ENGLISH HOME

LANGUAGE
GRADE-12

POETRY GUIDE
QUESTIONS & ANSWERS

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Shakespeare's Sonnet 130:
1. Explain how the structure and tone of this poem allows the poet to emphasise the central
message. (3)
The poem’s structure, with its 14 lines of a traditional sonnet, uses the conventional quatrain and
couplet form. However, Shakespeare subverts expectations in the tone by describing his mistress
in a blunt, realistic manner, rather than idealizing her. This allows the poet to emphasize his
central message: love is not about perfection but a deeper, more genuine connection, with the
tone suggesting sincerity rather than mockery.
2. Are Shakespeare’s observations in the quatrains cynical or not? Explain your answer. (2)
Shakespeare's observations in the quatrains are not cynical but realistic. Rather than idealizing
his mistress, he presents her qualities honestly, showing that true love does not require
perfection. His tone is playful, not bitter, suggesting he values her for who she is, not for
meeting conventional beauty standards.
3. Who is the speaker ridiculing in the poem? Why does he do this? (3)
The speaker is ridiculing the unrealistic expectations of beauty that society often holds,
particularly in the context of love poetry. He does this to criticize the way women are idealized
and objectified, showing that his love for the mistress is not based on superficial beauty but on a
genuine, deeper connection.
4. Explain what is meant by: “My mistress, when she walks, treads on the ground.” (2)
This line means that the speaker’s mistress is not elevated or angelic in her walk—she is simply
human. Shakespeare uses this to contrast the exaggerated portrayals of women in other love
poems, suggesting that his mistress, though not perfect, is real and grounded.
5. Refer to line 12. Comment on the effect pace has on the meaning of the line. (3)
In line 12, “And yet, by heaven, I think my love as rare,” the pace slows down as the speaker
expresses his deep affection for his mistress. The pause creates emphasis on the rarity and value
of his love, showing that despite her imperfections, his love for her is unique and sincere. The
slow pace highlights the importance of the sentiment.
6. Show how the last line completes his argument. Refer, in particular, to the word “false”. (2)
The last line completes the argument by asserting that the comparisons made in conventional
love poems are false. Shakespeare argues that his love is genuine because it does not rely on
unrealistic or exaggerated depictions of beauty, unlike those found in other poems. The word
"false" implies that idealized descriptions of women are deceptive.
7. Identify three sensory images in this poem and how they relate to the central theme. (3)

 “My mistress' eyes are nothing like the sun” (sight): Challenges the common idealization of
beauty, suggesting the speaker values the mistress for her true self.
 “Coral is far more red than her lips' red” (sight): Further underscores that the mistress doesn’t
conform to conventional beauty standards, emphasizing the theme of real, unidealized love.
 “If hairs be wires, black wires grow on her head” (touch/sight): Compares her hair to wires,
rejecting the typical image of silky, perfect hair, emphasizing that her authenticity is more
important.

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8. Identify the tone in lines 1-12 and how this contrasts with the tone in the last two lines. Is
this an effective shift in tone? Justify your answer. (3)
The tone in lines 1-12 is playful and mocking as the speaker humorously critiques his mistress’s
appearance in contrast to conventional beauty standards. In the last two lines, the tone shifts to
one of sincerity and deep affection. This shift is effective because it reinforces the speaker’s
point that true love is not based on appearance but on a deeper connection, making the
concluding statement even more meaningful.
9. Explain the use of “by heaven” in line 13. Why has this phrase been included? (2)
“By heaven” is an exclamation that emphasizes the speaker’s sincerity and the strength of his
feelings. It suggests that the speaker’s love is genuine and profound, reinforcing the idea that
despite the lack of conventional beauty, his love is rare and valuable. This phrase intensifies the
speaker’s declaration of love.

