Showing posts with label 2018-2023 CXC poems. Show all posts
Showing posts with label 2018-2023 CXC poems. Show all posts

Tuesday, 25 April 2017

Little Boy Crying by Mervyn Morris



Stanza 1
The poem begins with a description of a child crying. However, his cries seem harsh and fierce “Your laughter metamorphosed into howl”.  This also suggests that the child is normally a happy one and something happened to have changed his happiness.

The last line in the stanza informs us that the reason why the child is crying is because he has been beaten “the quick slap struck”.

The little boy is also staring at the parent hoping that he might be feeling guilty for hitting him. This might mean that the child is trying to play on the parent’s emotion “you stand there angling for a moment’s hint”.

Stanza 2
It is important to note that the stanza is giving the point of view of the parent. The parent is imagining that the child is demonizing him for hitting him “The ogre towers above you, that grim giant,// empty of feeling a colossal cruel”.

From this, we can understand that the parent thinks that the child believes that he is cruel and evil for hitting him and therefore is thinking of ways to overcome or get away from the parent.

Stanza 3
Poet makes it clear that the father loves his son. However, he is slapping him for is own good. He also suggests that the father is hurt by the son’s tears and would do anything to make him stop crying. “This fierce man longs to lift you//……” Yet, the lesson must be taught.

Stanza 4
Maybe this stanza suggests that no matter that there are often important behaviour or lessons children must learnt by children.

Themes

Parent – Child Relationship
The father seems to be firm and strict with his son. Although he loves him he does not allow him to have his own way.

Childhood Experiences

The little boy experiences pain and resentment for his parent. Unlike Ana, his childhood is not one that is carefree without any consequences for undesired behaviour.    

Parenting
The father tries to be a good parent. In his eyes there are some lessons that his son must learn. Therefore, he carries out physical punishment so that he can learn these lessons.



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Monday, 30 January 2017

Orchids by Hazel Simmons-McDonald

Image result for orchids  
LITERAL MEANING
The persona is moving from a house that she has occupied for five weeks. She has sent her belongings to her future home, but one item remains in her old space, an orchid.

The persona clarifies that she was given the orchid as a gift, but implies that it holds no value because the gifting of orchids is habitual for the person who gave her. She describes the flower as odourless, but attractive.

She watered the orchid once, expecting it to die, but it survived. It not only survived, but bloomed. The persona contemplates plucking the bloom and pressing it between the pages of a book. The purpose of this is to allow her to appreciate the flower.

Structure of the Poem

The poet’s use of blank verse (lacks rhyming pattern) effectively captures the persona’s struggle between hope and despair as he narrates (tells his life-story) with a tone that similarly and occasionally shifts between feelings of optimism and pessimism, adding to a mood that varies between contemplative serenity and foreboding uncertainty.

Illustrated by the poet’ use of emotive  language to describe the aesthetically pleasing orchids--"purple petals/blossoms … full blown/like polished poems/ This morning the bud … unfurled" juxtaposed against the persona’s destructive intentions--"I watered them once/ I would toss them out/I starved them/I’ll pluck the full-blown blooms/press them".

Indicative of the persona’s seeming lack of appreciation for the orchids as natural and philosophical emblems of beauty, wisdom and strength.


Symbolism/ Symbol
The orchid is a flower of magnificence that brings a universal message of love, beauty, wisdom, thoughtfulness, luxury, strength, refinement,  affection, new growth and development.


"This elegant flower should make you feel pampered. Purple is the colour of royalty. Orchids are generally regarded as symbolic of rare and delicate beauty…. Their graceful appearance draws immediate attention, and their reputation as an exotic and unusual flower evokes a sense of refinement and innocence".

Literary Devices

SIMILE- lines 13-14 
The orchid's full blown blossoms are being compared to a polished poem. The word polished in this comparison implies perfection, shiny and pleasant to read.

PUN- line 11 
The purple heart literally refers to the splash of color in the center of the orchid's bloom, but it could also refer to the bravery of the flower. This is so because a purple heart, in the army, is a medal that a soldier receives for bravery.

Metaphor- lines 1-2
The persona compares her experience over a five week period with boxes that she uses to pack her belongings in.

MOOD/ ATMOSPHERE
The mood of the poem is pensive, or thoughtful. The persona is thinking about the lack of value that she places in the orchid.

Tone of the Poem
The tone of the poem is one of almost bored musing.

