• The poet/speaker prays to the magic spirits of the masks to help speed the rebirth
suggested by the image of the umbilical cord connecting Africa to Europe.
• The poet/speaker refers to the exploitation of Africa for its raw materials and to
European conceptions of Africans as merely a source of cheap labour and economic
profit.
• The poem ends on a note of optimism. Africans will gain their freedom and be able to
express themselves freely through song and dance which is close to their hearts.
(10)
Activity B
1 Explain what the masks represent in the poem. (2)

2 What is the speaker’s attitude to the masks he addresses? (2)

3 Discuss how the speaker creates hope towards the end of the poem. (3)
[8]

Suggested Answer: Activity B

1 They represent the history, culture and the spirits of the dead. (2)
 2 He is reverent as he accords the masks much respect and describes
them as powerful and important in guiding the people of Africa. (2)

3 He creates optimism by referring to the rhythm of African music and dance

that can change the thud of machines into something better. He states a reborn
Africa will lend its youthful energy to an ageing Europe, bringing joy and hope
where there has been isolation, exhaustion, despair, and death. (3)
[8]

9.9 Examination Questions:

F. ESSAY QUESTION

The poem, ‘Prayer to Masks’ grapples with the question of whether the appeal to the
ancestral spirits will be able to help the African people overcome the present state of
subjugation and hopelessness.
With close reference to diction, imagery, and tone, critically discuss the validity of this
statement. Your response should take the form of a well-constructed essay of 250–300
words (about ONE page). (10)

Suggested Answer for Question A: Essay

Use the following points, among others, as a guideline to answering this question.
• In the poem ‘Prayer to Masks’, the poet/speaker makes a passionate plea to his
ancestors for guidance and inspiration in restoring African culture and African pride
after a tumultuous period of colonisation by European powers. The poet/speaker
addresses the masks directly as they represent the ancestors.
• Rather than rejecting African history and following Western culture, the speaker
embraces the past, finding his ancestral connection through the masks.
• Throughout the poem, the narrator addresses the spirits of the dead directly, keeping
their memories alive and emphasising that honouring the past is crucial and
beneficial.
• The poet/speaker greets the ancestors with silence which shows his deep respect
and reverence towards them (‘greet you in silence!).
• The poet/speaker then alludes to his family's guardian animal, the lion, which is a
symbol of aristocratic virtue, power and courage. Lions were thought to be the first
ancestor and the protector of the family line.
• The poet/speaker reinforces the implications of patriarchal power in which the lion
guards the ground that is forbidden to women as being a part of African culture.
• The masks give identity to the face of the poet/speaker in the poem. He appeals to
them to listen to him, for he is the living image of those masks to whom he is writing
a prayer.
• The poet/speaker refers to the glorious past of Africa when countries were ruled with
pride by Africans. This has now changed due to the invasion by the Europeans who
colonised large parts of Africa and subjugated and oppressed African people (‘the
Africa of Despotism’). The image of Africa compared to a princess ("pitiable
princess") symbolises the nobility of traditional Africa, and her death represents
decline of traditional African culture and the loss of political power of Africans to rule
themselves.
• The image of the umbilical cord (‘connected through the navel’) suggests that the
European conquest has nourished a new Africa soon to be born, but one that will
eventually have to sever its ties with its European "mother" if it is to live and grow.
• The poet/speaker prays to the magic spirits of the masks to help speed the rebirth
suggested by the image of the umbilical cord connecting Africa to Europe.
• It is the rhythm of African music and dance that can change the thud of machines
into something better. A reborn Africa will lend its youthful energy to an ageing
Europe, bringing joy and hope where there has been isolation, exhaustion, despair,
and death.
• It refers to Africans who had taken European culture as their own.
 • The poem ends in an optimistic manner. Even though the people had changed their
way of life as a result of colonial rule, they are still the true sons and daughters of
Africa (one with the African soil).
(10)

G. CONTEXTUAL QUESTIONS

1. Explain why the poet/speaker greets the ancestors in

‘silence’ (line 3) (2)

2 Refer to line 5.
“closed to any feminine laughter’ means all women …”
A are not allowed to laugh in this place.
B must close their faces when laughing.
C are banned from this place.
D should wear masks. (1)

3 Refer to line 8.
“You have composed this image, this my face that bends over the altar of white
paper;”
3.1 To whom does ‘this my face’ refer? (1)
3.2 Explain the meaning of, ‘bending over the altar of white paper’. (2)

4 What is the effect of linking the ‘despotism’ in line 10 to ‘Europe’ in line 11? (2)
[8]

Suggested Answer for Question B: Contextual

1 The ‘silence’ in which the speaker greets the ancestors emphasises

the respect and awe he has for them. (2)

2 C / are banned from this place. (1)

3.1 The poet / speaker (1)

3.2 The poet/speaker is referring to Africans who worship European education. (2)

4 The French colonial despotic rulers of France, a country in Europe, controlled

the colony (country) of Senegal, home of the speaker. Africa was therefore
connected to Europe through its colonial past. (2)
[8]
 10 Fern Hill by Dylan Thomas

10.1 Background to the poet and poem

Dylan Thomas, in full Dylan Marlais Thomas, was born on 27th

October 1914, in Swansea, Glamorgan. He was a Welsh poet and
prose writer whose work is known for its comic exuberance,
musical quality, and often sadness. He died on the 9th of
November, 1953 in New York. Thomas spent his childhood in
South-western Wales. His father taught English at the
Swansea grammar school, which in due course he (Thomas)
attended.
Dylan’s mother was a farmer’s daughter. Dylan Thomas' aunt,
Annie had a country home where he spent his holidays. The farm is
located on Fern Hill, just outside Llangain in Carmarthenshire. His
poem ‘Fern Hill’ (written in 1946) describes his joys of being at that
farm.

lithub.com
In the poem ‘Fern Hill’, he reminisces about his joyful childhood and reflects upon the
inevitability of aging. ‘Fern Hill’ is an Arcadian poem, meaning that it describes the beauty of the
countryside in an idyllic way.

