Gr 11-English First Additional Language-Study Guide Literature 2

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ENGLISH FIRST ADDITIONAL LANGUAGE STUDY GUIDE: LITERATURE Grade 11

English First Additional Language Study guide: Literature

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A Mills D Slabbert T Stolp

2 111 - A - FA L - S G 0 2

Í5+È-A-FAL-SG02ÃÎ

Grade 11

Study Guide G11 ~ English First Additional Language: Literature

CONTENTS

PREFACE..............................................................................................................................................................................6 STUDY TIPS AND METHODS....................................................................................................................................7 YEAR PLAN........................................................................................................................................................................8 LESSON ELEMENTS....................................................................................................................................................10 GLOSSARY OF LITERARY TERMS........................................................................................................................11 INTRODUCTION TO LITERATURE.....................................................................................................................46 UNIT 1: WEEK 1 – POETRY....................................................................................................................................56 Lesson 1: ‘The Second Coming’ (William Butler Yeats)........................................................................56 Activity 1.........................................................................................................................................................60 UNIT 1: WEEK 2 – POETRY....................................................................................................................................60 Lesson 2: ‘Anthem for Doomed Youth’ (Wilfred Owen)........................................................................60 Activity 2.........................................................................................................................................................64 UNIT 1: WEEK 3 – POETRY....................................................................................................................................64 Lesson 3: ‘Mid-term break’ (Seamus Heaney)...........................................................................................64 Activity 3.........................................................................................................................................................69 UNIT 1: WEEK 3 – NOVEL.......................................................................................................................................69 Lesson 4: My Family and Other Animals: Parts One and Two (Chapter 8).................................69 UNIT 1: WEEK 4 – NOVEL.......................................................................................................................................71 PART ONE: ‘The Migration’....................................................................................................................................71 Chapter 1: ‘The Unsuspected Isle’.....................................................................................................................73 Activity 4.........................................................................................................................................................75 UNIT 1: WEEK 5 – NOVEL.......................................................................................................................................76 Chapter 2: ‘The Strawberry-Pink Villa’..........................................................................................................76 Chapter 3: ‘The Rose-Beetle Man’.....................................................................................................................77 UNIT 1: WEEK 6 – NOVEL.......................................................................................................................................79 Chapter 4: ‘A Bushel of Learning’......................................................................................................................79 Activity 5.........................................................................................................................................................81 Chapter 5: ‘A Treasure of Spiders’.....................................................................................................................82 UNIT 1: WEEK 7 – NOVEL.......................................................................................................................................83 Chapter 6: ‘The Sweet Spring’.............................................................................................................................83 Conversation Part (1)..............................................................................................................................................84 Activity 6...........................................................................................................................................................85

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Study Guide G11 ~ English First Additional Language: Literature

UNIT 1: WEEK 8 – NOVEL.......................................................................................................................................86 PART TWO – Chapter 7: ‘The Daffodil-Yellow Villa’.................................................................................86 Chapter 8: ‘The Tortoise Hills’............................................................................................................................87 Activity 7.........................................................................................................................................................88 UNIT 2: WEEK 1 – POETRY....................................................................................................................................89 Lesson 5: ‘Reggae Sounds’ (Linton Kwesi Johnson)................................................................................89 Activity 8.........................................................................................................................................................93 UNIT 2: WEEK 2 – POETRY....................................................................................................................................93 Lesson 6: ‘Dark Rider’ (Tatamkhulu Africa)...............................................................................................93 Activity 9.........................................................................................................................................................97 UNIT 2: WEEKS 2 AND 3 – NOVEL......................................................................................................................98 LESSON 7: My Family and Other Animals: Chapter 9 – ‘Conversation’..........................................98 Chapter 9: ‘The World in a Wall’........................................................................................................................98 Activity 10.......................................................................................................................................................99 UNIT 2: WEEK 4 – NOVEL.......................................................................................................................................99 Chapter 10: ‘The Pageant of Fireflies’.............................................................................................................99 UNIT 2: WEEK 5 – NOVEL.................................................................................................................................... 101 Chapter 11: ‘The Enchanted Archipelago’................................................................................................. 101 UNIT 2: WEEK 6 – NOVEL.................................................................................................................................... 102 Chapter 12: ‘The Woodcock Winter’............................................................................................................. 102 Activity 11....................................................................................................................................................104 Conversation (Part 2)........................................................................................................................................... 104 Activity 12....................................................................................................................................................105 UNIT 3: WEEK 1 – POETRY................................................................................................................................. 106 Lesson 8: ‘Calvinia 1976’ (Jacques Rousseau)........................................................................................ 106 Activity 13....................................................................................................................................................110 UNIT 3: WEEK 2 – POETRY................................................................................................................................. 110 Lesson 9: ‘The Collar’ (George Herbert).................................................................................................... 110 Activity 14....................................................................................................................................................114 UNIT 3: WEEK 3 – POETRY................................................................................................................................. 115 Lesson 10: ‘Random Notes to my Son’ (Keorapetse Kgositsile).................................................... 115 Activity 15....................................................................................................................................................119 UNIT 3: WEEKS 3 AND 4 – NOVEL................................................................................................................... 120 LESSON 11: My Family and Other Animals PART THREE: Chapter 13: ‘The Snow-White Villa’................................................................................ 120 © Optimi