Themes
Death
Nature
Survival




Sunday, 15 January 2017

Questions based on 'DREAMING BLACK BOY'.

1. The theme of the poem is:
(a) The boy’s dreams of a better life
(b) The boy’s need for recognition
(c) An uncaring society

2. What do the following expressions in Stanza one suggest?
“wouldn’t go pass me today”
“to hug me when I kick a goal.18

3. How does the boy differ from his ancestors?

4. For what does the boy wish in Stanza two?

5. Find the expressions which show that the boy needs freedom and opportunities to
grow.

6. What does the expression “spend me out opposing” suggest about the boy.

7. What does the boy wish for persons who break the law?

8. Quote the expressions in the last Stanza which show the suffering of the boy.

Thursday, 12 January 2017

South –Kamau Brathwaite

SUMMARY

source
The persona speaks about the fact that today he is recapturing the beauty of the island of his birth. He reflects on the fact that he has travelled to the lands of the north, which appeared to be the very opposite of his island. The persona appeared, at that point, to be homesick for his island and resented the ease and comfort that the Northerners' felt towards their land. He then shifts back to the present where he appreciates certain features of the island, particularly those that remind him of his past on the island.

LITERARY DEVICES

1. ALLITERATION
•Stanza 1, lines 1-2: The sound that the alliteration illicits, when spoken, is a positive one. This is the case because the alliteration forces the reader to sound cheerful, thereby facilitating the interpretation that the persona is happy to be home.

•Stanza 1, lines 4-5: This alliteration, again, draws the reader through the sound that it illicits. One can almost hear the sound that the sea makes through the repetition of the 's' sound. It emphasizes the joy that the persona feels to be home.   

•Stanza 2, lines 13-14: This alliteration, when spoken, is staccato. It literally emphasizes the persona's discomfort, and dislike, of the new context that he is faced with. It is alien to him, as seen when contrasted with the scene that he describes in the first stanza.

•Stanza 4, line 33: This device gives the reader a visual image of the scene. It is simple image that highlights the persona's excitement at being home and seeing scenes, even seemingly inconsequential ones, that he knows and loves.   

•Stanza 5, line 43: This alliteration gives the reader a visual of what the persona sees as pleasant and calming, as opposed to the alliteration in stanza 2. The sound that the alliteration illicits is a calm one, implying that the persona is at peace.

2.PERSONIFICATION
•Stanza 1, lines 6-7: This device gives a beautiful impression of the effect that the island had on the persona. He felt whole when he was there, at peace.

•Stanza 2, lines 16-17: The shadows, in this context, represents his past life and experiences on the island. The memories of his island illicits feelings of sadness, even homesickness. These memories cast an oppressive shadow over his life in the north.  

3.SIMILE
The persona compares the flowing of the rivers, which represents the north, to his longing for his island home. This comparison indicates that his longing is an intense one, he is homesick.

IMPORTANT WORDS/ PHRASES
4.'recapture' 
The word capture means to take possession of something or someone. Therefore, when the persona says that he is recapturing his island, it implies that he is taking back possession of what he once owned.

5.'Since then I have travelled' 
This line indicates that the persona did not  remain on the island of his birth.

6.'sojourned in stoniest cities' 
This highlights a contrast between the persona's island and the cities that he visited. His island has beaches and oceans, while the cities that he visited were concrete jungles made of stone.

7.'We who are born of the ocean can never seek solace in rivers'
The persona refers to the north, and its populace, as rivers, while the south, and his island, is the ocean. This line highlights the persona's discontent in the north.

8.'reproves us our lack of endeavour and purpose' 
Reprove is to reprimand. Therefore, the line is saying that the flowing river, the north, reprimands the ocean, the south, for its lack of effort and resolve. This implies that the persona might be homesick and, therefore, not functioning at full capacity in the new northern environment. 

9.'proves that our striving will founder on that.' 
The term founder literally means the owner or operator of a foundry. This has little to do with the context of the poem, therefore, it can be assumed that poetic license was utilized at this point. Contextually, the line can be interpreted as meaning that the persona's subsequent striving, or efforts, will be founded on the reprimand made by the river, or the north. 

10.'there' 
The emphasis placed on this word, through the use of italics, highlights the fact that the persona is both happy and excited to be home.

11.'and look!' 
The exclamation mark emphasizes the persona's enthusiasm, and excitement, when he identifies a scene that is reminiscent of his past. 

MOOD/ ATMOSPHERE
The mood of the poem is reflective. The persona is thinking about his island home, as well as places that he has visited in the north.