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The Child Who Was Shot Dead By Soldiers In Nyanga by
Ingrid Jonker:
1. Comment on the reference to ‘the child’ in the title of the poem. (2)
The reference to ‘the child’ in the title symbolizes innocence and vulnerability. It represents the
suffering and impact of apartheid on children, particularly those who were affected by the
violence and oppression of the regime. The title draws attention to the child as both a symbol of
hope and a victim of societal injustices.
2. The title refers to the ‘dead’ child, yet in line 1 ‘the child is not dead’. Discuss the
contradiction/dichotomy by referring to the rest of the poem. (3)
The contradiction highlights the theme of loss and survival. While the child may not be
physically dead, the psychological and emotional death caused by apartheid's violence and
brutality is reflected in the child’s suffering. The child in the poem represents both a literal and
metaphorical death, as the innocent are robbed of their childhood and humanity by the
oppressive system. The poem contrasts the physical existence of the child with the spiritual
death of innocence.
3. What does the altered repetition of “The child lifts … mother / father” reveal about the
generation gap that is reflected in responding to the laws of apartheid? (2)
The altered repetition emphasizes the generational divide in the response to apartheid laws. The
child represents a new generation that seeks to break away from the legacy of oppression, while
the mother and father figures are trapped within the harsh realities of the old regime. The
repetition underscores the child’s active role in lifting the burden, suggesting that the younger
generation's response to apartheid is one of defiance and resistance, unlike the passivity or
acceptance of the older generation.
4. How does the diction in stanzas 1 and 2 highlight the difference between mothers and
fathers? (3)
The diction in the first two stanzas presents the mothers as nurturing and hopeful, yet powerless
in the face of the harsh realities imposed by apartheid. They "cry" for their children, representing
vulnerability. In contrast, the fathers are depicted as being more resigned, with their actions
often reflecting fear or acceptance of the system. The diction creates a sense of contrast between
the emotional, nurturing role of mothers and the more passive or defeated role of fathers in the
face of apartheid.
5. Comment on the effect of the denials in the third stanza. (2)
The repeated denials in the third stanza create a sense of frustration and grief. The speaker
denies that the child is "dead" or "a dream," but these denials highlight the inability to fully
confront the trauma and injustice. This repetition emphasizes the internal conflict of accepting
the child’s suffering and the painful reality of apartheid.
6. Critically comment on how the imagery used in lines 20-23 contributes to the mood. (3)
The imagery in lines 20-23, such as “the child’s voice" and "the child’s hands," evokes a sense
of urgency and sadness. The image of the child as a voice for justice and a symbol of suffering
creates a somber, reflective mood, highlighting the deep emotional pain caused by apartheid.
The mood is one of despair, but also a call to action as the child’s existence becomes a symbol
of hope for change.
7. Discuss the effectiveness of the last, short line of the poem. (2)
The short, final line is effective in its stark simplicity. It delivers a powerful and haunting
message, reinforcing the emotional weight of the poem. The brevity of the last line makes it
stand out, leaving the reader to reflect on the tragic loss and the ongoing struggle for justice.
8. During the Parliamentary address, Nelson Mandela commented that “in the midst of
despair, Jonker celebrated hope.” Does this poem celebrate hope? Discuss your answer
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 briefly. (3)
Yes, the poem does celebrate hope, but it does so in the context of despair. The child symbolizes
both the loss caused by apartheid and the potential for a better future. The child’s voice and the
defiance against the system serve as a symbol of resistance and the hope for a brighter, more just
world. Despite the darkness, the child represents the possibility of change and renewal.
9. “The child” is repeated ten times in the poem. How does this repetition add meaning to the
poem? (2)
The repetition of “the child” emphasizes the central role of the child in the poem. It serves to
focus the reader’s attention on the child as a symbol of innocence, suffering, and hope. The
repetition reinforces the importance of the child’s experience in the context of apartheid and
makes the poem’s message of the child as a universal symbol of both pain and potential change
more powerful.

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 Poem of Return by Jofre Rocha:
1. Why does the speaker not want flowers upon his return? (3)
The speaker does not want flowers upon his return because they symbolize empty gestures or
superficial celebrations that do not acknowledge the deeper, more painful realities of his absence
and the suffering caused by exile. He rejects these conventional expressions of welcome, as they
do not address the true emotional or political context of his return.
2. What does the speaker want instead of flowers? Why? (3)
Instead of flowers, the speaker wants "a wound" or "blood," symbols of the sacrifices and
struggles endured in exile. This desire reflects the speaker’s wish for something more
meaningful and authentic, acknowledging the pain, loss, and resilience that exile has caused,
rather than the hollow nature of traditional gestures like flowers.
3. Comment on the description of the speaker’s “host country” as the “land of exile and
silence”. (2)
The “host country” is described as the “land of exile and silence” to emphasize the oppressive,
isolating nature of the speaker's experience. Exile is not just a physical separation but also an
emotional and spiritual disconnection. The "silence" reflects the lack of voice, agency, and
freedom in the speaker's host country, possibly referring to political repression or personal
alienation.
4. Identify and comment on the effectiveness of the figure of speech in “tears of dawns”. (3)
The figure of speech "tears of dawns" is effective because it personifies the dawn, giving it
emotional depth. The image of dawn shedding tears suggests that the beginning of each new day
brings sorrow and mourning, indicating that each new day in exile is filled with pain, loss, and
unspoken grief. It emphasizes the speaker’s emotional state in a subtle yet powerful way.
5. Why are the mothers “bereft of sons” (line 8)? (2)
The mothers are "bereft of sons" because their sons have been lost to violence, war, or exile.
This line conveys the devastating impact of political conflict, where families are torn apart and
mothers are left grieving for their children who have either been killed or separated from them
due to oppressive circumstances.
6. Comment on the figurative interpretation of the “day-break” in line 12. (2)
The “day-break” in line 12 can be interpreted figuratively as the speaker’s long-awaited return or
the hope for a new beginning. While dawn traditionally symbolizes hope and renewal, in this
context, the day-break also carries a sense of anticipation and the painful reality of facing the
aftermath of exile, suggesting a complicated return full of both promise and sorrow.
7. Comment on the effectiveness of the anaphora (“When I return…”). (3)
The anaphora “When I return…” is effective in emphasizing the speaker’s longing and
anticipation for his return. The repetition creates a rhythmic structure that reinforces the central
theme of the poem: the speaker’s return is not only a physical journey but also an emotional and
political one. It highlights the various ways the speaker imagines or hopes to be received and the
complex emotions tied to his return.
8. Discuss the change in tone from stanza 2 to 3. Quote in support of your answer. (3)
The tone shifts from a tone of mourning and longing in stanza 2 to one of defiance and resolve
in stanza 3. In stanza 2, the speaker reflects on the sadness and silence of exile ("land of exile
and silence"), while in stanza 3, there is a shift to a more assertive tone, expressed in the line,
"When I return, I will not be flowers, I will be the wound." This change signifies the speaker's
shift from passive suffering to active confrontation with the harsh realities of his return.
9. How does the last stanza successfully convey the speaker’s intention? (3)
The last stanza successfully conveys the speaker’s intention by rejecting conventional, empty
symbols of welcome, like flowers, and instead desiring something more authentic, such as “a