Fern Hill

Now as I was young and easy under the apple boughs 1

About the lilting house and happy as the grass was green, 2
The night above the dingle starry, 3
Time let me hail and climb 4
Golden in the heydays of his eyes, 5
And honoured among wagons I was prince of the apple towns 6
And once below a time I lordly had the trees and leaves 7
Trail with daisies and barley 8
Down the rivers of the windfall light. 9

And as I was green and carefree, famous among the barns 10

About the happy yard and singing as the farm was home, 11
In the sun that is young once only, 12
Time let me play and be 13
Golden in the mercy of his means, 14
And green and golden I was huntsman and herdsman, the calves 15
Sang to my horn, the foxes on the hills barked clear and cold, 16
And the sabbath rang slowly 17
In the pebbles of the holy streams. 18

All the sun long it was running, it was lovely, the hay 19
Fields high as the house, the tunes from the chimneys, it was air 20
And playing, lovely and watery 21
And fire green as grass. 22
And nightly under the simple stars 23
As I rode to sleep the owls were bearing the farm away, 24
All the moon long I heard, blessed among stables, the nightjars 25
Flying with the ricks, and the horses 26
Flashing into the dark. 27
And then to awake, and the farm, like a wanderer white 28
With the dew, come back, the cock on his shoulder: it was all 29
Shining, it was Adam and maiden, 30
The sky gathered again 31
And the sun grew round that very day. 32
So it must have been after the birth of the simple light 33
In the first, spinning place, the spellbound horses walking warm 34
Out of the whinnying green stable 35
On to the fields of praise. 36

And honoured among foxes and pheasants by the gay house 37

Under the new made clouds and happy as the heart was long, 38
In the sun born over and over, 39
I ran my heedless ways, 40
My wishes raced through the house high hay 41
And nothing I cared, at my sky blue trades, that time allows 42
In all his tuneful turning so few and such morning songs 43
Before the children green and golden 44
Follow him out of grace, 45

Nothing I cared, in the lamb white days, that time would take me 46
Up to the swallow thronged loft by the shadow of my hand, 47
In the moon that is always rising, 48
Nor that riding to sleep 49
I should hear him fly with the high fields 50
And wake to the farm forever fled from the childless land. 51
Oh as I was young and easy in the mercy of his means, 52
Time held me green and dying 53
Though I sang in my chains like the sea. 54

10.2 Glossary

Line: Word: Meaning:

1 easy relaxed; easygoing

a certain quality of accents that seem to go up and down in a

2 lilting songlike manner. In this poem the speaker suggests that
there's something songlike about the house.

3 dingle forested valley

4 hail call out/shout

5 heydays the best days of someone's life

6 honoured revered/celebrated/worshipped
7 Lordly (had) ruled
8 barley a type of edible grain
9 windfall a stroke of luck
a holy day in Christianity and Judaism, commemorating God’s
17 Sabbath
Day of rest after creating the world.
24 bearing Carrying
25 nightjars nocturnal (night) birds that feed on insects.
26 ricks stacks of hay
29 cock a rooster or a male chicken
 God's creation of light, which seemed simpler at the beginning
33 simple light
of the world
spinning
34 may refer to the Garden of Eden
place
35 whinnying neighing (Sound made by a horse)
37 pheasants a colourful ground bird, like a guinea fowl or turkey
37 gay happy
40 heedless not paying attention
42 trades skilled work, such as carpentry or mechanics
45 grace a state of being close to God's love
47 swallow a type of small bird
47 thronged filled with crowds

10.3 Themes
Childhood joy and innocence
• Celebration of childhood.
• The speaker’s rich and vivid descriptions centre on the happiness of childhood
innocence.
The harmony and wonder of nature
• The beauty of nature
• The sense of being connected to and being “at” one with nature.
The power of time
• Time grants short periods of childhood happiness.
• Nothing lasts forever and that all pleasures come to an end.
The end of childhood innocence
• Children grow up, and lose their innocence.

10.4 Type and form

The poem ‘Fern Hill’ is an Arcadian poem, that describes the beauty of the countryside in an
idyllic way. It is a 54 line poem, consisting of six stanzas with nine lines each.
The structure of the poem relies on half-rhymes as well as internal rhymes, as opposed to
the more traditional full rhymes at the end of each line. The unconventional structure is used
to
great effect, as it evokes and mimics the way the poet/speaker’s memory wanders and
recalls
the past.
 Speaking in the
FERN HILL Note: the poet/speaker
present tense but describes his
is reflecting on surroundings on a typical
9.1 Analysis carefree day at his Aunt’s farm.
the past

Speaking in a Now as I was young and easy under the apple boughs Lying under the
sing-song way. branches/ “boughs” of
the apple tree.
About the lilting house and happy as the grass was green,
The house is personified and A forested valley
Simile: used to
given emotions. Reflecting the The night above the dingle starry, highlight that just as it
house had magical qualities.
is a fact that grass is
green, it is a fact the
“Time” is personified as a Time let me hail and climb
house was “alive”.
powerful almost godlike person
he is addressing
Golden in the heydays of his eyes, A time when all was
perfect and good.
Suggest the idea of
a “Golden Age’ or a And honoured among wagons I was prince of the apple towns In his childlike
time of particular joy.
imaginings he sees
himself as a king of his
It suggests that the And once below a time I lordly had the trees and leaves childhood haunts.
speaker is trying to
recall the past. Giving the allusion of
Trail with daisies and barley
Adam in the Garden of
Eden, an idyllic time.
Down the rivers of the windfall light.
Continuing with the
He was young, inexperienced and had no real problems or concerns. imagery of the
Building on the association or link between childhood and nature. poet/speaker as the
“ruler over all he
sees”. The setting of
And as I was green and carefree, famous among the barns the farm is
Reinforce the importance maintained.
of happiness, home, and
the magic created by the About the happy yard and singing as the farm was home,
We are young only once.
minds of children.
This is the time of
In the sun that is young once only, innocence and joy, when
Speaking to ‘Time’ personified to be the sun shines and all is
allowed to continue to live like this and perfect.
not be disturbed by the “real world”
Time let me play and be
“Time” only allows people as much
Golden in the mercy of his means, childhood as their lives allow.
Alliteration:
contributes to the Hunter Looked after the cattle
feeling of And green and golden I was huntsman and herdsman, the calves In his mind all
harmonious the creatures
connection to the obeyed or were
poet/speaker and Sang to my horn, the foxes on the hills barked clear and cold, subjects to him.
the animals around
him.

