‭➔‬ ‭POEMS‬ s‭ ounds better.

Though the speaker admits that he has never seen a goddess‬

‭1. SONNET 130‬ ‭move, he is still sure that his lover moves like an ordinary‬
‭person, simply walking on the ground. But, the speaker swears, the woman he‬
‭DICTION‬ ‭loves is as unique, as special, and as beautiful, as any woman whose beauty‬
‭Line 2: coral‬ ‭ hard skeleton left behind by sea growths that often forms a larger‬
a ‭has been inflated through false comparisons by other poets.‬
‭structure like a reef or an atoll. Usually red in colour.‬
‭ OETIC DEVICES:‬
P
‭Line 3: dun‬ ‭dull grey brown.‬ ‭This sonnet contains various metaphors and similes. Lines 1-4 contain a‬
‭Line 4: wires‬ ‭hair was often compared to golden thread or wire found in jewellery.‬
‭comparison each: He states that her eyes are not as bright as the sun, her lips‬
‭not as red as coral, her skin is quite dull, and her hair is wiry. Lines 5-12‬
‭ ine 5:‬
L ‭pinkish in colour; mixture of red and white.‬ ‭contain acomparison extended over two lines: her cheeks are quite pale, her‬
‭damasked‬ ‭breath “reeks” and he would rather listen to music than to her speak. She also‬
‭walks on the ground like an average human, certainly not a “goddess”.‬
‭Line 8: reeks‬ ‭smells unpleasant; stinks; exhales‬
‭However, these areinverted to become anti-compliments in a way. Some‬
‭Line 13: rare‬ ‭something wonderful, precious, unusual‬ ‭readers might perceive these as insults at first, until the couplet states so‬
‭elegantly that he loves her (queue Bruno Mars…) “just the way you are”. So,‬
‭Line 14: belied‬ ‭showed that something was untrue; falsely portrayed‬
‭by telling the reader exactly what his beloved is NOT, we see and hear how‬
‭perfect she is DESPITE her imperfections.‬
‭SUMMARY:‬ ‭Repetition occurs in lines 2 (“red”) and 4 (“wires”). This, again, emphasises‬
‭ hakespeare uses eight ‘anti-compliments’ to describe the uniqueness and‬
S ‭the importance of the colour and texture – the idealised Petrarchan woman‬
‭(non-idealised) beauty of his beloved. However, in the couplet he states that‬ ‭had blood-red lips and golden, luscious hair.‬
‭BECAUSE she is normal and ‘real’, he does not need to exaggerate her looks‬ ‭Anastrophe (the natural order of words is inversed) occurs in lines 6 and 7:‬
‭or his love for her.He loves her just the way she is – perfect in her‬ ‭again mocking the Petrarchan ideal.‬
‭imperfection. In other words, she is perfect to HIM – he does not need an‬ ‭Hyperbole abounds in the poem – all of the comparisons are exaggerated.‬
‭idealised and superficial woman. Although he seems critical and rather rude in‬ ‭This emphasises the absurdity of the Petrarchan ideals. He exaggerates the‬
‭the first 12 lines, the reader realises that he is, in fact, sincere in his love for‬ ‭imperfections of his beloved to prove his point.‬
‭her. He does not need exaggerated and unrealistic comparisons to declare his‬
‭genuine love for her. In being so brutally honest, he has ironically given her a‬ ‭ ONE :‬
T
‭heightened beauty, simply because he does notdote on her outward‬ ‭MockingSatiricalTongue-in-cheekCouplet-‬
‭appearance.‬ ‭Adoration/Sincerity/Appreciative/Impassioned‬