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wound” and “blood.” This final stanza reinforces the speaker’s desire for a return that
acknowledges the true suffering and sacrifices made, emphasizing the importance of authenticity
over superficial gestures. The stark imagery used highlights the speaker's serious, politically-
charged return and the deep emotional and social ramifications of his experience.

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This Winter Coming by Karen Press:
1. Comment on the poet’s choice of the word “thick” in line 1. (2)
The word “thick” suggests a sense of heaviness and suffocation, giving the impression that
winter is not only physically present but oppressive. It creates a visual and sensory image,
making the season feel dense and overwhelming, as if it covers everything in its path, adding to
the foreboding atmosphere.
2. How does line 2 create an ominous tone? Refer to the extended metaphor in your answer.
(3)
Line 2 uses the extended metaphor of winter as something encroaching or looming, suggesting
that the coldness is not just a change in season but a metaphor for impending hardship, death, or
loss. The use of "coming" implies an inevitable and unavoidable force, heightening the sense of
dread and anticipation that winter represents in both literal and figurative senses.
3. Who is the speaker addressing in line 3? What is the effect of this address? (2)
In line 3, the speaker appears to be addressing an unspecified audience, possibly the reader or
the collective "we" representing humanity. This direct address creates a sense of intimacy and
urgency, making the reader feel personally involved in the events unfolding, as if the speaker is
confronting them about something unavoidable.
4. How is a sense of violence portrayed in lines 4-5? (2)
Lines 4-5 evoke violence through imagery that suggests harsh, aggressive forces. The violence
might be implied through the depiction of the harshness of winter or an external conflict. The
phrase suggests an unsettling, forceful change, with the use of vivid, harsh language contributing
to the sense of impending turmoil or destruction.
5. Comment on the inclusion of the word “shroud” in line 7. (2)
The word "shroud" invokes an image of death, burial, or concealment. It suggests that the winter
is not just cold and barren but is covering something, perhaps metaphorically hiding life or
warmth. The use of "shroud" deepens the somber mood and points to themes of loss, endings,
and the erasure of vitality.
6. Suggest a reason why people would fear winter? Refer to the literal and figurative
meanings of the word. (3)
Literally, winter is feared because it brings cold, scarcity, and hardship, with fewer resources,
harsher weather, and potential for danger or death. Figuratively, winter can represent emotional
or spiritual coldness, a time of depression, loss, or despair. The figurative winter could
symbolize a difficult or painful time in life, making it a source of fear for many.
7. Identify and explain the figure of speech in “these women are a tide of sadness”. (3)
The figure of speech here is a metaphor, with "a tide of sadness" comparing the women to an
overwhelming, unstoppable force. The image of a tide suggests that their sadness is powerful,
inescapable, and all-consuming. This metaphor highlights the depth of their grief and the
collective nature of their sorrow, as if the sadness is sweeping over them in waves.
8. Explain the effectiveness of the metaphor, “tombstones/engraved with open eyes”. (2)
The metaphor "tombstones/engraved with open eyes" is effective because it combines two
powerful images: death (tombstones) and life (open eyes). The contrast between the two creates
an eerie and unsettling effect, suggesting that although the children are dead, their eyes remain
open, symbolizing the unfinished business or unresolved suffering, possibly indicating the
innocence lost or the pain still present in death.
9. How does the reaction of the children to the rain differ from the adults? (2)
The children likely react to the rain with a sense of joy or playfulness, seeing it as a natural part
of life, something to enjoy or revel in. In contrast, the adults may view the rain as something