Metaphor: compares the And the Sabbath rang slowly

ringing of the bells to the In the pebbles of the holy streams Fern Hill is not only seen as a
sound of the water place of childhood adventure,
running across the stones but as a sacred place.
in the stream.

In the third stanza, the speaker again begins by evoking fun times at Fern Hill, emphasising how
the farm's landscape is part of that fun.

The poet/speaker was enjoying being Everything was so magically perfect that
outside all day, as long as there was Remembering the past even the chimneys sang. The smoke puffs
sunlight. seemed like beats or streams of ‘tunes’.
 All the sun long it was running, it was lovely, the hay

Fields high as the house, the tunes from the chimneys, it was air

And playing, lovely and watery

These words make the
air seem like a kind of The poet/speaker states that the
And fire green as grass. fire was as green as the grass.
water - full of wonderful Clear, beautiful, pure
things. It also suggests This simile captures his vivid
that the child's play is childhood memories.
And nightly under the simple stars
flowing and fluid;
something that feels The farm
easy and endless. As I rode to sleep the owls were bearing the farm away, disappears when
he sleeps, this
adds to the dream-
All the moon long I heard, blessed among stables, the nightjars like quality of his
Fall asleep memories.
Night long
Flying with the ricks, and the horses All whole night long
the poet/ speaker
The piles of cut hay that heard (‘Night jars’),
are stacked in the barns Flashing into the dark. as well as horses in
the stables. The use
This imagery evokes the light of the moon gleaming on of the word
Signs of the early morning horses' hair, making them majestic as they go into the ‘blessed’, subtly
stables to sleep. hints at a religious
undertone. The
And then to awake, and the farm, like a wanderer white nightjars are
‘blessed’ by God as
he looks after them.
With the dew, come back, the cock on his shoulder: it was all
Roosters are the birds that
Shining, it was Adam and maiden, The farm awakens as light shines
crow in the early morning, as
on it. The speaker personifies the
usually at sunrise.
farm as a ‘wanderer white With
The sky gathered again the dew’. Here the farm is
The poet/speaker uses personified as a traveller
a biblical allusion. The returning early in the morning.
poet/speaker says, ‘It And the sun grew round that very day.
was Adam and maiden.’
This refers to the story Watching the sunrise
So it must have been after the birth of the simple light and the new day
of Adam and Eve in the
Bible. By using this being ‘created’.
allusion, the speaker In the first, spinning place, the spellbound horses walking warm
implies that Fern Hill is Alluding to the story of
like the Garden of Eden, The Garden creation: The
a paradise where a child of Eden. Out of the whinnying green stable separation of light and
feels one with the darkness
natural surroundings.
On to the fields of praise. Referring to the horses of the
previous stanza. Representing
The fields are seen as a form of praise to the beauty and perfection of Fern Hill as he remembers it. the freedom of childhood.
The poet/speaker is comparing it again to the Garden of Eden.
It is a happy place. The
poet/speaker oversees
everything which includes the
wildlife.
Clouds of the
new day. Creates And honoured among foxes and pheasants by the gay house
a fresh start to a A big heart filled with joy and happiness
new day.
Under the new made clouds and happy as the heart was long,
Dawn
Suggests that every day at Fern Hill
was like the first day of the world. In the sun born over and over, Running free without any concerns or
The speaker continues to address worries about life.(free-spirited)
the allusion to the Garden of Eden.
I ran my heedless ways,
Alliteration of ‘h’ sound, helps to
Personification: Dreams emphasise the breathlessness
and imaginations are and excitement the poet/speaker
 My wishes raced through the house high hay

And nothing I cared, at my sky blue trades, that time allows

In all his tuneful turning so few and such morning songs

Before the children green and golden

Follow him out of grace,

Nothing I cared, in the lamb white days, that time would take me
As part of the
poet’s/speaker's loss Lambs, and their white
of childhood, Up to the swallow thronged loft by the shadow of my hand, wool, symbolize innocence.
He describes how time Meanwhile, the speaker's
moves on and trip to the ‘swallow throng
childhood will not In the moon that is always rising, loft’ (i.e., an attic full of
return. birds), suggests initiation/
Nor that riding to sleep transition that leads the
The poet/speaker wakes up speaker into the world of
one morning and realises he Refers to time adulthood. The swallows
is no longer a child. I should hear him fly with the high fields could symbolise any
Looking back on one's life, it number of experiences that
feels like childhood begin to alter a child's
suddenly ended, especially And wake to the farm forever fled from the childless land. innocence. Thus,
if adult life seems miserable. emphasising being led not
For the poet/speaker, there by the hand, but by "the
Oh as I was young and easy in the mercy of his means, shadow … hand".
is a huge difference
between being a child and
being an adult. All the magic Time held me green and dying
of childhood is gone. The poet/speaker is mourning
the end of childhood, it was
Though I sang in my chains like the sea. wonderful but short. The
This image suggests that even
poet’s/ speaker’s memories of
though time forced the poet/speaker
childhood is still "green”
to grow up, his free and "lilting" spirit
although he is an adult and he
never fully let go of childhood. This can be interpreted as adulthood, the speaker feels is dying.
captured/imprisoned by adulthood.

10.5 Tone, mood and intention

i Tone
o The tone in the first five stanzas illustrate joy and happiness
o In the last stanza it shifts dramatically from joy to lamentation.

ii Mood
• The mood of the poem in the first five stanzas is vibrant.
• In the last two stanzas of the poem, it creates a sombre mood.

iii Intention
• The poet’s/speaker’s intention is to tell us about the joys of childhood and the
confinements of adulthood.

10.6 Summary
The poem begins with the speaker happily reminiscing spending time outside in a
picturesque landscape with green grass, apple trees, and a sky filled with stars where he
feels like royalty –a “\’prince’. He highlights his adventures as a youth, recalling how he
acted as both a ‘huntsman and herdsman’ and he also states that time allowed him to
 play in the sun ‘once only’—this is the first clue that this happiness of childhood will not
last.