‭ he speaker describes the eyes of the woman he loves, noting that they are‬
T ‭ OOD‬
M
‭not like the sun. He then compares the colour of her lips to that of coral, a‬ ‭Playful/ humorous/ teasing‬
‭reddish-pink, concluding that her lips are much less red. Next, he compares‬
‭her breasts to the whiteness of snow. His lover's skin, in contrast, is a dull‬ ‭ HEMES‬
T
‭grey. He suggests that his lover's hair is like black wires. Then he notes that‬ ‭Escape from Idealism‬
‭he has seen roses that blend together pink and white hues like a lush‬ ‭Femininity‬
‭embroidered fabric, but that his lover's cheeks lack such colours: they are not‬ ‭Love‬
‭rosy pink. He then notes that some perfumes smell better than the breath his‬ ‭_______________________________________________‬
‭mistress exhales. He loves to listen to her talk, but he understands that music‬
 ‭2. THE CHILD WHO WAS SHOT DEAD‬ ‭●‬ T ‭ he poet’s diction conveys the distress of the child and all others in the‬
‭senselessApartheid time. Her choice of “screams” and “raises his fists”‬
‭DICTION‬ ‭highlights his anger.‬
‭Word‬ ‭Meaning‬ ‭●‬ ‭The onomatopoeia in “screams” is repeated to emphasise his anger.‬
‭●‬ ‭The alliteration in lines 3 and 8 emphasises the urgency and desperate‬
‭Heather‬ ‭A plant with small flowers‬ ‭cries of the oppressed people.‬
‭Siege‬ ‭attack‬ ‭●‬ ‭Enjambment creates a free flow of thought.‬
‭●‬ ‭There is an allusion to the Bible (Gospel of Mark 38-43: “38 When they‬
‭Saracens‬ ‭An armoured car that is synonymous with Apartheid in South Africa‬ ‭came tothe home of the synagogue leader, Jesus saw a commotion,‬
‭Pass‬ ‭ permit issued to black people during Apartheid. It specified an area in‬
A ‭with people crying and wailing loudly. 39 He went in and said to them,‬
‭which a black person may move/work/live‬ ‭“Why all this commotion and wailing? The child is not dead but asleep.”)‬
‭There are also allusions to all the places where protests turned violent,‬
‭ UMMARY‬
S ‭and people were injured/killed.‬
‭The poem reflects on the pass laws of Apartheid South Africa. Jonker wrote‬ ‭●‬ ‭The paradox in the third stanza (“the child is not dead … where he lies‬
‭this poem in reaction to the shooting of a young child in his mother’s arms‬ ‭with a bullet in his head”) highlights the fact that this child died‬
‭during a protest against the Pass Laws. This happened in Nyanga township,‬ ‭physically, but he is still alive in the hearts of all Africans. He becomes‬
‭near Cape Town. The child was killed while on his way to the doctor with his‬ ‭the symbol of innocence, resistance, and hope.‬
‭mother – the senselessness of his death is a result of the senselessness of‬
‭the Apartheid laws. This child remains nameless to represent all innocent lives‬ ‭ ONE :‬
T
‭taken during Apartheid. The poem highlights the idea that violence within a‬ ‭The tone in the poem is bold, passionate, inspired and determined.‬
‭country destroys innocent members of society (women and children) and‬ ‭Despite the sadness about the innocent child’s death, the tone is not‬
‭damages the country and its future. This child’s death has inspired others to‬ ‭sympathetic or sad. There is a sense of outrage and loss. The speaker‬
‭take up the cause of freedom and given newenergy to the struggle against‬ ‭remains determined in his/her message and relays it with a clarity of‬
‭Apartheid. Jonker yearns for a time when any child can grow and make‬ ‭purpose.‬
‭his/her impact on the world, without restrictions of the Pass Laws.‬
‭ HEMES:‬
T
‭POETIC DEVICES:‬
‭Freedom‬ ‭– ultimately the speaker dreams of a time‬‭when all people‬
‭●‬ ‭The repetition of “the child”‬‭throughout the poem‬‭emphasises the‬
‭age and innocence of the youth‬‭and highlights how‬‭many children‬
‭will be free. This freedom includes the freedom of speech, movement‬
‭were killed because of the apartheid laws. This repetition is‬‭called an‬ ‭and in all human rights.Freedom from Apartheid and its brutal laws.‬
‭anaphora‬‭. The child becomes a‬‭symbol of resistance,‬‭hope and‬ ‭Resistance –‬‭This child stands up for what he knows‬‭it right and he‬
‭innocence.‬ ‭(the symbol) can never die. He is not a physical person, but an idea.‬
‭●‬ ‭The child is a metaphor for the thought of resistance and, ultimately,‬ ‭There is resistance against the blatant brutality and barbarism against‬
‭freedom. In the second last stanza the child is a “giant” to portray the‬ ‭the innocents. His raised fist symbolises the yearning for freedom,‬
‭growing sense of freedom, justice and resistance by all those who are‬ ‭identity, and protest‬
‭oppressed. This “giant” travels the world – anti-Apartheid protests did‬ ‭_______________________________________________‬
‭not only take place in South Africa. The world watched and protested‬
‭the brutal and unjust system.‬
 ‭3. AT A FUNERAL‬ ‭ UMMARY:‬
S
‭It's about a young woman called Valencia Majombozi, an African woman‬
‭DICTION‬ ‭who managed to qualify as a doctor after enormous hardship and‬
‭Word‬ ‭Meaning‬ ‭sacrifice by her parents. She got her medical degree and then, by an‬
‭incredible irony, just after Valencia had completed her internship, she‬
‭Pageantry‬ ‭Elaborate display or ceremony‬
‭died during the Sharpeville Massacre. The speaker went to her funeral.‬
‭Stubbled‬ ‭Small, sticking out, protruding, rough‬ ‭The poem is about the years of sacrifice that end in nothing, and you‬
‭Expectant‬ ‭Expecting, rising up‬ ‭could read the poem entirely on that level or just as an expression of‬
‭frustrated and aborted hopes. Oppressed people cannot live their lives‬
‭Eternity‬ ‭Timeless, infinite or unending in time‬ ‭fully! He urges active resistance – “Arise!”. He ultimately states that‬
‭Gush‬ ‭Fast flowing‬ ‭death is a better fate than yielding to “defeat and dearth”‬