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Study Guide G11 ~ English First Additional Language: Literature

UNIT 3: WEEK 4 – NOVEL.................................................................................................................................... 121 Chapter 14: ‘The Talking Flowers’................................................................................................................. 121 Activity 16....................................................................................................................................................122 UNIT 3: WEEK 5 – NOVEL.................................................................................................................................... 123 Chapter 15: ‘The Cyclamen Woods’............................................................................................................... 123 Chapter 16: ‘The Lake of Lilies’....................................................................................................................... 124 UNIT 3: WEEK 6 – NOVEL.................................................................................................................................... 125 Chapter 17: ‘The Chessboard Fields’ ........................................................................................................... 125 Activity 17....................................................................................................................................................126 UNIT 3: WEEK 7 – NOVEL.................................................................................................................................... 128 The characters.......................................................................................................................................................... 128 Activity 18....................................................................................................................................................134 UNIT 3: WEEK 8 – NOVEL.................................................................................................................................... 134 Chapter 18: ‘An Entertainment with Animals’........................................................................................ 134 ‘The Return’................................................................................................................................................................ 136 Activity 19....................................................................................................................................................137 Activity 20....................................................................................................................................................138 REVISION: WEEKS 1-4........................................................................................................................................... 139 LESSON 12: Revision – Exam time.................................................................................................................. 139 REFERENCES.............................................................................................................................................................. 144

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Study Guide G11 ~ English First Additional Language: Literature

PREFACE PRESCRIBED BOOKS Novel: My Family and Other Animals. Gerald Durrell. (Paperback edition).

Poetry: Poems from all over, compiled by Rustum Kozain, published by Oxford Press.

INTRODUCTION This study guide has been developed to open these literature texts to you. To get the most out of this study guide, you are advised to:

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Follow the suggested timetable. The amount of literature that must be completed within six to seven months can be quite daunting if you are not constantly working on it.

Know your texts well. The examiner does not know which notes you have worked from and may even ask something that was not in your notes. They want to test whether you have developed the ability to think critically about, analyse, and interpret what you have read.

Study the Glossary of Literary Terms in the front of the study guide. If you do not know what these terms mean you will not be able to understand some of the questions in the exam and you will not be able to respond well to these questions.

Do the homework activities on your own (without the aid of the facilitator’s guide).

This is very important. These questions help you to practise your skills in answering exam questions. The examiner can often see you know the text but because you have not mastered the skill of answering questions in a specific way, you will not receive the marks.

Look at old exam papers. There are many old exam papers and memoranda on the internet, which you may find useful. Even if the literature papers are about other genres or texts than those you have studied, it remains useful to see how questions are formulated and how answers should be structured (as seen in the memoranda). Your questions will be set in the same manner.

These notes provide detailed analyses of the prescribed poems as well as the novel, My Family and Other Animals.

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Study Guide G11 ~ English First Additional Language: Literature

STUDY TIPS AND METHODS In preparing for your literature tests and exams you must make sure you are familiar with the texts. You can never read your prescribed poems and novel too many times. When answering questions, make sure you understand the words used when questions are formulated.

Question word

What is expected of you when you answer the question?

Analyse

Find the main ideas and explain how they are linked.

Apply

Use your knowledge and reasoning to give a good suggestion or answer to the question.

Comment on the effectiveness of…

Say why a point or image (e.g. metaphor, alliteration) has an impact and give reasons/examples to justify your opinion.