All the way through the first three stanzas, the speaker continues to share his detailed
memories of his adventures and their landscape. He rules his natural dominion, referring
to himself as ‘prince of the apple towns’ and ‘famous among the barns,’ He makes it
seem as if he is alone in this natural world along with the animals.

In the second stanza, he elaborates on his adventures as a ‘green and carefree’ boy, his
greenness (or youth) matching that of the landscape. He repeats the phrases ‘time let
me’ and ‘Golden’ beginning lines with them just as he did in the first stanza.

In the third stanza, he continues his detailed elaboration on the landscape, getting
caught up in his descriptions of his surroundings.

In the fourth stanza, he compares witnessing the coming of the day to Adam and Eve in
Eden and God creating the universe.

In the final two stanzas the poet/speaker introduces a sombre tone mourning the loss of
his childhood and innocence as a result of adulthood. The poet/speaker feels
captures/imprisoned by time in adulthood.

10.8 Activities

Activity A
Dylan Thomas has shared his childhood experiences in ‘Fern Hill’.
In the context of the poem, describe his childhood experiences and how these come to
an end.
(10)

Suggested answers to activity A

• In the poem, the poet/speaker describes his childhood that is happy, young and
naive as line 10 ‘green and carefree’ indicates.
• The poet/speaker was free with no boundaries.
• The poem also describes the passage of one man’s life from boyhood to adulthood
and the realisation of his mortality.
• The poem takes a dramatic turn when he describes ‘fire as green as grass’.
o Fire or burning paired with grass means that something destructive has
occurred in the speaker's young life that has changed or altered the course of
his natural growth.
• The poet/speaker is an adult when he looks back and says, ‘before the children
green’.
• The poet/speaker has gained an understanding that his life is running out and says
time held me ‘green and dying’.
o He is seeing his ‘green’ life turning brown and wilting. He is staring in the face
of mortality.
• In the last stanza, the poet/speaker says that now he is not a child and will never
have the chance to set foot on his carefree life once again.
o He is already old and his brief happiness in childhood has been taken away
by time. The time for his death is already near.

Activity B
 Study the poem and find words associated with each of the following:

Colour
Natural landscape
Animals
Farm life
Passing time
Spiritual life/religious
connotations

Suggested Answer: Activity B

Colour green, golden, blue, white

Natural landscape apple boughs, dingle, tress, leaves, daises, barley, rivers,
windfall, sun, hills, pebbles, streams, grass, stars, moon, dew,
sky, fields, land, sea
Animals calves, owls, nightjars, horses, cock, foxes, pheasants, lamb
Farm life apples, barley, wagons, barns, farm, huntsman, herdsman,
fields, chimneys, stables, hay, ricks
Passing time young, time, green, sabbath, nightly, day, awake, born, grew,
birth, first, morning, dying
Spiritual life/religious lordly, light, mercy, sabbath, holy, dark, Adam, maiden, praise,
connotations grace, shadow

10.9 Examination Questions:

H. ESSAY QUESTION
In the poem ‘Fern Hill’, colour is symbolic in the childhood of the poet/speaker.
In an essay of 250-300 words, discuss the symbolism of colour in the poem.
[10]

Suggested Answer for Question A: Essay

• Colour plays an important role in ‘Fern Hill’

o The three most important symbols of colour are green, gold and white.
• The colour white:
o The colour white often represents innocence, and here it captures the role the

farm played in the young poet’s/speaker’s innocent perception of the world .

oAt the beginning of the last stanza, the poet/speaker uses white in a more
overtly symbolic manner: ‘in the lamb white days’, A lamb is white and in
Christianity symbolises innocence. This is a reference to the innocence of
Jesus, whose innocence is ultimately sacrificed.
o This sacrifice made by Jesus is related to the speaker’s innocence which is
eventually sacrificed to make way for adulthood.
• The Colour Green
o Green symbolises youthful inexperience.
o Green is often used as an idiom to mean inexperienced, comparing a child to
a green sapling.
o In the poem, ‘green’ captures how inexperienced children really are like
sprouts.
o The poet/speaker was ‘happy as the grass was green’, this is comparing a
 child's happiness to the green of grass.
o At the end of the poem, the poet/speaker says, ‘Time held me green and
dying’, which suggests that people begin to sense their own mortality whilst
they are still young at heart.

The Colour Gold

o Gold symbolises the joy and magic of childhood.
o ‘Golden’, meanwhile, captures the majesty of childhood.
o It first appears in the first stanza: The phrase ‘prince of the apple towns’ gives a
sense of how the poet/speaker wants ‘golden’ to be interpreted. This echoes the
majestic wonders of childhood.
o It also captures the precious moments the poet/speaker experienced as a young
child, of feeling like royalty amongst humble things.

• The colours ‘green, white and golden’ symbolise how inexperienced, innocent and
youthful imaginations are intertwined to create childhood’s best memories.
[10]

B. CONTEXTUAL QUESTIONS

1. How does the poet/speaker depict childhood in ‘Fern Hill?’

(2)
2. What, according to the poet/speaker, held him ‘green and dying’ in ‘Fern Hill’?’
(2)
3. Identify the figure of speech in line 22 and explain its effectiveness.
(3)
4. Discuss how time is personified in the last two lines of the poem.
(3)

[10]

Suggested Answer for Question B: Contextual

1. The poet/speaker depicts childhood as an idyllic and happy time in his life. He explores
the innocent and happy days of his childhood on his aunt's farm.
(2)

2. In ‘Fern Hill’, the poet/speaker says that time held him ‘green and dying’. This line
Indicates that even though the child is young or ‘green’, meaning innocent and naïve, he
will
succumb to the ravages of time and will eventually die.
(2)

3. It is a simile. The speaker says that the fire is green, just like grass. It implies
that the grass is like a green flame, evoking the intense beauty and magic that children
are
capable of perceiving in the natural world.
(3)

4. Time is given the qualities of a slave master. Just as a slave master holds his slave in
captivity, time has done likewise to the speaker, by taking control of every phase of his
life (‘chains’).
(3)

[10]
11 The Morning Sun is Shining by Olive Schreiner

11.1 Background to poet and poem

Olive Emily Albertina Shreiner (pseudonym-Ralph Iron) was

born in Wittebergen Mission Station, in Basotoland
(Lesotho)1855. She died in Wynberg, Cape Town, in 1920.
She was the ninth of twelve children in her family. Her parents
were missionaries who could not afford to send all their
children to school. Her childhood was characterised by
hardships and movement from one mission post to another.
At the age of 11, she moved to Cradock where her older
brother was a school principal. She suffered bouts of
depression as a result of the death of one of her brothers.

sparticus-educational.com
Olive Schreiner was home-schooled. Because of the poverty in her family, at the age of
19 she had to work as a governness and during her free time, she wrote poetry and
novels. All her love affairs failed because she felt oppressed by the men in her life.

