GRADE 12 POETRY 2023

CONTEXTUAL QUESTIONS
MEMORANDUM
SONNET 130
1. What is the implication of the phrase “nothing like” in the context of the
poem. (2)
The phrase shows that his mistresses’ eyes do not even remotely
look like the sun. They have nothing in common.

2. Refer to line 4: “If hairs be … on her head.”

By making careful reference to the speaker’s use of diction, explain the

use of comparison. (2)
The speaker compares his loves one’s “hair” to “black wires”,
showing that her hair is not golden and flowing, but rather black and
spiky, showing that his mistress is not perfect.

3. Refer to lines 7-8: “And in some … my mistress reeks”

By making careful reference to the tone of these lines, comment on the

attitude of the speaker toward his loved one. (3)
His attitude is realistic. His lover’s breathe does not smell like
perfume at all, but rather “reeks”, it stinks. He is showing that she is
not perfect.

4. By taking account the overall message of the poem, discuss the

effectiveness of the rhyming couplet. (3)
The overall message of the poem is that he realizes that his love is
imperfect, and he wants the world to know that, unlike false
comparisons often used to describe those we love, he is realistic
about who she is. The rhyming couplet is effective as it shows us
that, although she is not perfect, he loves her as much as anyone
who falsely praises his loved one. He claims that his love is “rare” as
he loves everything she is, even if it is not perfect.

[10]

THE MORNING SUN IS SHINING

1.1 What impression is created by the use of ‘dance’ (line 3)? (2)
The sun is kind, playful and joyful. This creates a happy atmosphere.

1.2 Comment on the effectiveness of the repetition of the word ‘Now’ in lines 15
and 16. (2)
 This highlights the fact that although the morning is beautiful it has
absolutely no effect on her because she is lacking something of
great value.
1.3 Refer to lines 7 -8: 'Of life and light and sunshine / The happy brown birds
sing.’
Comment on the effectiveness of this image in the context of the poem. (3)
The image created is positive, Critically discuss how the sensory
images in these lines convey the speaker’s
message about the power of the storm. uplifting, and joyful. The
alliteration of life and light and the joy of the birds singing helps the
speaker to build a contrast between the beauty of the day and this
effectively accentuates the loss making it more intense.
1.4 By referring closely to the diction, critically discuss the change in tone in
lines 13 – 16. (3)
The tone is content and happy reflecting the beauty in nature by the use
of “merrily” “happy’ “dance” all imply that the speaker is joyful.
However, the word “never’ is repeated in lines 13 and 14 to emphasise
the sense of overwhelming loss that the speaker feels in contrast
to the joyful day. This changes the tone to one of loneliness.
[10]

POEM OF RETURN
1. Explain why the ‘land of exile’ is described as ‘silence’ in line 1. (2)
The word, ‘silence’ suggests that the speaker feels unable to express
himself and that there is a lack of connection in the ‘land of exile’. While
he might be grateful to the country that gave him refuge, he is
poignantly aware that the country is unfamiliar and that the language is
not his own. The country is associated with the loneliness and isolation
he feels from being away from those who he is familiar with.
2. Account for the repetition of ‘do not bring me flowers’ in lines 2 and 10. (2)
Flowers are often used to welcome returning soldiers or a liberating
army. They are used to express the gratitude of the people for what
these soldiers have done. If people brought the speaker flowers, these
would reflect their gratitude; however, by including ‘do not’, the speaker
suggests that he is not deserving of being honoured in this manner as
his efforts are inferior to the efforts of the real heroes who have
remained behind and fought a worthier battle. He was safe in exile and
this makes him undeserving of any recognition such as being given
flowers.
3. Refer to line 8: ‘with mothers mourning, their arms bereft of sons.’
Discuss the significance of this line in the context of the poem. (3)
 The grief of mothers is a reminder of the lives lost during the war of
liberation. The mothers are left deprived of ever embracing their sons
again. The speaker wants to suffer in the same way as the mothers have
upon hearing the news of their sons’ deaths. He feels this will
compensate for the time he has been protected in exile.
4. Critically discuss how the diction in the final line of the poem conveys the
central message of the poem. (3)
The word, ‘thread’ refers to a thin strand that is used to join things. In
this context, it describes the ‘anger’ that runs through the liberation
soldiers and that connects them to their enemy against whom their
anger is directed. Although many have died heroically, the anger is still
‘snaking from ‘their eyes’, implying that their resentment is dangerous
and their desire for retribution is reflected in their eyes. This
foreshadows that people will continue to resist the laws that deprive the
people of their rights in their fight for justice. The ominous undertone is
a reminder that the speaker and other freedom fighters will ensure that
justice is sought for the lives that have been lost.
[10]

