2.Which line of the poem shows that the couple expected to share many years of life together? (1) a. You tell me of our future that you planned

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1 Poetry term 1 questions and answers Remember Questions: 1.Provide a different euphemism that Rossetti could have used in place of gone away (line 1). (1) a. Passed away/ passed on/ no longer here/ gone to a better place 2.Which line of the poem shows that the couple expected to share many years of life together? (1) a. You tell me of our future that you planned 3. What does to counsel (line 8) mean in the context of the poem? (1) a. Given that the speaker is dying, the counsel possibly refers to the loved one giving advice as to how she could fight the disease or corruption by taking medication, resting, getting fresh air or other well-meaning suggestions. Alternatively it could refer to the attempt to give comfort in a difficult situation. 4.What can you infer about the character of the speaker s beloved? Support your answer with evidence from the poem. (3) a. The beloved might be a committed companion who shows his affection through the physical closeness of holding her by the hand (line 3) and whose persuasive appeal causes her to abandon the intention to leave, but rather turning stay (Line 4). The beloved might be an optimistic and organised, since he liked to imagine the future that he planned (line 6). He is supportive and loving, as he would counsel and pray (Line 8) as she lay on her deathbed and he grieves at her passing. 5.Suggest how the form of the poem contributes to its content. (2) a. The poem is divided into two parts, an octave and a sestet in keeping with its Italian sonnet form. The octave focuses on remembering aspects of the relationship and has a sad, mournful, contemplative tone. The sestet is signified by the use of a new sentence beginning with yet, alerting the reader to a shift in direction, namely the process of forgetting and moving on. The sestet adopts a more positive tone as it explores the process of forgetting and the speaker seems to be encouraging the beloved to move on. 6.Which of the following descriptions best fit the speaker: egocentric; self-sacrificing; thoughtful? Use evidence from the poem to motivate your choice. (2) a. The fact the speaker wants the beloved to forget and smile suggests that she is thoughtful and cares for his future happiness without her and is thus not egocentric/ She can be considered self-sacrificing in telling him not to feel guilty if he forgets her. 7.Rossetti was a deeply religious person. Can you tell just by looking at this poem? What parts of the poem support your answer? (3) a. Yes she is religious as she speaks about going to a silent land which implies another place where she lives on, much like the belief in an afterlife. She also speaks about her death as gone, meaning gone from this world but not gone forever. 8.The speaker seems worried. Critically discuss this statement. (3) a. (Student s own view). Possible answer- The speaker spends the majority of the poem seemingly worried about being forgotten (1). From the title we see she is worried about being forgotten as the title is an instruction for her to be remembered (1). She also instructs her beloved three times in the octave that he remember her. (1). 9.The speaker has commands in this poem ("remember," "remember," "remember," "do not grieve"). Critically discuss the tone of these commands. (2) a. The tone of the remember commands seem direct, insistent and assertive whereas the tone of do not grieve seem softer, gentler and more loving.