When she left South Africa for England in 1881, she had dreams of becoming a nurse,
but because of ill-health, she focused on her writing. Her first autobiographical novel,
The Story of an African Farm was published in 1882. The subject of her book was
influenced by the South African rural scenery and natural environment. It is after the
publication of this novel that her relationship with the novelist-poet Amy Levy ended
 tragically when Levy committed suicide.

In 1895, another tragic incident took place in her life. She lost her daughter who lived
only for sixteen hours, as a result of a cot death. Between 1899-1902, her support for the
Afrikaner cause landed her in prison by the British. These are some of the tragic events
in her life that she alludes to in ‘The Morning Sun is Shining’.

The morning sun is shining on

The green, green willow tree,
And sends a golden sunbeam
To dance upon my knee.
Stanza 1 The fountain bubbles merrily,
The yellow locusts spring,
Of life and light and sunshine
The happy brown birds sing.

The earth is clothed with beauty,

The air is filled with song,
The yellow thorn trees load the wind
With odours sweet and strong.
Stanza 2 There is a hand I never touch
And a face I never see;
Now what is sunshine, what is song,
Now what is light to me?

11.2 Glossary

LINE WORD/ PHRASE MEANING

2. willow tree also known as the weeping willow. It is a tree
with long, thin, flowing branches that thrives
next to a water point. It symbolises hope, a
sense of belonging, and safety.

3. sunbeam a sun ray. In the poem, it infiltrates the

branches to dance on the speaker’s knee.

5. merrily happily
12. odours scents

11.3 Themes
• Permanence of nature
• Despair
• Loneliness
• Futility of human relations
• The transient (brief) nature of human life

11.4 Type and form

• This is a Romantic poem. It contrasts the permanence and beauty of nature with
human frailty and the temporary nature of human life.
o The poem is written in lyric form. It has a rhythm, which captures the
attention of the reader.
o The poem has a musical quality, evident in the rhyme scheme (Stanza 1-
abcbdefe, Stanza 2- ghihjkhk).
• The use of anaphora (use of the same word at the beginning of a line referring to
 the lines above), in lines 1,2,5,6,8,9,10, and 11 illustrates the poet’s/speaker’s
admiration of nature.
The morning sun is shining on A
The green, green willow tree, B
And sends a golden sunbeam C
Stanza 1 To dance upon my knee. B
The fountain bubbles merrily, D
The yellow locusts spring, E
Of life and light and sunshine F
The happy brown birds sing. E

The earth is clothed with beauty, G

The air is filled with song, H
Stanza 2 The yellow thorn trees load the wind I
With odours sweet and strong. H
There is a hand I never touch J
And a face I never see; K
Now what is sunshine, what is song, H
Now what is light to me? K

THE MORNING SUN IS SHINING

11.5 Analysis The sun rises and gives life and colour
The morning sun is shining on to nature.
Setting: The poet/speaker is
sitting in the early morning Repeating the colour
sun enjoying the sight of The green, green willow tree, emphasises how vibrant the
nature awakening. colour ‘green’ is.

And sends a golden sunbeam Personification of the sun. It

Connotations of life and joy sends one of the rays to
‘dance’ on the
To dance upon my knee. poet’s/speaker’s knee.

A fountain is associated
with vibrancy. Personification of the fountain as
The fountain bubbles merrily, happy. This creates a carefree
mood.

The yellow locusts spring,

Alliteration of “L” sound,
Jump, connotation of excitement
creates a bright and
cheerful atmosphere Of life and light and sunshine
Another indication of joy and
happiness, this time in the
The happy brown birds sing. song of the birds.

Stanza 2 continues to
engage our sense of sight,
Personification: highlighting the
hearing and smell as the
fact that the earth is dressed in
poet/speaker describes how
beautiful finery because of the
nature compliments itself to The earth is clothed with beauty,
vibrant colours.
create its beauty which is
initiated by the ‘morning
sun’ as it shines. The air is filled with song, Sound of the birds chirping.

The fragrance emitted by the

Alliteration of the “S”
The yellow thorn trees load the wind flowers of the ‘yellow thorn trees’
sound emphasising how is carried by the wind as it blows
smooth and wonderful through the trees.
the morning smells.
 With odours sweet and strong.

There is a hand I never touch

And a face I never see;

Now what is sunshine, what is song,

Now what is light to me?

11.6 Tone, mood and intention

i Tone
• In the first 12 lines, the tone is joyous/cheerful and peaceful when the speaker
describes nature.
• In the last 4 lines the tone changes to a sorrowful one as the speaker expresses
a sense of loss in ‘There is a hand I never touch’ (line 13) and ‘…a face I never
see’ (line14).

ii Mood
• The joyous/cheerful tone (lines 1-12) creates a celebratory mood as the speaker
admires the bustling beauty of nature in the morning.
• In lines 13-16, the mood changes to a sombre one as the poet/speaker
expresses the loss associated with human experiences.

iii Intention
• The main intention of the poet/speaker in presenting the poem in lyric form is to
express private and personal emotions.
o In the last four lines, it becomes clear that the main intention is to contrast
the beauty of nature with the actual suffering of human beings.
o The poet presents nature as forever in synchrony while humans
experience loss and loneliness.
11.7 Summary
• Stanza 1:
o Lines 1-4: set the scene for the beauty of nature
o Lines 5-8: expand on the beauty of nature
• Stanza 2:
o Lines 9-12: continues with the descriptions of nature
o Lines 13-16: change in perspective and tone as the poet/speaker realises
that this beauty is meaningless and barren when loved ones can no
longer enjoy it or be a part of it.
11.8 Activities

Activity A

1 The poet/speaker uses sensory imagery to capture and paint a

vivid picture of nature bustling in the morning sun. Give two
examples of this. (2)