IT IS A BEAUTIOUS EVENING
1.1 Refer to lines 1 to 4: “It is a beauteous evening, … in its tranquillity.”
Critically discuss how the images in these lines convey the speaker's
reverence of nature. (2)
‘Beauteous’ Captures the grandeur (impressiveness) of the scene.
Reflecting of the majesty of his creator.
He compares the quiet to that of an awestruck nun. ‘Breathless with
adoration’ Just as a nun is made breathless by her love
of God, he feels the same way about the beauty of nature before him.
1.2 Refer to line 9. “Dear child! dear … with me here,”
Explain what these lines suggest about the relationship between the speaker
and the girl. (2)
Dear implies that this child is close to him and is loved by him.
1.3 Comment on the significance of the reference to ‘Abraham’s bosom’ (line 12)
in the context of the poem. (3)
Abraham’s bosom is significant because it refers to the closeness that
children experience to God because of their childlike faith. God
our father holds his children close to his chest to protect and cherish
them in the same way that fathers protect their children.
1.4 Critically discuss how the diction in these lines conveys the speaker's
message about a child’s experience of God. (3)
The speaker believes that children feel God's presence in every moment
and the speaker's awe as an adult of the sunset is what children feel
all the time. He says that she is in Abraham’s ‘bosom’ meaning she is
close to God’s heart. He also says she can go to the ‘inner’ shrine which
shows that she has access to God at all times.

[10]
THE CHILD
1. What is the implication of the word “fist” (line 1) in the context of the poem?
(2)
The word “fist” implies defiance and fighting. The “black fist” became a
symbol of freedom during apartheid. The word implies that the people
are defiant and ready to fight back against oppression.

2. Comment of the significance of the “heart” being “under siege” (line 5). (2)
This is significant as it shows that the suffering of the black people
under apartheid was not just a physical separation between races but
also a spiritual one. The heart (a symbol of love and unity) was being
destroyed by the suffering inflicted by the violent actions of the
government.

3. By taking into account the historical context of the poem, discuss the
relevance of the “march of the generations” (line 7). (3)
“The march of the generations” is an allusion to the Sharpeville
massacre that the poem was written in response to. The youth felt that
the older generation were not doing enough to fight against oppression
and they embarked on a peaceful protest of the Pass Law. The police
opened fire and 69 people were killed. “generations” refers to the old
and young generation finally fighting back against oppression.

4. Account for the speaker’s repetition of “the child is not dead”. (3)
The speaker is reiterating that the spirit of the child is not dead.
Although the child has been killed by police, the things the child
represents, such as freedom and resilience will live forever. It is this
spirit that allowed the oppressed to gain their freedom.

5. Suggest why the child is “present at all meetings and legislations” (line 18).
(3)
The spirit of the child, and the memory of what happened to them is
there long after the violence is over. The spirit of the child serves as a
reminder of what the people endured, and what it is they fought for.
When new, more just, laws are decided upon, the memory of those who
died for these new laws is there, to ensure such tragedy never happened
again.
 6. Refer to lines 20-22: “The child who … the whole world.”

Discuss the significance of these lines in the overall context of the poem. (3)
These lines serve to show that this child was just an ordinary child who
wanted to play. Because of his death at the hands of the government,
the child becomes a symbol of freedom. His message becomes larger
and large, until the child becomes a “giant”, spreading his resilience
and fight for freedom all through Africa and the world, reminding others
of what happened and what was won.

7. By taking into account the overall message of the poem, discuss the
effectiveness of the final line of the poem. (3)
The protests mentioned in the poem, Langa, Sharpeville etc. were all
protests of the pass laws all black South Africans were forced to adhere
to. The poem centers on the fight for freedom of the younger generation.
The final line serves to show that the child had to die to be free, and that
those laws would eventually be destroyed by the resilience of the youth.

[19]

PRAYER TO MASKS - Leopold Sedar Senghor

Contextual questions
1. Refer to lines 2-3: “Black mask, red … the spirit breaths.”

