QUESTION 3: CONTEXTUAL QUESTION

"THE SHIPWRECK' - Emily Dickinson

3. The exclamation 'Glee!' creates a mood of joy/happiness/relief that the
danger presented by the storm has passed.
(Award 1 mark for the identification of mood and 1 mark for an explanation.] (2)
3.2 The words acknowledge the close and varied relationships that exist between
people in the community: this intensifies the sense of loss and makes the
tragedy more personal and real./The deceased were part of a community and
each one may have left behind a loved one, thus intensifying their loss.
[Award 2 marks for one idea well-explained.] (2)

3.3 3.3.1 Metaphor/Euphemism (1)

3.3.2 The storm has caused huge surges of water to stir up the ocean bed
and has created a dangerous concoction of sand and water. The
turbulent, whirling motion of the rough sea is similar to the bubbling
movement of boiling water. The image is effective because it
emphasises the violence and terror of the forty people who lost their lives
under such horific circumstances.

[Award 2 marks for a comment on the effectiveness of the image.] (2)

3.4 The last stanza is effective as it conveys the finality of death and the idea that
nature is a powerful force; people are at the mercy of nature and it cannot be
controlled. There is a poignant acceptance of the mysterious workings of
nature. The children realise that there is no way of explaining a natural
disaster that claims so many lives. There is an acknowledgment that 'only the
waves' have the answers; there are some things that are inexplicable and
beyond the comprehension of people.
[Award 3 marks only if there is a critical discussion linked to the conclusion.] (3)
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QUESTION 4: CONTEXTUAL QUESTION

'POEM OF RETURN' - Jofre Rocha

1. The word, 'silence' suggests that the speaker's time in exile has been lonely
and he feels isolated from his people. He misses hearing the sounds of
home. Being in exile, he feels that his voice of protest may be censored.
[Award 2 marks for two distinct points.] (2)
1.2 The elipsis creates a dramatic pause after the speaker emphatically states
that he does not want flowers./The reader waits with anticipation to find out
what it is that the speaker actually wants.
(Award 2 marks for two distinct points.] (2)
4.3 4.3.1 Personification (1)
4.3.2 Dawn is personified to suggest that witnessing all the tragedy has
it to tears (dew). The injustices that the people have
efforod have been so immense and frequent that even nature
responds with grief and sorrow.
[Award 2 marks for a comment on the effectiveness of the image.] (2)
4.4 The stanza conveys how the speaker wants only one thing: justice for people
who have lost their lives in the struggle for freedom. He views the people who
died for the cause as the real 'heroes' as they fought a dificult and hopeless
batt (wingless stone). The speaker is angry and insistent that their last
aebef
wish'

[Award 3 marks only if there is a critical discussion linked to the central

message.] (3)
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 'PRAYER TOMASKS'- Léopold Sédar Senghor
3." Lions are associated with the majestic qualities of courage and strength; they
are the protectors of their pride. These are the same qualities that the speaker
believes will be needed to liberate Africa from colonialism. Referring to his
ancestor in this way is complimentary and a sign oof respect.
[If candidates only refer to the poet's biographical details, award a maximum
of 1 mark.)

[Award 2 marks for tHO distinct points.] (2)

The speaker' tiude respectful and reverential. His 'silence' is an

acknowledgment that he honoursthe ancestors' presence and he is guided by
their authority. He is in awe of the ancestors and is reflective in their presence.
[Award 1 mark zoreph sdcomnark for an explanation.] (2)
3.3 3.3.1 Simile (1)
3.3.2 Africans are compared to a poor man who has very little but is willing
to sacrifice all he owns. This effectively demonstrates how Africans
are prepared to give up everything. even their lives, to gain freedom.
[Award2 marks for a comment on the effectiveness of the image.] (2)
3.4 The final line highlights how Africans will unite (we are the men) to 'gain power
and freedom. The reference to dance' and 'beat the hard soil' emphasise a
sense of rhythm, harmony and connection with the land and their ancestors.
The concluding line optimistically reinforces the belief that Africans will be
liberated and will regain their culture and traditions. In this way, Africans will
be an example to the rest of the world of how to live a more harmonious and
spiritual life.