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 dark, foreboding, or burdensome, reflecting their sense of loss, fear, or the hardships they face,
thus contrasting the innocence of childhood with the weariness of adulthood.
10. To what does the “raging fire of dead children” (line 27) refer? (3)
The "raging fire of dead children" refers to the intense grief, anger, and memory of children who
have died, possibly in the context of violence, war, or societal oppression. The "fire" suggests
that their deaths continue to burn in the hearts and minds of those left behind, representing
unresolved pain and the continued impact of their loss.
11. Discuss how the “sky” has changed throughout the poem. What is the implication of it in
line 28? (3)
Throughout the poem, the sky shifts from something bleak and ominous to something more
charged with emotional weight. In line 28, the sky may represent both the external world and the
internal emotional state of the speaker. The implication of the sky in line 28 could be that it has
become a symbol of the collective sorrow and unrest, with the changing sky mirroring the
changing tone of the poem, marking the transition from hope or innocence to grief and despair.
12. Comment on the effectiveness of the anaphora (“who is not frightened?”) in the poem. (2)
The anaphora "who is not frightened?" is effective because it creates a rhythmic repetition that
builds a sense of mounting tension and urgency. The repetition of this question emphasizes the
widespread fear and anxiety surrounding the impending winter or societal collapse. It also serves
to make the reader reflect on their own emotions, drawing them into the poem's emotional
atmosphere of fear and uncertainty.
13. The last two lines of the poem break the ‘pattern’ of the rest of the poem. Why did the poet
write these lines differently to the anaphora in the rest of the poem? (3)
The last two lines break the pattern to create a sense of resolution or a moment of stark contrast.
While the anaphora builds on a repetitive, escalating tone, the final lines might be written
differently to offer a moment of reflection, insight, or revelation. This shift in structure can be
used to highlight the impact of the preceding repetition or to underscore a powerful emotional or
thematic conclusion, making the final lines stand out as more personal, abrupt, or thought-
provoking. By breaking the pattern, the poet signals a shift in the narrative or tone, emphasizing
the weight of the final message.

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Solitude by Ella Wheeler Wilcox:
1. Comment on the personification in stanza 1. (3)
In stanza 1, the poet personifies "Solitude" by describing it as a living entity that can act as a
"friend" and "soothe." By giving it human qualities, the poet emphasizes the emotional and
psychological impact of solitude, portraying it as a nurturing force that offers peace and comfort
when other human relationships may fail. This personification suggests that solitude is not
merely an absence of company, but an active, supportive presence in one’s life.
2. Describe the reaction of the ‘echoes’ (line 7) to the prompts given. (2)
The "echoes" in line 7 respond passively to the prompts, reflecting whatever is given to them.
They merely repeat the thoughts or actions, underscoring the idea that solitude reflects back
what is put into it. Whether positive or negative, the echoes respond with a sense of mirroring,
suggesting that solitude amplifies or brings back the internal state of the individual.
3. What does “shrink” mean as used in line 8? (2)
In line 8, “shrink” refers to the act of becoming smaller or less significant. It suggests that the
negative aspects of life, such as pain or sorrow, lose their intensity or overwhelming nature
when faced with solitude. The speaker implies that solitude can make one’s troubles seem less
severe, diminishing their hold over the individual.
4. Suggest a possible example of “life’s gall”. (2)
“Life’s gall” refers to the bitterness, challenges, or suffering that life can impose. An example of
this might be the frustration of dealing with a long-term illness or the pain of unfulfilled dreams.
It represents the hardships and disappointments that leave one feeling resentful or wounded.
5. Why does the speaker suggest that “pain” is travelled through “narrow aisles”? (2)
The speaker suggests that pain is traveled through “narrow aisles” to emphasize the constrained,
isolating nature of suffering. Pain feels confined or restricted, as if it has to move through tight
spaces. This metaphor also conveys how personal pain can feel like an inward journey, forcing
one to experience it in solitude, without the broader support or freedom one may wish for.
6. Paraphrase and explain the line: “Succeed and give, and it helps you live.” (3)
The line can be paraphrased as: "Achieving success and offering help to others contribute to a
fulfilling life." The speaker suggests that success, when paired with generosity or acts of giving,
is essential for a meaningful existence. It highlights the idea that personal fulfillment and
purpose come not only from personal achievements but also from sharing those achievements
with others, thereby enriching one's life.
7. Discuss the effectiveness of the title of the poem in relation to its contents. (3)
The title Solitude is highly effective in encapsulating the poem’s main theme, which revolves
around the speaker’s contemplation of solitude as both a painful and beneficial experience.
While solitude may be seen as lonely or isolating, the poem emphasizes its potential for self-
reflection, healing, and growth. The title serves as a focal point for the speaker’s musings on
how solitude can be both a challenge and a source of strength, aligning perfectly with the poem's
message.
8. Is the speaker in this overly cynical? Discuss your opinion. (3)
The speaker is not overly cynical, but rather, pragmatic in her portrayal of solitude and its effects.
While she acknowledges the challenges and pain that come with solitude, she also highlights its
potential for inner peace and growth. The speaker seems to present a balanced view, recognizing
both the hardships and the benefits of solitude, suggesting that it’s a valuable and necessary part
of life rather than something to be feared or resented.
9. Would “Loneliness” have been a better title for the poem? Discuss your answer and make
reference to the connotations/denotations of both words (solitude and loneliness) in your
answer. (3)

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“Loneliness” would not have been a better title because it carries a more negative connotation
than "Solitude." Loneliness implies isolation and a longing for company, whereas solitude can
refer to the state of being alone without necessarily feeling lonely. The title Solitude reflects the
poem’s message that being alone is not inherently bad and can even be nurturing, whereas
“Loneliness” would suggest an overwhelming sense of sadness or abandonment. The title
Solitude is more fitting as it encompasses both the pain and the peace that the speaker associates
with being alone.