TONE
The tone of the poem goes from being reflective, to being elated.

THEMATIC CATEGORIZATION
Patriotism, places, desires and dreams

Tuesday, 10 January 2017

Test Match Sabina Park by Stewart Brown


Image result for test match sabina park

SUMMARY
The persona, a white male, proudly enters Sabina Park to watch a cricket match between England and the West Indies. The persona notices that the game is slow and that the crowd is not reacting well. He is, in fact, initially shocked that there is a crowd at all because this is usually not the case at Lords. By lunch, England is sixty eight for none, and the crowd gets abusive. They even state that maybe they should borrow Lawrence Rowe. The persona tries to explain the reason behind the slow pace of the British side, but fails to convince even himself. His embarrassment at England's performance has him eventually skulking out of the venue.

LITERARY DEVICES

1. RHETORICAL QUESTION
Stanza 2, lines 6-7: This question reveals that, despite the fact that cricket is a popular sport in England, the venues for the matches are not crowded. This question could also point to the fact that Sabina Park was very crowded.

Stanza 3, line 10: This question represents the general frustration of the West Indians in the crowd. They are annoyed that the cricket match is progressing so slowly.
Stanza 4, lines 16-18: These questions imply that the West Indian crowd's level of frustration has escalated. 

2. ALLUSION-The allusion to Lawrence Rowe, a very colourful and successful West Indian cricketer, emphasizes the fact that the match is slow and boring. 

3. SARCASM-  To 'boycott' is to abstain from, or to stop, doing something. Therefore, the persona is being sarcastic because excitement is a good thing. People usually boycott for something negative, therefore the persona is, again, highlighting the slow and boring pace of the cricket match.

IMPORTANT WORDS/ PHRASES

4.'rosette of my skin' 
Rosette implies a reddish colour, or tint, to the skin, that sometimes resembles a rose. This description immediately identifies the race of the persona as caucasian. The persona is proud of his race, as he enters Sabina Park.

5.'strut
'This word means to walk proudly. It emphasizes the fact that the persona is proudly walking into Sabina Park.

6.'something badly amiss'  
The persona is jolted by the fact that the match is going slowly. The word 'amiss' implies wrong, the game should not be going so slowly.

7.'vociferous partisans'
Vociferous means to be very noisy and clamorous, while patisan is a person who shows biased, emotional allegiance. Therefore, the West Indian crowd was extremely noisy in their support of their team. They were also very unappreciative of the slow pace of the match.

8.'England sixty eight for none at lunch'
While this is a good score, it never-the-less highlights the slowness of the match, hence the fact that the experience, for the crowd, was far from exciting.

9.'the wicket slow'
The purpose of the wicket is to 'out' the opposing side. Therefore, no 'outing' is occurring, the wickets are standing. Everything about the match is going slowly.  

10.'sticky wickets'
This implies a sticky, or awkward situation. It highlights England's situation. 

11.'loud 'busin'
The English team was being loudly abused.

12.'skulking behind a tarnished rosette'
Skulking implies hiding in shame, and tarnished means tainted. Therefore, the proud Englishman is now embarrassed, and the rosette of his skin is making him stand out. Initially this was a very good thing, but now it is a disadvantage.  

13.'blushing nationality'. 
At this point, the Englishman admits to being embarrassed for his team, as well as himself.

*There is a distinct CONTRAST between the beginning of the poem when the persona is proud, and 'struts'. However, by the end of the poem, he is embarrassed and 'skulking'

VOICES
There are two distinct voices in this poem. The English man's and the West Indian's.

MOOD/ ATMOSPHERE 
The mood of the poem is tense.

TONE
The tone of the poem is one of frustration (West Indian) and embarrassment (English man). 

THEMATIC CATEGORIZATION
Discrimination, places, culture and sports

Saturday, 29 October 2016

My Parents by Stephen Spender



SUMMARY
Stanza 1
The poet’s parents sought to protect him from the street children. They were rude in speech and were dressed in rags. They were uninhibited and stripped off their clothes and swam in the country rivers.

Stanza 2
The speaker feared the brute strength of the boys. They were muscular and did not hesitate to use their arms and legs. The poet was also scared of their mocking ways. They laughed behind his back, imitating his lisp.

Stanza 3
The boys were like vandals; they threw mud at people and pounced on them. But despite all this, the speaker was forgiving. He wanted to be friendly and smiled at them. But they did not reciprocate the friendly overtures.


