At a Funeral by Dennis Brutus

Black, green and gold at sunset: pageantry

And stubbled graves: expectant, of eternity,

In bride’s-white, nun’s-white veils the nurses gush their bounty

Of red-wine cloaks, frothing the bugled dirging slopes

Salute! Then ponder all this hollow panoply

For one whose gifts the mud devours, with our hopes.

Oh all you frustrate ones, powers tombed in dirt,

Aborted, not by Death but carrion books of birth

Arise!  The brassy shout of Freedom stirs our earth;

Not death but death’s-head tyranny scythes our ground

And plots our narrow cells of pain defeat and dearth:

Better that we should die, than that we should lie down

A poem analysis of “At a Funeral” by Dennis Brutus

Background:

The poem is set at a funeral, where mourners have gathered to pay their last respects to the deceased. The speaker describes the various sights and sounds of the occasion, including the “crisp salute” of the soldiers and the “slow parade” of the mourners. This background helps to set the tone and atmosphere of the poem, creating a sense of gravity and solemnity.

Definition of the words used in the Poem

AT A FUNERAL – DENNIS BRUTUS

Black, green, and gold at sunset: pageantry
And stubbled graves: expectant, of eternity,
In bride’s-white, nun’s-white veils the nurses gush their bounty
Of red-wine cloaks, frothing the bugled dirging slopes
Salute! Then ponder all this hollow panoply
For one whose gifts the mud devours, with our hopes.

Oh, all you frustrate ones, powers entombed in dirt,
Aborted, not by Death but carrion books of birth
Arise! The brassy shout of Freedom stirs our earth;
Not death but death’s head tyranny scythes our ground
And plots our narrow cells of pain, defeat, and dearth:
Better that we should die, than that we should lie down

About the Poet: Dennis Brutus

Dennis Brutus, a poet of Coloured descent, was born in Zimbabwe but spent the majority of his life in South Africa. He completed his education at the prestigious University of Fort Hare, which has produced several African leaders and notable figures. Following his graduation, Brutus pursued a career in education, teaching both English and Afrikaans at various high schools throughout South Africa after 1948.

Unfortunately, Brutus’ vocal opposition to apartheid eventually led to his dismissal from his teaching positions. His political activism and unwavering commitment to social justice resulted in him being banned by the South African government. Despite facing adversity, Brutus continued to fight against apartheid, even after he was forced to flee to Mozambique.

While in Mozambique, Brutus was captured and returned to South Africa. During an attempt to escape, he was shot and subsequently imprisoned on Robben Island for 16 months. His time on the island brought him in close proximity to another anti-apartheid icon, Nelson Mandela, whose cell was adjacent to Brutus’.

After serving his sentence, Brutus left South Africa and went into exile in Britain. He continued to advocate for the end of apartheid from abroad. In 1990, the South African government finally “unbanned” him, allowing him to return to his home country. Upon his return, Brutus took up a position at the University of KwaZulu-Natal, where he continued to contribute to the intellectual and political life of the nation.

In his later years, Brutus settled in Cape Town, where he passed away from prostate cancer on December 26, 2009. Throughout his life, Dennis Brutus remained a steadfast advocate for justice, equality, and the end of apartheid, and his poetry and activism left an indelible mark on South Africa and the world.

Poem Summary and Meaning:

The poem tells the poignant story of a young woman named Valencia Majombozi, an African woman who overcame immense obstacles to become a doctor, thanks to the unwavering support and sacrifices made by her parents. Against all odds, Valencia earned her medical degree and successfully completed her internship. Tragically, in a cruel twist of fate, she lost her life during the Sharpeville Massacre, shortly after starting her career as a doctor.

The speaker, who attended Valencia’s funeral, reflects on the years of struggle and sacrifice that ultimately amounted to nothing. The poem can be interpreted as an expression of thwarted and unfulfilled dreams, highlighting the harsh reality faced by many oppressed individuals. These people are unable to reach their full potential and live their lives to the fullest due to the limitations imposed upon them by their circumstances.

The poem also carries a powerful message of resistance and perseverance. The speaker implores the oppressed to rise up against their circumstances and fight for their rights – “Arise!”. In the face of such adversity, the speaker contends that it is better to die than to succumb to a life marked by “defeat and dearth.” The poem serves as a call to action, urging individuals to actively challenge the oppressive forces that hold them back, rather than passively accepting their fate.

Analysing the Title: “At a Funeral”

The title of the poem, “At a Funeral,” immediately establishes the somber and reflective tone of the piece. It situates the reader at a funeral, a solemn event where people gather to mourn the loss of a loved one and celebrate their life. In this case, the poem is dedicated to Valencia Majombozi, making it deeply personal and evoking a stronger emotional response from the reader.

The specificity of the title underscores the poet’s intention to pay tribute to Valencia and her tragically short-lived accomplishments. By emphasizing that her dreams and hopes were destroyed by death “shortly after qualifying,” the poet conveys a sense of frustration and aborted hopes. This detail intensifies the reader’s feelings of sadness and injustice, as Valencia’s hard-earned success is abruptly taken away from her.

Furthermore, the title invites the reader to reflect on the broader implications of Valencia’s story. “At a Funeral” serves as a reminder of the fleeting nature of life and the vulnerability of dreams and aspirations, particularly for those living under oppressive circumstances. By focusing on a specific individual and her tragic fate, the poet encourages the reader to empathize with Valencia’s story while also contemplating the larger themes of loss, sacrifice, and the struggle for freedom and self-actualization.

In summary, the title “At a Funeral” effectively sets the stage for a poignant and thought-provoking exploration of one individual’s life and untimely death. The poem pays tribute to Valencia Majombozi while also delving into the universal themes of loss, unfulfilled dreams, and the resilience of the human spirit in the face of adversity.

Line-by-line Analysis of the Poem

LINE 1 Black, green, and gold at sunset: pageantry

The poem operates on a political level, referencing the African National Congress (ANC) flag, which is black, green, and gold. The colors are not coincidental, as many of the doctor’s colleagues attending the funeral wore university robes adorned with black caps and gowns, gold hoods for arts degrees, and green for science degrees. The colors symbolize the struggle against apartheid. The sunset represents the end of the day, symbolizing death and evoking a somber mood filled with darkness and sadness. The pageantry suggests a ceremonial display, which ultimately seems insignificant in the face of the young doctor’s death and the dashed hopes and dreams it signifies.

LINE 2 And stubbled graves: expectant, of eternity,

Stubbled graves refer to the neglected and untidy appearance of the graves, covered in dead grass stalks. The graveyard is personified as being hungry or expectant for more bodies, emphasizing the inevitability of death. The term eternity is ambiguous, either suggesting that the dead will remain in their graves for an eternity or referring to the belief that the afterlife will not end.

LINES 3-4 In bride’s-white, nun’s-white veils the nurses gush their bounty Of red-wine cloaks, frothing the bugled dirging slopes

Nurses from the hospital attended the funeral wearing white veils, reminiscent of brides and nuns, symbolizing innocence, purity, holiness, and new life. The nurses are willing to give everything to save the lives of those fighting for liberation. The terms gush and bounty emphasize the abundance of grief displayed by the nurses. The frothing highlights the number of nurses present, and the bugled dirging suggests a military funeral, with the land itself seemingly mourning the young doctor.

LINE 5 Salute! Then ponder all this hollow panoply

The command Salute! signifies honoring or saluting the dead, as one would a soldier. The speaker asks the reader to ponder or contemplate the implications of the funeral and death in general, encouraging them to look beyond the superficial display that lacks sincerity. The hollow panoply refers to the seemingly meaningless ceremony with flags and speeches, which ultimately changes nothing.

LINE 6 For one whose gifts the mud devours, with our hopes.

The term ‘one’ refers to Valencia Majombozi (deceased), and ‘gifts’ refers to her ability as a doctor to heal and bring comfort to others. The term devour emphasizes that all her hopes and those of her people are now buried in the earth, creating a tone of despair and sadness.

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

The poet uses an apostrophe (a figure of speech) to address the dead directly. The dead are powerful enough to cause frustration (to the government) rather than being passively frustrated. They are described as powers tombed in dirt, indicating that their potential is buried because of their deaths.

LINE 8 Aborted, not by Death but carrion books of birth

The dead are described as being aborted (i.e., killed before they could live), not by Death but by carrion books of birth, a reference to the Pass Books that symbolize the cruel apartheid laws. The apartheid government is considered even more cruel and deadly than death itself.

LINE 9 Arise! The brassy shout of Freedom stirs our earth;

The dead are directly addressed and told to rebel or “Arise!” against the government, with the exclamation mark emphasizing the command’s defiant tone. “Freedom” is capitalized to show its importance, personified as shouting to wake the dead. Describing Freedom’s shout as brassy refers to the bugle in line 4, which was used to play the “dirge”/Last Post. Here, music does not send the dead to their rest but awakens them.

LINE 10 Not death but death’s-head tyranny scythes our ground

Understanding the symbol of “death’s-head tyranny” is helpful: the skull and crossbones insignia used by the Nazis, who are regarded as great heroes by the South African regime and imitated by its people. The poet compares the South African apartheid government to the death-head wearing Nazis in World War 2. Scythes refers to the violent cutting down of lives, and “our ground” references the land where the Group Areas Act excluded people of color.

LINE 11 And plots our narrow cells of pain defeat and dearth

Plots here is a pun, referring to a small piece of land (e.g., a plot where a grave is dug) or planning something, often with evil intent. Narrow cells of pain could refer to graves, prison cells where apartheid prisoners were jailed, or the small houses in disadvantaged areas where people of color were forced to live due to the Group Areas Act. Dearth means things that are in short supply, such as food or basic necessities. The poet implies that pain, suffering, and death were deliberately caused by the apartheid government.

LINE 12 Better that we should die, than that we should lie down –

The term “lie down” suggests surrendering or submitting. The poet implies that it is better for people to resist apartheid and die rather than give up or surrender. The absence of a full stop after “we should lie down” indicates that there is no end to resistance and no surrender. This line also implies that the poet has come to terms with the tragedy of the young doctor’s death—she died rather than choosing to “lie down” or surrender to apartheid, and the poet sees this as “better.” The poet uses “we” and thus identifies with the struggle against apartheid.

Diction:

The use of diction in “At a Funeral” by Dennis Brutus is significant in conveying the poem’s themes and emotions. The poet carefully chooses words that evoke strong imagery and enhance the reader’s understanding of the message. Some examples of the diction used in the poem include:

1. “Pageantry”: The word “pageantry” refers to an elaborate display or ceremony, which sets the stage for the funeral scene and conveys the gravity of the situation.
2. “Stubbled”: The adjective “stubbled” describes the graves as rough and protruding, reflecting the hardships faced by the oppressed people.
3. “Expectant”: The word “expectant” suggests anticipation, highlighting the idea of waiting for change or freedom that the oppressed people long for.
4. “Eternity”: The term “eternity” emphasizes the timeless and unending nature of the sacrifices made in the fight against apartheid.
5. “Frothing”: The verb “frothing” creates an image of intense emotion, such as anger or excitement, further adding to the poem’s sense of urgency and despair.
6. “Bugled dirging”: This phrase refers to the playing of a funeral song on a bugle, a trumpet-like instrument, which contributes to the somber atmosphere of the funeral scene.
7. “Hollow”: The adjective “hollow” implies emptiness and meaninglessness, which characterizes the feelings of the speaker as they reflect on the futility of the sacrifices made by Valencia and her family.
8. “Carrion”: The word “carrion” refers to the decaying flesh of a dead animal, symbolizing the idea of wasted potential and the tragic consequences of the apartheid regime.

The diction used in the poem is carefully chosen to create vivid imagery, evoke emotions, and emphasize the themes of oppression, sacrifice, and the struggle for freedom. Through his word choices, Brutus is able to effectively convey the complex emotions and ideas that underpin the poem’s message.

Rhyme and meter:

The poem “At a Funeral” by Dennis Brutus does not follow a consistent rhyme scheme or meter. The lack of a structured rhyme pattern and meter contributes to the overall sense of unease and unpredictability that reflects the poem’s themes of frustration, unfulfilled dreams, and the harsh reality faced by those living under the apartheid regime.

The absence of a regular rhyme scheme and meter also allows the poet to focus on the content and imagery, enabling the reader to become immersed in the emotional and thematic aspects of the poem rather than being distracted by a predictable rhythmic structure. This choice reflects the poem’s intention to provoke thought and evoke strong emotions in the reader, rather than adhering to traditional poetic conventions.

Imagery:

Imagery in this poem plays a crucial role in conveying the emotions and themes associated with the tragic story of Valencia Majombozi and the broader context of apartheid in South Africa. Some examples of the imagery used in the poem include:

1. “Black, green, and gold at sunset”: This imagery represents the colors of the African National Congress (ANC) flag, invoking a sense of national pride and the fight for freedom.
2. “Stubbled graves”: The description of graves as “stubbled” creates a visual image of rough, protruding surfaces, symbolizing the harsh reality and difficulties faced by the oppressed.
3. “Expectant, of eternity”: This image suggests that the graves are waiting for eternity, emphasizing the timeless nature of the sacrifices made by those who fight for freedom.
4. “Nurses gush their bounty of red-wine cloaks, frothing the bugled dirging slopes”: The vivid imagery of nurses with red-wine cloaks and the sound of funeral music creates a somber atmosphere, painting a picture of a funeral scene and emphasizing the gravity of the situation.
5. “Hollow panoply”: The use of “hollow” to describe the panoply (impressive display or array) suggests that the elaborate ceremonies and displays associated with the funeral are ultimately empty and meaningless in the face of such tragic loss.
6. “The mud devours”: This imagery personifies the mud as a force that consumes and destroys, emphasizing the futility of the sacrifices made by Valencia and her family.
7. “The brassy shout of Freedom”: The imagery of a “brassy shout” stirs a sense of strength, determination, and resilience, as the call for freedom rings out loudly and boldly.

By employing vivid and evocative imagery, the poem allows readers to visualize and emotionally connect with the somber funeral scene, the tragedy of Valencia Majombozi’s story, and the broader struggle against apartheid in South Africa.

Tone and mood:

Tone:

• The tone of the poem is somber and reflective, as the speaker mourns the tragic loss of Valencia Majombozi and contemplates the senselessness of her death. The tone also carries a sense of defiance and determination, particularly when the speaker encourages the oppressed to rise up and fight against the injustice they face.

Mood:

• The mood of the poem is predominantly melancholic and somber, evoking feelings of sorrow, frustration, and anger. The reader is likely to empathize with the sense of loss and the unfulfilled dreams of Valencia Majombozi and others like her. However, the poem also stirs a sense of hope and resilience, as the speaker’s call to action inspires a determination to challenge and resist the oppressive forces that cause such suffering.

Themes of the Poem:

• Criticizes oppression – The poem condemns the oppressive apartheid government, which systematically denied basic human rights to the majority of the population, particularly black individuals.

• Call to arms – The speaker encourages people to rise up and fight for their freedom, urging them not to be complacent in the face of injustice.

• Frustrated and aborted hopes – The poem highlights the tragic reality of innocent young black lives, who are often denied the opportunity to reach their full potential due to the oppressive apartheid regime.

• Years of Sacrifice that end in nothing – The poem underscores the heart-wrenching truth that, despite years of struggle and sacrifice, many lives are cut short, and dreams are left unfulfilled.

• Aborted Hopes – The poem focuses on the dashed career aspirations of Valencia Majombozi, a doctor whose life and promising career were abruptly ended by the Sharpeville Massacre.

• The fight against injustice – The poem raises awareness of the ongoing struggle against the apartheid government’s unfair and discriminatory practices, urging people to resist and challenge such injustices.

• Desire for freedom – A strong theme within the poem is the yearning for liberty from the shackles of apartheid and the opportunity for all individuals to live their lives without fear or restrictions.

• Human Sacrifice for a cause – The poem highlights the immense sacrifices made by individuals like Valencia Majombozi and her family, who tirelessly fought for a better future, even in the face of seemingly insurmountable odds. This theme serves as a testament to the indomitable human spirit and the lengths people will go to in the pursuit of freedom and justice.

Context:

Dennis Brutus was a South African poet and activist who was imprisoned for his opposition to apartheid. The poem “At a Funeral” was likely written in the context of the struggle against apartheid, and can be seen as a reflection on the toll that the struggle took on those who fought for freedom and justice. The poem can also be seen as a reflection on the human condition and the inevitable passage of time.

My Name Poem by Magoleng wa Selepe: Questions and Answers The title immediately draws attention to the central theme of the poem: the exploration of one’s name. It suggests that the poem will delve into the personal significance and broader cultural implications of names.

The Poem:

Nomgqibelo Ncamisile Mnqhibisa

Look what they have done to my name …
the wonderful name of my great-great-grandmothers
Nomgqibelo Ncamisile Mnqhibisa

The burly bureaucrat was surprised.
What he heard was music to his ears
‘Wat is daai, sê nou weer?’
‘I am from Chief Daluxolo Velayigodle of emaMpodweni
And my name is Nomgqibelo Ncamisile Mnqhibisa.’

Messiah, help me!
My name is so simple
and yet so meaningful,
but to this man it is trash…

He gives me a name
Convenient enough to answer his whim: 15 I end up being
Maria …
I …

About the Poem: My Name Poem by Magoleng wa Selepe

Under white rule, Africans were required to have European names at school, in church, at work, and in their formal identification documents, documents they would need to carry at all times.

Language use:

Three languages are used in this poem: the narrator’s Xhosa name, the government bureaucrat’s Afrikaans, and the narrator’s replies in English. The narrator chooses not to reply in Afrikaans, because Africans saw it as the language of the hated government.

When was My name by Magoleng wa Selepe written

It is a bit unclear when exactly was the poem “My Name” written by the author Magoleng waSelepe. However, it first appeared on the magazine in 1979.

Questions

1. State TWO reasons why the speaker is very proud of her name.
2. Refer to line 2 (‘Look what they have done to my name …’). What feeling does the speaker express in this line?
3. What does the word ‘burly’ (line 5) suggest about the bureaucrat?
4. Refer to line 6 (‘What he heard was music to his ears’). Does the reference to music suggest that the bureaucrat appreciates the speaker’s name? Give a reason for your answer. (2)
5. Where does the speaker come from? (1)
6. Refer to line 10 (‘Messiah, help me’). What does the use of the word ‘Messiah’ suggest about the speaker? (2)
7. Identify the figure of speech used in line 13, (‘but to this man it is trash …’). (1)
8. Explain why the bureaucrat changes the speaker’s name to Maria. (2)
9. Choose ONE word that emphasises how the speaker feels about her name. (1)
10. What does this poem suggest about the bureaucrat’s political beliefs? (2)
11. Refer to lines 16 – 18 (I end up being Maria …). Discuss the effect created by the use of very short lines at this point in the poem.

English Second Additional Language SAL CAPS Document – Lesson Plans for FET Phase Grade 10 – 12 Navigating the intricate landscape of language teaching in South Africa’s Further Education and Training (FET) phase requires a comprehensive understanding of the Curriculum Assessment Policy Statements (CAPS). In this article, we delve into the English Second Additional Language (SAL) CAPS document, particularly focusing on crafting effective lesson plans tailored for students in Grades 10 to 12.

English Second Additional Language SAL Grade 10

• Weekly lesson plans for Term 1, Term 2, Term 3, and Term 4
• Assessment Guidelines: Daily Assessments, Informal Assessments, Formal Assessments
• Exams Guidelines

English Second Additional Language SAL Grade 11

• Weekly lesson plans for Term 1, Term 2, Term 3, and Term 4
• Assessment Guidelines: Daily Assessments, Informal Assessments, Formal Assessments
• Exams Guidelines

English Second Additional Language SAL Grade 12

• Weekly lesson plans for Term 1, Term 2, Term 3, and Term 4
• Assessment Guidelines: Daily Assessments, Informal Assessments, Formal Assessments
• Exams Guidelines

The document contains the prescribed learning content as well as the weekly and annual teaching plans for English Second Additional Language for FET Phase (Grade 10, Grade 11, and Grade 12), which includes:

• Informal Assessments
• Daily Assessments
• Moderation and Marking of Assessments
• Tasks and Projects
• Investigations
• Practical Work, and
• Demonstrations

The document gives a clear indication of what topics and learning outcomes are required for Term 1, Term 2, Term 3, and Term 4.

Download the English Second Additional Language  CAPS Document for FET Phase Grade 10 – 12

Below you can download the English Second Additional Language CAPS Document for FET Phase (Grade 10, Grade 11, and Grade 12) in pdf format.

OVERVIEW OF THE ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 1: LANGUAGE IN CONTEXT FORM – ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 1 GRADE 12 STUDY GUIDE AND NOTES The Paper 1 exam is two hours long. You must answer ALL the questions  in the exam paper.
Here is a summary of the three sections you will need to complete in the  Paper 1: Language in Context exam:

It is recommended that you spend the following amount of time on each  section:

• Section 1: Comprehension 50 minutes
• Section B: Summary 30 minutes
• Section C: Language structures and conventions 40 minutes

Manage your  time so that you  answer all the  questions.

Question words  

Here are examples of question types found in the exam.

words to know

100 most commonly used English words 

This is a useful list of words to learn that will boost your English vocabulary and help you with  writing and reading. These words make up about half of all written texts!
Knowing these words will also help you to read faster and understand more.

You will be able to identify them quickly in any text and then have more time to focus on the  words you don’t know.

words to know

The table below shows how the 100 words are used:

words to know

These are useful words for you to learn for the Language in Context exam.

• abbreviation – a shortened version of  a word (e.g., prof (professor); doc  (doctor))
• acronym – a word made up from  the first letters of the name of  something (e.g., SARS (South  African Revenue Service))
• active voice – the subject of the  sentence does the action (e.g.,  Sipho threw the ball)
• adjective – the part of speech used to  describe a person, place or thing  (e.g., The old, gray cat slept in a  warm basket.)
• adverb – the part of speech which  describes a verb (e.g., The old man  walked slowly.)
• alliteration – the use of several words  that begin with the same sound or  letter in succession (e.g., silvery  snakes slide swiftly)
• allusion – writing or speaking that  mentions a subject, person, etc.  indirectly (e.g., Some members of  the class seem to think rules don’t  apply to them.)
• ambiguity – a possible double  meaning which may make a  message unclear when used by  mistake (e.g., The lady hit the man  with the umbrella.)
• analyse – to look closely at a text so  that you notice everything about  the way in which it has been  written
• anecdote – a short story based on  personal experience
• antonym – a word that is opposite in  meaning to another word in the  same language (e.g., tall is an  antonym of short)
• appreciation – an understanding  of the importance or meaning of  something, such as a piece of  writing
• appropriate – correct or suitable  for a particular time, situation, or  purpose
• assonance – repetition of vowel  sounds in two or more words to  create effect (e.g., slow boats float  on the ocean)
• assumptions – something that you  think is true although you have no  definite proof bias – an opinion about whether  something is good or bad which  influences how you feel towards it
• caricature – a cartoon type drawing  of a well-known person which  exaggerates their most obvious  features (e.g., Barack Obama with  big ears)
• cartoon – a drawing, which may  include words, which is meant to  be amusing
• clause – a group of words which  contains a finite verb. A sentence  is made up of one or more clauses.
• coherent – something which  makes logical sense (e.g., a  coherent paragraph has a clear  development of ideas)
• cohesive – a cohesive answer or text  is one which flows and where all  ideas hold together
• colloquial – language or words  that are used mainly in informal  conversations rather than in  writing or formal speech (e.g.,  How’re you doing? rather than the  formal, How are you?)
• comic strip – a series of pictures  or drawings which tell a funny or  interesting story
• concord – the agreement of subject  and verb. If a subject is singular,  the verb must be singular (e.g.,  The team has new members). If a  subject is plural, the verb must be  plural (e.g., The teams have new  members).
• conjunction – the part of speech  which is used to join ideas (e.g.,  and, but, or)
• connotation – the feelings attached  to the meaning of words (e.g.,  holiday has positive feelings  attached to it; murder has feelings  of fear and negativity)
• context – the part of a text which  surrounds a word and gives it  meaning (e.g., The judge had  a grave look on his face as he  sentenced the prisoner. The  context of “grave” tells the reader  which meaning “grave” has in this  sentence.)
• denotation – the literal meaning of  a word; the definition given by a  dictionary
• direct speech – the exact words  someone says. These should be  written in inverted commas (e.g.,  “I am ready to write my exams,”  Thabo said.)
• edit – to read over carefully what has  been written, to improve the style  and correct errors
• emotive – emotive language is  language which arouses strong  feelings
• euphemism – a polite word or  expression that you use instead  of a more direct one to avoid  shocking or upsetting someone  (e.g. Pass away is a euphemism  for die)
• evaluate – to judge the value or worth  of something, taking into account  the information and experience  which you have
• exaggerate – to describe something  as greater or larger than it really  is (e.g., His shoes must have cost  millions.)
• explicit – clearly or directly stated  (the opposite of implicit)
• figurative – language which  describes things by using figures of  speech (e.g., similes, metaphors,  alliteration. Figurative expressions  are descriptive and not literal.)
• font – the style and size in which a  text is printed
• homonym – a word which has both  the same sound and spelling
• as another word but a different  meaning (e.g., the noun bear and  the verb to bear)
• homophone – a word which sounds  the same as another but is spelled  differently and has a different  meaning (e.g., one and won)
• hyperbole – an big exaggeration (e.g.,  He ate a mountain of food.)
• image – a picture. An image can also  be a picture created by words.
• imagery – lively, detailed description  through which writers share their  ideas
• impact – the effect or influence that  an event, situation etc. has on  someone or something
• imply (implied – past tense) –  suggest, but not to state directly  (e.g., He was in the room when  your bag went missing.)
• infer – to form an opinion about  something; to draw a conclusion  from the information which is  available (e.g., If he does not  answer your call, you can infer that  he does not want to speak to you.) inference – an opinion based on the  information available (e.g. If you  do not attend soccer practice,  the inference amongst the other  players will be that you do not care  about the team.)
• interpret – to explain the meaning of  something in your own words (e.g.,  “You must interpret the meaning  of line 2 of the poem”, the teacher  told the class.)
• irony – something which is the  opposite of what is expected  (e.g. She found maths difficult at  school, so it is an irony that she is  now an accountant.)
• key words – the most important  words in a piece of writing.  You may be asked to underline  key words to improve your  understanding of a passage.
• literal – the exact, straightforward  meaning of something
• literacy – the ability to read and write logo – a symbol which belongs to a  certain product (e.g., each make of  car has its own symbol)
• metaphor – a direct comparison; like  or as are not used (e.g., Themba is  a lion in battle.)
• noun – the part of speech which  names a person, place or thing  (e.g., Angela wore a hat to the  party.)
• onomatopoeia – words which sound  like what they describe (e.g., a  brush swishes, a cow moos)
• oxymoron – words which seem to  contradict each other are used to  describe something (e.g., Being  sent to prison for life must feel like  a living death.)
• passive voice – the object of a  sentence becomes the subject  (e.g., The ball was thrown by Sipho,  instead of Sipho threw the ball.)
• personification – something which is  not human is described in human  terms for effect (e.g., The sun  smiled when it looked down at the  earth.)
• phrase – a group of words which  do not contain a finite verb (e.g.,  The yellow car). A sentence has  phrases in it.
• point of view – a particular way  of thinking about or judging  a situation (e.g., From an  economic point of view, the new  development will benefit the  town greatly.); also someone’s  personal opinion or attitude about  something (e.g., I respect your  point of view, but I’m not sure I  agree with you.)
• prefix – a syllable added to the  beginning of a root word to change  the meaning of the original word  (e.g., co-operate, preview). Prefixes  are often used to create opposites  (e.g., disappoint, unhappy)
• prejudice – an opinion already  formed; bias (e.g., It is prejudiced  to expect all nurses to be women.)
• preposition – the part of speech  which shows the link between two  things (e.g. The basket is on/over/ under/beside the chair.)
• pronoun – the part of speech which  takes the place of a noun (e.g.,  John loves Martha – He loves her)
• pun – a play on words (e.g., Seven  days without water makes a  person weak. “Weak” is a play on  “week”, which has seven days.) reflect – to think carefully about  something (e.g., When I reflect on how I behaved at school, I feel  ashamed.)
• register – the use of a different  language style to suit different  speakers and audiences.  Language can be formal (e.g.,  How do you do?) or informal (e.g.,  Hi/Howzit) depending on who  is speaking and who is being  addressed.
• root word – a word before it has had  a prefix or suffix added to it
• sarcasm – speaking or writing using  expressions which clearly mean  the opposite of what is felt in  order to be unkind or offensive  in an amusing way (e.g., saying  to someone who has arrived at a  meeting very late, “So good of you  to come.”)
• scan – to run one’s eyes over a text in  order to find specific information  (e.g., you scan a telephone  directory for a name and number,  or a timetable for the time of a  train or bus)
• simile – a comparison using ‘like’ or  ‘as’ (e.g., He ran like the wind. He  is as brave as a lion.)
• skim – to read a text very quickly to  get an overview (e.g., skim the  newspaper headlines for the main  news)
• slogan – a well-known saying which  belongs to a certain product  (e.g., ‘finger lickin’ good’ is KFC’s  slogan)
• suffix – a small word added to the  end of a root word to change the  meaning of the original word (e.g.,  helpless, manager)
• stereotype – a fixed (and often  biased) view about what a  particular type of person is like  (e.g., the stereotype of a rugby  player is of a big, strong man).  Stereotypes can be dangerous  when all members of a particular  group are regarded in the same  negative way (e.g., foreigners)
• symbol – something which stands for  or represents something else (e.g.,  a dove is a symbol of peace)
• synonym – a word which has the  same meaning or nearly the same  meaning as another word in the  same language (e.g., big and large are synonyms)
• target market – a group of people an  advertisement aims to attract as  customers
• text – a written text is a piece of  writing. A visual text conveys  a message through pictures,  diagrams etc.
• tone – the emotional message in a  text (e.g., The tone of the letter is  angry and critical.)
• verb – the part of speech which  describes doing (e.g., to play, to  fight) or being (e.g., to be, to seem)
• visual literacy – the ability to see  and find meaning in pictures,  photographs, diagrams, etc.

