An Afternoon Nap

Arthur Yap

By Roshanay Mahmood, Amna Azhar and

Aman Fakhar
Table of Contents
1. Author’s Background 5. Themes

2. Context of the poem 6. Structure

3. Title of the Poem 7. Literary devices

4. Literary Analysis
 Author’s Background
Arthur Yap (1943 - 2006)

A second generation Singaporean poet, Arthur yap was known for his
poetry, featuring simple language, Singapore colloquial English, and
wrote about the everyday affairs of Singaporean life, from the people
to their culture. His poetry captured the spirit and rhythms of
Singaporean life, while providing commentaries on local events and
situations. As he was born in a relatively poor household, poverty
influenced his poetry as well, prime example being “The afternoon
nap” itself.
 Context
Of the poem

This poem was written in 1977 during an era of massive

investments to Singaporean economy which focused on all
aspects including education. During this era of mass
investments there was evident tension between the old
traditional way of life and the introduction of modernization
into lifestyle as people adjusted to this drastic change.
Singapore had also recently been freed from colonialism which
played a major role in changing education.
 Title of the Poem “The Afternoon nap”
The title is ironic towards the content of the poem. What it suggested was a
peaceful atmosphere, where one can take a break from all their worldly problems,
yet as this poem is analysed, it’s anything but that. It’s chaotic and heavy, dealing
with serious topics with the use of animalistic imagery to describe the mother’s
behaviour towards her child, the content of the poem is a stark contrast to its title.

This contrast is here to make the purpose of this poem prominent, by making sure
its content is highlighted, because the title being a contrast is unexpected
essentially. Furthermore, this could also be interpreted as how the mother
especially is “asleep” to the needs of her child.
Literary Analysis
Stanza 1
the ambitious mother across the road
is at it again, proclaiming her goodness
“The ambitious mother across the road,” she beats the boy, shouting out his wrongs, with raps
Centered around societal approval and she begins with his mediocre book-report grades
personal validation
‘Ambitious’-Negative context
Values external recognition over her own son

“Proclaiming her goodness,” “She beats the boy, shouting out his wrongs”
External appearances Abuse framed as correction and discipline
Publicly a good mother while beating her Need to control over helping her son grow
son in private ‘wrongs’-Attempted justification of this
Moral corruption and hypocrisy physical and verbal assault
Literary Analysis
Stanza 1 (continued)
“Mediocre book-report grades,”
Immense pressure placed on children in academic
environments
Mother’s anger and abuse is driven by the son’s failure to
meet her expectations
Critiques the idea of a child’s worth being tied to grades

“Across the road, at it again,”

Suggests this is a recurring event
Sense of normalisation
Layer of discomfort- abuse is ignored/tolerated
Literary Analysis she strikes chords for the afternoon piano lesson,

Stanza 2
her voice stridently imitates 2nd. lang. tuition,
all the while circling the cowering boy
in a manner apt for the most strenuous p.e. ploy.

“"She strikes the chords for the afternoon piano lesson,”

“strikes” suggests mechanical, harsh action Use of enjambment,

suggestive of a tense atmosphere suggests urgency, pace of the poem
alliteration through “chord, circling and cowering rising tension and emotion
“her voice stridently imitates. 2nd. Lang. Tuition,”
“stridently = sibilance, strikes and stridently, musical flow constant use of periods/ full stops suggests
Suggests the voice may be irritating, shrill, loud , forceful irritation, discomfort.
mother mocks son’s poor use of second lang (effect of sense of frustration, aggression, resentment
colonialism)
punishes son for his poor study habits.
thinks of language lessons as a means of uplifting her son
Literary Analysis
Stanza 2 (continued)
"all while circling the cowering boy"
mother circles the child
Musical tone throughout the poem and stanza
predatorial behaviour use of sibilance also adds to the musical tone
“cowering” suggests intimidation use of irony, the child doesn't rest
mother = predator Imagery of terriified child through cowering
son = prey
“in a manner apt for the most strenuous p.e ploy."
mother’s actions resemble those of a physical education (P.E.) Simile - mother’s behaviour compared to
drill, emphasizing strain and exertion. PE class
shows that the mother pushes her son to his limits
a simple piano lesson is like physical strain
shows how exhausting the lesson is
Literary Analysis
Stanza 3 swift are all her contorted movements,
ape for every need; no soft gradient
of a consonant-vowel figure, she lumbers
& shrieks, a hit for every 2 notes missed.
"swift are all her contorted movements”
Dissonant descriptions
“swift”: implies gracefullness, “contorted”: awkward movements
lack of harmony - showcases mother’s mental state
Unpredictable nature shown: ominous atmosphere

"ape for every need; no soft gradient"

“ape”: reference to a monkey, shows her transformation into an animalistic entity
More contrasts: “gradient” implies smoothness and predictability vs mother’s chaotic actions
Reinforces unpredictability and shows depth of character
Literary Analysis
Stanza 3 (continued)
"of a consonant-vowel figure, she lumbers"
“Lumber”: to move in a slow manner
Indicative of loss of mother’s sanity gradually
shows consequences of singaporean edu standards on the other party too

"& shrieks, a hit for every 2 notes missed."