ANALYSIS

This poem could be a personal or biographical depiction of Spender's early life suffering the disability of a club foot and a speech impediment.

The use of the first person, stark contrasts, and ambiguity give us a vivid picture of a child troubled by a superiority/inferiority complex.

While his parents are condescending towards the rough coarse children, the child appears envious of their carefree liberty, their unbridled animal prowess and uninhibited playfulness, yet resentful of their bullying behaviour to him.

We can visualise the persona through contrast.  He is everything that they are not; softly spoken (words like stones), well dressed (torn clothes, rags), passive (they ran and climbed), inhibited - modesty (they stripped by country streams), weak (muscles of iron), well mannered (salt coarse pointing) lisp (parodied by copying), clumsy (lithe), and friendly ( hostile- they never smiled).

His attempts at conciliation and acceptance are rebuffed but he appears to blame his parents for psychologically damaging him by over protection or shielding him from a natural childhood.  While their superior attitude (snobbery?) has excluded him from mainstream society he ambivalently identifies with his parents by having the boys spring “like dogs to bark at our world”.

Tuesday, 16 August 2016

Analysis of God's Grandeur by Gerard Manley Hopkins

God’s Grandeur- Gerard Manley Hopkins

Summary
The first four lines of the octave (the first eight-line stanza of an Italian sonnet) describe a natural world through which God’s presence runs like an electrical current, becoming momentarily visible in flashes like the refracted glinting of light produced by metal foil when rumpled or quickly moved.
Alternatively, God’s presence is a rich oil, a kind of sap that wells up “to a greatness” when tapped with a certain kind of patient pressure. Given these clear, strong proofs of God’s presence in the world, the poet asks how it is that humans fail to heed (“reck”) His divine authority (“his rod”).

The second quatrain within the octave describes the state of contemporary human life—the blind repetitiveness of human labor, and the sordidness and stain of “toil” and “trade.” The landscape in its natural state reflects God as its creator; but industry and the prioritization of the economic over the spiritual have transformed the landscape, and robbed humans of their sensitivity to the those few beauties of nature still left. The shoes people wear sever the physical connection between our feet and the earth they walk on, symbolizing an ever-increasing spiritual alienation from nature.

The sestet (the final six lines of the sonnet, enacting a turn or shift in argument) asserts that, in spite of the falleness of Hopkins’s contemporary Victorian world, nature does not cease offering up its spiritual indices. Permeating the world is a deep “freshness” that testifies to the continual renewing power of God’s creation. This power of renewal is seen in the way morning always waits on the other side of dark night. The source of this constant regeneration is the grace of a God who “broods” over a seemingly lifeless world with the patient nurture of a mother hen. This final image is one of God guarding the potential of the world and containing within Himself the power and promise of rebirth. With the final exclamation (“ah! bright wings”) Hopkins suggests both an awed intuition of the beauty of God’s grace, and the joyful suddenness of a hatchling bird emerging out of God’s loving incubation.

Form

This poem is an Italian sonnet—it contains fourteen lines divided into an octave and a sestet, which are separated by a shift in the argumentative direction of the poem. The meter here is not the “sprung rhythm” for which Hopkins is so famous, but it does vary somewhat from the iambic pentameter lines of the conventional sonnet. For example, Hopkins follows stressed syllable with stressed syllable in the fourth line of the poem, bolstering the urgency of his question: “Why do men then now not reck his rod?” Similarly, in the next line, the heavy, falling rhythm of “have trod, have trod, have trod,” coming after the quick lilt of “generations,” recreates the sound of plodding footsteps in striking onomatopoeia.

Commentary

The poem begins with the surprising metaphor of God’s grandeur as an electric force. The figure suggests an undercurrent that is not always seen, but which builds up a tension or pressure that occasionally flashes out in ways that can be both brilliant and dangerous. The optical effect of “shook foil” is one example of this brilliancy. The image of the oil being pressed out of an olive represents another kind of richness, where saturation and built-up pressure eventually culminate in a salubrious overflow. The image of electricity makes a subtle return in the fourth line, where the “rod” of God’s punishing power calls to mind the lightning rod in which excess electricity in the atmosphere will occasionally “flame out.” Hopkins carefully chooses this complex of images to link the secular and scientific to mystery, divinity, and religious tradition. Electricity was an area of much scientific interest during Hopkins’s day, and is an example of a phenomenon that had long been taken as an indication of divine power but which was now explained in naturalistic, rational terms. Hopkins is defiantly affirmative in his assertion that God’s work is still to be seen in nature, if men will only concern themselves to look. Refusing to ignore the discoveries of modern science, he takes them as further evidence of God’s grandeur rather than a challenge to it.