SECTION C: LANGUAGE STRUCTURES AND CONCENTIONS – ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 1 GRADE 12 STUDY GUIDE AND NOTES Language structures refer to the way words, phrases, and sentences are organized to convey meaning. Mastering these structures is essential for effective communication and comprehension.

In this section, pay special attention to your grammar and spelling! 

The exam for Section C will test your knowledge of language structures and  conventions. This will include:

• Vocabulary and language use;
• Sentence structure; and
• Writing and editing skills.

It will also test your visual literacy skills and your ability to critically analyse  a text so that you understand what is being communicated.
In this section, you will learn the steps that will help you to write the  advertisement, cartoon and language parts of the exam:

1. Visual literacy
2. Critical language awareness
3. Analysing an advertisement
4. Analysing a cartoon
5. Language

You will find examples of how to answer the questions in Section C, based  on questions and answers from past exam papers. When answering the  questions, you must:

• Read the exam instructions carefully so you understand what the  examiner requires you to do;
• Read the exam questions carefully so that you understand how to  answer them; and
• Answer the questions according to the exam instructions. Pay attention  to your use of language, grammar and spelling.

1. Visual literacy

• A person who is literate is able to read and write. A person who is  visually literate can make  sense of images or  pictures.

Visual literacy is the ability to make meaning of information presented  in the form of an image. In other words, if you are visually literate you  understand what the drawings in a cartoon, or the drawings or photographs  in an advertisement, are communicating to you.
In order to answer exam questions that are based on advertisements or  cartoons, you need to be visually literate because advertisements and  cartoons include both words and images (drawings or photographs).

2. Critical language   awareness 

To be critical when reading, viewing or listening means to analyse the  material so that you can understand what is really being communicated.
When you study advertisements and cartoons, you should watch out for:

• Emotive or manipulative language. Advertisers use emotive (emotional)  language and images to persuade us to buy products.
• Stereotyping. A stereotype is a misleading idea of someone or something  as a type, with no regard to the truth about the actual person or thing.  The ideas that ‘all children are noisy’, ‘women belong in the kitchen’ or  ‘strong men don’t cry’ are examples of stereotyping. We know that not  all children are noisy, women do not all belong in the kitchen and many  strong men do cry.
• Prejudice or bias. This is close to stereotyping. It is a way of thinking  that makes us believe that we know something about a whole group of  people, and that makes us feel good or bad about them, no matter what  the facts are. Racial, religious and political prejudices are very common.
• Lies. People often lie to make you believe or do something, so we  forget to ask: ‘Is this the truth?’ For example an advert may promise  ‘Our miracle diet pills will turn you from plump to slender in only three  weeks.’ You are not also told that you will lose weight only if you exercise  and eat a healthy diet at the same time, and what, exactly, ‘plump’ and  ‘slender’ mean.
• Association. When two things are associated in your mind, you may  feel that they ‘go together’. For example, if you are told about beautiful  people who use Whammo deodorant and who have lots of fun, you  are being asked to believe that if you use Whammo deodorant you will  become like the beautiful people and have lots of fun. Even great music  in a TV commercial can persuade you that the product being advertised  will make you feel as good as the music does.

3. Analysing an  advertisement 

The purpose of advertising is to persuade someone to buy a product  (for example food or clothing); or to do something (for example, to stop  smoking or to vote in an election). Advertisements also announce events  (for example, Mandela Day or a sporting event) and inform the public about  jobs or services that are available.

• To persuade: To try to  convince a person to do  something or to influence or  guide a person’s thinking.
• Read adverts whenever you get the chance!

Advertisements come in many forms: 

• Printed advertisements, which may be:
  • Advertisements containing words and images in newspapers and  magazines;
  • Short advertisements in newspapers using words only, called  classified advertisements;
  • Posters on walls, or streetlight poles, or notice boards;
  • Flyers (loose sheets of paper handed to people in the street or  dropped into post boxes); and
  • Catalogues (booklets advertising all the products made by a particular  company or sold by a particular store).

• Radio commercials
• Television and film commercials
• Advertisements on smart phones and on the internet

Advertisements attract people’s attention by: 

• Using layout and colours which draw attention to specific words;
• Being amusing or clever;
• Featuring attractive or interesting people and places;
• Using catchy slogans and phrases, for example, ‘Betty’s buns are better’;
• Promoting a bargain; and
• Playing interesting music (television and radio).

When you study advertisements, think about: 

• What is being advertised? How do I know?
• Who is likely to be interested in/ who would like to buy this product?
• How do the designers of the advertisement try to make the product  appealing?
• What is the meaning of the words they use? Why do they use these  words?
• What does the picture (drawing/photograph) show? Why has this picture  been chosen?
• If I had the money, would I buy this product? Why or why not?

 Terms related to advertisements 

• Slogan: Words that are linked to a product and that are easy  to remember (for example, “Finger-licking good”).
• Logo: A visual design, sometimes including letters, words  or symbols, that is the official sign of a company or organisation (for example, the Nike tick).
• Font: The style and shape of printed letters, often especially chosen for emphasis in advertisements or  cartoons.
• Target market: The type of people an advertisement wants to attract (for example, fashionable young people; wealthy  business people).
• Layout: The way the advertisement is set out on the page so  that certain words and pictures attract attention.
• Language use: The choice of words and ways of saying things (for  example, the use of slang to sell jeans to young  buyers; formal language used to sell banking services  to business people; dramatic language used to sell  adventure equipment; repetition used to make the  reader remember the message).
• Figures of speech: The use of metaphor, simile, hyperbole (great  exaggeration), onomatopoeia, puns, personification  and alliteration (for example, hyperbole and  alliteration used together: ‘Betty bakes the best buns  in the world’).
• Sound devices: Words chosen for the effect of their sounds (for  example, onomatopoeia and alliteration used  together: ‘Shush, baby’s sleeping, it’s time for a  soothing sip of rooibos tea’).

Analysing advertisements

• To answer questions about adverts you need to notice every detail of how the advert is presented.

To answer questions on advertisements, you need to:

• Understand what the words in the advertisement mean; and  understand what is shown in the advertisement drawings or  pictures;
• Pay attention to how the words and the pictures work together to  persuade the reader to buy a product or do what the advertisement  suggests (for example, a road safety advertisment may ask that  drivers drive slowly);
• Understand how the layout of the advertisement and the use of  fonts attracts the reader’s attention;
• Pay attention to how punctuation has been used; and
• Notice the use of figures of speech.

Activity 4 

Study the advertisement below and answer the set questions.

1. Who is the advertisement aimed at? Give a reason for your  answer. (2)
2. Discuss how the picture used in the advertisement supports  each of the following claims:
   1. ‘Full of Omega 3 & 6 seed goodness.’ (2)
   2. ‘Seeds are high in essential fats Omega 3 & 6, which are  good for your heart.’ (2)
3. How is the slogan, ‘LOVE YOUR HEART’, meant to influence  the reader? (2)
4. Does the advertisement tempt you to buy the product?  Give a reason for your answer. (2)  [10]

• Any Two of these  answers to question  2b will earn you 2  marks
• Question 4 is  an open-ended  question, which  means you should give your  opinion. You must also give  areason for your view.

Answers to Activity 4  1. It is aimed at people who are health-conscious ✔ OR people  who want to increase the amount of Omega 3 & 6 in their  diet ✔ OR people who have heart problems ✔ OR people  who want to take care of their hearts. ✔ (1) AND The advertiser claims that the product is filled with Omega 3  & 6 which are very healthy and good for you/ good for your  heart. ✔(1) 2. The picture emphasises how ‘full’ Flora is of ‘seed  goodness’. The seed man’s foot against the tub shows how  hard he is trying to tie the seed goodness into the tub, but  the tub is still bursting open. ✔✔(2) The seed man has a heart-shaped head.✔ The Flora  logo is heart-shaped.✔ The Heart Foundation logo is a  heart shape.✔ The Flora tub bursting open emphasises  the margarine’s high seed/Omega 3 & 6 content. ✔ This emphasises that seeds are good for your heart. ✔ 3. It is meant to persuade readers of the advert to buy Flora by  convincing them that if they are concerned about their hearts  they will use this product. ✔✔ (2) 4. Yes. It is a product which contains essential fats that we  need/ are good for you. ✔✔ OR  No. I do not believe that you will have a healthy heart just by using this product alone. ✔✔ (2) [10]

• When reading an advert, you must look at the picture and read the words.

 Activity 5 

Study the advertisement below and answer the set questions.

• You can answer ‘yes’ OR ‘no’ to the last  question, but you must support your answer with  a good reason.

1. Who is the advertisement aimed at? Give a reason for your  answer. (2)
2. Why are the words ‘Romany Creams … irresistibly delicious’  written in a larger font size? (2)
3. How are the following words expected to influence the reader: ‘take your tastebuds travelling to another world …’ ? (2)
4.  Would this advertisement tempt you to buy Pyotts Romany  Creams biscuits? Explain why. In your answer, you should  focus on both the pictures used and the written text. (4)  [10]

• Question 4 is for 4 marks, so you need to make four points:  two about the picture and  two about the text.
• For more practice on  advertisements, go to these past exam papers:
  • November 2011, page 9, Question 3
  • Feb/March 2012, page 8, Question 3
  • November 2012, page 9, Question 3
  • Feb/March 2013, page 8, Question 3

Answers to Activity 5  This advert is aimed at people who like chocolates OR like  having biscuits with their tea or coffee OR people with a  sweet tooth. ✔ (1) The advertisement is about chocolate biscuits. ✔ OR The  cups in the picture suggest this would be a good biscuit to  have with a hot drink.✔ OR Chocolate biscuits are sweet. ✔(1) The big words help to attract the reader’s attention. The  words emphasise how delicious/irresistible these biscuits  are. The words emphasise the name of the biscuits. ✔✔(2) It convinces the reader that the product is very special and  that this is a delicious biscuit. The taste is better than the  ordinary tastes in this world. ✔✔(2) Yes. (Picture) The big picture and box make these biscuits  look delicious. The cups in the picture suggest this will be a  good biscuit to have with tea/coffee. ✔✔(2) AND (Text) The advertisement promises these biscuits are  ‘irresistibly delicious’ and that I will not be able to say no. The  milk chocolate filling tempts me as I love chocolate. There is  a promise that these biscuits have a unique taste and this  will tempt me to buy them.✔✔(2) OR No. (Picture) The picture does not look appealing to me at  all because I do not like biscuits OR chocolate. Biscuits are  unhealthy. ✔✔(2) AND (Text) The language used will not persuade me to buy the  biscuits because there are no facts, only opinions. The  language the advertiser has used does not succeed in  persuading the reader to buy the product. ✔✔(2) [14]

3.1 What is expected from you   in the exam?
In the exam, the advertisment question is worth 10 out of 80 marks for  Paper 1.
The exam question will include an advertisement made up of words and  images. You will be required to answer questions about this advertisement.
The exam is two hours long and your should spend about 10 minutes on  the advertisment question.

4. Analysing a cartoon 

A cartoon is a single drawing, often accompanied by words. A cartoon may  be:

• Amusing, in order to make us laugh; or
• Serious, in order to draw attention to something the cartoonist wants  people to think about (for example, an event that is in the news).

A cartoon strip is a series of drawings where each separate drawing tells  part of the story. Each separate drawing is called a frame. The story in a  cartoon strip usually builds up to, and ends with, a punch line. A punch line  consists of the last few words of a story which make that story amusing or  clever (or both). In a cartoon strip, both the words and the drawing in the  final frame contribute to the punch line.

Like single cartoons, cartoon strips may also be amusing or serious (or  both). Cartoons and cartoon strips may use satire. Satire makes fun of  people, especially public figures such as politicians, in order to criticise  them.

• Satire: Making fun of  people in order to criticise  them.

Cartoons may include people, animals or imaginary creatures, or all three.  Cartoonists (people who draw cartoons) may change or exaggerate some of  the features of these figures. For example, people may have huge heads or  skinny legs, animals may wear clothes and talk. A cartoonist commenting  on current affairs may draw a person’s head bigger than it is in real life,  or emphasise his or her nose, his or her glasses, or his or her hair, for  example. This is called a caricature.

When you study cartoons or cartoon strips, think about the following: 

• Is this meant to make me laugh or to think seriously about something,  or to do both?
• What do I notice about the body language of each person or animal in  the frames?
• What do I notice about the font and size used for the words?
• What do I notice about the punctuation?
• What connections can I make between the words and the drawings?

Analysing cartoons
To answer questions on cartoons, you need to:

• Understand the ‘message’ or point of a serious cartoon (i.e. one  that is making a comment about something in society that the  cartoonist is concerned about) and understand the joke in an  amusing cartoon;
• Understand that the way people, animals or objects are drawn in  the cartoon affects the meaning of the cartoon (for example, body  language and facial expressions);
• Understand how the way words are written in the cartoon (for  example, font size, use of capital letters and bold type) affects  meaning; and
• Understand how punctuation is used to affect the meaning of the  cartoon.

1. Read and analyse cartoons whenever you get the chance!

Activity 6 

Carefully look at the cartoon below and then answer the questions that  follow.
Note: The name of the dog in this cartoon is Fred.

• Each of the frames in the  cartoon is numbered as  questions are asked about a  particular frame.

1. Refer to frames 1 and 2 of the cartoon. How does the cartoonist show that the man is angry with  his dog?
   In your answer consider BOTH the man’s body language and  his words. (4)
   • The man’s body  language means  the expression on  his face and what he is do ing with his hands.
2. Refer to frame 3.
   Why are the words “ ‘MY CHAIR!’ ” repeated? (1)
3. Refer to frame 4.
   Choose the correct answer to complete the following sentence.  Write down only the question number (3) and the letter (A – D). The sentence “ ‘I switched off ages ago!’ ” suggests that the  dog is …
   1. indifferent.
   2. self-conscious.
   3. embarrassed.
   4. guilty. (1)
4. Do you find this cartoon humorous? Give a reason for your  answer. (2)  [8]

• • Humorous: Funny or  amusing; something that  makes you laugh.

HINT!

• Your answer must  focus on both the  image and the words for 4 marks.
• To scold: To tell someone  in an angry way that they  have done something  wrong.
• Indifferent: Not interested  or not caring about  something.

Answers to Activity 6  In the picture: To show he is angry with the dog, the man  waves a finger or hand at the dog in frames 1 and 2. ✔ He  also has an angry look on his face.✔ (2) AND In the words: The exclamation marks in both frames suggest  he is using an angry tone or shouting at Fred.✔ The use of  capital letters suggests that he is angry. ✔ The man is scolding Fred and telling him what he has done  wrong. ✔(2) The words “MY CHAIR” are repeated to show how angry the  man is with Fred. ✔ OR The man wants Fred to feel really sorry for what he has  done. ✔ OR The man wants to emphasise to Fred that the chair belongs  to him ― not to Fred. ✔(1) A/indifferent ✔(1) Yes. The dog stopped listening a long time ago, just as  humans often do. ✔✔ OR Yes. Whatever the man is saying will have no effect on Fred,  just as parents’ words often do not have an effect on their  children. ✔✔commentcomment OR Yes. The man is becoming very angry but the dog stopped  listening a long time ago. ✔✔ OR No. I feel sorry for the dog because its master does not treat  it well.✔✔(2) [8]

• To get marks, always give a reason for a ‘YES’ or “NO” answer.

Activity 7 

Read the cartoon below and answer the questions that follow. Note: In this cartoon, the man is Hägar and his dog is Snert.

1. Refer to frame 3. To whom does the phrase “MY SOMEONE”  refer? (1)
2. Refer to frame 4. Name TWO ways in which the cartoonist  shows the reader that the dog is very hungry. (2)
3. Refer to frame 8.
   1. How does the dog feel at this point? (1)
   2. How do you know this? Mention TWO points. (2)
4. Explain how this cartoon makes you feel about Hägar. (2)
5. Do you think the cartoon conveys an important message  to readers?  Give a reason for your answer. (2)  [10]

NB:

• To answer  HINT! question 2, look  at the dog’s face.
• Also look at what is written  in bold type and the  punctuation in his thought  bubble.
• Questions 4 and 5 are open-ended questions. An open ended question requires you to  give your own opinion. Support  your opinion with a strong reason.

Answers to Activity 7  The word refers to Hägar, the dog’s owner. ✔ (1) The word “STARVED“ is written in bold font for emphasis.✔ The exclamation mark emphasises the dog’s hunger.✔The dog thinks his master has forgotten his dinner again.✔ The expression on the dog’s face suggests he is sad.✔.  (2) He is very happy and full of love for his owner.✔ (1) His legs are off the ground, suggesting he is running after  his master in excitement.✔The heart shape above his head suggests he is very happy/  loves his master.✔His helmet has flown off his head, suggesting the speed at  which he is following Hägar.✔(2) I feel angry and disturbed that he shows no care or concern  for his dog, which depends so much on him. ✔✔(2) Yes. It is important to take take responsibility for your  pets. ✔✔ OR Yes. The comment being made is that people often take care  of their own needs and neglect their pets. ✔✔ OR No. The cartoon is only meant to entertain. ✔✔(2) [10]

Activity 8
Read the cartoon below and answer the questions.
Note: In this cartoon, Andy is the man in the striped jersey and Chalkie is  his friend.

NB 

To answer both  parts of question  3, look at what the  men are wearing and what  is in the background of frame 1.

1. Refer to frame 1. Identify the sport that Andy and Chalkie are  talking about. (1)
2. Give TWO reasons for your answer to QUESTION 1. (2)
3. Refer to frame 1.
   1. Choose the correct word to complete the following sentence: Andy’s feeling towards Chalkie is one of …
      1. affection.
      2. despair.
      3. jealousy.
      4. anger. (1)
   2. Give a reason for your answer to QUESTION 3a. (1)
4. How do Chalkie’s body language AND facial expression  support his words? (2)
5. Do you think Chalkie’s apology has had any effect on Andy  throughout the cartoon? Give TWO reasons for your answer. (2)
6. Refer to frame 2.  Why is the word STOP written in bold capital letters? (1)  [10]

• To answer question 5, look at what Andy says with words AND his body  language.
• Any TWO of these  answers to question  2, 4 and 5 will earn  you 2 marks

Answers to Activity 8  soccer/football ✔ (1) goal posts in frame ✔ corner flag ✔ soccer boots ✔ soccer clothes ✔ use of the words ‘goalpost’ and ‘goalie’ ✔   (2) D/anger  ✔ (1) Chalkie made them lose the match. ✔ (1) Body language: An outstretched hand suggests that Chalkie is pleading.✔ He is following Andy around.✔ His shoulders are slumped and his arm is hanging limply.✔ Facial expression: His eyes are looking downwards.✔ His mouth is drooping and turned down.✔ (2) 5. No. Andy never faces Chalkie.✔ OR No. His facial expression does not change.✔ OR No. Andy keeps his arms folded✔ OR No. Andy’s final answer is abrupt/short and cross. ✔(2) 6. He is emphasising what Chalkie did not do. (1) [10]

For more practice on cartoons, go to these past exam papers:

• November 2011, page 11, Question 4
• November 2012, page 11, Question 4
• Feb/March 2013, page 10, Question 4

4.1 What is expected from you   in the exam?
In the exam, the cartoon question is worth 10 out of 80 marks for Paper 1.
The exam question will include a cartoon made up of images and words.  You will be required to answer all the questions about this cartoon.
The exam is two hours long and you should spend about 10 minutes on  the cartoon question.

5. Language 

This part of Section C is a challenge to prepare for because the examiners  test your knowledge of many different aspects of language:

• Grammar
• Punctuation
• Vocabulary
• Spelling
• Abbreviations

In the exam, these aspects of language will be tested by answering  questions based on:

• A word extract; and
• A picture with a short text.

This section focuses on the following aspects of grammar, punctuation  and vocabulary:

5.1 Verb tenses
5.2 Subject/verb agreement (concord) and singular/plural conversion
5.3 Verbs in active and passive voice
5.4 Question tags
5.5 Direct and indirect speech (reported speech)
5.6 Negative sentences
5.7 Combining two short sentences into one longer sentence
5.8 The apostrophe: when and how to use it
5.9 Prepositions
5.10 Vocabulary

The meanings of words; knowledge of different forms of the same   word; spelling of words.

5.11 Language and editing skills in context
5.12 What is expected of you in the exam?

HINT:

• To improve your language skills, read as much English as possible. Reading will improve  your grammar, punctuation,  vocabulary and spelling.
• Also work through this section carefully. It will help you to revise many rules of language.
• And look at the Mind the Gap Paper 3: Writing study guide. It gives you  information about how writers use language.

5.1 Verb tenses
Several of the questions require you to know how the different tenses of  verbs are formed (for example, those on question tags, active and passive  voice, reported speech.) It is a good idea to revise these in your language  textbook.
Below is a verb tense table for the regular verb ‘to walk’ to help you to  revise the different forms that a regular verb may take in the active voice.

‘to walk’	Present	Past	Future	Conditional
Simple	I walk. He/she walks.	I walked. He/she walked.	I will walk. He/she will  walk.	I would walk He/she would  walk.
Continuous	I am walking. He/she is  walking. We are walking.	I was walking. He/she was  walking. We were  walking.	I will be walking. He/she will be  walking.	I would be  walking. He/she would  be walking.
Perfect	I have walked. He/she has  walked.	I had walked. He/she had  walked.	I will have  walked. He/she will  have walked.	I would have walked. He/she would  have walked.
Perfect and Continuous	I have been  walking. He/she has  been walking.	I had been  walking. He/she had  been walking.	I will have been  walking. He/she will  have been  walking.	I would have  been walking. He/she would  have been  walking.

• There are also many irregular verbs, including commonly used verbs such  as ‘to be’, ‘to have’, ‘to eat’, ‘to sing’, ‘to run’ and many others which take  different forms in the various tenses. You need to become familiar with  these by studying them in your language textbook and by noticing them  whenever you read.
• For the past tense of a regular verb, add ‘ed’ to the end of the present tense verb. For  example, ‘I walked’. You cannot do  this with an irregular verb. For example, the past tense of ‘I eat’ is ‘I ate’ .