Compare or contrast Say how things are like each other or how they are different.

Define

Give the formal meaning/definition of a concept.

Describe

Say what happened in a logical order.

Evaluate

Explain why you say something is good or bad.

Explain

Use your own words to describe something or say why something happened.

List

Use one word or phrase only, items presented one beneath the other; may be numbered.

Illustrate

Explain using examples from the text.

Justify

Give valid reasons why you have interpreted something in a specific way or why the writer has done something in a particular way.

Relate

Indicate the connection between things or explain how things happened.

Substantiate

Support your opinion with clear references to, or quotations from, the text. (Do not quote unless you are instructed to do so.)

Summarise

State the main features of an argument, leaving out all unnecessary detail or examples.

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Study Guide G11 ~ English First Additional Language: Literature

YEAR PLAN TERM 1

DATE STARTED

LESSON

Week 1

LESSON 1: ‘The Second Coming’

Week 2

LESSON 2: ‘Anthem for Doomed Youth’ LESSON 3: ‘Mid-term break’

Week 3

LESSON 4: My Family and Other Animals: Parts One and Two (Chapter 8) Part One: ‘The Migration’

Week 4 Chapter 1: ‘The Unsuspected Isle’ Chapter 2: ‘The Strawberry-Pink Villa’ Week 5 Chapter 3: ‘The Rose-Beetle Man’ Chapter 4: ‘A Bushel of Learning’ Week 6 Chapter 5: ‘A Treasure of Spiders’ Chapter 6: ‘The Sweet Spring’ Week 7 ‘Conversation’ (Part 1) Chapter 7: ‘The Daffodil-Yellow Villa’ Week 8 Chapter 8: ‘The Tortoise Hills’ TERM 2 Week 1

LESSON 5: ‘Reggae Sounds’ LESSON 6: ‘Dark Rider’

Week 2

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LESSON 7: My Family and Other Animals: Chapter 9 – ‘Conversation

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DATE COMPLETED

Study Guide G11 ~ English First Additional Language: Literature

Week 3

Chapter 9: ‘The World in a Wall’

Week 4

Chapter 10: ‘The Pageant of Fireflies’

Week 5

Chapter 11: ‘The Enchanted Archipelago’ Chapter 12: ‘The Woodstock Winter’

Week 6 ‘Conversation’ (Part 2) TERM 3 Week 1

LESSON 8: ‘Calvinia 1976’

Week 2

LESSON 9: ‘The Collar’ LESSON 10: ‘Random Notes to my Son’

Week 3

LESSON 11: My Family and Other Animals: Part Three: Chapter 13: ‘The Snow-White Villa’

Week 4

Chapter 14: ‘The Talking Flowers’ Chapter 15: ‘The Cyclamen Woods’

Week 5 Chapter 16: ‘The Lake of Lilies’ Week 6

Chapter 17: ‘The Chessboard Fields’

Week 7

The characters

Week 8

Chapter 18: ‘An Entertainment with Animals’ ‘The Return’

TERM 4 Weeks 1-4

LESSON 12: Revision – Exam time

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Study Guide G11 ~ English First Additional Language: Literature

LESSON ELEMENTS

Vocabulary The meaning of new words to fully understand the text/content.

Activity Core content and questions to test the learner’s knowledge.

Study/Revision Time spent studying the content in conclusion of the unit and preparation for the test or examination.

Novel

Poetry

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Study Guide G11 ~ English First Additional Language: Literature

GLOSSARY OF LITERARY TERMS

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Study Guide G11 ~ English First Additional Language: Literature

People have been telling stories since the beginning of time.

Cultures are built on stories, histories, myths, legends, fables and so on.

If we are to understand and participate in the culture to which we belong, we must first learn about the stories our culture has been built around. And while books aren’t the only stories out there, they are one of the most important. Literature teaches us about the world around us, about the histories and peoples of other times and places. It surely is more fun to read a novel about another time or place than to learn about it from a textbook.

What is the purpose of literature and why do we study it?

Literature builds your vocabulary and improves your reading and writing skills. The best way to become a better writer is to read more. Learners who read more often have an advantage when it comes to writing. Literature has so many purposes: to enlighten, to protest, to challenge, to educate, inform, comfort, confront, express and even to heal in some cultures. It is also a form of entertainment and allows us to use our imagination to visualise the story in our own mind.