2 Identify the tone in the first twelve lines of the poem and suggest
why it changes in the last four lines. (3)

3 In lines 13-14, the poet/speaker talks about the hand never to be

 touched and the face never to be seen. From your understanding
of the poet’s biography, whose hand and whose face do you think
the speaker is alluding to? (3)
[8]

Suggested answers to activity A

1 • Sense of sight-‘golden sunbeam/clothed with beauty’

• Sense of hearing- ‘The fountain bubbles merrily’ (2)

2 • The tone used in the first twelve lines is cheerful as the

lines focus on the beauty and harmony of nature.
• The last four lines are sombre as the poet/speaker
questions the value of this beauty when there is no hand
touch and no face to see (i.e. the absence of human
company to share this beauty of nature with). (3)

3 • The hand of her daughter who died from a cot death before
the poet/speaker had the chance to hold her hand and see
her grow.
• The face of her lover who committed suicide early in their
relationship and the face of her brother who died when she
was 19. (3)
[8]

Activity B

1 In your own words, state what the poem is about. (10)

Suggested Answer: Activity B

In In your response, you may include some/ all the following points:
• It is early in the morning and the sun is bright.
• The rays infiltrate the willow tree.
• The rays land on the speaker’s knee as she is seated under
the willow tree, and the sunbeam moves as if dancing on her
knee.
• The speaker observes the way water spurts from the fountain,
how the locusts jump around, how the brown birds sing
happily as if they are enjoying the sunshine and life.
• The environment is beautiful as if it is in its best attire.
• There is the natural sound of music everywhere.
• The thorn tree emits a beautiful fragrance as it is blown by the
wind.
• The poet/speaker is all alone.
• There is no one to enjoy all this beauty with her.
• The poet/speaker questions the value of all this beauty when
one is all alone. [10]

11.9 Examination Questions:

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

Suggested Answer for Question A: Essay

In your response, you may include some/ all the following points:
• The poem is written in lyric form. It has a rhythm, which captures
the attention of the reader.
• The poem has a musical quality, evident in the rhyme scheme
(Stanza 1-abcbdefe, Stanza 2- ghihjkhk).
• The use of anaphora (use of the same word at the beginning of a
line referring to the lines above), in lines 1,2,5,6,8,9,10, and 11
illustrates the poet’s/speaker’s admiration of nature.
• The poet/speaker uses sensory imagery to capture and paint a
vivid picture of nature bustling in the morning sun.
E.g. Sense of sight-‘golden sunbeam/clothed with beauty’
Sense of hearing- ‘The fountain bubbles merrily’.
• The tone used in the first twelve lines is cheerful as the lines
focus on the beauty and harmony of nature.
The last four lines are sombre as the poet/speaker questions the
value of this beauty when there is no hand touch and no face to
see (i.e. the absence of human company to share this beauty of
nature with).

J. CONTEXTUAL QUESTIONS
Activity B:
1 Refer to lines 3-4:
Identify and explain the figure of speech used here. (2)
2 Refer to stanza 1:
By referring to the diction used in this stanza, what mood does the
poet/speaker create? (3)

3 Discuss the relationship of the wind and the trees in line 11,
‘…the yellow thorn trees load the wind’. (3)

4 Comment on the use of ‘now’ at the beginning of the last two lines. (2)

4 [10]
.

Suggested Answer for Question B: Contextual

1 o Personification: the motion of the sunbeam infiltrating the willow tree and
landing on the speaker’s knee is given human qualities of performing a dance
of some sort. (2)
2 o The poet/speaker creates a cheerful mood to illustrate the beauty of the
morning.
o The sunbeams are ‘golden’,
o the willow tree is ‘green, green’,
o the fountain ‘bubbles’,
o the locusts are full of life and ‘spring’,
o ‘life and light’- the alliteration creates a vibrant mood;
(3)
o the brown birds are ‘happy’.
 3 • The two are in synchrony; the wind blows the tree, forcing its flowers to
emit a beautiful fragrance which in turn, is carried by the wind and is said to
‘load the wind’. (3)

4 • The poet/speaker uses anaphora to emphasise the immediacy of the

speaker’s yearning for company at that moment, leading to the questioning
of the value of this spectacular scenery when there is no one to share it. (2)
[10]

12 Talk to the Peach Tree by Sipho Sepamla

12.1 Background to poet and poem

 Sipho Sydney James Sepamla was born in Mohale City
(West of Johannesburg) in 1932. He lived most of his life in
Soweto, where he wrote most of his poetry and became a
member of a group of poets known as the Soweto Poets.
The Soweto poets were a group of political activists, and it
is through their poetry that they expressed their
disgruntlement and views of the oppressive apartheid
system. Sepamla and his group saw the pen as ‘the bomb’
which could be used to fight against apartheid and social
injustice.

prabook.com
He became an active member of the Black Consciousness Movement; a group whose
main aim was to restore the dignity, self-awareness, and self-value of black people in
South Africa. This group believed that black people had the power to free themselves
from the Apartheid system, which thrived on dehumanising black people. It was through
their poetry and other writings that they revealed the social injustices of Apartheid in
South Africa.

Sipho Sepamla believed in peaceful solutions. This is clear in his poem, Talk to the
Peach Tree. In this poem, he highlights the cruelty of the Apartheid system and the
necessity to fight it peacefully, through negotiation. He passed away in 2007.

Note to the learner

As you read this poem, it is important to take into consideration the fact that Sipho
Sepamla wrote this poem during Apartheid times. Like all writers who wrote against
the oppressive systems in their countries, he had to find ways and means to avoid
censorship and possible imprisonment. This is why he wrote ‘Talk to the Peach Tree’
in an encrypted (coded) manner. The poem has to be decoded and analysed at a
figurative level and not at a literal level.