Worked examples: Verb tenses
Sometimes an exam question requires knowledge of the correct  form of the verb in a particular tense.

1. Rewrite the following sentence in the past tense:
   • She’s healthy and I love her. (2)
   • Correct answer: She was healthy and I loved her. (2)
   • In the past tense, the contracted form ‘She’s’ (meaning ‘She is’) has to  be written as a full verb (‘was’). ‘To love’ is a regular verb so the past  tense is formed by adding ‘ed’. Because ‘love’ already ends in ‘e’, only  the ‘d’ is added.
2. Rewrite the sentence in the future tense:
   • She has received numerous humanitarian awards. (1)
   • Correct answer: She will receive numerous humanitarian awards. (1)
   • The future tense requires the use of ‘will’ with the base form of the verb  (‘receive’).
3. Rewrite the following sentence in the present tense:
   • I wanted to say I was in awe of him. (2)
   • Correct answer: I want to say I am in awe of him. (2)
   • This question is for 2 marks because two verbs need to change. In this case ‘wanted’ becomes ‘want’ (a regular verb) and ‘I was’ (first  person, past tense) becomes ‘I am’ (first person, present tense of the  irregular verb ‘to be’).

• If the question is for 2 marks, you know that there are two changes that need to be made to the sentence.

5.2 Subject/verb agreement   (concord)  

• Concord: The agreement  between words in a  sentence. For example, if the  noun is plural, the verb is

In English, all the words in a sentence that have a special kind of ‘connection’  with each other must be in the same form (that is, they must be all singular  or all plural). This special connection is discussed in this section.
If the noun or pronoun in the subject of the sentence is plural, then the  verb must be plural. If the noun or pronoun is singular, then the verb must  be singular.
The subject of a sentence is a noun, a pronoun, or a phrase (a group of  words without a verb) which includes a noun. For example:

• The policeman (noun) arrested the robbers.
• He (pronoun) arrested the robbers.
• The tall, strong policeman (phrase) arrested the robbers.

The exam will test your knowledge of this part of English grammar in two  ways:

• By asking you to rewrite a singular sentence in plural form
• By asking you to correct an error of subject/verb or pronoun/noun  agreement.

Worked examples: Subject/verb agreement  (concord)
Read the examples from past exam papers below. This will help you to  understand this part of English grammar and to answer questions of this  kind correctly in the exam.

1. Rewrite the following sentence in the plural form:
   Note that question  1 is worth 4 marks,  so you need to   make four changes in the  sentence.

That mother and baby still move in my thoughts. (4)
Correct answer: Those mothers and babies still move in our thoughts.
To answer correctly you need to know the following:

1. The plural form of ‘this’ is ‘these’; and the plural form of ‘that’ is  ‘those’.
2. To form the plural of ‘mother’, just add ‘s’; but to form the plural of  ‘baby’, change the ‘y’ to ‘ies’.
3. Although ‘thoughts’ is already in plural form, to show that these  are the thoughts of more than one person, change ‘my’ (singular first  person) to ‘our’ (plural first person).

2. Correct the single error in the following sentence:
… my heart was in my throat and a thousand thoughts was racing  through my mind. (1)
Correct answer: … my heart was in my throat and a thousand thoughts  were racing through my mind.
The noun ‘thoughts’ is plural, therefore it must be followed by the plural  verb form ‘were’, not the singular form ‘was’.
3. Rewrite the following sentence in the plural form:
The Minister of Education worked tirelessly. (1)
Correct answer: The Ministers of Education worked tirelessly.
The only change you can make to this sentence is to the number of  ministers in the subject. Education is never written with an ‘s’, and in the  past tense the verb has the same form for both singular and plural. The  question is for one mark, so this means only one change is required.
4. Correct the single error in the following sentence:
However, it is possibly due to her warm personality that she make an  impact on people. (1)
Correct answer: However, it is possibly due to her warm personality that  she makes an impact on people.
‘She’ is a third person singular subject and ‘make’ is a present tense  verb. In English, when the subject is third person singular (for example,  he, she, it, Jabu, Cindy) in the present tense, the verb always ends in ‘s’.
5. Correct the single error in the following sentence:
His face were still partially paralysed and he spoke in a soft voice. (1)
Correct answer: His face was still partially paralysed and he spoke in a  soft voice.
‘His face’ is a singular subject and so the correct singular past tense  form of the verb ‘to be’ is ‘was’. “Were” is the plural form.
6. Correct the single error in the following sentence:
Robert Phipps, a body language expert, tells you how to interpret this  non-verbal clues. (1)
Correct answer: Robert Phipps, a body language expert, tells you how to  interpret these non-verbal clues.
To answer correctly you need to know that ‘non-verbal clues’ is plural, so  the correct form is the plural ‘these’, not the singular ‘this’.
7. Correct the single error in the following sentence:
Body language make up 50 to 100% of a conversation. (1)
Correct answer: Body language makes up 50 to 100% of a conversation.
‘Body language’ is singular (i.e. language, not languages) and the  sentence is in the present tense. This means that the third person  singular present tense form of the verb must be used (‘makes’). (1)
8. Rewrite the following sentence in the plural form:
When a person is lying, he tends to become generally less  expressive. (4)

• An exam question may ask you to correct the single error in a sentence. This will often be a concord error.

Correct answer: When people are lying they tend to become generally  less expressive.
The singular subject (‘a person’; ‘he’) must become plural (‘people’;  ‘they’) and the form of the verb must agree with the plural subject (‘are’;  ‘tend’).

Activity 9
1. Correct the single error in each of the following sentences:

1.1 His younger brothers walk to their primary school but Sipho  travel to high school by taxi. (1)
1.2 Unfortunately the taxi fares is becoming expensive. (1)
1.3 Sipho is looking for a Saturday job so that he can afford this  higher fares. (1)

2. Rewrite the following sentences in the plural form:

2.1 In the procession, the princess walks behind the king  and queen. (4)
2.2 The conference is being hosted by a government  department. (2)  [9]

Answers to Activity 9 1.1 His younger brothers walk to their primary school but Sipho  travels to high school by taxi. ✔(1) 1.2 Unfortunately the taxi fares are becoming expensive. ✔ (1) 1.3 Sipho is looking for a Saturday job so that he can afford these higher fares. ✔ 2.1 In the processions, the princesses walk behind the kings and  queens. ✔✔✔✔(4) 2.2 The conferences are being hosted by government  departments. ✔  (2) [9]

5.3 Verbs in active and   passive voice
A verb is in the active voice when its subject does the action. For example:  ‘The striker scored a goal.’ The subject is the striker and the striker is doing  the action. To find the subject of a verb ask who or what does the action.
A verb is in the passive voice when the subject ‘receives’ the action: ‘The  goal was scored by the striker.’ When a sentence is written in passive voice  it is possible to leave out the ‘doer’ of the action: ‘The goal was scored.’

Four steps to change a sentence  from active voice to passive voice: 

1. Underline the verb in the sentence.
2. Divide the sentence into a Subject – Verb – Object.
3. Begin the new sentence with the object.
4. The verb in the passive voice consists of the past participle form with  some form of the verb ‘to be’ or, occasionally, the verb ‘got’ (for example,  ‘I was stung by a bee’.)

When you are asked to change a sentence from one voice to the other,  make sure that you keep the tense of the original sentence. For example:

• Present continuous tense
  Active voice: The striker is scoring a goal.
  Passive voice: A goal is being scored by the striker.
• Perfect tense
  Active voice: The striker has scored a goal.
  Passive voice: A goal has been scored by the striker.
• Simple future tense
  Active voice: The striker will score a goal.
  Passive voice: A goal will be scored by the striker.

Hint/example:

• ‘I kicked the ball.’
  I am the subject, the ball is the object and kicked is the verb. This is the active voice.
• For the passive voice,
  begin the sentence with the object – the ball. The   sentence becomes: ‘The ball was kicked by me.’

Worked examples: Active and  passive voice
1. Rewrite the following sentence in the passive voice starting with the  given word (or words):

1.1 Money provides financial freedom. Start with: Financial freedom… Correct answer: Financial freedom is provided by money.
1.2 Robert is training someone every week. Start with: Someone… Correct answer: Someone is being trained by Robert every week.
1.3 The 18-year-old had developed an illness causing paralysis.  Start with An…
Correct answer: An illness causing paralysis had been developed by the  18-year-old.

2. Rewrite the following sentence in the active voice starting with the  given word (or words):

2.1 Graça Machel is admired greatly by the people of Mozambique.
Begin your answer with: The people
Correct answer: The people of Mozambique greatly admire Graça  Machel.

Activity 10 

1. Write down what you have noticed about the ways in which a  sentence written in the active voice changes when it is  written in the passive voice. (4)
2. Rewrite the following sentence in the passive voice starting  with the given word (or words):
   2.1 Thomas Edison invented the electric light bulb in 1879.  The electric light bulb … (1)
   2.2 Police arrested two men yesterday in connection with a  car hijacking. Two men … (1)
   2.3 The Umlazi high school choir won first prize in an  international school choirs’ competition.  First prize …. (1)
3. Rewrite the following sentence in active voice starting with  the given word (or words):
   3.1 Four rhinos were found dead by members of an  anti-poaching unit. Members … (1)
   3.2 Unusually heavy rainfall has been experienced this year  in the Eastern Cape. The Eastern Cape… (1)

[9]

Answers to Activity 10  1. The order of the words in the sentence changes. ✔ When a sentence is written in passive voice it is often necessary  to add a preposition such as ‘by’. Verbs in the active form have  fewer words than they do in the passive form. ✔ The same tense and form of the verb (for example, present, past,  continuous) is used in both the active and the passive voice  sentences. ✔✔(4) 2.1 The electric light bulb was invented by Thomas Edison. ✔(1) 2.2 Two men were arrested yesterday in connection with a car  hijacking. ✔(1) 2.3 First prize in an international school choirs’ competition was won by the Umlazi high school choir. ✔(1) 3.1 Members of an anti-poaching unit found four dead rhinos. ✔(1) 3.2 The Eastern Cape has experienced unusually heavy rainfall this year. ✔ (1) [9]

5.4 Question tags
In English, questions can be asked in various ways. For example, this  can be done by putting one of the ‘W-H’ words (‘Who’, ‘What’, ‘Where’,  ‘When’, ‘Why’) or ‘How’ at the beginning of a sentence. Another way of  asking a question is by adding what is called a question tag at the end of  a statement.

• Contraction: A shortened  form of a word; or two  words that are combined  into one. For example,  ‘doesn’t’ is a contraction  of ‘does not’.
• A question tag comes at the end of a question, doesn’t it?

There are many ways that a sentence written as a statement changes  when a question tag is added to it:

• If the verb in the statement is in the negative form, the verb in the tag is  in the positive form.
  Statement: He didn’t always feel this way.
  Question: He didn’t always feel this way, did he?
• If the verb in the statement is in the positive form, the verb in the tag is  in the negative form.
  Statement: The blind immigrants were treated badly.
  Question: The blind immigrants were treated badly, weren’t they?
• When the verb in the tag is in the negative form, it is written as a  contraction: ‘weren’t’ is correct but “were not” is incorrect in a question  tag.
• The verb in the statement and the verb in the question tag must be in  the same tense.
  For example: Graça Machel is a really wonderful person, isn’t she?
  Here, both verbs are in present tense.
• Sometimes a different verb needs to be used in the question tag. For example:
  Most people cross their arms if they are feeling defensive, don’t they?
• The subject in the statement changes to a pronoun in the question tag.  For example:
  The blind immigrants were treated badly, weren’t they?
  A singular pronoun is used for a singular subject and a plural pronoun  is used for plural subject.
• There must be a comma before the start of the question tag.
• The question tag must end with a question mark.

Activity 11
Change the following sentences into tag questions by filling in the blanks.

1. Cyclists should ride in single file on the road, … … (1)
2. The traffic police were very busy at the big cycle race, … … (1)
3. The Tour de France cycle race has been run for 100 years, … … (1)
4. Professional cyclists shouldn’t have to struggle for  sponsorship, … … (1)
5. Racing bicycles cost a great deal of money, … … (1)  [5]

Answers to Activity 11  1. Cyclists should ride in single file on the road, shouldn’t they? ✔(1) 2. The traffic police were very busy at the big cycle race, weren’t  they? ✔(1) 3. The Tour de France cycle race has been run for 100 years,  hasn’t it? ✔(1) 4. Professional cyclists shouldn’t have to struggle for  sponsorship, should they? ✔ (1) 5. Racing bicycles cost a great deal of money, don’t they? ✔(1) [5]

5.5 Direct and indirect speech
Direct speech refers to the actual words spoken or written by someone.  When someone else uses these exact words, that person ‘quotes’ them.

• Indirect speech is also called reported speech.

The words are put in quotation marks and all other punctuation marks  used in the sentence will be captured inside these quotation marks. When someone else reports what someone said without using the exact  words, they use indirect or reported speech.
Read the example of the same sentence written in direct speech and  reported speech.

Direct speech:
Nosipho said, “My family will be going to a soccer match next Saturday.”

Reported speech:
Nosipho said that her family would be going to a soccer match the  following Saturday.
Here are the differences between the two sentences:

• The comma and the quotation marks are not used in reported speech.
• The form of the verb changes in reported speech. (In this example, ‘will’  changes to ‘would’.)
• The time word changes. (In this example, ‘next’ changes to ‘the  following’.)
• The word ‘that’ is used to introduce the new version of the words which  were spoken.

Rules for changing direct speech to indirect  (reported) speech 

1. In sentences that start with a present tense verb, only the pronouns  change. For example:
   Direct speech: He says: ‘I am sorry.’
   Reported speech: He says (that) he is sorry.
   In sentences that start with a past tense verb, the tense becomes one  tense ‘older’. The pronouns and time words also change.  For example:
   Direct speech: He said: ‘I am sick.’
   Reported speech: He said (that) he was sick.
2. In reported speech there are no quotation marks, but you add a  conjunction such as ‘that’ or ‘whether’. For example:
   Sibongile asked whether I would be going to the party.
3. The tenses ‘backshift’ (go back in time) as follows:
   • The simple present tense changes to the simple past tense.  For example, go /goes becomes went; walk/walks becomes walked.
   • The past simple tense changes to the past perfect tense. For example,  went becomes had gone; walked becomes had walked.
   • The present perfect tense changes to the past perfect tense.  For example, has gone becomes had gone; has walked becomes had  walked.
   • The present continuous tense changes to the past continuous tense.  For example, am walking becomes was walking.
4. Some pronouns change: ‘I’ becomes ‘he’ or ‘she’; ‘we’ becomes ‘they’;  ‘us’ becomes ‘them’; ‘our’ becomes ‘their’.
5. In direct speech, punctuation marks are used to show tone of voice or  expression. These are not used in reported speech.
   In reported speech, tone and expression are sometimes shown through  the use of words.
   For example:
   Direct speech: ‘We’ve won the competition!’ the boys shouted.  Reported speech: The boys shouted that they had won the competition.
6. Time words change. For example:
   • ‘now’ becomes ‘then’
   • ‘today’ becomes ‘that day’
   • ‘tomorrow’ becomes ‘the next day’
   • ‘last week/month/year’ becomes ‘the week/month/year before’
   • ‘next week/month/year’ becomes ‘the following week/month/year’.
7. The words ‘this’ and ‘that’ change to ‘these’ and ‘those’.

NOTE:

• Direct speech  uses quotation  marks; reported speech does not.

 Worked examples: Direct and  indirect speech
e.g. 

• The number of  marks after each question  tells you how many  changes you must make  in the sentence.

Rewrite the following sentence in reported speech: 

1. The young lady said, “I can’t give my baby a good life here.” (4)
   Correct answer: The young lady said that she couldn’t  give her baby a good life there.
2. Graça Machel said, “It is something you give a young girl  that can never be taken away.” (3)
   Correct answer: Graça Machel said that it was something  you gave a young girl that could never be taken away.
3. He wanted to say, “I will never forget you or your parents  and the sacrifices you have made.” (3)
   Correct answer: He wanted to say that he would never forget  him (OR her) or his (OR her) parents and the sacrifices they  had made.
4. Yesterday Robert Phipps said, “Mary, your eyes are the  windows to your soul.” (3)
   Correct answer: The previous day (OR The day before) Robert Phipps told Mary that her eyes were the windows to her soul.

Activity 12
Rewrite each of the following sentences in reported speech:

1.  Nompumelelo said, “My favourite TV programme is Muvhango.” (3)
2. Mpumi said, “The story has too many characters for me and  so I get confused.” (3)
3. “Are you planning to watch the programme even though it’s  confusing for you?” Thulani asked. (5)
4. “It will depend on whether you can help me understand these  characters,” Mpumi replied. (6)  [17]

Answers to Activity 12   Nompumelelo said that ✔ Muhvango was ✔ her ✔ favourite TV programme.  (3) Mpumi said that✔ the story had ✔ too many characters for  her and so she got ✔ confused. (3) Thulani asked whether ✔ she ✔ was planning ✔✔ to watch  the programme even though it was✔confusing for her. (5) Mpumi replied that ✔ it would ✔ depend on whether he  ✔ (OR Thulani) could help her ✔ understand those ✔ characters. (6) [17]

5.6 Negative sentences 

In the exam, you may be tested on your knowledge of how to change a  positive statement into a negative one.

There are many ways that a sentence written as a positive statement  changes when it is written in the negative:

• Two words need to be added: (i) a form of the auxiliary verb ‘do’; and  (ii) ‘not’. An auxiliary verb is used with another verb to form negative  sentences or questions or tenses. In English, the auxiliary or helping  verbs are be, have and do.
• The tense of the auxiliary verb must be the same as the tense of the  verb in the positive sentence. For example, ‘understands’ becomes  ‘does not understand’ (simple present tense); ‘failed’ becomes ‘did not  fail’ (simple past tense).
• In the negative form, the ending of the main verb changes. For example,  ‘excludes’ becomes ‘does not exclude’; ‘failed’ becomes ‘did not fail’.
• In the present tense, the third person singular form of the auxiliary verb  ‘do’ is ‘does’.

Note:

• In English, the auxiliary or  helping verbs are be, have and do.

Worked examples: Negative  sentences
Rewrite the following sentence in the negative: 

1. The child belongs with her mother.
   Correct answer: The child does not belong with her mother.
2. She became a Dame Commander of the Order of the British Empire.
   Correct answer: She did not become a Dame Commander of the Order  of the British Empire.
3. Words failed me.
   Correct answer: Words did not fail me.
4. Robert understands body language very well.
   Correct answer: Robert does not understand body language very well.
5. . A well-balanced diet excludes vegetables.
   Correct answer: A well-balanced diet does not exclude vegetables.

Activity 13

• Note that the negative of a  sentence DOES NOT always  mean the opposite of a  positive sentence.
  For example: ‘He never does  his work.’
  The negative is:’He doesn’t  ever do his work.’
  The opposite would be: ‘He always does his work.’

Rewrite each of the following sentences in the negative:

1. The guitarist plays very well. (1)
2. She seems to be really enjoying herself. (1)
3. Last week the group played in Cape Town. (1)
4. They travelled there by bus. (1)
5. Most musicians earn a great deal of money. (1)  [5]

Answers to Activity 13  The guitarist does not play very well. ✔ (1) She does not seem to be really enjoying herself. ✔ (1) Last week the group did not play in Cape Town. ✔(1) They did not travel there by bus.✔(1) Most musicians do not earn a great deal of money.✔ (1) [5]

HINT:

• It is best not to use contracted forms when making the sentence negative.
  For example, use ‘cannot’  rather than ‘can’t’

5.7 Combining two short   sentences into one   longer sentence
It is useful to be able to combine short sentences into longer ones, not only  to answer a question in the Language paper, but when you write a report,  a letter or an essay, for example.
Here are some ways to join two sentences into a longer one:

• When two sentences are combined, pronouns are used in the second  part of the sentence. A sentence can be combined with the word ‘but’.  For example:
  The mother loved her child dearly. Poverty forced the mother to give  the child up for adoption. becomes ‘The mother loved her child dearly but poverty forced her to  give him/her up for adoption.’
• Combine sentences using the word ‘who’. For example:
  Miriam Makeba was one of the greatest performers South Africa has  ever produced. Miriam Makeba spent many years in exile.
  becomes ‘Miriam Makeba, who was one of the greatest performers  South Africa has ever produced, spent many years in exile’.
  A complex sentence always has two clauses: a main and a subordinate  (secondary) clause. Miriam Makeba was one of the greatest  performers South Africa has ever produced is the main clause as it  can stand alone. When you use ‘who’ instead of ‘Miriam Makeba’ in the  second sentence, it becomes who spent many years in exile which is  a subordinate clause as it cannot stand alone.
  When the subordinate clause comes between the subject (‘Miriam  Makeba’) and the verb in the main clause (‘spent’) there must be a  comma immediately before and immediately after it. For example,  ‘Miriam Makeba, who was one of the greatest performers South Africa  has ever produced, spent many years in exile’.
• Combine sentences into a single sentence starting with the word ‘when’.  For example:
  I saw Mark again after his graduation. Mark was feeling great. becomes ‘When I saw Mark again after his graduation, he was feeling  great.’
• Combine sentences into a single sentence starting with the word ‘if’. For  example:
  Your health improves. You stop eating junk food. becomes ‘If you stop eating junk food, your health will improve.’

NOTE:

• A combined  sentence is also called  a complex sentence.
• A clause: A group of  words that contains a verb.
• In the second part  of this sentence,  use a pronoun  example: (“he”) instead of repeating  the proper noun (Mark).

Activity 14 

1. Combine the following sentences into a single sentence,  using the word ‘although’:
   The organisers expect many people to attend the concert. The tickets are expensive. (2)
   • Never combine two sentences  by just using a comma. Look  carefully at the examples of  the joining words used on  pages 54 and 55 to combine  two sentences.
2. Combine the following sentences into ONE complex sentence,  using the word ‘which’:
   The province of KwaZulu-Natal is popular with tourists.
   The province has beautiful beaches, game reserves and  majestic mountains. (2)
3. Combine the following sentences into a single sentence,  using the word ‘if’:
   You exercise every day.
   You will get fit. (2)
4. Combine the following sentences into a single sentence,  beginning with ‘After’:
   The children ate a lot of cake at the party.
   The children felt sick. (2)
5. Combine the following sentences into ONE complex sentence,  using the word ‘that’:
   The team won the race in record time.
   The team has been training with an Olympic sprinter. (2)  [10]

Answers to Activity 14  The organisers expect many people to attend the concert  although the tickets are expensive. ✔✔(2) The province of KwaZulu-Natal, which has beautiful beaches,  game reserves and majestic mountains, is popular with tourists. ✔✔ OR The province of KwaZulu-Natal, which is popular with  tourists, has beautiful beaches, game reserves and majestic  mountains. ✔✔  (2) You will get fit if you exercise every day. ✔✔ OR If you exercise every day, you will get fit. ✔✔(2) After the children ate a lot of cake at the party they  felt sick. ✔✔ OR After they ate a lot of cake at the party the children felt sick. ✔✔ (2) The team that won the race in record time has been training  with an Olympic sprinter. ✔✔ OR The team that has been training with an Olympic sprinter won the race in record time. ✔✔ (2) [10]

5.8 The apostrophe: when   and how to use it
In writing, the apostrophe sign (’) is used for two purposes:
Firstly, the apostrophe is used to show that letters have been left out (for  example, ‘do not’ becomes ‘don’t’; ‘I will’ becomes ‘I’ll’; ‘it is’ becomes  ‘it’s’). Another name for the shortened form of the word is the contracted  form (i.e. the word has shrunk, or contracted).
Secondly, the apostrophe is used to show that something relates to or  belongs to or is possessed by someone or something (e.g. ‘Sam’s book’;  ‘the players’ uniforms’). In this case the apostrophe is used before the ‘s’  in the singular and after the ‘s’ in the plural.

Worked examples: The apostrophe 

1. Why has an apostrophe been used in the underlined word in the  following sentence?
   Mpho’s commitment to education comes from her training as a  teacher.
   Answer: It shows that the commitment to education belongs to Mpho/  was Mpho’s own (shows ownership).
2. Rewrite the underlined contracted word in full:
   When Mark needed to spell a word, he’d nod ‘yes’.
   Answer: he would.
   (The first verb in the sentence (‘needed’) is in the past tense, so the  word that you write needs to be in the past tense, as part of the verb  ‘nod’.)
3. Correct the SINGLE error in the following sentence
   Most of us are comfortable with a few second’s eye contact. Answer: Most of us are comfortable with a few seconds’ eye contact.
   (‘Seconds’ is plural (not one second, but a few seconds), so the  apostrophe to indicate belonging/possession must come after the ‘s’.)
4. Correct the SINGLE error in the following sentence:
   ‘Have one of these,’ says the tall man, popping open a pod and  shaking it’s contents into my hands.
   Answer: ‘Have one of these,’ says the tall man, popping open a pod and  shaking its contents into my hands.
   (In this sentence, ‘its’ does not mean ‘it is’. It is a pronoun and therefore  the word does not have an apostrophe.)

HINT:

• Note that ‘it’s’  is written with an  apostrophe only  when the writer means ‘it is’. In a sentence such as, ‘The  dog chased its tail’, there is no  apostrophe because ‘its’ does  not mean ‘it is’ here.