Genre enre means a type of art, literature, or music characterised by a specific form, content, and G style. Literature has three main genres: poetry, drama, and prose (divided into fiction and nonfiction). All these genres have features and functions that distinguish them from one another.

It is important for you to know which genre you are reading to understand the message it conveys and to be able to analyse it. Make sure you know the correct terminology for each genre and use these terms when you write essays and answer questions.

Poetry

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oetry follows a metre and rhythm in each line and syllable. There are epic, narrative, romantic, dramatic, and lyric poems. You have heard of and studied odes, sonnets, elegies, and ballads.

Often poetry uses figurative language, such as metaphor, simile, onomatopoeia, hyperbole, and alliteration to create a heightened effect and this elevates the language the poet uses from normal speech to poetry.

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Study Guide G11 ~ English First Additional Language: Literature

Drama rama is performed in front of an audience. It is also called a play. Its written text contains D dialogues and stage directions. This genre has further categories such as comedy, tragedy, and tragicomedy. William Shakespeare is known as the father of English drama.

His well-known plays include Taming of the Shrew, Romeo and Juliet and Hamlet. Greek playwrights were the pioneers in this field, such as Sophocles’ masterpiece Oedipus Rex and Antigone, while modern dramas include Death of a Salesman by Arthur Miller.

Prose

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nlike poetry, prose focuses on characters and plot, rather than focusing on sounds. It includes short stories and novels, while fiction and non-fiction are its subgenres. Prose is further categorised into essays, speeches and interpretations.

Fiction fictional work may incorporate fantastical and imaginary ideas from everyday life.

A It comprises elements such as plot, exposition, foreshadowing, rising action, climax, falling

action, and resolution. Popular examples of literary fiction include Charles Dickens’ A Christmas Carol, Jane Austen’s Pride and Prejudice, and Harper Lee’s To Kill a Mockingbird.

Non-Fiction on-fiction could be creative like a personal essay, or factual, like a scientific paper. It may N also use figurative language, however, not unlike poetry, or fiction. Sometimes, non-fiction tells a story, like an autobiography, or conveys information to readers.

Other examples of non-fiction include biographies, diaries, memoirs, journals, fantasies, mysteries, and romances.

How to use the glossaries Some of the terms only appear once, because they have the same function in poetry, drama, and prose – so go through all three lists to find the one you are looking for.

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Study Guide G11 ~ English First Additional Language: Literature

‘Beowulf’ is the oldest and longest epic poem in English. Written between 700 and 750 AD, it tells the story of the brave warrior and his battles with the monster, Grendel and a dragon guarding a hoard of treasure.

GLOSSARY OF POETRY TERMS Alliteration

The repetition of identical consonant sounds, most often at the beginning of words: ‘the flying furry fox’ or ‘steaming soup’.

Alliteration is used to reinforce the meaning, to link related words or to provide tone and colour.

Allusion

A passing reference to a person, place, thing, or event.

Typically, writers allude to something they suppose the reader will already know about.

The concept may be real or imaginary, referring to anything from fiction, to folklore, to historical events.

His nose gets longer whenever he talks.

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Study Guide G11 ~ English First Additional Language: Literature

Anaphora

Words repeat at the beginning of successive clauses, phrases, or sentences. This is done for emphasis and typically adds rhythm to a passage.

In William Blake’s ‘London’, he uses anaphora: ‘In every cry of every Man, In every infant’s cry of fear, In every voice, in every ban, The mind-forg’d manacles I hear’

Antithesis

Two terms, phrases or ideas that contrast or have opposite meanings: ‘It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness …’

Apostrophe

A speaker directly addresses someone (or something) that is not present or cannot respond. The entity being addressed can be absent, dead, or imaginary, but it can also be an inanimate object (stars or the ocean), an abstract idea (love or fate), or a being (such as a muse or god).

For example, John Keats begins his ‘Ode to a Grecian Urn’ by addressing the Urn: ‘Thou still unravished bride of quietness’ and directs the whole poem to the Urn and the figures represented on it.

Assonance

The repetition of identical vowel sounds in different words close to one another.

The example is from Edgar Allen Poe’s ‘The Raven’: ‘Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore — While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door.’

Ballad

The ballad is typically arranged in quatrains and usually the second- and fourth lines rhyme (although this is not a rule).

Ballads tell a story and began as folk songs and continue to be used today in modern music.