[Award 3 marks only if there is a critical discussion linked to the central

message.] (3)
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QUESTION 4: CONTEXTUAL QUESTION

'AT A FUNERAL'- Dennis Brutus

4.1 These colours are associated with the liberation movements that were active
during Apartheid. Referring to them establishes that this poem is not only about
the personal experience of a funeral but is also a political commentary.
Candidates might refer to Brutus's commentary and deduce that the colours
represent the academic gowns worn by the mourners, emphasising the tragic
loss of a young educated woman.
[Award 2 marks lo unnexexplanarion of one idea.l (2)
4.2 'Pageantry implesun osientatious display that is just for show. No matter how
elaborate this funeral is, it ill riever make up for the fact that a young life, ful
of potential, has been lost. bescribingafuneral in this manner suggests that it
is actually just a hollow api meaningless gesture.
añmorephysics.com
[Award 2 marks for two distinct points.] (2)
4.3 4.3.1 Apostrophe/metaphor/personificationimetonymy. (1)
4.3.2 The apostrophe- 'Arise!' is a call to action to those who are
subjugated not to endure the oppression of Apartheid, but to rise up
against it.
Metaphor/metonymy - The 'shout of Freedom' is described as
'brassy'. It evokes the sound of the bugle/trumpet: this is a harsh/shrill
sound calling for revolutionary action.
Persontication - Freedom has a loud and imposing voice ('brassy
shout') commands the oppressed people to rise up and act
against the oppressive system. The need for liberation is so vital that
freedom itself is shouting and can no longer be ignored; a revolution is
inevitable.

[Award 2 marks for a cornment on the effectiveness of the image.] (2)

4.4 Majombozi's death is representative of the loss of potential under apartheid.
The
Speaker Uses his Tagedy to encourage oppressed people
his line lies that anotphysical
o be
submissive but to be defiant
death is preferable to the death
resist
one's rights
implies
dignity. He is emphatic
about being prepared to die for freedom.
[Award 3 marks only if there is a critical discussion linked to the central
message. (3)
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UNSEEN POETRY (COME LSORY)
QUESTION 5: CONTEXTUA UESTION

THE ABANDONED MINE' - C. rle. laybrook Wo cott

5.1 The mine is in a derelict cu dition. IL. mpty/ e. rted/uninhabited'vacant. It
is no longer a productive mine

[Award 2 marks for two distinct points.] (2

5.2 The tone is nostalgic. There is a yearning/longi 3 for a time when the trail was
busy and the mine was productive.
OR

The tone is sad and regretful at the loss of the vorkers who died toiling in the
mine/the loss of livelihood and the impact thisI as had on communities reliant
on mining.
[Award 1mark for the identification of tone and 1 mark for the explanation.] (2)

5.3 5.3.1 Personification (1)

5.3.2 The image implies that over time, the earth will be restored and will
resume its natural state. There will be little evidence that a mine was
ever there. Time is depicted as a force that is mightier than mankind's
pursuits.
[Award 2 marks only if a comment is made.J (2)
5.4 The poem's central idea is that nature endures while human beings'
endeavours do not. Despite the hard work undertaken by men to accomplish
their ambitions (hopes'), their endeavours are ultimatelyfutile. 'Mound' refers
to the mine dump that is created when digging for the precious resources.
This becomes a 'grave', suggesting not only the possible loss of miners' lives
but also their dreams of enriching themselves which have died and been
'buried'. Their initial optimism has been dashed as they have not extracted the
riches they anticipated finding.
[Accept valid alternative responses.]
[Award 3 marks for a critical discussion of the central idea, supported by TWO
examples of diction.]

[No marks are to be awarded for the mere identification of diction.] (3)
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