 Activity 15 

1. Correct the SINGLE error in each of the following sentences:
   1. Please collect the childrens’ medicine from the clinic. (1)
   2. ‘Mr President, its a great pleasure to meet you,’ the  young girl said. (1)
   3. The doctors husband does the accounts for her practice  because he is an accountant. (1)

2. Rewrite only the underlined word in the following sentences  in full:

1. I wish you’d asked me. (1)
2. I could’ve given you a lift. (1)
3. Next time we’ll do that. (1)
4. You can’t rely on the bus being on time. (1)
5. You’re right about that! (1)  [8]

Answers to Activity 15  Please collect the children’s medicine from the clinic. ✔ (1) (In this sentence the medicine belongs to the children and  the apostrophe indicates this ownership.) ‘Mr President, it’s a great pleasure to meet you,’ the young  girl said.3 (In this sentence ‘it’s’ is a shortened (contracted)  form of ‘it is’.) The doctor’s husband does the accounts for her practice  because he is an accountant. ✔ (The ‘doctor’s husband’  means the husband of the doctor – ownership is shown by  means of the apostrophe.)  (1) 2 you had ✔ (1) could have ✔ (1) we will ✔ (1) cannot ✔ (1) you are ✔(1) [8]

5.9 Prepositions
A preposition is a kind of linking word. Prepositions link nouns with other  nouns, or pronouns. They are used to express several kinds of meaning.
Here are some examples of prepositions:

• Possession (having):
  The books of the student (books and student are linked). The house with a red roof (house and roof are linked).
• Time:
  Two days before the weekend (‘days’ and ‘weekend’ are linked). At soccer practice after school (‘soccer practice’ and ‘school’ are linked).
• Direction:
  He ran towards the taxi rank (‘he’ and ‘taxi rank’ are linked).  A metre to the left (‘metre’ and ‘left’ are linked).
• Position:
  She is under the table (‘she’ and ‘table’ are linked).
  The furniture beside the window (‘furniture’ and ‘window’ are linked).
• Place:
  The party at my house (‘party’ and ‘house’ are linked).
  The shoes beneath the bed (‘shoes’ and ‘bed’ are linked).

Hint:

• An easy way to remember prepositions is to  think of the word position:  where people and things are in relation to one another.

Worked examples: Prepositions 

1. Choose the correct word from those given in brackets:
   The guards of the security company had to appear (in/before) court  the next day.
   Answer: in
   (This is a tricky question! The phrase ‘in court’ refers to the place where  the guards had to appear. If the sentence had included ‘the’ before  court, it would refer to the people (lawyers, judges, etc.) and then the  correct answer would be ‘before the court’.)
2. Choose the correct word to complete the following sentence.
   Write down only the question number and the letter (A – D).
   Graça Machel has been an inspiration … women around the world.
   1. for
   2. to
   3. by
   4. with
      Answer: 2 B
3. Correct the SINGLE error in the following sentence:
   His parents insisted he was a fighter; he would get through this and go onto attend university.
   Answer: His parents insisted he was a fighter; he would get through  this and go on to attend university. (When it is written as one word, the  preposition ‘onto’ describes movement to a position on the surface of  something: ‘The cat jumped onto the table’.)
4. Complete the following sentence by writing down only the missing word:
   Research has shown that a diet without meat is associated … a lower  risk of diabetes, heart disease, hypertension and some cancers.
   Answer: with
   (In English, the word ‘associated’ is usually followed by the preposition  ‘with’. For example: ‘Two benefits usually associated with exercise are  increased fitness and improved sleeping habits.’)

Hint:
The more you read English, the more practice you will get in using  prepositions correctly.
The preposition ‘in’ is used  with the name of a town or  city. The preposition ‘at’ is  used for a particular place,  for example, ‘at my house’ or  ‘at the club house’.

Activity 16 

1. Choose the correct word to complete the following sentence: The money was hidden _____ the mattress.
   1. on
   2. . under
   3. at
   4. by (1)
2. Choose the correct word to complete the following sentence: My sister will come ______ me to the meeting.
   1. for
   2. to
   3. with
   4. beside (1)
3. Choose the correct word from those given in brackets: The meeting will be held (at / in) Johannesburg on Saturday. (1)  [3]

Answers to Activity 16  a. under ✔ (1) c. with ✔ (1) 3. in ✔ [3]

5.10 Vocabulary
The meanings of words; knowledge of  different forms of the same word; spelling of  words and degrees of comparison
In this section of the exam there are usually some grammar questions that  require you to know:

• The meaning of particular words;
• How a word changes its form as a noun, verb, adjective or adverb.
  For example, ‘competition’ (noun); ‘compete’ (verb); ‘competitive’  (adjective); ‘competitively’ (adverb);
• The correct spelling of words;
• Synonyms (words similar in meaning);
  Antonyms (words opposite in meaning);
  Homophones (words that sound the same but are spelt differently and  have different meanings); and
  Homonyms (words spelt and pronounced the same way, but with  different meanings); and
• What abbreviations and acronyms stand for.

Worked examples: Vocabulary 

1. Correct the SINGLE error in the following sentence:
   ‘She’s healthy and I Iove her,’ she continued calm.
   Answer: ‘She’s healthy and I Iove her,’ she continued calmly.
   (The word ‘calm’ is an adjective, but in this sentence the adverb ‘calmly’  is required because it describes how the woman continued speaking,  i.e. it adds further information to the verb ‘continued’.)
2. Give the correct form of the words in brackets:
   According to the mother, her baby is the (beautiful) of all those at the  centre.
   Answer: most beautiful
   (The mother is comparing her baby to the many babies at the centre.  The degrees of comparison for the adjective ‘beautiful’ are: beautiful;  more beautiful; most beautiful. So the superlative form of the adjective  ‘beautiful’ must be used: ‘most beautiful’, as this is the most beautiful  baby of them all!)
3. Correct the SINGLE error in the following sentence:
   The teacher never lost patients, even though the class was often  rowdy.
   Answer: The teacher never lost patience, even though the class was  often rowdy.
   (‘Patients’ and ‘patience’ have been confused because they are  homophones (words which sound the same but are spelt differently and  Question 4 tests your dictionary skills!have different meanings).
4. Choose the correct dictionary entries from the following list to complete  the sentence below.
   • immobile adj. 1. not moving 2. not able to move
   • DERIVATIVES immobility n
   • immobilise verb to make something unable to move or work
   • DERIVATIVES immobilisation n
     Mark’s illness caused him to become (a) … . However, this (b) … did  not prevent him from being successful.
     Answer: (a) immobile (b) immobility
5. Correct the SINGLE error in the following sentence:
   If you are training someone, it is usefull to know how his mind works.
   Answer: If you are training someone, it is useful to know how his mind  works.
   (The word ‘full’ (meaning containing as much or as many as possible)  is spelt with a double ‘ll’. Words that end in ‘ful’ for example, ‘useful’,  ‘beautiful’, ‘dreadful’, ‘wonderful’ have only one ‘l’.)
6. Give the correct form of the words in brackets:
   Robert Phipps has (information) us about the importance of studying  someone’s eyes closely.
   Answer: informed
   (The answer has to be part of the verb ‘has _____’, so the noun  ‘information’ has to change to ‘informed’.)
7. Give the correct form of the words in brackets:
   Having enough money makes you (a) (independence). The more  money you have, the (b) (happy) you might be.
   Answer: (a) independent (b) happier
   (‘independent’ is an adjective that can be used to describe a person.  ‘happier’ is correct because the comparative form of the adjective  ‘happy’ is needed – ‘the more… the happier’.)

Activity 17 

1. Correct the single error in the following sentence:
   After the call he said: “Now, where were we?” as if he’d  just orded a cup of tea. (1)
2. Give the correct form of the words in brackets:
   1. (Adopt) a child requires a great deal of love, commitment and
   2. (responsible). (2)
3. Correct the SINGLE error the following sentence:
   Graça Machel is the only women in history ever to be  married to two presidents. (1)
4. Give the part of speech of the underlined word in the following  sentence. Write down only the question number (4) and  the letter (A–D).
   She campaigned endlessly to improve the literacy rate  of children in her country.
   1. Noun
   2. Verb
   3. Adverb
   4. Adjective (1)
5. Give the correct form of the words in brackets:
   Machel believes that (education) girls is very important. (1)
6. Rewrite the underlined abbreviation in the following sentence  in full:
   Robert Phipps is a body language expert on a TV show. (1)
7. Study the following sentence: He stopped eating meat. Use a homophone for the word ‘meat’ in a sentence of your own. (1)
8. Form suitable nouns from the words in brackets:
   She sees expensive items in her (a) (imagine), but she must  remember that she cannot buy (b) (happy). (2)  [10]

Answers to Activity 17  After the call he said “Now, where were we?” as if he’d just ordered a cup of tea. ✔ (1) Adopting, responsibility ✔✔(2) Graça Machel is the only woman in history ever to be married  to two presidents.✔ (1) C ✔(1) educating ✔(1) television ✔(1) I will meet you at the post office ✔(1) (Any sentence with the word ‘meet’ can be written here.) (a) imagination✔ (b) happiness ✔(2) (In English, many abstract nouns, such as ‘imagination’ and  ‘happiness’, end in ‘-ion’, ‘–tion’ or ‘–ness’.) [10]

HINT:

• Grow your  vocabulary! The more  words you know, the more  you will enjoy  reading.

5.11 Language and editing   skills in context
In the language and editing section of the exam, you will be tested on your  grammar, punctuation and vocabulary skills by answering questions based  on:

• A prose (word) extract; and
• A picture with a short text.

Here is an example of a prose extract and a picture question from a past  exam paper.

Activity 18
Read the following passage, which contains some deliberate errors, and  then answer the questions.

HINT!

• Check each  language aspect  to find the errors  in question 2. They may  be spelling, punctuation or concord errors.

WHY KINDNESS IS GOOD FOR YOU  The idea of a universal bond of sharing connects all humanity –  ubuntu – is as old as the hills in black South African culture. Imagine, for a minute, a world were everyone is just a little kinder.  When you are trying to merge into traffic, someone let’s you in. At the  supermarket, you allow a person in a hurry to go ahead of you in the  5 checkout queue. You get back to your car and find someone have  put money in the parking meter. A new theory called “survival of the  nicest” says that because of kindness, the human race prospered as  a species.  10 Kindness is good for you in other ways. Studies have found that  helpful people are less likely to fall ill from chronic disease and tend  to have better immune systems. “A strong correlation exists between  the well-being, happiness and health of people who are kind,” wrote  Professor Stephen Post.  15 Kindness has another simalarity with happiness: it cannot be bought.  Kindness, then, is just a matter of choice. It is an attitude you carry  with you that can make a difference, however small, in someone’s life.  NB [Adapted from Reader’s Digest, January 2009]

1. Rewrite the following sentence in the past tense:
   The idea of a universal bond of sharing connects all humanity. (1)
2. Correct the SINGLE error in each of the following sentences:
   1.  Imagine, for a minute, a world were everyone is just a little  kinder. (1)
   2. When you are trying to merge into traffic, someone let’s  you in. (1)
   3. You get back to your car and find someone have put money  in the parking meter. (1)
   4. Kindness has another simalarity with happiness. (1)
3. Rewrite the following idiomatic expression in its original form: Survival of the nicest (1)
4. Complete the following sentence in the singular form, starting  with the given words:
   Studies have found that helpful people are less likely to fall ill.  A study has found that a helpful … (2)
5. Rewrite the following sentence in reported speech:  Professor Stephen Post wrote, “A strong correlation exists  between happiness and health.” (2)
6. Combine the following sentences into a single sentence using  the words “not only”:
   Kindness is a matter of choice.
   Kindness is an attitude. (2)
7. Rewrite the following sentence in the negative form: Kindness makes a difference in your life. (1)
8. Identify a noun in the following sentence:
   Kindness can make a difference. (1)  [14]

Answers to Activity 18  The idea of a universal bond of sharing connected all  humanity.  ✔ (1) were – correct answer: where ✔(1) let’s – correct answer: lets ✔ (1) have – correct answer: has  ✔ (1) simalarity – correct answer: similarity  ✔ (1) Survival of the fittest ✔ (1) A study has found that a helpful person is less likely to fall ill. ✔ ✔ (2) Professor Stephen Post wrote that a strong correlation existed between happiness and health.  ✔ ✔ (2) Kindness is not only a matter of choice but (it is) also an  attitude. ✔ ✔ OR Not only is kindness a matter of choice but (it is) also an  attitude. ✔ ✔ OR Kindness is not only an attitude but (it is) also a matter of  choice. ✔ ✔ OR Not only is kindness an attitude but (it is) also a matter of  choice.  ✔ ✔(2) Kindness does not make a difference in your life.  ✔(1) Kindness OR difference ✔ (1) [14]

HINT:

• An idiomatic expression or idiom: An expression  whose meaning is different  from the literal meaning of  the words.
• In question 5, remember that reported  speech is indirect speech. It does not use any quotation marks.

Activity 19: Picture and text

We can find partnerships in unlikely places. Since 1993 South Africans have  collected 950 000 tons of cans from our surrounding environment. However, we  can increase this recovery rate and further conserve and sustain the environment.  Recycle cans today. Sustain tomorrow. [Adapted from Simply Green, Issue 4, 2012]

HINT:

• Antonym: A word that  means the opposite of a  given word.
•  In question 4  ‘conserve’ is a  verb. To answer the  question, you need to find the  noun form of this word.

QUESTIONS

1. Change the following question into a tag question: We can find partnerships in unlikely places. (1)
2. Write down an antonym for the underlined word in the following  sentence:
   We can increase this recovery rate. (1)
3. Choose the correct answer from the brackets:
   Since 1993, we have collected no (few/fewer) than 950 000  tons of cans. (1)
4. Give the correct form of the word in brackets:
   The (conserve) of the environment is important. (1)
5. Rewrite the following sentence in the passive voice, starting  with the given words:
   We can keep our country beautiful.
   Start with: Our country….
6. Choose the correct answer to complete the following sentence.
   Write down only the question number (6) and the letter (A-D) of the correct answer.
   Recycle cans today. Sustain tomorrow.
   This is an example of …….. language.
   1. persuasive
   2. manipulative
   3. sarcastic
   4. biased  (1)[6]

Answers to activity 19.

1. We can find partnerships in unlikely places, can’t we/ can we not? ✔ (1)
2. decrease or reduce ✔ (1)
3. less ✔ (1)
4. conservation (noun)✔ (1)
5. Our country can be kept beautiful (by us) ✔ (1)
6. A/persuasive ✔ (1) [6]

5.12 What is expected from you in the exam?
In the exam, the language and editing skills section is worth 20 marks out of 80 marks for paper 1
This section is made up of two parts.

• A written extract of 150 – 200 words.written extract of 150 – 200 words.This part is worth 14 marks.You will be required to answer a set of questions based on the extractthat test your language and editing skills.
• A picture with a short text.A picture with a short text.This part is worth 6 marks.You will be required to answer a set of questions based on the pictureand text that test your language and editing skills.

The exam is two hours long and your should spend about 20 minutes onspend about 20 minutes onthe language and editing skills questions.

For more practice on language and editing skills, go to these past exam papers:

• November 2010, page 10,Question 5
• Feb/March 2011, page 12,Question 5
• November 2011, page 13,Question 5
• Feb/March 2012, page 12,Question 5
• November 2012, page 13,Question 5.1 and 5.2
• Feb/March 2013, page 12,Question 5.1 and 5.2

SECTION A: COMPREHENSION – ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 1 GRADE 12 STUDY GUIDE AND NOTES A comprehension tests your understanding of the meaning of a text or  message that you have read.
In this section, you will learn the steps that will help you to answer the  comprehension question in the exam:

1. The exam comprehension
2. Text A: Written extract
3. Text B: Visual text
4. What is expected from you in the exam?

1. The exam comprehension 

The comprehension question in the exam has two parts – Text A and  Text B:

• Text A is a written extract.
• Text B is a visual text. It includes a picture, for example, a photograph or  a drawing. It will also include some words linked to the picture.

The exam questions based on these two texts will test your ability to:

• Make sense of what you read and respond to it.
• Understand the literal meaning; and the deeper, figurative meaning of  a text.
• Understand the writer’s intention or purpose in writing the text.
• Appreciate the text and reach conclusions by forming your own opinions  about the text.
• Evaluate the effectiveness of the text in terms of its purpose.

In this study guide, you will find examples of how to answer the  comprehension question based on the questions and answers from past  exam papers. You will be shown how to approach the exam question by:

• Reading the exam instructions carefully so that you understand what  the examiner requires you to do.
• Reading through an exam extract carefully so that you gain the most  understanding from it.
• Reading the exam questions carefully so that you understand how to  answer them.  vocab
  • Appreciate: To give an  opinion on a text based on your own view. 
  • Evaluate: To assess or  judge a text.

Steps to writing the  written comprehension  question
There are three main steps involved in writing a comprehension question  in the exam:

2. Text A: Written extract 

The first part of the comprehension question is Text A. It includes a written  extract and questions. You will need to read the extract carefully and then  answer questions on it. When you answer the questions, follow this three step reading process:

Step 1 – Skim and scan the text extract and questions
Step 2 – Read the text carefully
Step 3 – Answer the questions

Remember to  read the exam  instructions  carefully.

Step 1 – Skim and scan the text and   questions 

Look over the text quickly (skim) to get an idea of what the text is about.  (Skim – To read through the text and the questions to quickly get an idea of what they are about)
Take note of things such as:

• How many paragraphs there are in the extract;
• The title of the extract, which may also offer a clue to the content of the  passage and the writer’s intention;
• The headings and sub-headings;
• Who wrote the text and where it came from, if this information is given;
• Key words and names;
• Topic sentences;
• Unfamiliar, unusual or difficult words;
• The introductory paragraph – it often creates the atmosphere and  provides the setting for what is to follow; and
• The final paragraph – it usually summarises the extract.

Then, quickly look at (scan) the questions. This will give you an idea of  what kind of information to look for when you read the text again. Notice  things such as: (Scan – To look quickly through a text for specific information, for example, names of people and places.)

• Names of people or places; and
• The question words and instructions.

Spend about 5 minutes on Step 1 (for text A).
A text can also  be called an extract or a passage in the exam.

Step 2 – Read the text carefully 

When you read the extract, take time to read it closely so that you  understand what you are reading. Once you have read the text, think about  the ‘W-H’ question words: who, what, where, when, why, how.

• WHO are the characters (in a fiction text) or the people written about (in  a non-fiction text)?
• WHAT is the main idea in the extract?
• WHERE do the events in the extract take place?
• WHEN do the events in the extract take place?
• WHY has this text been written?
• HOW does the writer express himself or herself? What type of language  has the writer used?

As you read, consider both the literal and figurative meaning of words,  phrases and sentences. For example, ‘the story touched my soul’ does not  literally mean that a story touched your soul, but figuratively that it had an  emotional effect on you.

Step 3 – Answer the questions 

Read the questions. As you read through them, jot down any answers  that immediately come into your mind in the ‘rough work section’ of your  answer book.
Take a minute to think about what each question asks you to do. Here are  some tips for answering comprehension questions:

• The mark allocation indicates the number of points required. For  example, if the question is for 2 marks, you need to make two points.
• Look for the key words or topic sentence in each paragraph – it often  suggests what each paragraph is about. (Sometimes a paragraph does  not have a topic sentence.)
• Do not copy directly from the text, unless you are asked to quote. Try to  answer the questions in your own words, using full sentences.
• If you are asked to give a synonym or antonym of a word, use the same  part of speech and tense as the original word. For example, replace a  noun with a noun (joy – happiness); and a verb with a verb (look – stare;  looked – stared).
• Avoid starting sentences with conjunctions such as “but” or “because”.
• Do not confuse TRUE/FALSE questions with YES/NO questions. Do not  write T/F for TRUE/FALSE. Always back up a TRUE/FALSE or YES/NO  answer with a reason unless the question specifically says that all you  need to do is give the one-word answer.
• When asked to quote a phrase, remember that a phrase refers to a  group of words without a verb, for example, ‘in the morning’. If asked to  quote consecutive words, keep to the required number of words.

 Activity 1 

Text A
The key words have been underlined in  the first five paragraphs  to show you how to  do this.
Read TEXT A and answer the questions that follow.

• Attention Deficit  Disorder (ADD): A  condition causing  people not to be  able to concentrate  on something for a  long period of time.
• HINT! When asked  to refer to a  paragraph, it means  you must go back to that paragraph in the extract to find the answer

1. Refer to paragraph 1.

Who is responsible for giving the numbers of ‘orphaned or  vulnerable children’? (1)

1.1. A large number of children are awaiting foster care or  adoption. Identify another social problem mentioned  in this paragraph. Do NOT quote. (1)
1.2 Choose the correct answer to complete the following sentence.
By using the word ‘only’ in line 6, the writer is emphasising  that the number of children adopted is …

1. 1. acceptable.
   2. too small.
   3. incorrect.
   4. too large. (1)

2. Refer to paragraph 2.

2.1 Using your OWN words, explain what is meant by the  you must go back to that  paragraph in the extract to  e.g. phrase ‘root cause’. Refer to BOTH words. (2)
2.2 Explain why the writer compares ‘a mended pair of  pants’ to children who ‘carry scars with them’. (2)

3. Refer to paragraph 3.
Quote FIVE consecutive words from the text that support the  idea that the children of House Jerome are satisfied. (1)
4. Refer to paragraph 4.
Using your OWN words, say what Basil and Dehlia Fernie’s TWO  long-term aims are in providing shelter for abandoned children. (2)
5. Refer to paragraph 5.

5.1 Why is it important for the Fernies to have a good sense  of humour? (1)
5.2 Is the following statement TRUE or FALSE? Give a reason to  support your answer.  The Fernies do not have any children of their own. (2)

6. Refer to paragraph 6.

6.1 Do you think the picture of the teddy bear on Fernie’s mug  is suitable? Give TWO reasons for your answer. (2)
6.2 Write a synonym for ‘insane’ (line 28). (1)

7. Refer to paragraph 7.

7.1 What encouraged the Fernies to adopt Jerome? (1)
7.2 What was unusual about Jerome’s adoption? (1)

8. Refer to paragraph 8.

8.1 Write down any TWO difficulties Jerome has had to face  in his life. (2)
8.2 In lines 41 – 42 it is stated: ‘… you cannot blame rejection  for a child’s wrongdoings’. Do you agree? Give a reason to support your answer. (2)

9. This passage does not have a title.

9.1 Provide a suitable title of no more that SIX words for this  passage. (1)
9.2 Explain why you have chosen this particular title. (2)  [25]

ANSWERS TO ACTIVITY 1:

HINT

• To answer  question 2.2, you  must not copy sentences directly from the  text. Your “OWN words” does  not mean your own opinion.  It means you must re-write  the text according to how you  understand it.
• A TRUE or FALSE answer must  always be supported by a strong  reason. If you only write the  word TRUE or FALSE, you will  get no marks.
• Any Two of these answers to question  8 will earn you 2  marks. e.g.

HINT! 

• These are  examples of the  types of answers  that will earn you marks
• When you are asked for your opinion,  you can agree OR disagree  with the question. You  must also give a reason for your answer.
• For more practice on writing comprehensions, go to these past exam  papers:
  • November 2010, page 3, Question 1
  • November 2011, page 3, Question 1
  • November 2012, page 3,

3. Text B: Visual text 

• A visual text is a picture or  image that is linked to words.
• Facial expression: How people’s faces show  emotion, for example, a  smile shows happiness.
• Body language: How  people move, stand or sit,  and what they do with their  hands to show how they  feel.
• Gesture: How people use  their hands to show emotion  or to emphasise what they  are saying.

The second part of the comprehension question is Text B. Text B is a visual text – it has a picture and some text, followed by some questions.

Steps to writing the visual  comprehension question in  the exam 

When you read a visual text, follow these steps:

Step 1 – Look at the picture 

Look at ALL the details in the picture. For example:

• What is the content of the picture? If there are people in the picture,  what are they doing? Where are they?
• The facial expressions of the people in the picture;
• The body language of the people in the picture;
• The gestures the people are using in the picture;
• The use of light and darkness in the picture;
• The positioning of each part of the picture – what is in the front,  background or centre of the picture?; and
• Think about the mood created by the picture.

Look at the  picture (Link the picture and the words ) Read the  words

Step 2 – Read the words and link them   to the picture 

Read the words in the heading of the picture and the words below the  picture.

• Look at the picture again.
• Think about how the words support what you see in the picture.

Step 3 – Answer the questions 

Read the questions for Text B and answer them.

 Activity 2 

Look closely at the image and the text below, and then answer the  questions that follow.

Text B 

• In Text B,  the words and the  picture are always  linked.
• To answer  question 1, write  down the question  number and the correct  letter and/or words.
• Remember practice makes perfect! Practise  writing comprehensions to  do well in the exam.

Questions 

1. Refer to the following:
‘… you can tackle challenges head-on.’
The word ‘head-on’, in the context of TEXT B, means …

1. facing challenges directly.
2. hitting challenges with your head.
3. thinking about challenges often.
4. avoiding challenges. (1)

2. In your OWN words, explain what is meant by ‘journey to  confidence’. (2)
3. How is the idea of self-confidence supported by the picture? (2)  [5]

• ‘Head-on’ is a  saying or idiom.  It means to face  something directly

4. What is expected from you   in the exam?  

In the exam, the comprehension question is worth 30 marks out of 80  marks for Paper 1. You must answer both parts of the comprehension  question – Text A and Text B.
Text A is an extract of between 600 and 700 words. You will need to read the extract carefully and then answer the questions based on the extract.
Text A is worth 24 marks.
Text B is a visual text. It includes a picture, for example, a photograph or a  drawing. It will also include some words related to the picture.
Text B is worth 6 marks.
The exam is two hours long and your should spend about 50 minutes on  the comprehension question.

For more practice on visual comprehensions, go to these past exam  papers:

• November 2011, page 6, Question 1
• November 2012, page 6, Question 1
• Feb/March 2013, page 6, Question 1

SECTION B: SUMMARY – ENGLISH FIRST ADDITIONAL LANGUAGE PAPER 1 GRADE 12 STUDY GUIDE AND NOTES Are you gearing up for your Grade 12 English First Additional Language Paper 1 exam and feeling overwhelmed by the sheer volume of material to cover? Fret not! In this comprehensive study guide and notes,

A summary is a shortened version of a longer text. It keeps the basic  meaning of the text. It contains relevant facts and accurate information  from the text. It does not contain details from the text, for example, direct  quotations.
In this section, you will learn the steps that will help you to write the  summary question in the exam:

1. The exam summary
2. Writing a summary
3. What is expected from you in the exam?

1. The exam summary

In the exam for Section B: Summary, you will be instructed to:

• Read a text of about 250 words;
• Write a summary of the text in point form. Write SEVEN points using no  more than 70 words in total. Make sure each point is numbered.
• Write only one point per sentence. Each point must be a complete  sentence;
• Not quote or copy sentences directly from the text. Use your own words,  as far as possible; and
• Count your words when you are finished and write the total number of  words down underneath your summary.