Hopkins’s awe at the optical effects of a piece of foil attributes regulatory power to a man-made object; gold-leaf foil had also been used in recent influential scientific experiments. The olive oil, on the other hand, is an ancient sacramental substance, used for centuries for food, medicine, lamplight, and religious purposes. This oil thus traditionally appears in all aspects of life, much as God suffuses all branches of the created universe. Moreover, the slowness of its oozing contrasts with the quick electric flash; the method of its extraction implies such spiritual qualities as patience and faith. (By including this description Hopkins may have been implicitly criticizing the violence and rapaciousness with which his contemporaries drilled petroleum oil to fuel industry.) Thus both the images of the foil and the olive oil bespeak an all-permeating divine presence that reveals itself in intermittent flashes or droplets of brilliance.

Hopkins’s question in the fourth line focuses his readers on the present historical moment; in considering why men are no longer God-fearing, the emphasis is on “now.” The answer is a complex one. The second quatrain contains an indictment of the way a culture’s neglect of God translates into a neglect of the environment. But it also suggests that the abuses of previous generations are partly to blame; they have soiled and “seared” our world, further hindering our ability to access the holy. Yet the sestet affirms that, in spite of the interdependent deterioration of human beings and the earth, God has not withdrawn from either. He possesses an infinite power of renewal, to which the regenerative natural cycles testify. The poem reflects Hopkins’s conviction that the physical world is like a book written by God, in which the attentive person can always detect signs of a benevolent authorship, and which can help mediate human beings’ contemplation of this Author.


Thursday, 16 June 2016

English B June 2018- January 2023 Syllabus

PRESCRIBED TEXTS FOR ENGLISH B


TEXTS PRESCRIBED FOR THE JUNE 2018 – JANUARY 2023 EXAMINATIONS ARE AS FOLLOWS:


DRAMA

Two Questions will be set:

The Tempest by William Shakespeare

Ti-Jean and his Brothers by Derek Walcott

POETRY


Selection of Poems from A World of Poetry for CXC Hazel Simmons-McDonald and (New Edition) Mark McWatt

Poems Prescribed for the JUNE 2018 – JANUARY 2023 Examinations are as Follows:

1. An African Thunderstorm -David Rubadiri

2. Once Upon a Time -Gabriel Okara

3. Birdshooting Season -Olive Senior

4. West Indies, U.S.A. -Stewart Brown

5. Sonnet Composed Upon Westminster Bridge- William Wordsworth

6. Orchids- Hazel Simmons-McDonald

7. The Woman Speaks to the Man who has employed Her Son- Lorna Goodison

8. It is the Constant Image of your Face -Dennis Brutus

9. God’s Grandeur- Gerard Manley Hopkins

10. A Stone’s Throw -Elma Mitchell

11. Test Match Sabina Park -Stewart Brown

12. Theme for English B -Langston Hughes

13. Dreaming Black Boy -James Berry

14. My Parents -Stephen Spender

15. Dulce et Decorum Est Wilfred Owen

16. This is the Dark Time, My Love- Martin Carter

17. Ol’Higue- Mark McWatt

18. Mirror -Sylvia Plath

19. South -Kamau Brathwaite

20. Little Boy Crying -Mervyn Morris 

*The highlighted poems are the poems that have been added to the syllabus.

PROSE FICTION


Breath, Eyes, Memory by Edwidge Danticat

To Kill a Mocking Bird by Harper Lee


SHORT STORY


This selection  of short stories is from A World of Prose for CXC David Williams and
(New Edition) Hazel Simmons-McDonald

Short Stories Prescribed for the JUNE 2018 – JANUARY 2023 Examinations are as Follows:

1. The Two Grandmothers -Olive Senior

2. Blackout Roger- Mais

3. Emma- Carolyn Cole

4. The Man of the House -Frank O’Connor

5. Blood Brothers -John Wickham

6. The Day the World Almost Came to an End- Pearl Crayton

7. The Boy Who Loved Ice Cream- Olive Senior

8. Berry- Langston Hughes

9. Mom Luby and the Social Worker -Kristin Hunter


10. To Da-duh, in Memoriam -Paule Marshall

The highlighted stories are the stories that have been added to the syllabus.

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