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The Morning Sun Is Shining by Olive Schreiner:
1. Describe the mood of the first four lines of the poem. Pay attention to imagery and diction
in your answer. (3)
The mood of the first four lines is peaceful and uplifting. The imagery of the "morning sun"
shining and the "golden sunbeam" evokes a sense of warmth and positivity. The use of words
like "shining" and "dancing" suggests a lively and joyful atmosphere. The diction is bright and
light, which creates an optimistic and serene tone, as if the speaker is enjoying the beauty and
calm of a fresh new day.
2. Identify the tone in the first 12 lines. Now state the tone in the last 4 lines. Why does it
change? (3)
The tone in the first 12 lines is calm, content, and reflective, focusing on the beauty of the
morning and the peacefulness the speaker feels in its presence. However, the tone shifts in the
last 4 lines to a more somber and questioning one, as the speaker reflects on a deeper, existential
thought. This change occurs as the speaker transitions from observing the external beauty of the
world to grappling with more introspective concerns, prompting a shift to a more contemplative
and uncertain mood.
3. How does the poet use colour to create the mood of the first stanza? (2)
The poet uses the colour "golden" to create a warm, bright, and positive mood in the first stanza.
The golden sunbeam imagery evokes feelings of comfort, hope, and vitality, which contribute to
the sense of joy and renewal that the speaker experiences as they bask in the morning sun.
4. What figure of speech is used in “And sends a golden sunbeam / To dance upon my knee”?
Explain the effectiveness of this figure of speech. (3)
The figure of speech used is personification, where the sunbeam is given the human-like ability
to "dance." This is effective because it adds a sense of playfulness and liveliness to the imagery,
making the sunbeam seem more interactive and dynamic, rather than just a passive light. It
suggests that nature is alive and engaging with the speaker in a joyful, almost whimsical way,
deepening the sense of serenity and beauty in the poem.
5. Discuss the effectiveness of the personification in lines 5-8. (3)
The personification in lines 5-8, where the "morning sun" is described as something that "sends"
a sunbeam to "dance," brings a sense of life and activity to the natural world. By giving human
qualities to the sun and sunbeam, the poet makes the experience of nature feel more intimate and
personal. The personification emphasizes the interaction between the speaker and nature,
highlighting how the morning sun actively contributes to the speaker's emotional and physical
well-being.
6. Comment on how the poet’s use of sound contributes to the impact of the poem. (3)
The poet uses sound through soft, flowing words like "shining," "golden," and "dance" that
create a gentle rhythm, mirroring the peaceful and calm atmosphere of the morning. The soft "s"
sounds in "sunbeam" and "knee" also add to the quiet, soothing tone of the poem, enhancing the
overall sense of tranquility. The sound in the poem amplifies the sensory experience of the
morning, allowing the reader to feel the same calmness the speaker is experiencing.
7. Lines 13-14 bring forth a change in tone and mood. Discuss this change. (3)
In lines 13-14, the tone and mood shift to a more reflective and melancholic one. The speaker,
who had previously been caught up in the peacefulness of the morning, begins to contemplate
deeper, existential questions, which brings a sense of uncertainty or sadness. This change serves
as a contrast to the light and cheerful tone of the earlier lines, suggesting a shift from external
observation to internal reflection on life's deeper meanings.
8. Discuss the effectiveness of the poem’s final question as a conclusion to the poem. (3)
The final question is effective because it leaves the reader with something to ponder. It shifts the

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 focus from the immediate beauty and peace of the morning to a more profound inquiry about life
and existence. The question is open-ended and invites the reader to reflect on their own
experiences, contributing to the poem’s contemplative nature and allowing the speaker's
personal reflection to resonate universally.
9. What, do you think, was the poet’s intention in the writing of this poem? (2)
The poet's intention seems to be to capture the fleeting, serene beauty of a moment in nature
while also suggesting that such moments provoke deeper reflections about life and existence.
Through this contrast between the simplicity of the morning sun and the complexity of
existential questions, the poet encourages readers to appreciate the beauty of the world around
them while also contemplating their place within it.