Let’s talk to the swallows visiting us in summer Couplet: two-

Stanza 1 line stanza
ask how it is in other countries
Let’s talk to the afternoon shadow
Stanza 2
ask how the day has been so far
Let’s raise our pets to our level
Stanza 3
ask them what they don’t know of us
words have lost meaning
Stanza 4
like all notations they’ve been misused

Stanza 5
most people will admit
a whining woman can overstate her case

Stanza 6 Talk to the paralysing heat in the air

inquire how long the mercilessness will last
Let’s pick out items from the rubbish heap
Stanza 7
ask how the stench is like down there
Let’s talk to the peach tree
Stanza 8 find out how it feels to be in the ground

Stanza 9
Let’s talk to the moon going down
ask if it isn’t enough eyeing what’s been going on
come on Three-line
Stanza 10 let’s talk to the devil himself stanza
it’s about time
12.2 Glossary

LINE: WORD/ PHRASE: MEANING:

long distance migrant birds found almost
1 swallows worldwide (in this case, alludes to visitors to
South Africa).
2 countries nations
5 pets The youth/their children
8 notations representations/codes (symbols words phrases)
misrepresented (not used for the reason they
8 misused
were created for)
9 admit agree
10 a whining woman a woman who complains continuously
10 overstate her case exaggerate her situation

extreme heat that hinders you from doing

11 paralysing heat
anything

12 mercilessness cruelty
13 rubbish heap dump site
18 eyeing observing/ looking at

12.3 Themes

Overall theme:
• Open channels of communication is the overall theme in this poem.
o The speaker encourages the oppressed people to exhaust all
peaceful forms of communication for them to address apartheid.
o The speaker is of the view that ideas from all sorts of people should
be accommodated or considered.
Sub-Themes
• Emancipation of the oppressed (stanza 6)
• suffering (lines 11-12)
• negotiation (lines 19-21)

12.4 Type and form

• It is a poem of protest against the Apartheid Government in South Africa.
• The poem consists of twenty-one lines.
• There is no rhyme scheme, it is free-verse.
• The first three stanzas and the last three stanzas follow the same pattern:
o There is a similar pattern of diction and the arrangement of stanzas
one to nine.
o In stanza ten, there are three lines:
§ This is done to make it to stand out from the rest of the poem
and to draw attention to the poet’s/speaker’s message.
 • The repetition of the word ‘talk’ six times highlights the strong need for
dialogue between the oppressor and the oppressed.
• There is an indent in the last stanza to visually highlight the message of the
poem.

Let’s talk to the moon going down

Stanza 9 Couplet: two-
ask if it isn’t enough eyeing what’s been going on
line stanza
come on
Three-line
Stanza 10 let’s talk to the devil himself
stanza
it’s about time

The significance of the

‘peach tree’ is that it was a
place of gathering for
12.5 Analysis Refers to the people people in the township
who visit South Africa. where much discussion,
sharing of opinions and
information took place.
Talk to the Peach Tree
The poet/speaker
states that there is a Let’s talk to the swallows visiting us in summer
need to talk to them
and find out about ask how it is in other countries
their experiences. Personification: giving
objects/ concepts/
animals human
characteristics.
‘Afternoon shadow’ (later Let’s talk to the afternoon shadow
day) refers to the elderly
people (those with more ask how the day has been so far
experience) and what
advice they can give based
on their past experiences.
 Let’s raise our pets to our level In these two lines, the poet/speaker
alludes to the current generation talking
ask them what they don’t know of us to their children about their
The poet/speaker backgrounds, perspectives and history
alludes to that may not be known or understood.
censorship,
propaganda and the words have lost meaning
political climate.
Many words have like all notations they’ve been misused
..../lost their ‘true’
meaning. Alliteration of the “w” sound,
emphasising a droning
most people will admit background noise that is ignored.
When people complain
about the same thing in
the same way, their plight a whining woman can overstate her case
This is being likened to the
is often ignored.
government, which had laws that
were very restrictive with harsh
Personification: giving Talk to the paralysing heat in the air penalties if they were broken. The
objects/ concepts/ animals suffering of the people is
human characteristics. inquire how long the mercilessness will last emphasised here.

Symbolises the people on

the ground that had to
Let’s pick out items from the rubbish heap Economic oppression has resulted in
people being forced to live in inhuman
suffer the oppression conditions, and there seems no way to
imposed on them during ask how the stench is like down there
escape the cycle of poverty.
the Apartheid regime.

We are encouraged to Let’s talk to the peach tree Personification: giving

talk to the moon after it objects/ concepts/ animals
has spent the whole find out how it feels to be in the ground human characteristics.
night looking at the
Those who are living in these conditions
world. This alludes to the
‘moon’ being the divine Let’s talk to the moon going down
eye and therefore, divine ‘Devil’ is the Apartheid
intervention is ask if it isn’t enough eyeing what’s been going on Government
requested.
come on
The poem focuses on talking versus
actions. Talk to those who can effect let’s talk to the devil himself
change. Stop talking around issues. There is no time to waste.
Confront them and enter into it’s about time Action is necessary.
dialogue. Communication is key.

12.6 Tone, mood and intention

i Tone
• conversational
• cynical
ii Mood
• apprehensive
• anxious
iii Intention
• To highlight some of the unconventional ways in which politics was discussed during
the apartheid era.
• To show the importance of communication in the negotiation process to end
Apartheid.

12.7 Summary
• The poem ‘Talk to the Peach Tree’ is a witty poem that makes subtle yet vital
suggestions about the system of Apartheid.
• The poet/speaker gives human qualities to inanimate objects and wishes to converse
with these objects and get their opinions. This is due to the restrictions during the
 Apartheid times when politics could not be discussed openly (especially if it opposed
the ruling government).
• He talks to these objects which symbolise different parties of people who could offer
advice on ways to end this oppression.
• The poet/speaker suggests that communication is the key to resolving issues.
• In the last three lines of the poem:
o The poet/speaker states that after all the talks with the different parties, it is
now time to stop talking to each other and take a stand together.
o Speak to ‘the Devil himself’, which is the Apartheid Government.