2 Contextual questions: 1.1 Refer to line 2: Gone far away into the silent land. What do you understand by this line in the context of the poem? (2) a. The speaker will die and move into the afterlife where she cannot talk and be with her beloved. 1.2 Describe the nature of the relationship as revealed by the speaker in lines 3-6. (2) a. The speaker are her beloved were close and seem to really love one another. They shared intimate moments of hand holding and dreaming of the future and leaving the beloved makes the speaker so sad as her tone is contemplative and sad and she keeps thinking of all the things she will not be able to do. 1.3 Explain how the structure of the poem is mirrored by the change in tone of the poem. (3) a. The poem is divided into two parts, an octave and a sestet in keeping with its Italian sonnet form. The octave focuses on remembering aspects of the relationship and has a sad, mournful, contemplative tone. The sestet is signified by the use of a new sentence beginning with yet, alerting the reader to a shift in direction, namely the process of forgetting and moving on. The sestet adopts a more positive tone as it explores the process of forgetting and the speaker seems to be encouraging the beloved to move on. 1.4 Consider the speaker s message in lines In your view, does this message contradict the poem s title? Give reasons for your answer. (3) a. (Students own view) Possible answer Yes, as the message in line 9-14 is that it is okay for the beloved to forget her is it causes him pain. Her major instruction in the sestet is that he must not grieve and that he should, in fact, forget her and smile and this seems more important to her than being remembered and having him be sad. First day after the war Questions: 1.What clues suggest the rural setting of the poem? Quote from the poem to support your answer. (3) a. The young blades of grass (line 3), the open space (line 9), the mountains and the pathways (line 10) and the waterfalls (line 15) all suggest that the poem s events take place in the countryside. 2.Why do you think the people ran to the open space (line 9)? (1) a. Their joy and excitement needed vocal and physical expression so they ran to a place where they could vent their emotions. 3. Discuss the possible literal and figurative meanings of the footprints (line 4) and the young blades (line 3). (4) a.literally, footprints (line 4) would be the physical imprint on the ground made by feet; figuratively, it may refer to the lasting impact of another s actions, words or behaviour. Literally, the young blades (line 3) could refer to freshly grown grass, while figuratively this may allude (refer) to young men, eager to experience excitement. (a) What does the expression shook up (line 12) mean? (1) a.when someone is shook up (line 12) this usually refers to their being disturbed, unsettled or perhaps startled by some shock or fright. (b) How do you interpret it in this context? (1) a. This may refer to the speakers action of physically shaking an old man as they try to convey the joy of the news. (Students may interpret it more figuratively) (c) Who might the old man (line 12) be? (1) a. The old man (line 12) could be symbolic of the older generation who have endured many disappointments and who are wary of believing the good news. It may allude to the

3 cynics who are reluctant to embrace the joy of the moment, or even old folk who are hard of hearing, asleep or in some way uncomprehending of the situation. 4. Critically comment on the effectiveness of the final line of Kunene s poem. (2) a.the capital letter used for Ancestors (line 18) gives the word status, and this is amplified by the forebears travelling tall (line 18) as they take pride and satisfaction in the recent development. The effectiveness of the final line is achieved through the image created, that of the spiritual world paying tribute and also enjoying what has come to pass, as the silhouettes are visible on the horizon (line 18). The alliteration in travelling tall (line 18) adds to the impact of the line. Thus, both the content itself and the way in which it is conveyed, make this an effective final line for the poem. Contextual Questions: 1.1 How would you describe the mood of the opening lines of the poem? (1) a. Uncertain tentatively optimistic 1.2.Quote a phrase from the poem that indicates this mood. (1) a. we hesitated (line 4), heard songs (line 1) soft light (line 2) 2.What methods does the poet use to indicate the importance of the ancestors? (2) a. A capital letter is used for the word Ancestors. The poet uses alliteration to describe their action of travelling tall (line 18) to draw the reader's attention to their importance 3.Comment on the poet's use of literal and figurative language in the poem. (3) a.the opening reference to a wedding party (line 1) could literally refer to a celebration being heard from a distance, while figuratively it could refer to exciting rumours of a marriage or coming together of opposing parties to forge a united future. (1) The rumours filter down to the people in the rural villages, figuratively like a soft light, and are welcome and much appreciated in the darkness of oppression. (1) The literal female figure who leaves her footprints (line 4) can also be interpreted as the figurative messenger that delivers the news that freedom has arrived, and whose eyes of freedom (line 5) convey this truth. (1) 4.Critically discuss the poem s effectiveness as an expression of joy and liberation. (3) a. The uninhibited joy and jubilation is expressed in the wild actions of the speaker who cannot contain or restrain the physical need for action at this turn of events. The speaker tells us that without waiting we ran (line 9), Ululating Calling demanding (lines ), while the imagery vividly displays the excitement, the shouting and celebrating. The conclusive (certain/decisive) naming of the first day of peace (line 1 7) underlines the unity implicit in people came from all lands (line 16). Zulu girl Questions 1. Carefully read the first stanza. What is the setting of the poem? Rural area, most likely a farm. What is the job that the girl is doing? She is a labourer and a mother who stops to feed her child. What does the word flings (line 3) suggest about her attitude? This implies a fast movement and implies her irritation, frustration (at the child s crying and potentially an unjust system) and defiance to the bosses, her needs as a mother come first. 2. What are the connotations of prowl (line 8)? Animal-like, associated with hunting and animal imagery.