• Keep to the topic means  that you keep to the main idea or message in each of your seven points.
• Key words and key  sentences link to the main idea or topic in the  extract.

2. Writing a summary 

A good summary should contain seven correct points that keep to the  topic and are expressed clearly. You should use your own words, as  far as possible. Your summary should not contain grammar, spelling or  punctuation errors.

Steps to writing a summary  in the exam 

There are five steps involved in answering a summary question in the exam.

Step 1 – Read the question 

• Read the question carefully. The question will tell you what the summary  is about.
• Look for the key words in the question. These will guide you so that you  know what information to look for in the text extract.
• Read the instructions.

Step 2 – Read the text extract 

• Read the text extract carefully.
• Underline key sentences that are related to the topic in the question.

Step 3 – Plan your summary 

• Look at the key sentences or phrases you have underlined. Make sure  that they focus on the topic.
• Number each sentence to check that you have identified seven points.

Step 4 – Draft and edit your summary

• Write a draft summary – your list of seven points – in your own words.
• Edit your work by correcting any errors.
• Count the number of words to check whether you need to write more or  edit (cut) your text down.

Step 5 – Write your final summary 

• Write your final summary of seven points.
• Cross out your draft.
• Count the number of words and write an accurate word count in brackets  at the end of your summary.

Worked example: Summary 

• Read the question and  instructions carefully.

Here is an example of a summary question from a past exam  paper. Try to do the summary, following the steps on the next  page. When you have finished, compare your summary to the example on  page 18.

Question 

The summer holidays are approaching. You have been asked to write a list  of SEVEN safety tips for this period. Use the following passage to compile  your list.
Read the passage (TEXT C) below and write a list of SEVEN main points for  inclusion in your list.

Instructions

1. List SEVEN points in full sentences using NO MORE than 70 words.
2. Number your sentences from 1 to 7.
3. Write only ONE point per sentence.
4. Use your OWN words.
5. Indicate the total number of words you have used in brackets at the  end of your summary.

 TEXT C

Step 1: Read the question 

The question says:
‘The summer holidays are approaching. You have been asked to write  a list of SEVEN safety tips for this period. Use the following passage to  compile your list.’
The key words in the question are safety tips. This will be the topic of your  summary.

• Key words are words that  link to the main idea or topic  in the extract.
• The topic in this extract  is safety tips.
• An imperative  sentence is an order or  instruction. “Sit!” is an  imperative sentence of just one word!

Step 2: Read the text extract 

• Read the text extract carefully.
• Underline key sentences that are related to safety tips. This has been  done in the extract on page 16 to show you how.

Step 3: Plan your summary 

• Make sure each of the sentences focuses on safety tips.
• Number the underlined sentences to check that you have identified  seven points. This has been done in the extract on page 16 to show you  how.

Step 4: Draft and edit your summary 

• Write a draft summary – your list of seven points – in your own words
• Edit your work and correct any errors.
• Count the number of words to check whether you need to write more or  cut down the number of words.

Step 5: Write your final summary 

• Write your final summary of seven points. Number the points. Cross out  your draft.
• Count the number of words and write an accurate word count at the end  of your summary.
• The table below shows how the seven points identified in the text have  been rewritten in point form. The most important facts have been  drawn from the extract. It is an example of a good summary using the  imperative form. It has a total of 67 words.

Answer to Worked example: Summary 

Summary total: 67 words

Activity 3 

Question
Last year has been one of the most exciting yet stressful years of your  life. You have been asked to talk to your fellow learners at the next school  assembly on how to manage stress.
Read the passage (TEXT C) below and write a list of SEVEN points for  inclusion in your talk.

Instructions 

1. List SEVEN points in full sentences using NO MORE THAN 70 words
2. Number your sentences from 1 to 7.
3. Write only ONE point per sentence.
4. Use your OWN words.
5. Indicate the total number of words you have used in brackets at the end  of your summary.

Text C 

3. What is expected from you   in the exam?  

In the exam, the summary question is worth 10 marks out of 80 marks for  Paper 1.
The examiners are looking for seven correct points that keep to the topic  and are expressed clearly, using your own words. They must not contain  grammar, spelling or punctuation errors. Each correct point will earn a  mark; and 3 marks will be given for correct language use.
The exam is two hours long and you should spend about 30 minutes on  comment the summary.

For more practice on summaries, go to these past exam papers:

• November 2010, page 7, Question 3
• November 2011, page 8, Question 2
• Feb/March 2013, page 7, Question 2

Remember practice makes perfect! Practise

POETRY GRADE 12 NOTES – LITERATURE STUDY GUIDE Begin by familiarizing yourself with various poetic forms such as sonnets, haikus, ballads, and free verse. Each form carries its own set of rules and conventions, shaping the poet’s expression and message.

POETRY OVERVIEW

Dear Grade 12 learner

This Mind the Gap study guide helps you to prepare for the end-of-year Grade 12 English First Additional Language (EFAL) Literature exam.
There are three exams for EFAL: Paper 1: Language in Context; Paper 2: Literature; and Paper 3: Writing.
There are nine great EFAL Mind the Gap study guides which cover Papers 1, 2 and 3.
Paper 2: Literature includes the study of novels, drama, short stories and poetry. A Mind the Gap study guide is available for each of the prescribed literature titles. Choose the study guide for the set works you studied in your EFAL class at school.
This study guide focuses on the 10 prescribed poems examined in Paper 2: Literature. You will need to study all 10 poems for the exam:

1. Sonnet 116 by William Shakespeare
2. Death be not proud by John Donne
3. An elementary school classroom in a slum by Stephen Spender
4. Auto wreck by Karl Shapiro
5. On his blindness by John Milton
6. A prayer for all my countrymen by Guy Butler
7. The birth of Shaka by Oswald Mbuyiseni Mtshali
8. The serf by Roy Campbell
9. Mementos, 1 by WD Snodgrass
10. Cheetah by Charles Eglington

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 poet;
• The themes;
• Words you need to know to understand the poem;
• Type and form;
• Line-by-line analysis; and
• Tone and mood.

All the above information is contained in a one-page summary. Use the 10 summaries to help you hold the 10 poems clearly in your mind.
You can test your understanding of each poem by completing the activities, then use the answers to mark your own work. The activities are based on the kinds of questions you will find in the exam.

Top 7 study tips

1. Break your learning up into manageable sections. This will help your brain to focus. Take short breaks between studying one section and going onto the next.
2. Have all your materials ready before you begin studying a section – pencils, pens, highlighters, paper, glass of water, etc.
3. Be positive. It helps your brain hold on to the information.
4. Your brain learns well with colours and pictures. Try to use them whenever you can.
5. Repetition is the key to remembering information you have to learn. Keep going over the work until you can recall it with ease.
6. Teach what you are learning to anyone who will listen. It is definitely worth reading your revision notes aloud.
7. Sleeping for at least eight hours every night, eating healthy food and drinking plenty of water are all important things you need to do for your brain. Studying for exams is like exercise, so you must be prepared physically as well as mentally.

On the exam day

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

Overview of the English First  Additional Language Paper 2:  Literature exam 

In the Paper 2 Literature exam, you need to answer questions from two  sections. Choose the two sections that you know best:

• Section A: Novel
• Section B: Drama
• Section C: Short stories
• Section D: Poetry

A total of 70 marks is allocated for Paper 2, which means 35 marks for  each section you choose.
You will have two hours for this exam.

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

What is a contextual question?

In a contextual question, you are given an extract from the poem. You then have to answer questions based on the extract. Some answers you can find in the extract. Other questions will test your understanding of other parts of the poem. Some questions ask for your own opinion about the poem.

What are the examiners looking for?

Examiners will assess your answers to the contextual questions based on:

• Your understanding of the literal meaning of the poem. You need to identify information that is clearly given in the poem.
• Your ability to reorganise information in the poem. For example, you may be asked to summarise key points.
• Your ability to provide information that may not be clearly stated in the extract provided, using what you already know about the text as a whole. This process is called inference. For example, you may be asked to explain how a figure of speech affects your understanding of the poem as a whole.
• Your ability to make your own judgements and form opinions about aspects of the poem. This process is called evaluation. For example, you may be asked if you agree with a statement.
• 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.

Question words  

Here are examples of question types found in the exam.

Literary features found in poems

SONNET 116 BY WILLIAM SHAKESPEARE

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 1

Sonnet 116: Let me not to the marriage of true minds was written by William Shakespeare (1564-1616). He lived in England at the time of Queen Elizabeth I and he is one of the most famous English writers. He wrote many plays and over 150 poems. Like this one, most of the poems are sonnets which deal with themes of love, time, and their effect on people and relationships.

 1. Themes

The main theme of Sonnet 116 is love. Shakespeare is saying that nothing can stop true love and that it never changes, no matter what happens in life. True love can survive even during life’s problems and can guide you through difficult times. Not even time can destroy true love, which lasts forever.
The poet is so sure of what true love is that he says that, if he is wrong, then he has never written anything, including this poem! This is how he concludes his argument that true love is constant and everlasting.

Note: This poem is written in Elizabethan English. The glossary after the poem gives the deunitiono of Elizabethan words.

2. Type and form

Sonnet 116 is an Elizabethan sonnet. It has 14 lines in one verse that is made up of:

• Three quatrains of four lines each; and
•  A rhyming couplet of two lines at the end of the poem.

The rhyming scheme for Sonnet 116 is abab cdcd efef gg
Rhyme: Words at the end of the lines which have the same sound such as “minds” and “finds”.

3. Analysis 

In the first quatrain, the poet suggests what love is not. Nothing should get in the way (“impediments”) of people who are united (perhaps by love or marriage) and have the same values (“true minds”). People who have true minds share the same beliefs, values and ideas. They may be close friends or family members, not only lovers or people who are married in an official way.

Note: Marriage can also mean a closeness or union between two people who love each other.

He celebrates this kind of love and explains that true love does not change (“alters”) when circumstances change (“it alteration finds”). True love stays constant (steady or even) and stable and it does not weaken (“bend”) when there are difficult times, or the loved one does not seem to love any more.
The poet emphasises that love which changes or weakens is not true love by repeating “alter” and “alteration”; and “remover” and “remove” – these words suggest things that take love away or change love.

Note: Notice how “work” amd “bark” rhyme as do “shaken” and “taken”.

In this quatrain, the poet suggest what love is. The poet explains that he thinks the love of true minds is stable and permanent. His exclamation, “O, no!” indicates how strongly the poet rejects the idea that anything can change true love. The poet then uses metaphors based on ships and sailing to tell us what love really is.
In the first metaphor the poet says that true love is an “ever-fixèd mark”, perhaps like a lighthouse. It stays shining and constant as a guide even during the worst storms (“tempests”). This metaphor tells us that true love is faithful and steady and will help you to manage even the worst of life’s problems.
In the second metaphor, Shakespeare says that true love is the “star” that guides a ship that has gone off course or got lost (“wand’ring bark”). This star refers to the North Star, which was used by a ship’s captain to steer a ship in the right direction as it is a constant star, always in the same place in the sky. He is saying that true love is constant and never changes its nature. It can be trusted to guide you through life, like the North Star guides a “wand’ring bark” or a ship lost at sea.
Shakespeare also says that, although the position of a star can be measured, we cannot know the worth or value of the star. In the same way, the value of true love is something which cannot be measured, so its worth is “unknown” (line 8), although it can give us direction and meaning in life.

Did you know:  In Shakespear’s day, sailing ships were made of wood. The captain steered the ship by measuring the position of the stars to guide the ship across the sea.

In the third quatrain, the poet tells us that such love is timeless – it cannot be measured and lasts to the end of the world.
The passing of time has no effect on true love. The use of a capital letter in “Time” tells us that this is personification, that Time is a person. Shakespeare is writing about time as if it is a man, so he writes “his” not “its”.
However, the speaker in the poem says that love is not the “fool” of Time. He says that love is not a servant that has to obey Time’s rules and so, although Time destroys youth and beauty (cuts down “rosy lips and cheeks” with his “sickle”), love does not change. The poet says that love will last forever, even until the end of the world (“the edge of doom”).

Did you know: Father Time is also called the Grim Reaper or Death. He carries a sickle to harvest people, as a farm worker cuts grass with a sickle. He destroys our youth and beauty so that we get old and wrinkled.

After telling us that love does not change (first quatrain), that love gives us guidance (second quatrain) and finally that love never ends (third quatrain), the poet ends the poem with a little joke. He says that if anyone can prove that his views of love are wrong then it would mean that he didn’t write anything and that no one has ever loved anyone.
This is a clever argument to end the poem with because we all know that Shakespeare has written – we are studying one of his poems right now – and of course people have loved before, and so what he says about love must be correct.

4. Tone and mood

The tone of the poem is generally confident. Shakespeare believes so strongly in love that he does not say love is “like” anything (a simile). Instead, he uses metaphors to say that love IS that thing: love IS a “star” and love IS an “ever-fixèd mark”.
In the third quatrain, Shakespeare’s tone is scornful of Time’s “brief hours and weeks” because true love is not affected by time. Time passes and we grow old and die but love does not die.
The tone of the rhyming couplet is persuasive. The poet or speaker wants to persuade the reader to agree with his views about true love.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent?

Note: Scournful is an expression of digust towards someone or something that is seen as unworthy.
Also have you noticed that there are no similies in this poem, only metaphors?

Summary
Sonnet 116 : Let me not to the marriage of true minds by William Shakespeare

1. Theme
   • Love is constant and everlasting.
     
2. Type and form
3. Tone and mood
   • Tone: Confident, scornful, persuasive
   • Mood: How does this poem make you feel? Happy, sad, angry or indifferent? Always give reasons for your answer.

Activity 1

Refer to the poem on page 2 and answer the questions below.

1. Complete the following sentence by using the words provided in the list below.
   

   Petrarchan; sestet; Elizabethan; Couplet; quatrains; octave

   This is a typical (1.1) … sonnet because of the three (1.2) … and the (1.3) … that rhymes.  (3)

2. Quote a word in the first line which has connotations of love and unity. (1)
3. Refer to the following words in line 1 (“… the marriage of true minds”).
   To what do these words refer?                                                (2)
4. Refer to lines 2-4 (“Love is not love … remover to remove”).
   Using your own words, explain the meaning of these lines.   (2)
5. Choose the correct answer to complete the following In line 5, the words “O, no …” show that the speaker is …
   1. uncertain.
   2. arrogant.
   3. doubtful.
   4. convinced.                (1)
6. Refer to line 7 (“It is the star to every wand’ring bark”).
   Give the literal meaning of the underlined words.                 (1)
7. Is the following statement TRUE or FALSE? Quote THREE consecutive words to support your answer.
   It is impossible to measure the value of love.                        (2)
8. Refer to the following words in line 9 (“Love’s not Time’s fool”). Identify the figure of speech used (1)
9. Refer to lines 13 and 14 (“If this be … man ever loved”).
   How does the poet use the last two lines to make his argument on true love convincing?   (2)
10. Do you agree with the speaker’s view of love? Explain your (2)  [17]

Note:

• Connotations – words with meanings linked to a key word. For example, the connotations of “morning” are fresh,new,early.
• Consecutive words – words that directly follow after one another.

 Hint ; In question 7, one mark will be given if the first part of the answer (true) is correct. To get 2 marks, give the correct answer and quote the correct three words.
Note: When a question asks for your own view or opinion, you must say if you agree or not and then give a reason for your viewpoint to get 2 marks.

DEATH BE NOT PROUD BY JOHN DONNE

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 2

This poem was written by John Donne (1572-1631) who lived at the same time as Shakespeare. Donne had an adventurous early life. He travelled by sailing ship on two expeditions to the New World (the United States). He also ran away with his employer’s 16-year-old niece, Anne, whom he married, and so he was fired from his job. Donne was a Christian and became an Anglican priest and later the Dean of St Paul’s Cathedral in London.

1. Themes

The theme of this poem is death. The poet speaks directly to Death, in person, and tells Death not to think that he is important and powerful because Death is really just a kind of sleep – and rest and sleep are pleasant. We all wake from sleep: even people who die will wake from death – in heaven! The poet points out that actually death brings us benefits and that it has no power. There is therefore no reason for people to be afraid of death.
This poem is based on the Christian paradox that in order to live forever you have to die. In the Christian belief, physical death is the gateway to eternal or everlasting life in heaven.
The poet makes a clever argument in this poem. His idea is set out like this:

• When we die, it looks as if we are asleep.
• When we sleep, we will eventually wake up.
• If death looks like sleep, then we will also wake up from death.
• If we wake up from death, we cannot be dead.
• Death is destroyed by eternal life.

Vocab: A paradox is a statement made of two opposite ideas that seems to make no sense but may be true.

2. Type and form

The poem is an Italian or Miltonic sonnet. This is because its 14 lines are made up of:

• An octave of eight lines made up of two quatrains; and
• A sestet of six The sestet is made up of one quatrain and arhyming couplet at the end of the poem.

The rhyming scheme in this sonnet is abba abba cddc ee.
Hint: “Octo” (in octave) means eight “ses” means six, so a sestet has six lines

3.  Analysis

The speaker talks to Death as if Death was a person. This is a figure of speech called personification. By personifying Death, and giving it a human quality – pride – the poet makes death less scary. Death then only has the same power as people like you and me.
The speaker is using another figure of speech here called apostrophe – no, not the punctuation mark! Apostrophe is when you speak directly to an absent person or thing as if he or she was standing in front of you.
The poet orders Death not to be “proud” (arrogant) because people do not really get defeated (“overthrown”) by Death. In fact, Death cannot kill anyone – not even the speaker. The poet explains in the rest of the poem why Death cannot really “kill” anyone.
The poet, however, says that only “some” people consider death “mighty and dreadful” (line 2). In line 3, he goes on to tell Death that people it thinks it has destroyed do not die, and Death cannot kill him, the poet. He mocks Death by pretending to be feel sorry for Death, calling it “poor death”.
The poet is using the word “poor” in an ironical way here, as he does not really pity death.

Vocab: Poor can mean financially poor; or someone undeserving pity. In this poem, the word “poor” is used scornfully. The poet does not really pity death.
Also: Note how the rhyme scheme here is abba. ” Be” rhymes with “delivery” and “flow” with “go”.

People who die look like they are resting and sleeping – both rest and sleep are enjoyable (they give us “much pleasure”). Death is just a copy of these pleasant experiences.
The poet continues to mock Death by saying that if sleep is great and death is like a big sleep – then what an even greater pleasure death must be. Even more, the quicker people die, the better for them (“soonest our best men with thee do go” in line 7)!
The poet gives his evidence for this in lines 7 and 8, where he says the “best men”, those with true faith, welcome death because it rests their bodies (“bones”) and delivers their souls to God.

 Note: The rhyme in the sestet is cddc ee
The speaker continues to criticise Death. He says that Death does not have the power to kill people on his own. Death is a servant (a “slave”) to many horrible “masters” such as destiny (“Fate”) and accidents (“Chance”), which may kill us. Death also works for “desperate men” – this would be men who may rob and murder. Death also has to live (“dwell”) with very nasty companions that will do the actual killing: “poison, war, and sickness” (line 10).
Hint: Connotation of a word are extra meanings or the associations with that word. By using the word “Slave”, the poet is saying that Death is not free and has no control over his life.
The poet personifies Death as a slave who has no freedom to act on his own. He is used by other forces which cause death. The poet uses capital letters (F and C) for Fate and Chance as if they are important people; and Death is their slave.
In line 12, the poet reminds Death that even simple sleeping drugs (opium, made from the “poppy”) and charms (“magic”) can make us “sleep” better than Death can (“…better than thy stroke”). The poet asks: if these things do the same work as Death, why is Death is so full of self-importance, “why swell’st thou then?” There is an expression “swell with pride” that describes the feeling of being filled with pride, which gives us an image of a proud, arrogant person pushing his chest out to look big and important! The poet suggests that Death has nothing to be proud of.

The last two lines of the poem are a rhyming couplet. Although the words “eternally” and “die” do not seem to rhyme – they would have rhymed in the English accent of that time.
Notice that now the speaker uses a small “d” for death in the last line of the poem (line 14). Death is not important anymore and does not get the capital “D” of a proper noun.

4. Tone and mood

The poet’s tone in the poem is scornful and mocking in the way that he gives orders to Death, which is often considered a terrifying mystery. The tone is also critical of death.
In the end, the speaker uses a triumphant tone because he has won a victory over Death, as Death is conquered and destroyed by eternal life.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary
Death be not proud by John Donne

1. Theme
   Death is not a terrifying mystery, but a force without real power.
2. Type and form
   
3. Tone and mood
   • Tone: Scornful, mocking, triumphant
   • Mood: How does this poem make you feel? Happy, sad, angry or indifferent? Always give reasons for your answer.

Activity 2 

Refer to the poem on page 10 and answer the questions below.

1. Refer to the following words in line 1 (“Death be not proud”):
   Identify the figure of speech used (1)
2. Explain why the poet has used this figure of (2)
   Hint: to explain this figure of speech, think of how and why the poet talks to Death as a person.
3. Which three words from the list below could be used to describe Death? (3)
   

   arrogant; clever; proud; friendly; over-confident; loving

4. Is the following statement TRUE or FALSE?
   Everyone fears Death.
   Quote ONE word from the poem to support your answer.       (2)
   note: Write down either true or false and then your one word answer. Remember that this is a quote so make sure you spell the word exactly as it is in the poem.
5. Complete the following sentences by using the words provided in the list Write down only the words next to the question number.
   

   entertainment; temporary; relaxation; end; look; final

   The poet says that “rest and sleep” are “pictures” of Death, meaning they only (5.1) … like death. However, people rest and sleep for (5.2) …                                                                                   (2)

6. Using your own words, write down THREE causes of death statedin the poem.                                                                          (3)
7. Refer to the following words in line 12 (“why swell’st thou then?”) Explain the meaning of these words as they are used in the (1)
8. Refer to lines 10-14. Name two things which have the sameeffect as Death.                                                                     (2)
9. Write down the correct tone word in brackets for each of the lines below:
   1. “Death be not proud for, thou art not so” (lines 1- 2) (triumphant/critical/ mocking)
   2. “Thou art slave to Fate, Chance, kings, and desperate men” (line 9) (triumphant/critical/mocking)
   3. “And poppy, or charms can make us sleep as well, And better than thy stroke” (lines 11-12)
      (triumphant / critical / mocking)
   4. Death, thou shalt die.” (line 14) (triumphant/critical/mocking)                                               (4)
10. In the last two lines (13–14) the speaker’s tone is …
    1. triumphant and victorious
    2. submissive and angry.
    3. sad and disappointed.
    4. thoughtful and fearful.                                                       (1)
11. Discuss the message the poem has for its (2)   [23]

To get 2 marks, you must give 2 points.

Answers to Activity 2

1. Personification OR apostrophe ✓ (1)
2. Personification: The poet gives Death human qualities in order to mock/poke fun at/ridicule/laugh at Death/ to show that Death is like an ordinary human/mortal/ not powerful ✓✓
   OR
   Apostrophe: He addresses Death as if Death is present/ in front of him. ✓✓ (2)
3. arrogant ✓/proud ✓/over-confident ✓ (3)
4. False. “some” ✓✓ (2)
5. 5.1 look ✓ (1)
   5.2 relaxation ✓ (1)
6. • You are destined to die in a certain way (Fate). ✓
   • You can die in an accident (Chance). ✓
   • Your death can be ordered by kings/powerful people. ✓
   • You can die in a war. ✓
   • You can be murdered. ✓
   • You can kill yourself/ suicide. ✓
   • You can die by taking poison. ✓
   • You can die from illness/disease. ✓ (3)
7. The poet is questioning/asking why Death is filled with pride/proud/OR why Death is arrogant/pompous/haughty/ swollen with pride. ✓ (1)
8. “poppy” ✓ and “charms” ✓ (2)
9. 1. critical ✓
   2. critical ✓
   3. mocking ✓
   4. triumphant ✓ (4)
10. A / triumphant and victorious ✓ (1)
11. • You should not be afraid to die. ✓
    • Death has no power. ✓
    • Death is temporary/does not last forever. ✓
    • There is life after death. ✓ (2)  [23]

NOTE:

•  In question 4, a mark is awarded only if both parts of the answer are correct: False and “some”.
• Any three of the answers in question 6 are acceptable
• Any 2 of the answers n question11 are acceptable

AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM BY STEPHEN SPENDER

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 3

This poem was written by Stephen Spender (1909-1995). He was a modern English poet and writer.
Much of his writing is about human rights and social justice. He was politically left-wing and was a member of the Communist Party in Britain in the 1930s. He was actively involved in the anti-Nazi and anti-Fascist politics of that time.
Later in life he edited literary magazines and taught at many institutions. He became Professor of English at University College in London in the 1970s.

1. Themes

The two main themes are a protest against social inequality and againstpoor quality education.
The poet describes some children in a classroom in a very poor area. Most of them look unhealthy and unhappy. The pictures on the walls of the gloomy classroom show an interesting world outside the slum, but the children are trapped in a world of poverty and may never experience a better life unless something is done to change their future.
The poet calls upon the people responsible for education to free these children from their poverty and give them the opportunity to live a better life.

VOCAB: In the title of the poem, an ‘elementary school’ is a primary school (grade 1-7). A ‘slum’ is a very poor area of a city or town with few facilities or services.

An elementary school classroom in a slum by Stephen Spender

 Words to know:

2. Type and form

This poem is divided into four stanzas of eight lines each. It is written in an informal style with no words that rhyme at the ends of the lines, which is typical of modern poetry.
This is known as free verse.