What is the significance of the speaker addressing the various masks? (2)
The speaker is acknowledging all the different ancestors and the masks
that represent them. He is calling people from all four corners of the
world, including all his ancestors to join the struggle. Different masks
were used for various rituals and to commune with the ancestors.
2. Explain the reference to “lion-headed ancestor (line 4). (2)
The speaker’s family/clan is represented by a lion mask. A lion is also
associated with bravery, he is showing us that his ancestors were brave
and that those he addresses can be too,

3. Refer to line 11: “Like that of … through the navel.”

Discuss the effectiveness of the imagery in the context of the poem.
The poem centers on the devastation caused by colonization and the
endurance of the African spirit, despite this. The metaphor compares
Africa’s reliance on Europe to a newborn child, connected to its mother
at the naval. The imagery is effective as it shows that, like anew born
child is dependent on its mother for survival, so is Africa dependent on
Europe. It shows the depth of that dependence. Africa is treated like a
child by the colonisers.
4. Refer to lines 18-30: “They call us … the hard soil.”

By referring to the central message of the poem, as well as the diction used,
comment on the appropriateness of these lines as an ending to the poem. (3)
The poem is about the hardships caused by colonization and the
endurance of the mighty African spirit who fights such oppression. The
final lines show how the colonisers call the Africans “cotton heads” and
“oily men”, however the speaker refers to them as men with “power”
and “dance” showing the fighting spirit of the African nation in the face
of oppression. It is thus a appropriate ending to the poem.

SOLITUDE
1. Refer to lines 1-2: “Laugh, and the … you weep alone.”

Comment on the speaker’s use of opposites. (2)

The speaker makes use of opposites to show the link between our
outlook on life and the people who surround us. When we laugh, the
world wants to surround us and enjoy the happiness, but when we are
sad, people stay away from us, incase our misery rubs onto them.

2. Refer to lines 3-4: “For the sad … of its own.”

What do these lines imply about the nature of the earth? (2)
These lines imply that the earth’s default position is one of misery. This
shows that the earth and its people tend to avoid misery, as life is
miserable enough.
 3. Refer to lines 5-8: “Sing, and the … from voicing with care.”
Comment on how the speaker makes use of sound to convey her message.
(3)
The speaker uses sound to convey emotion. “Singing” is a joyful sound,
used to convey happiness, while a “sigh” conveys sadness. In this way
the speaker shows us how others avoid those who “sigh”, while being
drawn to the “singing”, choosing to be with those who are happy.
4. Refer to lines 19-20” “Succeed and give … help you die.”

Critically discuss how the title of the poem reinforces the message of these
lines. (3)
The title, Solitude”, refers to being alone or sad. These lines reinforce
this by telling us that people can help us celebrate success, but dying,
or suffering must be done alone, in solitude. It conveys the message
that, although we may be surrounded by people, suffering can only be
endured alone.

AT A FUNERAL – Dennis Brutus

1. Explain the reference to the colours, ‘black, green and gold’ in line 1. (2)

The colours represent the resistance movement during the apartheid era.
By referring to these colours, the speaker immediately indicates that he
is making a political statement. The colours may also signify the
academic degrees held by some of the funeral goers; this is a reminder of
the achievements of the deceased and how sad it is that death has
denied her the opportunity of reaping the rewards of her academic
endeavours.

2. Why has the speaker referred to the ‘books of birth’ as ‘carrion’ in line 8?
(2)
The word, ‘carrion’ refers to the decaying flesh of dead animals. By using
it here, the speaker is implying that black South Africans cease to exist
from the moment of birth; they are the prey on which the government
feasts. It might also be used as an insulting term: the implication is that
the passbook, and being controlled by it, stinks, just like the stench of
 rotting flesh. Having to carry such a passbook, is like carrying carrion.

3. Refer to line 2: ‘And stubbled graves Expectant, of eternity’.

Comment on the effectiveness of the imagery in the context of the poem. (3)

The ‘stubbled’ graves are described as small protrusions on the

landscape; they resemble roughly cut grass/wheat etc. The suggestion is
that the area in which the graves are located is surrounded by dry,
scratchy grass and that the graves themselves are rudimentary, possibly
only marked by rocks and a small tombstone. The word, ‘Expectant’
personifies death and suggests that the graves are eager to swallow the
dead corpses and expect to keep them forever. This implies that there is
no mercy shown to black South Africans even when they die. The natural
elements are just as unforgiving as human laws that have dictated their
lives.