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Study Guide G11 ~ English First Additional Language: Literature

‘A ballad of John Silver’ (John Masefield) ‘We were schooner-rigged and rakish, with a long and lissome hull, And we flew the pretty colours of the cross-bones and the skull; We’d a big black Jolly Roger flapping grimly at the fore, And we sailed the Spanish Water in the happy days of yore.

We’d a long brass gun amidships, like a well-conducted ship, We had each a brace of pistols and a cutlass at the hip; It’s a point which tells against us, and a fact to be deplored, But we chased the goodly merchant-men and laid their ships aboard.’

Did you notice the allusion?

John Silver, the crossbones an d the skull, the Jolly Roger – all these elem ents allude to the story of Tr easure Island by Robert Louis Stevenson.

You will get be tter at allusion the more you read. This will help you to reco gnise subtle details and refe rences to othe r works.

Blank verse

Iambic pentameter that doesn’t rhyme. Blank verse is like normal speech but creates a musical effect. It tends to capture the attention of the readers and the listeners, which is its aim.

‘Tintern Abbey’ (William Wordsworth) ‘Five years have past; five summers, with the length Of five long winters! and again I hear These waters, rolling from their mountain-springs With a soft inland murmur. —Once again Do I behold these steep and lofty cliffs, That on a wild secluded scene impress Thoughts of more deep seclusion; and connect The landscape with the quiet of the sky.’

Cliché

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Refers to an expression that has been overused to the extent that it loses its original meaning or novelty: abandon ship, the grass is always greener, silence is golden.

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Study Guide G11 ~ English First Additional Language: Literature

Couplet

Consists of two lines with the same metre or rhyme that are equal in length. In the case of the latter, you would refer to it as a rhyming/heroic couplet, which is very common in poetry and has the rhyme scheme: aa, bb, cc and so on.

Diction

Diction refers to the poet’s choice of words, phrases, sentence structures and the order of the words in a poem.

Poetic diction usually refers to the poet not adhering to the rules and conventions of standard written and spoken language when it comes to sentence structure, word order, the use of very old or newly coined words.

When reading a poem, consider the different meanings the words may have and how their arrangement in the poem adds to or changes those meanings. Diction reflects the writer’s vision and steers the reader’s thoughts. Poets choose words for a specific effect, e.g. a coat isn’t torn; it is tattered. Remember that each word in a poem, play or novel has a purpose.

Enjambment

A line with no end punctuation but running over to the next line.

Four of the first eight lines of Shakespeare’s ‘Sonnet 116’ are enjambed: ‘Let me not to the marriage of true minds Admit impediments. Love is not love That alters when it alteration finds Or bends with the remover to remove: O no! It is an ever-fixed mark That looks on tempests and is never shaken …’

Foot

A group of two or more syllables, one of which is stressed. The most common feet in poetry contain either a stressed syllable followed by an unstressed syllable (trochee) or an unstressed syllable followed by a stressed syllable (iamb): Thĕ cúr | fĕw tólls | thĕ knéll | ŏf pár | tĭng dáy. | The iambic pentameter is the most natural and common type of metre in English and elevates speech to poetry.

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Study Guide G11 ~ English First Additional Language: Literature

Hyperbole

Overstatement/exaggeration for serious, ironic or comic effect: ‘I’ll love you, dear, I’ll love you Till China and Africa meet, And the river jumps over the mountain And the salmon sing in the street.’

The tall tale of the American West is a form used mainly for comic effect. For example, Paul Bunyan, the huge lumberjack who eats 50 pancakes in one minute and dug the Grand Canyon with his axe.

Idiom

An idiom is a saying, phrase, or fixed expression that has a figurative meaning different from its literal meaning: ‘Fog’ (Carl Sandburg) The fog comes on little cat feet.

It sits looking over harbor and city on silent haunches and then moves on.

The idiom referred to in this poem is ‘nothing ever lasts’. In the poem, the city appears to be normal as usual activities are taking place. However fog comes silently like a cat and everything changes. There is no visibility and most of the work comes to a halt. Even the poet has to sit and wait for the fog to go away.

Finally after waiting for sometime, it moves on. Again change happens and so the poem depicts that nothing lasts forever.