3. Analysis

Note: Rhyming lines of poetry end in words that sound the same.
In stanza 1, the poet describes some of the children in the classroom. The opening lines of the poem are not complete sentences and have an unusual word order:

Far far from gusty waves these children’s faces
Like rootless weeds, the hair torn round their pallor. (lines 1 and 2)

In ordinary English, the first two lines would be written: “These children’s faces are far, far from gusty waves and they look like rootless weeds. ” By changing the word order, the poet repeats “Far far” to start the poem. This emphasises the poet’s frustration about how far the children’s environment is from what it should be. His tone is angry. The words “gusty waves” (line 1) suggest wind and sea – a healthy, fresh and beautiful place, unlike the gloomy slum they are living in.
In a simile, the poet compares the children to “rootless weeds” (line 2). Weeds are small, unwanted plants. The word “rootless” gives us an even more powerful image of how weak the children are: plants cannot grow without roots to take in water and nutrients, and without roots, they do not even seem to belong in one place in the ground. The simile “like rootless weeds” suggests these children are thin, weak and underfed, but also that they do not have a place in the world. The children’s “pallor” (line 2) makes them look pale and sickly, while the metaphor “torn hair” (line 2) suggests that their hair is messy and they are not well cared for.
The poet goes on to describe some of the children in the class. One girl is tall for her class, but instead of standing tall and proud, she hangs her head (“weighed-down head” in line 3). This suggests she is thin and her head feels too heavy for her body, or that she feels depressed and is not concentrating on the lesson. A boy is “paper-seeming” (line 3 and 4). This metaphor suggests that he is as pale and thin as a piece of white paper. The poet uses hyperbole here to emphasise how thin the boy is.
The metaphor “rat’s eyes” (line 4) paints a picture of little eyes moving quickly around, like a rat’s – perhaps always looking for danger or a way to survive. Some rats have red eyes, so perhaps the boy has an eye disease, or has been crying. The image of this boy is of a thin, pale, frightened, unhealthy child.
A third boy suffers from a disease he has inherited from his father that has left him undeveloped (“stunted”) with “twisted bones” (line 5). To “recite” is to repeat something and learn it off by heart. The poet uses irony by saying the boy “recites” his “disease”, instead of his schoolwork. The poet could be suggesting that the child will repeat the disease by passing it on to his own children one day. The emphasis is on the repetition of disease and ill health.
We are also given the impression that the children are taught to learn things off by heart, without really understanding what they are learning about.
In the final three lines of this stanza, the poet introduces a contrast. The last child mentioned, sitting at the back of the dull, poorly-lit room, is different from the others and looks younger than they do. “Sweet and young” (line 7) suggests he is innocent and has not yet been as badly affected by slum life as the other children and still has dreams of something better. Instead of listening to the lesson, he is dreaming of playing in a different place, somewhere outside in nature (“tree room”). A squirrel is a little animal with bright eyes and a bushy tail that runs freely up and down trees. The child perhaps imagines playing as freely as a squirrel in a beautiful place.

Note:

• A simile is a direct comparison between two things using ‘like’ or ‘as’
• Hyperbole: An overstatement used for emphasis. Here, the boy is not really as thin as a piece of paper.
• A metaphor is a way of comparing two things without using the words ‘like’ or ‘as’.

In the second stanza, the poet describes the classroom. The colour of the classroom walls is “sour cream” (line 9). The connotations of this are of cream that has gone bad, which suggests the walls are dull and not very clean.
The walls are decorated with what the poet calls “donations” (line 9) – which are gifts to the school, but these gifts may not improve the children’s lives. Ironically, these gifts suggest a world that the children may never be able to experience because of their poverty. The speaker uses a bitter tone when he tells us that these children have a life which is a contrast to these pictures. Their world is dirty, polluted, grey and without much freedom.
Note:

• Imagine some connotations of ‘sour cream’. They may include ‘rotten’, ‘horrible tatse’ or ‘ old’.
• Irony:  A statement with an underlying meaning different from its surface meaning.

Look at what is on the walls and note the irony of these “donations”:

• A picture of Shakespeare: he represents the world of culture, of theatres and plays that, ironically, the children may never see. The phrase “cloudless at dawn” (line 10) suggests a new day, a new life, and contrasts with the grey skies of the slum outside the classroom “Civilised dome” (line 10) may refer to Shakespeare’s bald head in the shape of a dome. It could also refer to buildings with domes in cities that suggest other cultures and faraway places.
• A poster of the Tyrol: The Tyrolean mountains in Austria have beautiful valleys that are green and filled with wild flowers in summer. Cows graze and wear bells around their Many tourists travel there on holiday, but these children may never get a chance to do that.
• A map of the world: This seems “open-handed” (generous), as if it offers the children the whole, exciting world with its wonderful opportunities, but most of them may never leave the slum in which they live.

The poet’s tone is sad when he says, “these windows, not this world, are world” (line 13). “These windows” refer to the classroom windows that look out on the slum. They do not look out on “this world”, which is the wonderful world shown in the pictures and the map. Instead, the windows “are [their] world”; in other words, the children’s world is the slum that they see through the windows.
The speaker goes on to describe the slum outside the classroom and what it means for the lives of the children. The “narrow” street suggests that the area is built up and crowded. It is “sealed” (line 15) or closed in by the grey, cloudy, heavy (“lead”) sky. The words “lead”, which is a heavy grey metal, and “sealed” make it seem almost as if the children are trapped in a lead coffin. The alliteration of the “s” sound that links the words “street/sealed/ sky” adds to the trapped, closed-in feeling.
As he did at the start of the poem, the poet uses the repetition, “Far far …” (line 16) to emphasise how the children are cut off from nature and the beautiful world beyond the slum. The metaphor “stars of words” (line 16) is interesting. The stars are beautiful and represent dreams, great ambitions and things that are bright and fine. “Stars of words”, therefore, make us think not only of a beautiful night sky, but also of the wonderful ways words can be used: words express wisdom and knowledge, they can inspire us, they can empower us. But perhaps these children have no experience of words used in this way.
Notice that in this stanza, the word “world” is repeated four times, each time with a slightly different meaning or connotation.

In this stanza, the poet uses an indignant tone. His anger about injustice increases when he thinks about the children’s future.
“Wicked” (line 17) seems a very strange word to use to describe a great and inspiring writer like Shakespeare, and how, we may wonder, can a map be “a bad example” (line 17) ? We are answered in the next line. Great art and literature, maps of the world, together with a life of travel and adventure (ships) in warm, sunny places belong to a life these children may never have – unless they turn to crime to escape from their poverty. The poet’s diction (his choice of words, such as “wicked/bad”) and the strong rhythm of these lines show how strongly he feels. The poet’s unhappiness is shown again in the next two lines when he describes what the future holds for these children. Their homes are “cramped holes” (line 19) and their lives are dull (“fog”) and without a bright future (“endless night”).
Lines 20 to 24 paint a tragic picture of the children’s future. If you have ever seen a place where coal is mined, you will have seen the slag heaps which are huge dumps of black waste from the coal mines. The children in the poem do not literally live on a slag heap (although their slum may be close to one) but this strong metaphor tells us that their lives are not pleasant, and are without joy or hope.
The poet uses personification in “wear skins peeped through by bones” (line 20) to emphasise how thin the children are. Their bones are “peeping” or looking through their skin. This is also an example of hyperbole as the bones would not actually be sticking out through the skin. The children who wear the broken glasses cannot even see properly – “With mended glass, like bottle bits on stones” (line 21). This simile may refer to the children’s future as well as their physical condition. Is the future they see ahead of them as broken as their glasses? They have nothing good to look forward to as “All their time and space are foggy slum” (line 23).
The last line of stanza 3 shows how angry the poet feels about the future to which these children are condemned. He speaks in a direct, angry andaccusing tone to us and all those people in authority. He says that we may as well condemn the children to endless unhappiness and paint the “map” of their future with a picture of a huge slum, “as big as doom” (line 24).
You met the word “doom” in the Shakespeare sonnet, when it meant 0the end of time/the world, the Day of Judgement. Here “doom” has the connotation of being condemned to suffering and death from which there is no escape. Notice the rhythm of this line, with five short, strong, heavy words following one another, almost like beats of a drum – “So blot their maps with slums as big as doom”.
Note:

• Read this line out loud and hear how it expresses the poet’s anger. ‘ So blot their maps with slums as big as doom’.

In the last stanza, the poet introduces hope to a hopeless situation. He calls on those in authority to change these children’s lives and give them a better future. He calls on the school governor (many South African schools have governing bodies), teachers, school inspectors and visitors to take action. To express his excited tone about what he wants to happen, the poet has written this stanza as one long sentence that builds to a climax. However, to make it easier to discuss, it will be divided into two.

Unless, governor, teacher, inspector, visitor,                     25
This map becomes their window and these windows
That shut upon their lives like catacombs,
Break O break open, till they break the town

Note: The poet does not mean the authorities must literally break the windows. He means they must  Uguratively help to open up the children’s minds and lives.

The first word, “Unless” (line 25), offers the authorities an alternative to “blot[ting] their maps with slums as big as doom”. Instead, the “map” on the classroom wall should no longer be a “temptation” to steal, but become an offer of real opportunities for the children. It should be a “window” (line 26) to all the world has to offer. The authorities must, figuratively, break open the windows for the children and offer them a different future.
At present they are imprisoned as if they were in a grave (“catacomb”). The poet emphasises the need to free the children from this future by his urgent tone. He repeats “break o break” (line 28) and the excited exclamation “o”; he wants the children to be able to escape their dull and lifeless future and even the town itself.

And show the children to green fields and make their world
Run azure on gold sands, and let their tongues                                                                    30
Run naked into books, the white and green leaves open
History theirs whose language is the sun.

In the last four lines, the poet’s tone is a passionate plea for the authorities to give the children a different life and a better environment. He wants them to enjoy the green countryside and nature, to play freely and explore the sea and the beach (“run azure on gold sands”) – in other words, they need to experience an unlimited world. He wants them to discover the joy of reading books, which are a source of knowledge, delight and wisdom. He uses the metaphor “their tongues run naked” (line 30 and 31), which suggests drinking up the contents of books the way we drink water if we are thirsty.
The poet wants them to show the same enthusiasm for books and knowledge that are relevant and make sense to them. Here the poet makes it clear that it is only through a good education and a better environment that the children will have the opportunities that at present they do not have. He wants them to have access to “white” leaves (a leaf also means a page, so white leaves are the pages of books) and “green leaves” (nature, the wider world) so that they will have a different future.
The poem reaches its climax in the last line with a powerful metaphor: the new “history” of their lives should be written in the “language of the sun” (line 32). The sun is the source of life, warmth, brightness, energy. These are the qualities that should be part of these children’s lives.

4. Tone and mood 

In stanza 1, the tone is angry and frustrated because of the hardship the children face.
In stanza 2, the speaker uses a bitter and sad tone when he contrasts the pictures on the classroom wall with the hard realities the children face.
In stanza 3, the tone is indignant and accusing about the injustice the children face in the future.
In stanza 4, the tone is excited and urgent about the need to improve the children’s situation. The final tone is a passionate plea to do so.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary 
An elementary school classroom in a slum by Stephen Spender

1. Theme
A prootest against social inequality and against poor quality education
2. Type and form

3. Tone and mood
Tone: Moves from angry, frustrated, bitter, sad, indignant and accusing; to excited, urgent and passionate.
Mood: How does this poem make you feel? Happy, sad, angry or indifferent? Always give reasons for your answer.

Activity 3 

Refer to the poem on page 19 and answer the questions below.

1. Complete the following sentences by using the words provided in the list Write down only the words next to the question number (1 – 3).
   

   good; primary; children; resources; high; poor

   The setting (background) of the poem is a (1) … school in a (2) … area. There are very few (3) … in the classroom.        (3)

2. Using your own words, describe the children in the classroom
   State THREE points.                                                              (3)
   NOTE: in this question use your own words. Do not quote directly from the poem. For 3 marks, give 3 points.
3. Refer to lines 6-8.
   In your OWN words, say how this child is different from the rest of the children in his class.                              (1)
4. Refer to stanza
   How does the speaker feel about the “donations”? Give a reason for your answer.                                                                     (2)
   Note: When you are asked to give a reason, the reason must be based on the poem.
5. Refer to line 15 (“A narrow street sealed in with a lead sky”).
   5.1 Identify the figure of speech used (1)
   5.2 Explain why the poet has used this figure of (2)
6. Refer to stanza
   Is the following statement TRUE or FALSE? Quote TWO consecutive words to support your answer.
   The children’s homes are large and comfortable.                  (2)
7. Choose the correct answer to complete the following sentence: In stanza 4, the speaker’s tone shows that he is …
   1. commenting critically.
   2. pleading passionately.
   3. complaining bitterly.
   4. demanding forcefully.                                                                                                (1)
8. Refer to stanza
   Name ONE experience the speaker wishes the children to have.                                                                                   (1)
9. In your view, how does the speaker (poet) feel about the children? Using your OWN words, give TWO reasons for your (3)  [19]
   Note: When asked for your view, the answer requires your emotional response and understanding of the poem. For 3 marks, make 1 point about the speaker,s feeling (1 mark) and then give 2 reasons (2 marks).

AUTO WRECK BY KARL SHAPIRO

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 4

Auto wreck was written by Karl Shapiro (1913-2000). He was an American poet who began writing poetry when he was fighting in the Second World War (1939 – 1945). He sent his poems back to America, where his fiancée had them published. He wrote Auto wreck in 1941, during the war.
He is famous for writing poetry about ordinary things such as flies, cars, supermarkets and this car crash. Shapiro was awarded the Pulitzer Prize for Poetry in 1945 and was the American Poet Laureate in 1946 and 1947.

Note

• An ‘auto-wreck’ is how Americans refer to a acar-crash.

1. Themes

The main theme of the poem is death, and the uncertainty of life.
The poem shows how uncertain and insecure life can be. None of us knows when and how we will die. The people in the cars were probably not thinking at all about life and death when suddenly the crash happened. In a moment, their lives have been changed by horrible injuries, or have been taken away altogether. The poet has no reasonable explanation for this.

Auto wreck by Karl Shapiro

Words to know:

 2. Type and form 

This is a descriptive poem that deals with thoughts and feelings, so it could be classed as a lyric poem.
The poem is written in free verse, a form of poetry that has no set rhyming pattern. The structure is informal: lines and stanzas may be of different lengths and usually there is no regular use of rhyme, or even no rhyme at all.

3. Analysis

These lines describe the arrival of the ambulance at the scene of the car crash (auto wreck). In the 1940s, when this poem was written, ambulances had loud bells, not sirens as they have today. The first few words create a pleasant feeling with the description of the ambulance siren as a “soft silver bell”. Notice how the alliteration of the ‘s’ gives a gentle sound. The repetition of “beating, beating” to describe the strokes of the bell is a harsh contrast.
Then the poet refers to the “dark” of the night and the red “flare” (line 1) as the red light on top of the ambulance approaches. The use of the word “dark” instead of “night” helps to make the scene feel more grim and full of danger.

Note: flare- a light that a ship sends out, like a firework, to show that it is in danger and needs help

The poet then shocks us out of any comfortable feelings we have by using the simile “Pulsing out red light like an artery” in line 3 to describe the light. The flashing light is compared to blood shooting out (“pulsing”) from a blood vessel. This comparison makes us feel that the accident may involve serious injuries, even death. The ambulance speeds along, passing the lights of the signs and clocks on buildings in an ordinary street. The poet compares the ambulance that races to the accident to a large bird coming down to land in the metaphor “Wings… dips down” (line 6). The vehicle brakes and slows to a stop among the crowd of bystanders who always gather at the scene of an accident.

These lines describe how the accident victims are loaded into the ambulance and driven away. The poet shows the speed and urgency of the paramedics with the personification of the doors that “leap” or jump open, the way, probably, that the paramedics jump quickly out of the ambulance.
Many words the poet uses in stanza 1 – “quick”, “top speed”, “brakes speed”, “leap” – help to give a sense of emergency and haste to the scene. The scene is lit up by the light from inside the ambulance and we see that the victims are extremely badly injured as they are described as being “mangled” (line 9). The word “stowed” (line 10) means “packed away” and could suggest that these people are hurriedly packed into the ambulance as if they are just things or bodies, not living people.

Note: Mangled – twisted and broken

The metaphor “little hospital” (line 10) tells us that the ambulance is equipped to care for the injured. The poet now uses the word “tolls” (line 11) to describe the ambulance bell. This reminds us of a funeral, when the church bell is “tolled” and we suspect that some of the victims may be dying or even dead. This idea is supported when the poet refers to the victims, describes the injured people in the ambulance as “terrible cargo” (line 12).
The ambulance drives off before the doors are closed. This also gives a sense of urgency to the scene as it needs to hurry to save lives. The extended tolling bells also remind us of a funeral; and the “closing” doors suggest that lives may be also be lost (“closed” in line 14). The ambulance now almost becomes a hearse, a vehicle that transports the dead.

Note: The poet vividly describes the movement of the ambulance by using verbs such as ‘floating’, ‘dips’ and ‘rocking’.

The crowd is still wandering around at the scene. “Deranged” literally means ‘mentally disturbed’, which shows how much the accident has upset the onlookers. Note that the poet uses the informal word “cops” instead of ‘police’. In contrast to the onlookers, who are very upset, the policemen are calm as they carry out their duties. Could this be because the police are trained to be calm in an emergency and are used to accident scenes? One policeman washes the blood away with water (“douches”), another makes notes and a third one hangs warning lights (“lanterns”) on the remains of the crashed cars.
The hyperbole, “ponds of blood” (line 18), indicates that much blood has been spilled and tells us how badly the victims have been hurt – but notice how easily the signs of pain and suffering are removed with buckets of water. The broken wrecks of the cars are wrapped around the street poles.
The metaphor comparing the wrecked cars to “empty husks of locusts” (line 21) shows how badly the cars are damaged. The images of the husk and locust suggest the torn and broken metal of the cars. Locusts are also very destructive insects. They can eat and destroy crops very quickly; in the same way that an accident can happen quickly and cars can become wrecks.

Note: Husk – The dried-out covering of a plant like a mealie

Note: The stanza shows how shocked the onlookers are.

This stanza focuses on the feelings and reactions of the onlookers. The poet uses medical metaphors to describe the way they feel. Their throats feel as if they are tightly tied up by tourniquets. The shock and horror of the accident makes them unable to move freely, as if their bones have been broken and tied to splints to keep them from moving. These medical metaphors suggest that the onlookers, too, have been hurt (but in their minds, not their bodies). The metaphor “convalescents” (line 24) shows them slowly beginning to recover from the shock, but their smiles are “sickly” and false as they try to hide their horror. They try to make contact (“be intimate”) with one another in an awkward (“gauche”) way.
Some “warn/ With the stubborn saw of common sense” (line 26) – perhaps they are talking about how one should drive more carefully; others make “grim jokes” (line 27). Still others make a “banal resolution”, saying stereotypical things and perhaps using clichés such as, ‘You never know when your turn [to die] is coming’, or decide that they themselves will drive more carefully in future.
There are a number of oxymorons in stanza 3. The onlookers make “grim jokes” (line 27) and they cannot stop thinking about and looking at the accident. It fills their minds with “richest horror” (line 30). We can understand how the accident fills them with horror: the victims could have been themselves or their loved ones, and the accident fills them with the fear of death or dreadful injury.

Note: Oxymoron – Deliberately puts 2 words with opposite meaning together. ‘Grim’ means horrible or frightening, which is not something we associate with jokes. ‘Jokes’ have the connotation of laughter and fun.

In the last stanza, the poet thinks about the mystery of death and its causes. None of us knows how or when we will die, or who will die next: this is the “old … question” that is in the minds of the onlookers. But this reminds them of another silent question: “Who is innocent?” (line 32). This rhetorical question asks who is responsible for the accident and why those particular people should have been the victims. The poet – and the onlookers – cannot answer the question. Death in an accident like this one does not seem to have a reasonable explanation and is confusing to ordinary people.

Note: Rhetorical question –  a question that doesn’t really need an answer.

The poet thinks there are reasons for other forms of death that we can understand: people kill one another in war; they kill themselves because of depression or despair; babies are born dead for medical reasons. Diseases like cancer are shown by the simile comparing the way cancer grows inside you to the way a flower blooms (line 35).
The poet feels the only explanation is an “occult” one: only fate – or perhaps God – can explain death in an accident like this. We like to think we can explain everything through science and reason (“physics”), but such accidents make our science useless and mock it (“cancels our physics with a sneer” in line 37). We like to think that life should be like a story in which everything is explained at the end (the “denouement”), but an accident like this is different, and has no easy explanation.
In the final metaphor the poet shows us that the idea of a “denouement” is destroyed, “spattered” like the blood of the victims all over the road. The description of the road (“stones”) is, as we all know, useful (“expedient”), but, being the scene of the accident, it is also personified as “wicked” (line 39) perhaps because without roads and cars there would be no car accidents.

4. Tone and mood

In stanzas 1, the tone is urgent and matter-of-fact as the cleaning up of the accident is described.
In stanza 2, 3 and 4, the tone is confused and horrified as the spectators realise how terrible the accident was.
In stanza 5, the tone is confused and uncertain at the uncertainties of life and death.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary 
Auto wreck by Karl Shapiro

1. Theme
   Death and the uncertainty of life.
2. Type and form
   
3. Tone and mood
   Tone: Urgent, matter-of-fact, confused, horrified, fearful, uncertain
   Mood: How does this poem make you feel? Happy, sad, angry or indifferent? Always give reasons for your answer.

Activity 4 

Refer to the poem on page 31 and answer the questions below.

1. Complete the following sentences by using the words provided in the list Write only the words next to the question number (1.1–1.3)
   

   police van; accident; dead; ambulance; break-down; injured

   This poem describes how the (1.1) … rushes to the scene of the (1.2) … The (1.3) … are picked up and taken to hospital.                                                           (3)

2. Refer to stanza
   2.1 At what time of the day does this incident happen? (1)
   2.2 In lines 4-6 (“The ambulance at … and illuminated clocks”) the ambulance is compared to a bird. Quote TWO separate words that support this (1) (2)
3. Choose the correct answer to complete the following Write only the answer (A-D).
   The word “mangled” in line 9 tells us that …
   1. The vehicles are badly damaged.
   2. Some of the bystanders are very upset.
   3. The policemen are emotionless.
   4. The accident victims are seriously injured.                       (1)
4. Refer to lines 15 and 16 (“We are deranged … and composed”).
   Quote TWO separate words that show the difference in the reactions of the speaker and the policemen.                                                                             (2)
5. Refer to line 25 (“We speak through sickly smiles …”).
   Explain why the onlookers have “sickly smiles”.                    (2)
6. Refer to stanza
   Using your own words, name TWO things that the onlookers are concerned about.                                                            (2)
7. Complete the following sentences by using the words provided in the list below.
   

   solution; confuses; reason; unnatural; clarifies; logical

   In the last stanza, the speaker argues that there is always a (7.1) … for Suicide, while stillbirth is (7.2) … However, a car crash (7.3)… the minds of ordinary people.  (3)

8. Explain why the poet mentions war, suicide, stillbirth and cancer in a poem about a road (2)
9. The poem was first published in Do you think it is still relevant today?
   Discuss your view.                                                                  (2)
10. Has this poem changed your understanding of the causes of road deaths? Discuss your (2) [22]

ON HIS BLINDNESS BY JOHN MILTON

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 5

On his blindness was written by John Milton (1608-1674). He was a deeply religious English poet. He studied at Cambridge University. As a young man he travelled around Europe and learnt many European languages.
In his later life, there was a civil war in England between King Charles I and Oliver Cromwell and his supporters, who wanted England to become a republic. Milton supported Cromwell and became very politically active. He had to go into hiding when the new king, King Charles II, came into power.
At the age of 44, Milton went blind. Most of his best-known poems were written after this. He composed poems in his head and recited them to his daughters so they could write them down.

Fun fact:

• This poem is based on the parable of the talents in the Bible – Matthew 25, verses 14-30

1. Themes

The main themes in this poem are serving God, blindness (disability) and using one’s talents.
The poet struggles with the fact that he is no longer able to see. He is depressed that he may not be able to serve God by using his talent as a writer. The answer comes to him that God has many followers to do his work and that accepting his blindness and being patient (“stand and wait”) is also serving God

Words to know:

Fun fact:

• The title of this poem was not written by Milton. It was given to the poem much later by Bishop Newton, who was referring to Milton’s blindness. That is why it is called, “On his blindness”, rather than ” On my blindness.”

2. Type and form

The poem is an Italian or Miltonic sonnet. This is because its 14 lines are made up of:

• An octave of eight lines made up of two This is where the problem is presented; and
• A sestet of six This is where the problem is resolved. The rhyming scheme in this sonnet is abba abba cdecde.

3.Analysis

In the octave, the problem is presented. The speaker feels depressed when he thinks (“consider” in line 1) about his problem – the problem is that he is going blind “ere half my days” – before he is even half way through his life. He has one great gift from God, a “talent”, which has been “lodged” (given to him) to use but it is “useless” (line 4) because he cannot see to write any more.
Fun fact: 

• A ‘talent’ was a coin in the time of the Bible. Jesus used the idea of a ‘talent’ as something valuable, a skill given by God. To use one’s talent or skill was a way of serving God. Hiding one’s ‘talent’ would be an insult to God.

The poet uses a metaphor to refer to his eyesight. He calls it his “light” (line 7). This is an effective comparison because our eyes are important. They are one of the ways we get to understand our world. Light is important
– light allows us to see clearly. Light also represents God and the sun and has connotations of brightness and happiness. This contrasts with the life without light – the “dark world” in line 2.
The poet (or speaker) describes his problem in the octave in one long sentence that ends in the middle of line 8. In this sentence, he lists all the things he is worried about and what may happen as a result of his blindness. He is frustrated because the talent God has given him (“lodged with me”) is “useless” (line 4). He is also frustrated because his soul is absolutely “bent” (determined) on serving his “Maker” (God) (lines 4-5) and he cannot do this if he cannot see.
He is fearful and worried because he knows that God has given him this talent so it would be “death to hide” it (line 3). Milton wants to serve his Maker and use his writing talent so that at the end of his life he can present a good “account” (record of his work) “lest” (in case) God would “chide” (become cross with) him for not using the talent to serve Him (line 6).
The poet is also confused. He says that if God did become angry with him he would ask God how God could demand “day-labour” (work) but at the same time make him blind (“light denied”) and therefore unable to work. Although the poet is frustrated, fearful and a little angry, it is important to note that he remains humble when he speaks to God: he calls God his “Maker”, he is “bent” (wanting / determined) on serving God and he realises that he asks the question foolishly (“fondly” in line 8) because God has a plan we may not know.