4. Refer to line 12: ‘Better that we die, than that we should lie down.'

Critically discuss how the tone conveys the central message of the poem. (3)

The speaker’s tone is defiant and determined/unwavering in his

opposition to the government. He says that he is willing to risk death
rather than yield to the dictatorship that deprives black South Africans of
their liberty, by controlling every aspect of their lives through the forced
carrying of passbooks. This is related to the appeal that the speaker
makes for people to become active participants in the liberation struggle.

[10]

POEM OF RETURN – Jofra Rocha

QUESTIONS
1. Explain why the ‘land of exile’ is described as ‘silence’ in line 1. (2)

The word, ‘silence’ suggests that the speaker feels unable to express
himself and that there is a lack of connection in the ‘land of exile’. While
he might be grateful to the country that gave him refuge, he is poignantly
aware that the country is unfamiliar and that the language is not his own.
The country is associated with the loneliness and isolation he feels from
being away from those who he is familiar with.
2. Account for the repetition of ‘do not bring me flowers’ in lines 2 and 10.
(2)
Flowers are often used to welcome returning soldiers or a liberating
army. They are used to express the gratitude of the people for what these
soldiers have done. If people brought the speaker flowers, these would
 reflect their gratitude; however, by including ‘do not’, the speaker
suggests that he is not deserving of being honoured in this manner as
his efforts are inferior to the efforts of the real heroes who have remained
behind and fought a worthier battle. He was safe in exile and this makes
him undeserving of any recognition such as being given flowers.

3. Refer to line 8: ‘with mothers mourning, their arms bereft of sons.’

Discuss the significance of this line in the context of the poem. (3)

The grief of mothers is a reminder of the lives lost during the war of
liberation. The mothers are left deprived of ever embracing their sons
again. The speaker wants to suffer in the same way as the mothers have
upon hearing the news of their sons’ deaths. He feels this will
compensate for the time he has been protected in exile.
4. Critically discuss how the diction in the final line of the poem conveys the
central message of the poem. (3)

The word, ‘thread’ refers to a thin strand that is used to join things. In this
context, it describes the ‘anger’ that runs through the liberation soldiers
and that connects them to their enemy against whom their anger is
directed. Although many have died heroically, the anger is still ‘snaking
from ‘their eyes’, implying that their resentment is dangerous and their
desire for retribution is reflected in their eyes. This foreshadows that
people will continue to resist the laws that deprive the people of their
rights in their fight for justice. The ominous undertone is a reminder that
the speaker and other freedom fighters will ensure that justice is sought
for the lives that have been lost.
[10]

FERN HILL - Dylan Thomas

1. Refer to lines 1-2: “Now as I … grass was green.”

What mood is created in these lines? (2)

The mood created is one of innocence, joy and freedom. The speaker is
remembering being young, and life being easy, he is surrounded by
natural beauty with nothing to worry about.

2. Explain the significance of Time [letting him] play” (line 13) (2)
It felt like he had all the time in the world to simply be young and
carefree. The significance of personifying time is that the speaker sees
time as a patient person, who did not rush him, letting him enjoy his
youth.

3. Discuss the implication of the word “heedless” (line 40) in the context of the
poem. (3)
 “heedless” means to pay little attention. It serves to show that the
speaker was young, he has no cares in the world. It seemed as if time
would wait for him to be young. He did not have to worry about
anything. It serves to show his carefree nature when he was young.

4. Refer to lines 46 - 54: “Nothing I cared … like the sea.”

By drawing on your knowledge of the poem, account for the change of tone in
these lines. (3)
Up until this point in the poem, the tone has been one of happiness and
delight as the speaker describes the carefree days of his youth on a
farm. In these lines, the speaker has a moment of realization, The tone
moves to the present, becoming one of nostalgia/melancholy/loss. In
these lines, the speaker realizes that time has caught up with him and
that those days on the farm are over, his life of carefree adventure is
over and he is old,
[10]

TALK TO THE PEACH TREE - Sipho Sepamla

1. Refer to lines 1 - 6: “Let’s talk to … don’t know of us.”

By referring to the diction used, explain the purpose of the suggestions the
speaker is making in these lines. (2)
The speaker is encouraging the reader to “speak to” seemingly
meaningless things. He mentions “the swallows”, the “afternoon
shadows”, the “pets”. The purpose is to show, that even though we
think our voice is not heard, we still must keep trying. We need to speak
to and discover those around us and have a voice that can make others
aware of our plight.