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It Is a Beauteous Evening, Calm and Free by William
Wordsworth:
1. Describe the mood in the opening line of the poem. Use your own words. (2)
The mood in the opening line is peaceful and serene. The description of the evening as
“beauteous,” meaning beautiful, and “calm and free,” suggests a tranquil and untroubled
atmosphere. The speaker seems to be experiencing a moment of calm, enjoying the stillness of
nature.
2. Why is the simile “quiet as a nun” a particularly effective figure of speech? (2)
The simile "quiet as a nun" is effective because it draws a clear image of peacefulness and
serenity. Nuns are often associated with silence and contemplation, so comparing the quietness
of the evening to a nun emphasizes the deep, almost sacred calmness in the scene. This creates a
sense of purity and stillness.
3. How can the sea have “the gentleness of heaven” on it? (2)
The phrase “the gentleness of heaven” suggests that the sea is calm, smooth, and peaceful, much
like the peacefulness associated with the divine or heavenly realms. By comparing the sea to
heaven, the speaker conveys the idea that nature is experiencing an almost celestial tranquility,
with no disturbances or turbulence.
4. How and why does the beginning of line 6 change the atmosphere? (3)
The beginning of line 6 shifts the atmosphere by introducing the phrase "Being." This change in
language brings a more reflective and spiritual tone, as the speaker is no longer just describing
the external peacefulness of the evening. Instead, it suggests that there is a divine or spiritual
presence in the moment, encouraging deeper thought and connection with a higher power,
changing the focus from physical calm to a more introspective, existential mood.
5. What is the purpose of the capital letter in “Being” (line 6)? (3)
The capital letter in "Being" serves to elevate the term, giving it a sense of importance and
reverence. It may refer to a divine or higher presence, such as God or a spiritual force,
highlighting that the speaker perceives the evening as a reflection of divine peace. This
capitalized "Being" emphasizes the speaker's connection to something greater and suggests that
the natural beauty of the evening is an expression of that higher power.
6. What is the function of the dash in line 8? (2)
The dash in line 8 acts as a pause or break in the flow of the sentence. It serves to create
emphasis and allow the reader to reflect on the preceding thought before introducing the next
idea. This pause enhances the contemplative mood, inviting the reader to consider the deeper
meaning of the speaker’s words.
7. How does the tone of “Dear child!” differ from “Listen!”? (2)
The tone of “Dear child!” is affectionate and tender, conveying warmth and care. It reflects a
sense of love and intimacy between the speaker and the child. In contrast, “Listen!” is more
urgent and commanding, urging the child’s attention to something important. The shift from
tenderness to a more focused request changes the emotional tone from one of warmth to one of
attentiveness and seriousness.
8. Explain the comparison used in the metaphor “Abraham’s bosom.” (3)
The metaphor “Abraham’s bosom” refers to a biblical concept of a place of peace and rest,
traditionally seen as a heavenly or divine realm. In the context of the poem, it is used to describe
the comforting, nurturing embrace of the evening. By comparing the evening to "Abraham's
bosom," the poet emphasizes the sense of safety, warmth, and divine peace that the speaker feels
in the natural world. It suggests that the child is being held in a secure and comforting space,
akin to a spiritual sanctuary.

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9. Discuss how the structure/form of the poem supports its contents. (3)
The poem follows a traditional Italian sonnet structure, with 14 lines divided into an octave and
a sestet. The structure supports the content by allowing for a clear division between the
description of the peaceful evening and the shift to the more spiritual reflection about the divine
presence in the second part. The volta (the shift) between the octave and sestet mirrors the
transition from observing nature’s calmness to contemplating the deeper, spiritual connection to
a higher power. The form helps to emphasize the movement from external tranquility to internal
reflection.

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The Shipwreck by Emily Dickinson:
1. What is the effect of the exclamation marks in lines 1 and 5? How does this contrast to the
exclamation mark used in line 8? (3)
The exclamation marks in lines 1 and 5 express excitement and triumph, emphasizing the initial
joy of survival and the relief of reaching safety after disaster. However, the exclamation mark in
line 8 conveys a shift in tone—it marks the realization of loss and sorrow, highlighting the
contrast between the joy of survival and the tragedy of those who did not make it.
2. What are the two reasons for “glee” in the opening lines? (2)
The first reason for "glee" is the joy of survival, as some have managed to reach land safely. The
second reason is the collective relief and gratitude for having escaped the disaster, celebrating
even the smallest victories after tragedy.
3. Explain what “recovered the land” means. (2)
“Recovered the land” means that some survivors have made it back to shore safely after the
shipwreck. It symbolizes survival and the return to safety after the perilous experience at sea.
4. Critically discuss the effectiveness of the imagery in “Forty gone down together/Into the
boiling sand.” (3)
The imagery is powerful and tragic. The phrase “Forty gone down together” evokes a sense of
mass loss, emphasizing the scale of the disaster. “Boiling sand” creates a vivid picture of the
violent, turbulent nature of the shipwreck, as if the sand itself is churning and swallowing the
victims. This imagery effectively captures the chaos and finality of death in the sea.
5. Why would “scant salvation” be celebrated? (2)
Even though only a few people survived, any form of salvation is worth celebrating in the face
of such overwhelming loss. The phrase suggests that in a disaster, even the smallest victories,
such as a single life saved, are meaningful and significant.
6. Explain the two ways in which the bells ring in this poem. Quote in support of your answer.
(4)
The bells ring in celebration of the survivors, marking their return to safety. They also ring in
mourning for those who perished, serving as a funeral toll. The contrast between joyful and
mournful ringing reflects the dual emotions of the shipwreck’s aftermath. Quotes such as “Bells
that on the gale rejoice” highlight the celebratory aspect, while the somber tone of the final
stanza suggests the sorrowful ringing.
7. Identify and comment on the effectiveness of the figure of speech in “When winter shakes
the door.” (3)
This is an example of personification, as winter is given the human ability to "shake" the door.
The imagery is effective because it conveys a sense of harshness and intrusion, symbolizing the
relentless force of nature and the chilling reminder of loss.
8. How does the final stanza evoke pathos? (3)
The final stanza evokes pathos by emphasizing the sorrow and emptiness felt after the tragedy.
The contrast between the initial joy of survival and the lingering grief for the lost creates deep
emotional resonance. The poet highlights the lasting impact of loss, making the reader feel the
weight of the disaster.
9. Discuss the effectiveness of the alliteration/sibilance in line 13.
The alliteration/sibilance in line 13 creates a flowing, almost whispering effect, mirroring the
sound of the sea or the mournful tone of loss. This technique enhances the poem’s musicality
while reinforcing the theme of lingering sorrow.