Note:

• the poet contrasts light and dark in the poem.

The sestet is where the problem set out in the octave is resolved. The speaker begins to answer the question in line 8 starting with the word “But”:

But Patience, to prevent
That murmur, soon replies…                (lines 8 and 9)

“Patience” (which is a good human quality of being able to wait) seems to appear to him personified almost like an angel from God (in a human form). Notice how Patience is named with a capital ‘P’ – like a proper noun. When Patience appears to him, it is as if the poet’s own mind speaks to him and reassures him.
Patience speaks to stop the poet’s “murmur” (complaints) and explains that God does not need man’s work: people serve God best when they “bear his mild yoke” (obey his gentle commands/ carry a small burden). Patience goes on to explain to the poet that God is so powerful (“His state is kingly” – lines 11 and 12) and that there are “thousands” of others who can serve him in many other places and in many different ways.
The poet finally understands that he does not have to write and perform to serve God if he is not able to do so, because people also serve God just by accepting what happens – “who only stand and wait” (line 14). He realises there are other ways to serve God.

4. Tone and mood

In the octave of this sonnet, the speaker goes through many feelings and the tone reflects each of them: frustrated, fearful, worried and confused. In the sestet, the tone changes. It becomes more accepting and gentle.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary
On his blindness by John Milton

1. Theme
   The main themes are serving God, blindness (disability) and using one’s talents.
2. Type and form
3. Tone and moodTone: In the octave it is frustrated, fearful, worried and confused. In the sestet, it is accepting and gentle.
   Mood: How does this poem make you feel? Happy, sad, angry or indifferent? Always give reasons for your answer.

Activity 5

Refer to the poem on page 42 and answer the questions below.

1. Complete the following sentences by using the words provided in the list Write only the words next to the question number (1.1–1.3)
   

   ballad; sonnet; problem; solution; cause; result

   This poem is a Miltonic (1.1) … The octave gives the reader the (1.2) … and the sestet gives the reader the (1.3) …     (3)

2. Refer to lines 1 and 2 (“When I consider … world and wide”)
   Quote TWO contrasting words that best describe the poet’s concern.          (2)
3. Refer to line
   3.1 Quote a word from the first line which Milton uses in place of “eyesight”.     (1)
   3.2 Why do you think he uses this word? (2)
4. Refer to lines 3 and 4 (“And that one … Soul more bent”).
   Why does the poet consider his talent to be useless?          (2)
5. Refer to lines 6 and 7 (“My true account … labour, light denied?”).
   5.1 What is the poet’s fear in these lines? (1)
   5.2 Why does he have this fear? (1)
6. Refer to line 8 (“I fondly But Patience, to prevent”).
   6.1 Identify the figure of speech used (1)
   6.2 Explain why the poet uses this figure of (2)
7. How does the poet’s mood, or how do his feelings change in the course of the poem?
   Choose two words from the box below to complete this sentence:

   joy; acceptance; frustration; blind

   At the start of the poem the poet feels 7.1… but at the end of the poem the poet experiences 7.2…       (2)

8. Refer to lines 10 and 11 “Who best/Bear his mild yoke, they serve him best”.
   Choose the correct word in brackets:
   8.1 “his/him” are pronouns referring to (God/ the poet). (1)
   8.2 “they” is a pronoun referring to (blind people/ all people). (1)
   8.3.1 What figure of speech has been used in these lines?
   1. Simile
   2. Metaphor
   3. Personification.                                                                  (1)
      8.3.2 Explain the figure of speech by choosing the correct answer to complete the sentence below.
      The speaker is comparing the “mild yoke” that God puts on us to:
      1. A donkey pulling a cart
      2. A small burden or job
      3. A kind joke                                                                             (1)
9. Choose the correct answer to complete the following Write only the answer (A–D).
   The word which best describes the poet’s feeling in lines 9-14 (“That murmur, soon … stand and wait”) is:
   1. acceptance.
   2. anger.
   3. depression.
   4. joy.                                                                                      (1)
10. Refer to the last 4 lines of the
    Is the following statement TRUE or FALSE? Write “true” or “false” and quote TWO consecutive words to support your answer.      (2)
    The poet feels that our burdens are not heavy.
11. Consider the poem as a
    11.1 Do you feel sorry for the poet? Discuss your (2)
    11.2 Do you think a disabled person should be expected to perform at the same level as an able person? Discuss your (2)  [28]

Answers to Activity 5

1. 1.1 Sonnet ✓
   1.2 Problem ✓
   1.3 Solution ✓ (3)
2. “Light” ✓ and “dark” ✓ (2)
3. 3.1 “Light” ✓ (1)
   3.2 Joy/ hope/ clarity/ visibility/ warms/ shining/ inspiration ✓✓ (2)
4. The poet’s talent is that he can write and he will not be able to use this talent if he is blind. ✓✓
   OR
   He is unable to see. Therefore, he cannot write poetry/ use his gift. ✓✓ (2)
5. 5.1 He is afraid that God will punish him/ not be satisfied with what he has done. ✓ (1)
   5.2 He has not used the talent that God gave him./ He did not use his talent well./ He did not do a full day’s work. ✓ (1)
6. 6.1 Personification ✓ (1)
   6.2 Personification: It becomes the voice of reason/ his conscience. ✓✓
   OR
   Patience becomes a person who is answering his question. ✓✓
   OR
   He personifies his thoughts in order to accept his burden. ✓✓ (2)
7. 7.1 Frustration ✓ (2)
   7.2 Acceptance ✓ (1)
8. 8.1 “His”/ “him” are pronouns referring to God. ✓ (1)
   8.2 “They” is a pronoun referring to all people. ✓ (1)
   8.3.1 Metaphor ✓ (1)
   8.3.2 The speaker is comparing the “mild yoke” to a small burden or job. ✓ (1)
9. A/acceptance ✓ (1)
10. True. “Mild yoke”. ✓✓ (2)
11. 11.1 Yes. He has a talent and he cannot use it. ✓✓
    OR
    No. I admire him for accepting his blindness. ✓✓ (2)
    11.2 Yes. Disabled people often perform better than those without  disabilities and tend to feel insulted if you make allowances for them. ✓✓
    OR
    No. You have to make concessions to accommodate disabled people as they have barriers to overcome. ✓✓  (2)   [28]

A PRAYER FOR ALL MY COUNTRYMEN BY GUY BUTLER

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 6

This poem was written by Guy Butler (1918-2001). He was born and grew up in the Karoo. Butler was a professor of English at Rhodes University from 1952 to 1987.
He helped South African English literature achieve recognition and argued for integrating European and African elements in writing. When he wrote poetry in English he gave his writing an African feel.
Much of his poetry reflects his concerns about the problems and difficulties of life in South Africa during the time of apartheid. This poem was written in 1987 during the darkest days of apartheid and meditates on racial conflict. It is a prayer for unity.

1. Themes

As the title suggests, the theme is that South Africans need God’s help to escape the tragedy of apartheid.
The poet says most people cannot see an end or solution to South Africa’s problems (under apartheid) or imagine life after apartheid has ended. He asks God to make sure that once the horrors of apartheid have ended, people will behave and speak in such a way that they will keep (and live up to) their faith in Him.
The poet then says that, in spite of all their suffering, some people have been able to remain kind and good, to smile bravely through their troubles and to think clearly. This gives him hope that there will be a better future.

Words to know: 

2. Type and form

There are two stanzas in this poem:

• The first stanza has 11 lines and in it the poet asks for God’s
• The second stanza is shorter (8 lines) and tells us that some people have stayed good in spite of injustice and

The lines in the poem are short. Most have 4 syllables, although one has 3 and another has 5 syllables. The short lines add to the effect of a prayer and also simplify and make each phrase stand out, since the poet believes that God knows his thoughts and that there is no need to explain them.
In the first stanza, there is one full rhyme (“said”/”dead”), but many half rhymes. Half rhymes are words that almost rhyme but do not quite rhyme, which often give a poem a rather sad feeling as they are less musical. (Look at “ordain” / “done” or “yet’ / “dead”.)
In the second stanza there is one full rhyme: “pure” / “endure” which is more pleasant to listen to and links the more positive ideas contained in these words.

Note

• Syllable – The sound of a vowel (a, e, i, o, u) when pronouncing a word.

3. Analysis

This stanza contains the poet’s prayer to God to save the people of our country. It is written as one long sentence.
In the four opening lines, the first half of the sentence tells us of the situation about which the poet is writing. The problems (“complexities” in line 4) of South Africa are so great that only a few of the people who suffer can imagine a time when apartheid will be over. Notice that the word “complexities” is in a line of its own (line 4), emphasising the size of the problems facing the country. Using what you have learnt about apartheid, you can decide why the poet calls it a “tragic time” (line 3).
Notice how the alliteration of the “t” sound in “tragic time’s” emphasises the sadness. The image here is depressing, but look at the first word of the poem. It begins with the word “Though” (line 1), meaning that even though few people can see past the time of apartheid a time will come when it ends. This suggests that, even with all the suffering, hope is possible.
In the remaining seven lines of stanza 1, the poet tells us what he is praying for. He addresses God in a prayerful and loving tone, even desperately, when he says “dear God”. The word “ordain” (line 5) is interesting here – the poet asks God to command or order what needs to happen, but “ordain” also has a religious meaning. (A priest is “ordained” when he is allowed to work as a priest.) This suggests that that what God “ordains”, or makes happen, is good and holy. It also conveys a sense of future promise.
The use of repetition in “such deeds / such words” (lines 6 and 7) shows us how important the things are that the poet prays for. He prays that men will retain enough kindness to remain capable of speaking and acting with humanity (ubuntu), and not in ways that would cause them to lose all faith in God.
Once the struggle to end apartheid is over, he hopes that people will have retained enough human kindness and faith in God (“praise Your image yet” in lines 8 and 9) to enable them to make a better society possible for all. The use of the word “yet” (line 9) refers again to his hope that people will, in the future, go back to following in God’s image. Perhaps he is suggesting that human beings are not capable of understanding God, so they create an image of Him for themselves. He might also be referring to the verse in Genesis which says that people are created in the image of God.
The “hates” and “terrors” (lines 10 and 11) refer to the negative effects of the evil system of apartheid. The last line of this stanza (line 11) contains the poem’s only use of personification. The words “are dead” suggest that the poet does believe that apartheid will end, that he has hope.
The poet uses very few punctuation marks, so the lines flow in a simple way, suggesting that the words arise spontaneously in the poet’s consciousness or mind. The colon (:) at the end of the first stanza makes us pause; we expect the second stanza to complete his thoughts.
The poem is very simply written, with very few figures of speech such as similes or metaphors. The simple diction (choice of words) makes it suitable for a prayer and emphasises the poet’s sincerity – the prayer comes from his heart.

Note:

• ‘Tragic time’ makes us think of the suffering most SouthyAfricans had to go through during the apartheid.

In this stanza, also written as one long sentence, the poet says that in spite of the harsh, cruel times, some people have still stayed good, brave and kind.
Note that for the first time in the poem there are pauses, indicated by the punctuation (the use of commas and semi-colons at the end of the lines). The poet lists examples of what people have experienced.
The first line in stanza 2 contains the poem’s only metaphor. Apartheid is compared to something that is rotten; it is a morally corrupt and evil system. “Rotting” (line 12) also has connotations of being forced to live in a poor, miserable area with no resources or services, and even of the decaying bodies of the people killed because of apartheid. It also suggests that the apartheid system is no longer fresh, but is old and rotting and it is time to throw it away.
The people were “beaten, broken” (line 13) as a result of the physical violence done to them. But people were also “beaten, broken” in spirit as a result of the injustice and cruelty of apartheid. Notice the use of the sound device in line 13 – the alliteration of “b” in “beaten, broken”, a harsh sound that echoes the heavy sound of blows falling on a body.
But in spite of their suffering, some people “stayed pure” (line 14): they remained good and were not made angry or bitter by the system. “Pure” also has a religious connotation, suggesting that these people were innocent of any corruption and trusted in God.
Other people learnt to bear their suffering bravely and with a smile (“grin and endure” in line 16) and did not feel sorry for themselves. Some remained kind and warm-hearted, while still others learnt to think about the situation clearly and wisely: their heads “grew clear” (line 19). People with clear minds, the ability to think clearly and rationally, were necessary if a solution to the problems was to be found and a better future built.
As some people have been able to rise above their problems and suffering, the poet feels hopeful that a better future will be possible.

Note:

• Connotations of a word are the meanings that that word suggests. ‘Pure’ has connotations of (or suggests) goodness, innocence and honesty.

4. Tone and mood

The general tone of the poem is reverent, sincere and hopeful, as it is a prayer.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary
A prayer for all my countrymen by Guy Butler

1. Theme
   South Africans need God’s help to escape the tragedy of apartheid.
2. Type and form
3. Tone and moodTone: Reverent, sincere and hopeful.
   Mood: How does this poem make you feel? Happy, sad, angry or indifferent? Always give reasons for your answer.

Activity 6

Refer to the poem on page 51 and answer the questions below.

1. What is the “tragic time” referred to in line 3? (1)
2. Complete the following sentences by using the words provided in the list below. Write down only the words next to the question number (2.1-2.3).
   

   America; people; South Africa; pardon; prayer; men

   This poem is written as a (2.1) … for all the (2.2) … of (2.3) … (3)

3. Refer to line 1 (“Though now few eyes”).
   To whom do the “few eyes” belong?                                       (1)
4. Choose the correct answer to complete the following sentence: In line 4, the word “complexities” means …
   1. hardships and shortages.
   2. hardships and answers.
   3. answers and solutions.
   4. problems and difficulties.                                                   (1)
5. Refer to lines 5-9 (“dear God ordain, … Your image yet”).
   Explain why the poet wants his countrymen to behave as described in these lines.                                       (2)
6. Refer to lines 10 and 11 (“when all these terrors/and hates are dead”).
   Use ONE word to describe how the speaker feels about the future.                                                                               (1)
7. Refer to the poem as a whole and give TWO examples of alliteration used.                                                                    (2)
8. Refer to the second
   Using your own words, describe THREE different ways in which people reacted at that time.                                                   (3)
9. Refer to the second
   Is the following statement TRUE or FALSE?
   Quote a line to support your answer.
   The speaker was one of the few people who enjoyed the period of time described in this poem.                                   (2)
10. At the present time in our history do you think the poet’s prayer has been answered? Discuss your view.                      (2) [18]

Answers to Activity 6

1. Apartheid ✓ (1)
2. 2.1 Prayer ✓
   2.2 People ✓
   2.3 South Africa ✓  (3)
3. The people or comrades who can see beyond the suffering. ✓ (1)
4. D / problems and difficulties ✓ (1)
5. He wants them to act and speak responsibly in a way that will  be acceptable to God and will set an example to others. ✓✓ (2)
6. Hopeful/ positive/ optimistic ✓ (1)
7. “tragic time’s” ✓
   “deed be done” ✓
   “beaten, broken” ✓
   “some stayed pure” ✓ (2)
8. Some did not change/ some remained loyal. ✓
   Some pretended to cope/ be happy/ grinned and endured. ✓
   Some were balanced in their outlook/ remained hopeful/clear- headed and warm-hearted. ✓
   Some became clear-headed/ rational. ✓ (3)
9. False. “Through rotting days” ✓✓
10. Yes, some people have remained warm-hearted and clear- headed according to stanza two. These people help people in need. ✓✓
    OR
    No, reconciliation and forgiveness are not truly evident even after 1994. There is still a lot of racial prejudice. ✓✓ (2) [18]

THE BIRTH OF SHAKA BY OSWALD MBUYISENI MTSHALI

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 7

The birth of Shaka was written by Oswald Mbuyiseni Mtshali. Mtshali was born in KwaZulu-Natal in 1940. He travelled to Johannesburg as a young man of 18 and many of his poems are based on life in Soweto. He has won many awards for his poetry and was one of the first black poets to be published in both Zulu and English.
Some of his poetry criticises the way black people were forced to live during apartheid, but other poems, such as The birth of Shaka, are intended to remind black people of their proud culture and history.

Fun fact:

• The Zulu king Shaka was born in 1787 and was assasinated by his half-brothers, Dingane and Mhlangana, in 1828. He was the son of a chief and his mother was called Namdi. His parents were not married. As a boy, he was often mocked because he had no father. Shaka was a great warrior. He developed the Zulu tribe into a mighty nation. During his reign some of the first white settlers arrived from England and landed in what is now KwaZulu-Natal. His half-brother Dingane became king after murdering Shaka, but he reigned fro only 10 years until he was defeated by white Afrikaners at  the Battle of Blood River in 1838.

1. Themes

The theme is the power of African culture. It is something Africans must feel proud of. The poet praises Shaka’s power and strength as well as his wisdom. The poet’s intention was to remind the Zulu people of their proud heritage at a time when they were being oppressed and made to feel worthless during apartheid.

Words to know: 

2. Type and form

This poem is a modern praise poem or izibongo.
It has six stanzas. They all have different line lengths and have no rhyming words.

3. Analysis

The lion is known as the “King of the Beasts” because of its strength, fierceness and power. It is also a dangerous animal.
The metaphor comparing the cry of baby Shaka to that of a baby lion tells us that he was born to be a powerful, fierce and dangerous leader. The metaphor also tells us that his cry was so fierce that it tore the neck of its mother, the lioness (line 3).
This fierceness is a contrast to how a baby would normally behave towards its mother and may foreshadow how fierce Shaka would become later. It may suggest that Shaka was aggressive towards his mother, Nandi, because his parents were not married and he grew up without a father. For example, Shaka’s behaviour as a baby gives us a clue to how he will behave when he is a grown man.

Note:

•  The expression ‘my blood boils’ means to be very angry

This metaphor tells us that Shaka was not just an ordinary person but someone special, whose nature was made by the gods, which means they gave him some supernatural powers, beyond ordinary human life. In the metaphor, Shaka’s blood is being compared to something specially cooked by the gods.
“Passion” (line 8) refers to very strong feelings such as love or hatred. If you are passionate about something you are very enthusiastic about it and put great energy into it. This metaphor tells us of Shaka’s energy, enthusiasm and devotion to his work as a warrior (great soldier) and leader, as well as his anger. The poet tells us a “clay pot” (line 8) was used when making Shaka’s “blood boil”, to emphasise his African cultural roots.

A shield is used to protect yourself from injury, which tells us that in war Shaka would not be hurt but, in fact, would defeat his enemies. This metaphor also tells us he was protective of his people and was strong- hearted, meaning he was brave and determined.
We are reminded of how Shaka represents Zulu culture, as Zulu shields were made from the skin of an ox. Notice the alliteration of “foil … foe” (line 11) which emphasises that he defeated his enemies.

Shaka’s strength did not come only from the gods but also from the ancestors. This is another reminder of African culture, in which the ancestors are believed to guide and help their descendants (family members who come after them). In this metaphor we are told the ancestors “forged” (line 13) Shaka’s muscles. Metals such as iron and steel are shaped by being “forged” – heated until they are very hot and can be beaten or forced into different shapes. This suggests that Shaka was extremely strong, both physically and mentally.
The simile “thongs as tough/ as wattle bark” (lines 14 and 15) also shows how tough and strong Shaka was, as his muscles were like leather and mentally he was strong and determined. The poet then uses another simile, comparing his nerves to the sharp thorns of a syringa tree. In English, if you say someone is “sharp” you mean they are clever and do not miss anything. In addition, sharp thorns can hurt you, so as well as being clever, Shaka was also cruel.

Note:

• There are many images related to African culture in the poem – the clay pot, the ox shield and the ancestors

This is a very interesting stanza that shows Shaka’s wisdom, understanding and ability to see into the future.
Shaka’s eyes are compared to “lanterns” (line 19) that light up the darkness. Here darkness suggests that the Zulu people did not know what their future would be. But Shaka was able to see what the arrival of the “white swallows” (line 21) would mean for his people. Swallows are birds that migrate, moving from Europe to Africa to escape the cold winters.
In this metaphor, the “white swallows” refer to the white settlers (both the British and, originally, the Afrikaners), who came from Europe and who sailed by ship to Africa; they would settle and take over what was then called Natal. As well as referring to the settlers, “white swallows” could also remind us of the white sails of a sailing ship, in which the settlers travelled in those days.
Note that up to this point the tone of the poem has been one of admiration and praise. Now the tone is more quiet and prophetic, as if Shaka can see far into the future.

Note:

• Prophetic – having knowledge of the future

This stanza is Shaka’s “cry” to the two half-brothers who murdered him.
These lines are also Shaka prophesying what will happen to his country in the future. The land will be taken over by the white settlers and the Zulu people will be ruled by them. These lines are the climax of the poem.
The diction (poet’s choice of word) is unusual here when Shaka exclaims, “Lo!” This is an old-fashioned word meaning “Look! See!”. It is used in the old English translation of the Bible, which makes Shaka sound like a prophet.
The tone changes again now. He speaks to his brothers in a tone of strong defiance as he warns them that they will not achieve much by killing him as the land will be taken over by the settlers.

4. Tone and mood

The poem begins with a tone of admiration and praise. In stanza 5, it changes to become more quiet and prophetic. In the final stanza, the tone becomes defiant.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary
The birth of Shaka by Mbuyiseni Oswald Mtshali

1. Theme
   The theme is the power and pride of African culture.
2. Type and form

Activity 7

Refer to the poem on page 60 and answer the questions below.

1. Complete the following sentences by using the words provided in the list Write down only the words next to the question number (1.1 – 1.3).
   

   mourned; cruel; warrior; praised; father; loving

   In this poem Shaka, the Zulu king, is (1.1) … . He was a (1.2) … man, but a brave (1.3) …                                (3)

2. Refer to lines 1 and 2 (“His baby cry/was of a cub …”).
   2.1 Identify the figure of speech used (1)
   2.2 Explain why the poet has used this figure of (2)
3. Refer to lines 3 and 4 (“tearing the neck/of the lioness”).
   To whom does the word “lioness” refer?                                (1)
4. Refer to stanza
   4.1 In your own words, explain how the gods created (1)
   4.2 State ONE of Shaka’s characteristics suggested by the use of the words “clay pot”.                                                        (1)
5. Choose the correct answer to complete the following sentence: In line 11, the words “to foil every foe” mean to …
   1. free every prisoner.
   2. betray every enemy.
   3. stop every enemy.
   4. kill every prisoner.                                                             (1)
6. Refer to lines 12 and 13 (“Ancestors forged his muscles …”).
   What does the use of the word “forged” in these lines tell the reader about Shaka’s physical abilities?                                                                                (2)
7. Refer to stanza
   Quote TWO separate words to prove that Shaka was both physically and mentally strong.                              (2)
8. Refer to stanza
   Is the following statement TRUE or FALSE? Quote a line to support your answer.
   Shaka could see what was going to happen in the future.      (2)
9. In the first five stanzas the tone of the speaker shows admiration. Describe the tone in the last stanza (lines 24–25)                                                                          (1)
10. What, in your view, are the qualities of a good leader?           (2) [19]

THE SERF BY ROY CAMPBELL

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 8

The serf was written by Roy Campbell (1901-1957). Campbell was born in Durban and moved to Europe in his later life. He was a fluent Zulu speaker. Campbell was critical of the white colonial rulers of South Africa because he felt that they were arrogant and would not accept any ideas except their own.

1. Themes

The theme of the poem is power and oppression.
The poet watches a poor farm worker (a serf) ploughing a field. This ploughman is doing harsh work under difficult conditions. He has no power to change his life or job and works patiently and slowly. This man was once the proud warrior of a great tribe that lived on this land. Now he works on land belonging to a rich farmer.
The poet suggests that this worker’s close relationship to the land and his slow patience will mean that one day the land will belong to him again and he will defeat the powerful people who have taken his land.

Fun Fact:

• Serf is the lowest farm worker in medieval Europe (5th- 15th century). Serfs were treated like slaves.

Words to know

2. Type and form

The form of this poem is a Miltonic sonnet (also known as a Petrarchan or Italian sonnet). It has 14 lines made up of:

• An octave of eight lines (which describes the problem).
• A sestet (six lines at the end of the poem which give the solution).

The rhyme scheme is abab abab ccdeed.

Note:

• In exam questions  form is sometimes called the style or type of poem. All three terms describe the layout of the poem on the page.

3. Analysis

The octave introduces the problem of the poem as he describes the hard life of the serf. The poet uses a metaphor to describe the ploughman. In line 1, the ploughman is “clothed” in a “torrid mist”. There is so much dust coming from the feet of the animal pulling the plough that it is compared to a “mist” (a cloud) which makes it hard to see the ploughman. The dust is also compared to clothes as it falls onto his skin (line 3).
The poet says that the ploughman is a “slow somnambulist” (line 3). He compares the way the ploughman walks to the way people walk when they are asleep – slowly, as if they are in a dream. This is emphasised by the use of alliteration – the repeated “s” sounds in the words. The “s” sound also appears for emphasis in line 10, “the slow progress of his strides”.
The green grass of the field turns “crimson” (red) as the ploughshare cuts a line, “grooves”, into the earth and turns the red soil to the top of the “furrow” (line 4). The poet’s use of “green” in line 4 is an example of metonomy.

Note:

• Metonomy – A figure of speech in which a thing or a concept is not called by its own name, but by the name of something associated with it in meaning. Here, the poet uses the word  green to refer to the grass

The problem presented in the first 4 lines of the octave continues as the poet explains that, not only is the ploughman poor and doing hard labour, he is also broken-hearted and sad. “His heart” is hurt (“torn”) “Long by the rasping share of insult” (lines 5-6). These insults would have been all the horrible things done to the ploughman and his people – losing his land, being forced to work like a slave, losing his pride.
In two metaphors (lines 5-6), “His heart, more deeply than he wounds the plain/Long by the rasping share of insult torn”, the action of ploughing through the soil is compared to wounding. It cuts the ground and the red soil which is brought up by the plough is the colour of blood. The ploughman’s heart is compared to the ground that he ploughs – his heart has been hurt and wounded by “insult” (line 6). This metaphor compares the ploughman’s heart to the red soil.
Now that his heart is sad, it is empty, without feeling. In line 9 (the first line of the sestet), his heart is compared to a field which “lies fallow now” (line 9) with no crops planted. The poet also uses a metaphor to explain how the ploughman was once a great warrior – the cries of war that were good for his heart are compared to rain, which is good for the “clod” (soil), in which seeds will be planted, and once, instead of “sheaves” of corn (line 8), this man had spears.
The poet uses an oxymoron, “fatal sheaves” in line 8. The word “sheaves” has connotations of growth and health; while the word “fatal” means resulting in death. This may mean that the planting of crops caused the end of a way of life for the warriors who used to hunt for their food.