“shrieks”: high pitched sound - unsettling atmosphere
Uncoordinated outbursts adds to her unpredictability
Displays the mother as an ominous entity
Stark contrast of the conventional view of mothers
Shows the deadlock singaporean parents display in
matter of education, signifies burden on children
use of “&” break from conventional poetry affairs
Literary Analysis his tears are dear. each monday
Stanza 4 wednesday, friday, miss low and madam lim
appear and take away $90 from the kitty
“His tears are dear,” leaving him an adagio, clause analysis, little
pocket-money
Express his emotional suffering
‘Dear’- come at an emotional and
financial cost Further pressure- bring in good results to
Pain could be connected to his family’s make up for the money gone to his
financial struggles or educational education
expenses
“Monday, Wednesay Friday, Miss Low and Miss Lim “Leaving him an adagio, clause analysis, little pocket-
appear and take away $90 from the kitty,” money,”
Regular occurrence- tutoring or extra The boy is left with minimal benefit
classes Adagio- Hinting the boy’s progress is slow
‘Kitty’- Family funds Clause Analysis- grammar lessons/tedious
Financial strain -endless sums going into technicalities of learning
the boy’s education Little pocket-money- personal needs are neglected
Literary Analysis
Stanza 5 the embittered boy across the road
is at it again. proclaming his bewilderment
he yells at her. shouting out her wrongs, with tears
“the embittered boy across the street he begins with her expensive taste for education.

tension between boy and mother becomes palpable

“embittered” = boy’s emotional state, he’s frustrated
and has deep resentment
“across the street” creates physical distance as though Provided with a dual pov in the poem
reader is a witness observing conflict stanza 1 = mom
“bitterness” = feeling of helplessness stanza 5 = son
‘”is at it again, proclaiming his bewilderment” expresses how he feels, able to sense
“is at it again” suggests that this has happened several the pressure she has put on to him
times “bewilderment” suggests feeling
outburst of the child. breaks free from this mother’s overwhelmed
grasp
Literary Analysis
Stanza 5 (continued) “he begins with her expensive taste for
education”
“expensive taste for education” = her high
“he yells at her, shouting out her wrongs,
demands from her son
with tears” high expectations and many sacrifices for
capturing emotional intensity through academics one of which is sleep; he has piano
son’s outburst lessons instead of sleeping and resting after school
“shouting out her wrongs” = contrast to shows how boy feels trapped and overburdened by
when she was beating him for his errors pressure
he’s been physically strained to a point enjambment mirrors ongoing emotional
where he bursts out of vexation. outburst.breathlessness
his happiness and wellbeing are metaphor: expenisve taste show mom’s
compromised for academic validation prioritization of academic achievement.
use of imagery through “shouting out’ Juxtaposition: contrast between the boy's
and tears to show frustration of boy anger and his tears - feelings of aggression
and vulnurability
Themes
The cost of Parental Pressure to succeed: How the constant pressure of academic validation from parents
has a damaging effect on a child; effecting their mental, emotional, physical well being in the constant
struggle to live up to their parents expectations. Perhaps even society’s expectations.
Academic Pressure and Stress: The twisted reality behind Singaporean education. Harsh Punishments due
to academic degradation instills fear already, added with high expectations from parents and more.
Child Abuse/Neglect: Seen in mainly all the stanzas, physcially harsh punishments from the mother for
negligible mistakes towards her son, all for his academic sucess.
Public Image: Perhaps the desire to force her son to fulfill her expectations is a means to enhance her public
image.
The Impact of a Toxic Environment on a Young Child: Seen through the interactions between the mother
and the son. She instills fear onto him, and the gradual accumulation of this fear and neglect makes him
snap.
Tough Love: Seen through the mother’s agressive parenting style, she believes this is nescessary for the
betterment of her son, wihtout caring for its consequence.
Repetitive cycle of frustration: A circular, chain reaaction, mother’s harsh punishment breeds rebellion into
the boy, casuing him to lash out at her, hence a loop of mutual anger is created.
 Structure
of the poem

Free verse poem

Written from 3rd person perspective: significant
Absence of a regular rhyming scheme: perhaps show the troubled
mind of the speaker after seeing the mother and the son.
Use of lowercase letters: symbolises lack of power and the fragility
of the boy
As it’s from 3rd person perspectives, this could also be used to
express the speaker’s troubled mind
Literary Devices
Enjambment Juxtaposition
Irony metaphors
Alliteration
Imagery
Hyperbole
Sibilance Consonance
Personification Symbolism
Similie
thank you! and,

FINany questions :> ?