12.8 Activities

Activity A

Write a summary of the main points in the poem ‘Talk to the Peach Tree’. (10)

Suggested answers to activity A

Use the following points, among others, as a guideline to answering this question.
• In this poem, the poet/speaker reflects on the difficulties of dialogue in South Africa
under Apartheid rule.
• The poet/speaker gives human qualities to inanimate objects or animals and wishes to
converse with these objects/animals and get their opinions.
• He talks to these objects/animals which symbolise different parties of people who
could offer advice on ways to end this oppression.
• In stanza 1, there is a request to talk to the outsiders (‘swallows’) visiting South Africa.
• In stanza 2 there is a need to seek advice from the elderly (‘afternoon shadow’).
• In stanza 3, the current generation needs to talk to their children and share their
experiences with them (‘pets’).
• In stanza 4, emphasis is on the importance of dialogue as a means of seeking clarity
and understanding each other because ‘words have lost meaning’.
• In stanza 5 the poet/speaker encourages tolerance by stating that people who
complain about the same thing in the same way, should not be ignored (‘the whining
woman’).
• In stanza 6 the poet/speaker requires that even the source of one’s suffering has to be
addressed (‘the paralyzing heat’).
• In stanza 7 the poet/speaker suggests talking to the less privileged members of society
who suffer the most politically and economically so as to understand their plight (‘items
from the rubbish heap’).
• In stanza 8, the poet/speaker wants all the issues that have been discussed at the
gathering place to be disclosed (‘the peach tree’).
• Stanza 9 is a call for divine intervention after talking to all else has failed (‘talk to the
moon’).
• The poet/speaker finally states that the Apartheid government has to be addressed
directly for Apartheid rule to end (‘the Devil himself’).
Activity B

1 Discuss the central message of the poem. (2)

2 Explain the significance of the title of the poem. (3)

3 Who is the ‘devil himself’? (1)

4 Refer to line10
4.1 Identify the figure of speech. (1)
4.2 Explain the effectiveness of this figure of speech. (2)

5 Refer to ‘come on let’s …it’s about time’ (lines 19-21).

 Account for the tone used in these lines. (2)
[11]

Suggested Answer: Activity B

1. The message of the poem is that communication is key in ending the
Apartheid rule. (2)

2 The significance of the ‘peach tree’ is that it was a place of gathering for people in
the township where much discussion, sharing of opinions and information took
place hence the poet/speaker wants to ‘Talk to the peach tree’. (3)

3 The Apartheid government (1)

4.1 alliteration (1)

4.2 The alliteration of the “w” sound, emphasises a droning background noise
that is often ignored. The poet/speaker encourages tolerance by stating
that people who complain about the same thing in the same way,
should not be ignored. (2)

5 The speaker uses an imperative/urgent tone to prompt everyone into action.(2)

[11]

12.9 Examination Questions:

K. ESSAY QUESTION

In the poem ‘Talk to the Peach Tree’, the poet/speaker uses personification to disguise
the way in which he highlights his thoughts about the importance of dialogue in ending
the Apartheid rule.
In an essay of 250-300 words, discuss the validity of this statement. (10)

Suggested Answer for Question A: Essay

Use the following points, among others, as a guideline to answering this question.
• In this poem, the speaker depicts the harsh realities of life in South Africa under
apartheid rule.
• The oppressive laws of the Apartheid government restricted the freedom of
movement and limited the number of people who could gather at any specific time.
This hindered communication amongst those who opposed the Apartheid regime.
• Throughout the poem, the speaker alludes to ways in which politics was discussed,
thereby highlighting the irrational laws that suppressed all those who opposed
Apartheid.
• In this poem, the poet/speaker reflects on the difficulties of dialogue in South Africa
under Apartheid rule.
• The poet/speaker gives human qualities to inanimate objects or animals and wishes
to converse with these objects/animals and get their opinions.
• He talks to these objects/animals which symbolise different parties of people who
could offer advice on ways to end this oppression.
• In stanza 1, there is a request to talk to the outsiders (‘swallows’) visiting South
Africa.
• In stanza 2 there is a need to seek advice from the elderly (‘afternoon shadow’).
 • In stanza 3, the current generation needs to talk to their children and share their
experiences with them (‘pets’).
• In stanza 4, emphasis is on the importance of dialogue as a means of seeking clarity
and understanding each other because ‘words have lost meaning’.
• In stanza 5 the poet/speaker encourages tolerance by stating that people who
complain about the same thing in the same way, should not be ignored (‘the whining
woman’).
• In stanza 6 the poet/speaker requires that even the source of one’s suffering has to
be addressed (‘the paralyzing heat’).
• In stanza 7 the poet/speaker suggests talking to the less privileged members of
society who suffer the most politically and economically so as to understand their
plight (‘items from the rubbish heap’).
• In stanza 8, the poet/speaker wants all the issues that have been discussed at the
gathering place to be disclosed (‘the peach tree’).
• Stanza 9 is a call for divine intervention after talking to all else has failed (‘talk to the
moon’).
• The poet/speaker finally states that the Apartheid government has to be addressed
directly for the Apartheid rule to end (‘the Devil himself’).

L. CONTEXTUAL QUESTIONS

1 Why does the poet/speaker make reference to ‘swallows’ (line 1)?

(2)

2 Explain the effectiveness of the personification in lines 3-4.

(2)

3 Explain what the poet/speaker means by ‘words have lost meaning’ (line 7).
(3)

4 Discuss whether the title ‘Talk to the Peach Tree’ is effective in the context of this
poem.
(3)

[10]

Suggested Answer for Question B: Contextual

1 The ‘swallows’ represent/symbolise the visitors that come into the country,
bringing news and information from outside South Africa.
(2)

2 The phrase ‘afternoon shadow’ refers to the experienced elderly people in

society. This personification is effective in that the poet/speaker wants the elderly
to be consulted because of their knowledge and wisdom.
(2)

3 The poet/speaker means that due to lack of direct dialogue, there has been
discord in society as a result of misunderstanding each other.
(3)

4 The title is effective as the speaker has suggested having a conversation with
 many things or creatures to bring his message across. Talking to the peach tree
is therefore, symbolic of communicating with something that is stable and being
grounded.
(3)

[10]

References

https:en.wikipedia.org

https://poemanalysis.com

https://interestingliterature.com

https://www.sparknotes.com

https://www.pinterest.com

http://www.litcharts.com

https://www.researchgate.net

https://www.presidence.sn/en/presidency/leopold-sedar-senghor

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https://www.encyclopedia.com

https://www.emilydickinsonmuseum.org
Imagined Worlds, An anthology of poetry; Claire Mcintyre, Sarah–Jane Oliver and Elise
Varga; MacMillan Publishers