Note:

•  Poets use alliteration for two reasons
  • To emphasise certain words
  • To create the actual sound that the thing they are writing about makes
• Oxymoron – combines 2 words that seem to contradict or oppose each other.

In the octave, the poet has told us the problem: the ploughman is tired, oppressed, working on land he does not own, and no longer a mighty warrior.
In the sestet, he now gives us the solution to this problem. As he watches the grass (“turf”) cut through by the blade of the ploughshare, the poet has a vision of the future. He believes that the slow, steady, patient “strides” (line 10) of the ploughman, who belongs to the land and to nature (the “naked earth”), will defeat his oppressors and break down their symbols of wealth and power: “palaces, and thrones, and towers” (line 14). The serf will one day be free again and own the land he works on.
The poet uses another oxymoron in line 10 – “surly patience”. Surly means bad-tempered or rude; and seems to be the opposite of “patience”, which means to quietly wait and endure what you are experiencing.
Note the alliteration used in line 11: “falling flowers”. The “f” sound emphasises how steadily and certainly the serf walks forward — towards making history turn to favour his people again.

4. Tone and mood

In the octave, the tone is despairing and depressing as it describes the hard labour and losses of the serf. The tone changes to become more urgent and hopeful in the sestet.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary 
The serf by Roy Campbell

1. Theme
   Power and oppression.
2. Type and form
   
3. Tone and moodTone: In the octave: despairing and depressing; in the sestet: urgent and hopeful.
   Mood: How does this poem make you feel? Happy, sad, angry or indifferent? Always give reasons for your answer.

Activity 8

Refer to the poem on page 69 and answer the questions below.

1. Refer to lines 1-4 (“His naked skin … crimson furrow grooves”).
   Is the following statement TRUE or FALSE? Write “true” or “false” and quote a SINGLE word to support your answer.
   The serf is forced to work in very hot conditions.                  (2)
2. In your own words, explain the meaning of line (2)
3. Refer to lines 5-6 (“His heart, more … of insult torn”).
   3.1 Identify the figure of speech used (1)
   3.2 Explain why the poet uses this figure of (2)
4. Choose the correct answer to complete the following In line 6 the words “rasping share of insult” refer to the …
   1. Ploughshare breaking the earth.
   2. Serf wounding the earth.
   3. Inhuman treatment of the serf.
   4. Serf insulting his master.                                                   (1)
5. Refer to the last six lines of the poem (“Lies fallow now … thrones, and towers”).
   Discuss the speaker’s warning in these lines. State TWO points. (2)
6. Complete the following sentences by using the words provided in the list Write only the words next to the question number (6.1–6.3)
   

   owner; labourer; ploughs; oppression; harvest; freedom

   This poem is about a farm (6.1) … who (6.2) … the earth. The serf represents patient revolutionaries whose sacrifice is responsible for human (6.3) …                  (3)

7. Consider the poem as a whole. Do you feel sorry for the serf? Discuss your (2)
8. Give TWO reasons why the title “The serf” is a suitable one for this poem.                                                                         (2)
9. Is this poem a South African poem? Quote two consecutive words from the poem to support your (2)
10. The word “naked” is used twice in the Complete the sentence below quoting phrases from the poem.
    The word naked has been used negatively to show that the serf is poor because he has only his “naked…(10.1) “ and it has been used positively to show that he belongs to the land and to nature the “naked…(10.2)”                                                 (2) [21]

Answers to Activity 8

1. True, “torrid”. ✓✓ (2)
2. The “green” grass is turned over as the ploughshare is pushed through it and the red colour of the soil is turned to the top. ✓✓        (2)
3. 3.21Metaphor ✓ (1)
   3.2 His heart is being compared to a red clod/ ✓✓
   OR
   The poet shows that both his heart and the earth are damaged/ broken. ✓✓
   OR
   The poet shows that the field is being damaged and his heart is broken/he has been hurt. ✓✓                                                    (2)
4. C / inhuman treatment of the ✓ (1)
5. The speaker is warning the oppressors, the rich people in power at the time, that their wealth and power will be broken down and the serf will slowly defeat the oppressors and be ✓✓
   OR
   A revolution is coming because the labourers will revolt. ✓✓
   OR
   Danger is coming because the labourers will revolt. ✓✓                   (2)
6. 6.1 labourer ✓
   6.2 ploughs ✓
   6.3 freedom ✓ (3)
7. YES, because he is tired (“somnambulist”) and it is hot (“torrid”)/ he is poor (“naked”) and his heart is dry and sad (like a field without ‘rain’). ✓✓
   OR
   NO, he is patient (“surly patience”) and freedom will come to him one day and he will overthrow the oppressors (“break down palaces”) and have his land again. ✓✓
   OR
   NO, many people earn a living in a hard way. He should be grateful he has a job. ✓✓ (2)
8. Serfs were poor and this worker has only a “naked skin”/ They were farm workers and he “ploughs” the field. ✓✓
   OR
   It is appropriate because “serf” means that you are owned by your master and subjected to hard labour, just as the serf in the poem is subjected to hard labour. ✓✓
   OR
   He is not allowed to leave/ seen as a possession/ not paid for his hard work. ✓✓         (2)
9. “tribal spears” ✓✓ (2)
10. The word “naked” has been used negatively to show that the serf is poor because he has only his “naked skin” ✓ and it has been used positively to show that he belongs to the land and to nature, the “naked earth” ✓. (2)  [21]

MEMENTOS, 1 BY WD SNODGRASS

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 9

This poem was written by W.D. Snodgrass (1926-2009). He was an American poet who won a number of prizes for his work. He also wrote essays and was an academic who taught at several US universities, finally retiring in 1994.
He is best known for writing very personal poems about his own life and loves. His poems are often about the pain of life that we do not show to one another when we meet in our busy lives: the pain of love lost, divorce, death, unsatisfying jobs and dreams which are not achieved.
Snodgrass wrote another poem, called Mementos, 2, which is why this poem is called Mementos, 1.

1. Themes

The theme of this poem is memory, and the power that mementos (such as photographs) have to bring back feelings and memories from the past.
The poet is looking through a collection of old papers when he comes across a photograph of his ex-wife. After his first shock, he feels glad for a moment. It was taken at their first dance and she looked young and very pretty. He remembers how that picture had helped him cope with his fear during the war, but then he feels bitter as he remembers how their marriage failed and ended in divorce.
However, he puts the photograph back to look at it again one day, which may mean that he still has some feelings for his wife. In this poem, he addresses his words to “you” — referring to the person in the photograph.

Fun fact:

• Mementos are small objects that we keep to remember our friends and special times in our lives. Examples are photographs or letters.

Words to know 

2. Type and form

This poem is of the type known as confessional poetry, in which the poet confesses or shares very personal and private thoughts and feelings. In this case, he shares his memories of and feelings about his first marriage.
One of the formal elements in the poem’s structure is that there are four stanzas of six lines each and the lines are similar in length.
The poet uses some rhyme, but in no set pattern. For example, look at “old” and “cold” in stanza 1, or “force, divorce and course” in the last stanza.
He also uses half-rhymes, which are words that almost rhyme, but not quite. For example, look at “years / fear” in stanza 3.

3. Analysis

This stanza describes the poet’s reaction to finding an old photograph of his ex-wife. He is sorting out old papers, probably to throw away what he no longer needs. There are “Canceled checks” which are old cheques that have been paid and returned by the bank.
There are also pieces cut out from old newspapers or magazines that had interested him at the time, and old note cards which have turned yellow with age. Note how the words “canceled / old/ yellowed” (line 2) tell us that these papers have been there for a very long time; they had been important to him (“meant something”) long ago.
Suddenly he finds a photograph of his ex-wife; perhaps he had forgotten about it, for he is shocked. Notice the short, sharp punctuation in line 4, with two full stops in four words: “Your picture. That picture. I stopped there cold”. The short phrases and full stops make us stop short so that we experience the shock that the poet feels when he sees the picture. The italics used in “That picture” are for emphasis. We realise that he knows this photograph and it is a special picture of someone who was once very important to him.
The poet’s use of the word “cold” in line 4 helps to describe his shock at seeing the picture. He then explains how he feels with a horrifying simile: he feels like someone innocently tidying up his garden when he finds, among the dead leaves, a “severed hand” (lines 4 and 5).

Note:

• Cancelled checks is American spelling. We use cancelled cheques.
• Font means the type of print or writing used. There are three main fnt types;
  • Standard
  • Bold – is used for emphasis
  • Italics – also used for emphasis and for words which come from another language

This stanza describes the poet’s memories of the time when the photograph was taken. In spite of the shock, the poet feels glad for a moment as it brings back a happy memory. The photograph was taken of his ex-wife at the first dance they had gone to together and she looked very beautiful in a lovely green lace dress with little daisies on it. Everyone there admired her (“stunned/ Us all.” – line 10 and 11). In the 1940s people often went to dances, so their first dance suggests they had not been going out together for very long. At that time she was shy, small and slim, perhaps a little uncertain of herself.
The poet must also have been very young, about 18 years old. He reflects that when they were young, they had simpler needs and less complicated expectations of each other, and of life itself, perhaps. Their “ideals came easy” (line 12): young people are usually more idealistic and hopeful about what they believe and about their goals in life.

Note:

• In the second World War the Americans fought against the Japanese in the Pacific, and the poet joined the American navy in 1944, when he was about 18

Now the poet remembers how this photograph had helped him cope with his fear during the two years he had spent at war.
By describing the two years as “long” (line 13), the poet tells us that this was a difficult and unhappy time. He saw the horrors of war in which not only soldiers but also Japanese civilians (ordinary people) suffered. He refers to Japanese people lying dead in their “shacks” amid the ordinary belongings of their everyday lives: “dishes, dolls and lost shoes” (line 15). In writing of this, the poet shows little emotion, unlike the feelings he expresses when he describes finding the photograph or the failure of his marriage.
He carried the photograph with him in the war as the “glimpse” (line 16) of her gave him comfort. A “glimpse” is a quick look at something. This does not mean that he took only quick looks at the picture. Rather, the picture itself is just a “quick look” at the real person.
The photograph helped him to push back (“choke back”) his fear and reminded him of a happy time in his life; it gave him hope that that he might find that happiness again. Notice the metaphor “choke” (line 16). When you choke, something is stopping your breathing, and so “choking” something down suggests that this is not an easy or comfortable thing to do. The poet ends this stanza by saying with a bitter tone that the photograph comforted “ … before we got married” (line 18).

In this stanza, the poet recalls the breakdown of the marriage and the unhappiness this brought.
The first line continues the thought of the last line of stanza 3. Once they were married they “drained out one another’s force” (line 19). In this metaphor the poet compares the way they took away each other’s enthusiasm for life (“force”) to the way water drains out of a pipe. When a pipe, or bath, is drained, it is left empty, and they were emptied of happiness. Notice that the poet says we – they were both to blame for their unhappiness.
The poet says the causes of this were the lies they told each other, and their self-denial (line 20). “Self-denial” suggests sacrifice. Perhaps they both felt they had given up dreams or things they wanted to do for the other person’s sake and then resented it and felt bitter about it. Both felt “regret” (line 20) – felt sorry – but did not say so; their feelings remained “unspoken” (line 20). The poet does not say what they regretted.
They blamed each other for their unhappiness with “sick eyes” (line 21). Their eyes were not literally “sick”; this is a metaphor suggesting that their feelings were reflected in their eyes – they felt anger and dislike and their eyes showed how each blamed and accused the other, neither taking responsibility for what they were doing to their marriage. Eventually they got divorced. The poet refers to their ‘”treachery” (line 22); perhaps this was their betrayal of the ideals they used to have, or perhaps they were unfaithful or deliberately hurt each other in other ways.
He addresses his ex-wife directly when he writes: “Say it: before we met” (line 22). This line may have many meanings. The poet may mean that they were happy before they met. It could also mean that each had not known what sort of person the other would turn out to be.
However, he does not throw the picture away, but puts it back to look at again some other time. There are a number of possible reasons why he keeps the photograph:

• At a later date he may feel differently about these
• He still cannot cope with the hurt, but may be able to deal with it better in the
• In spite of painful memories of marriage, the photograph still reminds him of a time when he and his ex-wife were happy and in
• He has not come to terms with the divorce
• He still has feelings for his ex-wife.

The poet’s bitterness and pain are expressed in the first four lines, but the last two lines of the poem have a more gentle tone as he decides to keep the picture.

4. Tone and mood

Overall, the poem has a conversational tone, as though the poet were talking directly to his ex-wife.
However, the tone changes through the poem. The tone is one of horror when he first discovers his ex-wife’s picture, and changes to a happy tone as he remembers good times with her. The tone becomes bitter and sad as he remembers the war and the breakdown of their marriage. The final lines, though, have a hopeful tone.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary
Mementos, 1 by W.D. Snodgrass

1. Theme
   The theme is memory, and the power of mementos to bring back past feelings and memories.
2. Type and form
   
3. Tone and moodTone: Overall, it has a conversational tone. It shifts through the poem from one of horror; to a happy tone; to a bitter and sad tone; and ends on a more gentle and hopeful tone.
   Mood: How does this poem make you feel? Happy, sad, angry or indifferent? Always give reasons for your answer.

Activity 9

Refer to the poem on page 77 and answer the questions below.

1. Complete the following sentences by using the words provided in the list below.
   

   stunned; mother; shocked; disappointed; ex-wife; glad

   The speaker is sorting out old papers when he finds a photograph of his (1.1) … Initially, he is (1.2) … but then he is (1.3) … to find it as it brings back old memories. (3)

2. Refer to line 4 (“Your That picture. I stopped there cold,”).
   Explain why the words “That picture” are written in a different font (letter type).(1)
3. Refer to lines 4-6 (“I stopped there … a severed ”).
   3.1 Identify the figure of speech used here
   3.2 Explain why the poet has used this figure of speech (2)
4. Choose the correct answer to complete the following In line 10, the word “stunned” suggests that the girl was …
   1. gorgeous.
   2. scary.
   3. motionless.
   4. happy.                                                                                                (1)
5. Refer to lines 11-12 (“Well, our needs … ideals came ”).
   Using your own words, say what the speaker and his wife’s lives were like when they were young.                    (1)
6. Refer to stanza (3)
   6.1 Quote THREE separate words to show that not only soldiers were affected by the war.
   6.2 Explain what the photograph meant to the speaker during the war (1)
7. Refer to the last
   7.1 Is the following statement TRUE or FALSE? Give a reason for your answer.
   The speaker’s wife was responsible for the breakdown of their marriage.                                                (2)
   7.2 What does the speaker’s decision to keep the photograph reveal about him? (1)
8. In the first stanza, the tone of the speaker is one of shock
   What is the tone in the last stanza?                                       (1)
9. After reading this poem, do you think it is a good idea to use old photographs as a way of remembering the past?
   Discuss your view.                                                                  (2) [18]

Answers to Activity 9

1. 1.1 Ex-wife ✓
   1.2 Shocked ✓
   1.3 Glad ✓ (3)
2. It emphasises/shows the importance of the photo/It shocks him./It refers to a particular picture of relevance/ significance. ✓ (1)
3. 3.1 Simile ✓ (1)
   3.2 Finding this photograph is as shocking/unexpected as finding a severed hand in your garden. ✓ (1)
4. A /gorgeous ✓  (1)
5. Simple/carefree/uncomplicated ✓  (1)
6. 6.1 “shacks” ✓
   “dishes” ✓
   “dolls” ✓ (3)
   6.2  It helped him cope with his fears/it helped him to choke down his fears. ✓  (1)
7. 7.1 False.
   Both of them were responsible. ✓✓
   OR
   They drained one another’s force. ✓✓ (2)
   7.2 He is not ready to let go./The photograph still has meaning for him./He has not come to terms with the divorce yet./He still has feelings for his ex-wife. ✓     (1)
8. The tone becomes gentler/accepting/agreeable/forgiving. ✓ (1)
9. Yes, people need real objects like photographs to remember the ✓✓
   OR
   No, memories should not depend on objects such as photographs. ✓✓     (2) [18]

CHEETAH BY CHARLES EGLINGTON

• Themes
• Type and form
• Analysis
• Tone and mood
• Activity 10

This poem was written by Charles Eglington (1918-1971). Eglington was born in Johannesburg and graduated from Wits University. He spent his life working in the media as a newspaper journalist, a translator and also in radio. Many of his poems are about animals.

Fun fact

• Did you know the cheetah is the world’s fastest animal – it can reach speeds of up to 96 kilometres per hour!

1. Themes

The main themes in this poem are that appearances can be misleading; and that in nature only the strongest survive.
The poet tells the story of an ordinary event among wild animals in nature – a hunter catching its prey. In the first part of the poem, the poet describes a young cheetah lying relaxed in the long grass of the bushveld, while a herd of buck grazes nearby. The buck do not know that the cheetah is close by.
The big cat is waiting for darkness before hunger makes it go out and hunt. Then the cheetah races forward towards the herd, which smells it and begins to run in panic. The chase is like a lottery, as the buck do not know which one of them will be caught. The cheetah leaps on one unlucky buck and kills it. (Cheetahs knock their prey down, jump on it and then bite its neck to kill it.)

Words to know 

2. Type and form

This is a narrative poem that tells the story of how the cheetah hunts its prey.
The poem has a formal structure (the way it is set out) with seven stanzas of four lines each (quatrains) that have a regular pattern of rhyme (abab).
Each of the seven stanzas tells a different part of the story. Some stanzas focus on the cheetah, others on the buck. In the last stanza, the two come together when the cheetah catches a buck. The poem’s structure (the form) and the hunt described in the poem (the content) are closely linked in an effective way.

3. Analysis

In stanza one, the poet describes the cheetah as seeming to be harmless. The poet uses imagery as if he is describing a harmless young animal – the cheetah looks “innocent”. The metaphor “kitten-eyed” (line 1), compares the cheetah’s big eyes to those of a sweet kitten. The poet feels the leopard is a more impressive-looking animal and that the cheetah is a “parody” (or funny copy) of a leopard.
Both the leopard and the cheetah are big cats that have spots, but where the leopard is described as “stealthy” (line 2), which suggests it is secret and dangerous, the cheetah seems to smile in a rather silly way. The metaphor “pup-content” (line 4) compares it to a happy (and harmless) puppy.
The word “gangling” means it has long, loose legs that make it seem rather awkward and clumsy. The words for baby animals like “kitten” and “pup” suggest it is young, as does “gangling”, as teenage animals (including people) often seem to have long, thin bodies before they grow older, stronger and more muscular.

The cheetah moves lazily and casually (“slouching” in line 5) through the grass or lies back, (“lolling” in line 6) in the shade during the day. Notice how the alliteration links the words “Loose-limbed lolling” in line 5, emphasising how relaxed the animal is.
The big cat purrs like a happy house cat as it waits patiently for the sun to set. Again, this makes the cheetah seem harmless, as cats purr when they are relaxed and content. At twilight it is growing dark and the metaphor “barricade” (line 8) compares the darkness to a wall or barrier that will hide the cheetah when it hunts. Barricades are often built across streets during wars or riots, so the poet’s diction (choice of words) creates a more uneasy tone with the use of “barricade”.
Up to now, the herd of buck and the cheetah seem relaxed. By including the word “barricade”, the poet introduces tension at the end of the stanza. The barricade interrupts the relaxed tone.

The tension in the poem grows. The poet sets the scene for the hunt. The huge grasslands (“vast arena” line 9), the herds of buck that are spread about (“scattered”) as they graze and have no idea that there is a cheetah nearby waiting to kill one of them, its “prey” (line 10). In this stanza, the poet uses an extended metaphor which is carried on in the first and last lines of the stanza. The hunt is compared to a game that is played to the death in an “arena”. This game or “fatal play” (line 12) is an oxymoron, because “play” suggests a game, but “fatal” means deadly, so this game will end in a death.
This creates a visual image (a picture we can see in our minds) of the games in the Coliseum, the great sports stadium of ancient Rome, when spectators enjoyed watching men fight with swords and the loser was often killed. As we read, we feel fearful for the unsuspicious buck that do not know of the danger that is coming. We begin to sympathise with the “wild fear” (line 9) they will feel when the cheetah begins its chase. Notice how vividly and strikingly the poet’s diction in “wild fear” conveys the panic the buck are going to feel. The uneasy tone becomes stronger now.

This stanza describes the cheetah as it attacks. The animal now changes from a harmless-seeming young animal into a dangerous predator (hunter) as it begins its chase. Unlike the ancient Romans, for whom killing was a sport, the cheetah hunts only to eat and survive.
When it starts to think about hunting its body changes from relaxed to tense. The poet uses a simile that compares it to a bow. When an archer (who shoots with bow and arrow) gets ready to shoot the arrow, he pulls back the string of the bow very tightly so that the arrow will shoot forward with great speed and power. In the same way, when the cheetah is hungry and ready to hunt, it tenses all the muscles in its body (“slack sinews tight” in line 13). As it jumps forward, the cheetah’s body bends in a curve like a bow and it is no longer “slack” (relaxed) but “vibrant” – filled with energy and life.
The poet uses a simile “like a mottled fleck of light” (line 15) to describe the cheetah’s speed, as its spotted body moves as fast as a flashing spot of light. It moves so smoothly and quickly that it seems to “slide” across the flat ground (line16). Notice how the alliteration of the hissing “s” sound in “slide/still” emphasises its speed. The cheetah’s movement is purposeful, controlled and confident.

The poet now describes the reaction of the herd. The buck catch the strong (“pungent”) smell of the cheetah, perhaps carried to them on the wind. They all shiver (“tremor”) with fear (line 17). The metaphor “rakes” describes the way the shiver of fear (“tremor”) runs through the herd the way a rake (a garden instrument like a very big fork) can sweep along the ground.
All moving together at the same time, the buck at once raise their heads and become tense and watchful. In a metaphor the poet compares the buck to people taking part in a “game of chance” (line 20). They have no choice but “compliance” – they have to fit in with the rules of the “game” in which they know that any one of them might be attacked and killed by the cheetah. Unfortunately for the buck, the rules of nature are that some animals have to die so that others can survive.

Of all the thousands of buck, the cheetah sets his eyes on only one. All his attention is on one buck. The buck all turn round quickly, they “wheel” and “stampede” (line 23) to get away. When herd animals (such as cows, horses or buck) are afraid, they stampede – the whole herd runs away in a mass panic. Their movement is uncontrolled. They know one of them will die, but do not know which of them the cheetah has chosen to kill.
The rhyming of “eye” (line 22) and “die” (line 24) links these two words to emphasise that the buck has no chance of escape. The buck is in the cheetah’s sight.

In this last stanza, the poet returns to describing the cheetah. He again uses an extended metaphor, this time of a cowboy using a lasso.
The silent speed (“stealth and swiftness” in line 25) with which the cheetah runs towards the buck is compared to the rope and noose flying through the air. The cheetah’s long steps (“loping strides” in line 26) begin to go so fast that you cannot see the animal clearly; you see only a blur. The cowboy metaphor is continued when the cheetah leaps on the buck’s back to knock it to the ground, as this is compared to the rope pulling the animal in. The horizon is described as “red” (line 28). This could refer to the red of the setting sun but it also suggests that the land itself is stained with the blood of the dead buck.
Note that stanzas 6 and 7 are part of a continuous run-on line – this helps to suggest that the cheetah is gaining speed and its movements are not interrupted as it chases its prey.
There is a contrast between the description of the harmless looking cheetah in the first two stanzas and the dangerous hunter in the later stanzas.

Note:

• Lasso – a long rope with a loop at the end called a noose. To catch a cow, the cowboy throws the rope so that the loop falls around the animal’s neck so that he can pull it in.
• Run-in-line: the meaning runs on from one line to the next, without being broken by punctuation.

4. Tone and mood

The tone of the poem is relaxed, like the cheetah, at the start. It becomes more urgent and tense as the poem progresses, starting with the uneasy tone at the end of stanza 3. The tone of danger increases later in the poem as the poet describes the hunt.
The mood of a poem is how it makes the reader feel. How does this poem make you feel? For example, happy, sad, angry, or indifferent.

Summary
Cheetah by Charles Eglington

1. Theme
   The main themes are that appearances can be misleading; and that in nature, only the strongest survive.
2. Type and form
   

Activity 10 

Refer to the poem on page 87 and answer the questions below.

1.   Complete the following sentences by using the words provided in the list below.
   

   young; snarling; awkward; old; smiling; graceful

   The poet says that the cheetah is (1.1) … but it has (1.2) … movements and it appears to be (1.3) …         (3)

2. What does the word “indolent” in line 1 tell you about the cheetah? State TWO (2)
3. Choose the correct answer to complete the following In line 3 the speaker’s tone shows that he feels …
   1. the cheetah is better than the leopard.
   2. the leopard is better than the cheetah.
   3. the cheetah and the leopard are the same.
   4. the cheetah is quieter than the leopard.                           (1)
4. Refer to the words “twilight barricade” in line
   4.1 Identify the figure of speech used (1)
   4.2 Explain why the poet uses this figure of (2)
5. Which ONE WORD in stanza three shows that purpose of the hunt is to find food? (1)
6. Quote two consecutive words in this stanza that contradict each other (oxymoron), and suggest that the hunt is not really a game? (2)
7. Refer to line 14 (“And vibrant as a hunter’s bow”).
   7.1 Identify the figure of speech used (1)
   7.2 Explain why the poet has used this figure of (2)
8. Refer to line 20 (“Compliance with the game of chance”).
   Do you think the use of the word “compliance” is suitable? Discuss your view.                                                  (2)
9. What message does this poem have for you? (1) [18]

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