4 What is being compared to what? Her nails raking through the child s hair looking for ticks is compared to an animal prowling, hunting for prey. Are these comparisons effective? (Students own view) Yes, the comparisons point to the Zulus connection to nature and connecting them with hunting animals reminds us that they are fierce warriors who were once feared (as fierce animals are). 3.a) Identify the comparisons used in the third stanza. The baby suckling his mother s breast is compared to a puppy drinking his mother s milk. The milk is life-giving and nourishing both to his body and to his soul. b) Are these images effective? Why/ Why not? (Students own view) Possible answer- Yes, puppies are associated with happiness. They are cute, harmless little creatures that bring joy and happiness just like the little boy brings his mother joy. OR. Puppies are dogs and dogs tend to be seen as lowly in society just as the Zulu people are seen as lower than in this society. 4.Which word in the fourth stanza alerts the reader to a change in mood? Yet Motho ke Motho ka Batho Babang Questions: 1. Provide an explanation for the prisoner s use of the mirror. (1) a. The mirror allows the prisoner to see and receive communication beyond the restricted vision of the cell s confines. 2. Find evidence in the poem that prisoners are kept occupied with time-wasting chores. (2) a. A prisoner is busy polishing a door handle, which is hardly a crucial task. 3. Explain the link between an imaginary cap (line 11) and a guard. (1) a. The signal of bunched fingers to the forehead, miming a badge on an imaginary cap is visual shorthand to indicate the presence of a guard. 4. Discuss Cronin s use of different languages in the poem. (2) a. Language is simple yet effective. Cronin makes conventional language to communicate with the reader. The poem incorporates a description of the sign language used by prisoners to communicate silently to one another, with the explanations of the visual gestures being interpreted. There are also three different languages being used. 5. The poem is written in an informal style. How does the style contribute to the meaning of the poem? (2) a. The informal, colloquial register of the narrative makes the poem seem like the speaker is speaking directly to the reader; the direct speech captures the speech patterns used and so makes the exchange authentic and convincing. 6. This poem illustrates truths about the human condition. Explore how the poem shows the cruelty of isolation as a form of punishment, and why it was a favoured treatment of political prisoners. (4) a. The human need for communication and emotional intimacy with fellow beings is essential for our sanity and this need is demonstrated in the poem, as prisoners would risk the wrath and punishment of breaking the rules just to have some contact with one another. This demonstrates just how cruel, unnatural and difficult it must be to endure the depravation of the isolated prisoner. This form of punishment is favoured for political prisoners, as it would prohibit them from encouraging each other and spreading ideas that the government would want to squash.

5 6. Assess whether the poem is an appropriate demonstration of the concept of ubuntu. (2) a. The poem is an excellent demonstration of the concept of Ubuntu as we see how the isolated prisoner only feels fully human through the connection and communication with another. The fellow prisoner is also aware of this and is prepared to risk unpleasant consequences for his defiance in reaching out to and encouraging a fellow prisoner because he understands that as people we need other people. 7. How does the prison setting contribute to the message of this poem?(3) a. It adds to the message as a prison, fraught with rules and generally, a cold and tense environment becomes a place where prisoners express warmth and encouragement to one another. We forget that prisoners are people too and need connection with others to survive. Here these prisoners have been separated and are not allowed to speak, but will do anything, even speak in a made-up sign language, just to encourage and feel close to others. Shows one that nothing can stifle human connection, not even a tightly ruled environment like a prison. 8. What kind of prisoners do we assume these are? Why? (3) a. Political- as they are not allowed to speak and they have been separated. Also the poem says they raise a black fist and the majority of political prisoners at the time were black people. 9. Appearance and reality differ in this poem; explain how. (2) a. It appears that the prisoners do not speak and that the system is working but in reality they do speak but not in a conventional way. They are able to encourage one another and keep the struggle alive. Thus, in reality the prison system has not been able to divide and conquer the struggle here and it rages on. 10. Why is his work slow-slow? (1) a. The resistance movement is slow moving/ Time is moving by slowly in prison/ Points out the how painful and demeaning the work is that the prisoners do and how is makes time go by slowly.