2. Refer to lines 7-10: “Words have lost … overstate her case.”

What is the speaker saying about the nature of words in these lines? (2)
The speaker is saying that if we repeat ourselves too often, the words
become meaningless. They have all been heard before.

3. Refer to lines 11-12: “Talk to the … mercilessness will last.”

Discuss the effectiveness of the imagery used. (3)

 The speaker compares the oppression of the African people to an
intense heat, one that suffocates them. This is effective as it shows that
there is no escape from the suffering, that those who are oppressed feel
as if they are battling to breath (as one would in extreme heat)

4. By referring to the poem’s central message, comment on the last line as a

suitable ending. (3)
The central message of the poem is that, even though it feels as if our
words are falling on deaf ears, we must continue to use our voice for
change. The final line “it’s about time” is a suitable ending, as he
encourages us to go straight to the source of the problem. “it’s about
time” shows that the oppressed have waited long enough, it is time for
change and it is them who must be the voice of change.

[10]

THE SHIPWRECK - Emily Dickinson

1. What does the word ‘glee’ (line 1) convey about the speaker’s view of
events.(2)
The speaker is delighted/ happy that the storm is over √ and that there
are 4 survivors √.
2. Refer to lines 5 – 6: ‘Ring, for the … bonnie souls’.
Account for the use of the words ‘ring’ and ‘toll’. (2)
The people ring the town bell in celebration to draw attention to the 4
people that have survived the shipwreck whereas ‘toll’ is the ringing of
the church bells to mourn the lives of the 40 people that drowned at sea.
3. Refer to line 10: ‘When winter shakes the door,’
Discuss the effectiveness of this image in the context of the poem. (3)
Personification is used to describe how people will retell the story
during ‘winter’ when the cold and wind, literally shake the doors of
homes. Figuratively winter, associated with death, banged on the door
(lives) of the 40 people that drowned.
4. Refer to lines 13–16: ‘Then a silence … the waves reply.'

Comment on how the diction in these lines conveys the speaker's tone. (3)
 There is a mournful tone as the storyteller is reminded of the deaths and
how they have all lost a loved one. The children do not ask any ‘further’
questions as they sense the sorrow and grief. The adults’ ‘silence’ is the
only response to the children’s’ questions as they do not have any
platitudes (clichés) to comfort them. It is this silence that ‘suffuses’
amongst the adults as they are not able to offer any explanation that
would help the children come to terms with their loss.

THIS WINTER COMING – Karen Press

1. Suggest why the speaker uses the words, ‘only just’ (line 2) in referring to the
winter. (2)

This phrase evokes horror in the reader, as the reader empathises with
people facing the realities of a severe winter. The reader is aware of the
people’s distress and realises that this distress will be even greater since
winter has ‘only just’ begun, and will become harsher as the season
progresses.

2. Refer to lines 9–11: ‘in every part … every doorway crying’.

Discuss how the repetition used in these lines contributes to your

understanding of the situation in the city. (2)

‘Every’ is repeated to emphasise that there is no place in the city where

there are no sad women or crying, hungry children. The city is filled with
suffering people.

3. Refer to line 14: ‘the sky tolling like a black bell’.

What does the use of alliteration suggest about the sky? (3)

The alliteration links the colour (‘black’) with the bell. The sky is a black
bell because it is dark (it is evening) and black with rain. The concave
shape of the sky is suggested by ‘bell’. Furthermore, in this context, the
 black bell is associated with a funeral, and so the alliteration reinforces
the idea of the sky as threatening and sombre.

4. From your understanding of the poem as a whole, comment on the

appropriateness of the title. (3)

The winter is firstly physical and economic. The inhabitants of the city
confront the reality of harsh winter weather, including a tumultuous sea,
wind and rain. Secondly, the suggestion is that the people’s situation is
comparable to winter – a time of trial and suffering, caused by a social,
economic and political dispensation that ignores the economic plight of
the people. There is also an allusion to the State of Emergency – a
political winter of repression and brutal state suppression of activists
and opposition.
[10]