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Prayer to Masks by Léopold Sédar Senghor:
1. Briefly explain the connotations of the words “Prayer” and “masks” as used in the title. (3)
The word “Prayer” suggests reverence, supplication, and a spiritual or religious appeal,
indicating that the poem is a plea or invocation. “Masks” refers to traditional African ancestral
masks, symbolizing the spirits of ancestors, cultural heritage, and identity. Together, the title
suggests a respectful appeal to African ancestors and traditions for guidance and strength.
2. Why does the speaker greet the masks “in silence”? (2)
The speaker greets the masks in silence as a sign of deep respect and reverence. Silence can also
symbolize a solemn and meditative state, allowing him to connect spiritually with the ancestors
and absorb their wisdom.
3. Why does the speaker use the first person “I”? (2)
The use of “I” personalizes the speaker’s plea, making it more intimate and heartfelt. It also
represents not just an individual voice but a collective voice speaking on behalf of Africa and its
people, strengthening the poem’s emotional and cultural significance.
4. How could an ancestor be “lionheaded” (line 4)? (2)
The phrase “lionheaded” could symbolize strength, courage, and leadership, as the lion is often
associated with power and nobility in African traditions. It may also refer to actual tribal masks
or mythological figures that depict ancestors as part-animal, emphasizing their divine or
supernatural qualities.
5. Discuss the choice in diction in the metaphor “altar of white paper” (line 8). (3)
The word “altar” has religious connotations, suggesting that writing is a sacred act of devotion.
“White paper” symbolizes purity, but it also refers to literature and the written word as a
medium of expression. The metaphor implies that the poet’s words are an offering, much like a
ritual sacrifice, dedicated to preserving African culture.
6. Identify the tone in “In the name of your image, listen to me!” (1)
The tone is urgent and pleading, as the speaker is making an impassioned appeal to the
ancestors.
7. What does the speaker mean when he states that Europe and Africa are “connected
through the navel”? (3)
This phrase suggests a deep, inescapable connection between Africa and Europe, likely
referencing colonial history and cultural entanglement. The “navel” is a symbol of birth and
origin, implying that despite oppression and exploitation, Africa and Europe remain historically
and culturally intertwined.
8. Identify the figure of speech and explain the effectiveness thereof in the phrase “rebirth of
the world” (line 14). (3)
This is a metaphor that suggests renewal and hope. The phrase is effective because it contrasts
with the earlier depiction of destruction caused by machines and cannons. It conveys the
speaker’s desire for a cultural and spiritual revival, where African identity and traditions can
flourish once again.
9. How has the world “died of machines and cannons”? (2)
The world has “died” due to war, colonization, and industrialization, which have brought
destruction, suffering, and the loss of cultural traditions. “Machines” symbolize industrial
exploitation, while “cannons” represent violent conflicts, particularly colonial oppression.
10. Is there any optimism in this poem? Quote in support of your answer. (2)
Yes, there is optimism. The phrase “rebirth of the world” (line 14) suggests hope for cultural
renewal and restoration. Additionally, the speaker’s act of prayer itself is hopeful, as it implies
belief in the power of ancestors to guide and heal.

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11. Discuss the effectiveness of the last two lines of the poem as a conclusion. (3)
The last two lines effectively bring the poem to a powerful and hopeful conclusion. They
emphasize the desire for healing and renewal, reinforcing the theme of reconnecting with
African identity and traditions. The speaker’s invocation to the masks serves as both a call for
strength and an affirmation of cultural survival, leaving the reader with a sense of reverence and
resilience.