Internal rhyme (middle rhyme)

Rhyme within a line of poetry, i.e. the middle words and the end words rhyme with one another: ‘Once upon a midnight dreary, while I pondered, weak and weary, While I nodded, nearly napping, suddenly there came a tapping …’

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Study Guide G11 ~ English First Additional Language: Literature

Irony

Surprising, interesting, or amusing contradictions or contrasts.

Verbal irony: words are used to suggest the opposite of their usual meaning.

‘All animals are equal, but some animals are more equal than others.’ Animal Farm (George Orwell) Irony of situation: an event occurs that directly contradicts expectations.

From The Crucible (Arthur Miller) DANFORTH [reaches out and holds her face, then]: Look at me! To your own knowledge, has John Proctor ever committed the crime of lechery? [In a crisis of indecision, she cannot speak.] Answer my question! Is your husband a lecher?

ELIZABETH [faintly]: No, sir.

DANFORTH: Remove her!

PROCTOR: Elizabeth, tell the truth!

DANFORTH: She has spoken. Remove her!

PROCTOR [crying out]: Elizabeth, I have confessed it!

ELIZABETH: Oh, God! [The door closes behind her.]

REMEMBER There is a differe nce between iron y and sarcasm.

Do not confuse the two when yo u analyse a poem or write an essa y. Verbal irony co mmunicates the opposite of wha t is said, while sa rcasm is a form of irony that is directed at a pe rson, with the intent to criticis e or mock.

Metaphor

It compares two things that are not alike but do have something in common.

Unlike a simile, where two things are compared directly using like or as, a metaphor’s comparison is more indirect, usually made by stating something is something else.

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Study Guide G11 ~ English First Additional Language: Literature

‘Dreams’ (Langston Hughes) Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly.

Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.

Metre

The number of feet in a line of verse, e.g. iambic pentameter.

The metre is determined by the pattern of stronger and weaker stresses on the syllables in the words in a line of verse.

Metonymy

Metonymy replaces the name of a thing with the name of something else with which it is closely associated.

Do not confuse metonymy with synecdoche!

Although they may seem the same, they are not. Synecdoche refers to a thing by the name of one of its parts/a part of something represents the whole, e.g. ‘new wheels’ refers to a new car and is a synecdoche, as a part of a car – the ‘wheel’ – represents the whole car.

In metonymy, the word we use to describe another thing is closely linked to that thing but is not a part of it, e.g. ‘the crown’ is used to refer to a king and his authority and ‘Hollywood’ can be used for the film industry. It is not a part of the thing it represents.

From Robert Frost’s ‘Out, Out–’ ‘The boy’s first outcry was a rueful laugh, As he swung toward them holding up the hand Half in appeal, but half as if to keep The life from spilling. Then the boy saw all—’ Frost uses metonymy to describe blood spilling. Blood can spill, life cannot, but we know that blood is associated with life.

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Study Guide G11 ~ English First Additional Language: Literature

Octave

The first eight lines of an Italian or Petrarchan sonnet. It can be any stanza in a poem that has eight lines and follows a rhymed or unrhymed metre. The most common rhyme scheme for an octave is abbaabba.

‘How do I love thee? Let me count the ways’ (Elizabeth Barrett Browning) ‘How do I love thee? Let me count the ways. (a) I love thee to the depth and breadth and height (b) My soul can reach, when feeling out of sight (b) For the ends of being and ideal grace. (a) I love thee to the level of every day’s (a) Most quiet need, by sun and candle-light. (b) I love thee freely, as men strive for right; (b) I love thee purely, as they turn from praise.’ (a)

Onomatopoeia

A word that imitates the sound of a thing: buzz, hiss, chirp, rattle, bang, etc. For example, ‘slushy sand’, ‘quick, sharp scratch’, ‘tap at the pane’.

‘The Pied Piper of Hamelin’ (Robert Browning) ‘There was a rustling, that seem’d like a bustling Of merry crowds justling at pitching and hustling, Small feet were pattering, wooden shoes clattering, Little hands clapping, and little tongues chattering, And, like fowls in a farm-yard when barley is scattering …’

Oxymoron

Two opposite ideas are joined to create an effect, e.g. bittersweet, civil war, deafening silence.

‘I Find no Peace’ (Sir Thomas Wyatt) ‘I find no peace, and all my war is done.

I fear and hope. I burn and freeze like ice.

I fly above the wind, yet can I not arise …’

Paradox

A statement which may seem absurd or contradictory, but turns out to be interpretable in a way that makes sense or sheds light on the truth.

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