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Talk to the Peach Tree by Sipho Sepamla:
1. Explain the underlying meaning of the actions/instructions in lines 1-6. (2)
The speaker’s instructions suggest a search for knowledge, wisdom, and truth from nature. The
peach tree symbolizes endurance and continuity, while asking the wind, the river, and the
swallows for answers implies seeking deeper understanding from natural forces that have
witnessed change over time.
2. Why would swallows be a good source of information about ‘other countries’? (2)
Swallows migrate between countries, making them symbolic of travel and knowledge. They
have “seen” different places and could metaphorically provide insight into the state of the world
beyond the speaker’s immediate environment.
3. Discuss what the speaker is saying in stanza 4. (3)
In stanza 4, the speaker expresses disillusionment and frustration. He implies that nature and the
elements remain indifferent to human suffering and injustice. The stanza suggests a loss of hope
in receiving meaningful answers from nature, hinting at a deeper societal or political struggle.
4. Discuss the connotations of the word “whining” (line 10). (2)
The word “whining” has negative connotations, suggesting complaining, helplessness, or
sorrow. It implies that the sound of the wind is not just a natural occurrence but carries an
emotional weight, possibly reflecting the suffering of people.
5. Why does the speaker describe the heat as “paralysing” and “merciless” (stanza 6)? (2)
The heat represents oppression or hardship. “Paralysing” suggests that it renders people
powerless, while “merciless” emphasizes its relentless and unforgiving nature. This could be a
metaphor for social or political struggles.
6. Although similar in style to stanzas 1-3, how do lines 11-14 differ in tone and intent from
lines 1-6? (3)
The tone in lines 1-6 is inquisitive and hopeful, as the speaker seeks wisdom from nature.
However, in lines 11-14, the tone shifts to one of frustration and resignation, as the speaker
realizes that nature does not provide the answers he seeks.
7. Discuss why the speaker chooses to “talk to the peach tree”. Consider the other ‘things’ or
concepts he talks to in the poem. (3)
The peach tree is rooted, stable, and has witnessed many seasons, making it a symbol of
endurance and memory. Unlike the wind, river, and swallows—which move and change—the
peach tree remains in one place, possibly making it a better listener or observer of history and
injustice. The speaker’s choice suggests a desire for something reliable and grounded.
8. Identify and comment on the tone in the last stanza. (3)
The tone in the last stanza is bitter and accusatory. The speaker seems to confront an
oppressive force, possibly blaming it for injustice and suffering. There is a strong emotional
intensity, as if he is exposing a hidden truth.
9. Who is the ‘devil’ in the last stanza? (1)
The “devil” likely represents oppression, injustice, or an unjust political system. In the
context of Sipho Sepamla’s work, it could symbolize apartheid or corrupt leadership.
10. How is the register of the poem appropriate and effective in delivering its message? (2)
The poem uses simple, conversational language that makes it accessible and relatable. The
questioning style and imagery make the reader reflect on the deeper themes of injustice,
endurance, and seeking truth, enhancing the poem’s impact.

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At a Funeral by Dennis Brutus:
1. To what does “pageantry” refer in line 1? Discuss the effectiveness of this choice of word.
(2)
“Pageantry” refers to the formal and ceremonial aspects of the funeral, such as the rituals,
speeches, and symbols of honor. The choice of word is effective because it suggests a grand,
almost theatrical display, highlighting the contrast between the solemn occasion and the deeper
grief or political significance of the funeral.
2. What do the words “Black, green and gold” suggest? How does this shift the reading of the
poem? (2)
These colors represent the African National Congress (ANC), suggesting that the funeral is not
just a personal loss but also a political event. This shifts the reading of the poem from being a
simple reflection on death to a commentary on struggle, sacrifice, and the fight against apartheid.
3. Why would the graves be expectant of ‘eternity’ (line 2)? (2)
The graves symbolize not only physical death but also the ongoing struggle for justice. They are
“expectant” of eternity because they hold the remains of those who fought for freedom,
implying that their sacrifices will be remembered forever.
4. Explain the reference to “hope” as it is used in line 6. (2)
“Hope” in this context represents the resilience and perseverance of the people despite suffering
and loss. It suggests that, even in death, the legacy of those who have died will inspire future
generations to continue the struggle.
5. What are “carrion books of birth”? (2)
“Carrion” refers to decaying flesh, while “books of birth” could symbolize history or records of
life. This phrase suggests that the histories of the deceased are stained with suffering and that
their births led them into a life of hardship, struggle, and ultimately death.
6. Comment on the tone in “Arise!” and “Salute!”. (3)
The tone is commanding and urgent, calling for action and respect. “Arise!” is a call to
awaken, possibly to the reality of the struggle or to honor those who have died. “Salute!”
demands recognition of their sacrifices, reinforcing a sense of duty and remembrance.
7. Why does the speaker call on the reader to “ponder” (line 5)? (2)
The speaker urges the reader to reflect on the meaning of the funeral, the life of the deceased,
and the broader implications of their death. It is an invitation to consider the ongoing struggle
for justice and the sacrifices made.
8. What is the difference between “Death” and “death’s head” and why is “scythes our
ground” then an appropriate metaphor? (3)
“Death” represents the concept of dying, while “death’s head” is a more visual and sinister
image, possibly symbolizing the skull or a grim reminder of mortality. “Scythes our ground” is
an appropriate metaphor because a scythe is associated with the Grim Reaper, emphasizing the
sweeping, inevitable nature of death, particularly in the context of political violence and struggle.

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