‭Bounty‬ ‭Generosity‬
‭POETIC DEVICES:‬
‭Frothing anger‬ ‭Froth from the mouth because of illness or excitement‬ ‭●‬ ‭Personification in lines 2 and 6. (Graves expecting their content;‬
‭hungry mud) – the earth seems hostile.‬
‭Bugled‬ ‭Played on a bugle - trumpet like musical instrument usually at funerals‬
‭●‬ ‭Use of various capital letters – draws attention and emphasises‬
‭Dirging‬ ‭Playing a funeral song‬ ‭the words.‬
‭●‬ ‭Exclamation points (Salute! and Arise!) suggest strong emotions –‬
‭Ponder‬ ‭Think about something carefully‬
‭call to arms‬
‭Hollow‬ ‭Empty or meaningless‬
‭ ONE‬
T
‭Panoply‬ ‭An impressive display/collection‬
‭Stanza 1 – Calm and Reverent‬
‭Devours‬ ‭Swallows/completely destroys‬ ‭Stanza 2 – Anger & Contemptuous‬

‭Carrion‬ ‭Rotting flesh of dead animal‬ ‭ OOD:‬

M
‭Brassy‬ ‭Brass musical instrument like a trumpet‬ ‭Stanza 1- melancholic (sad)‬
‭Stanza 2 - vengeful‬
‭Death’s head‬ ‭Human skull, symbol of mortality and death‬

‭Tyranny‬ ‭Cruel/oppressive government/use of power‬ ‭THEMES‬

‭Criticises oppression‬ ‭ all to arms: people should get up and‬
C
‭Scythes‬ ‭Cuts down‬ ‭fight‬
‭Dearth‬ ‭Scarcity/lack of something‬ ‭Years of Sacrifice that end in nothing‬ ‭Frustrated and aborted hopes‬
‭Aborted Hopes‬ ‭The fight against injustice‬
‭Desire for freedom‬ ‭Human Sacrifice for a cause‬
 ‭4. POEM OF RETURN‬
‭ ONE :‬
T
‭DICTION‬
‭• Regret, sadness, sombre, loss‬
‭WORD‬ ‭MEANING‬ ‭• sadness initially, building up to anger “snaking from their eyes”‬
‭Land of Exile‬ ‭ oreign place where one is restricted politically, socially &‬
F ‭• Militant‬
‭economically.‬ ‭Earnest tone:‬
‭Dews‬ ‭Water droplets forming on surfaces early in the morning‬ ‭• To express feelings of alienation/estrangement when talking‬
‭Drama‬ ‭Historic scenes of war, torture, protests, bloodshed, riots et‬
‭about what should happen when he returns home ‘from the‬
‭land of exile and silence’.‬
‭Immense‬ ‭Great‬
‭Nostalgic tone:‬
‭ laint of tumid‬
P ‭Arguments between lovers‬ ‭• When he talks about those at home what he would like to hear‬
‭sexes‬ ‭from them instead of being given flowers.‬
‭Bereft‬ ‭Without‬ ‭Humble tone:‬
‭ ingless stone‬
W ‭A stone that was not thrown yet‬ ‭• When the speaker expresses the fact that he does not want a‬
‭in hand‬ ‭heroic welcome but needs information on the realities of what‬
‭happened during his absence.‬
‭ UMMARY:‬
S
‭The speaker is contemplating his upcoming return to his home‬ ‭ OOD:‬
M
‭country. The speaker mentions his return from exile and the‬ ‭Pensive: Engaging in, or reflecting on (thinking about) serious‬
‭anguish associated with those who died whilstoppressed.‬ ‭issues‬
‭The poem is written from the perspective of an individual who has‬
‭been exiled, someone who had to flee their country of birth. The‬ ‭ HEMES:‬
T
‭poem captures the sentiment of loss, lost opportunity and lost‬ ‭The poet captures the‬‭sentiment of loss: lost opportunity‬‭and‬
‭experience. He describes his ‘host country’ as‬‭“land‬‭ofexile and‬ ‭lost experience.‬‭A poignant poem about the return‬‭from exile‬
‭silence”‬‭– this suggests that he was not happy there.‬‭He lists the‬ ‭which should be celebrated but the poet is rather sad, mournful and‬
‭things he missed while he was away and it is clear that he feels‬ ‭inevitably becomes filled with anger. Rocha ends on an angry note‬
‭guilty about ‘escaping’ whilst his countrymen/women suffered.‬ ‭due to the‬‭lost opportunities and experiences that‬‭some young‬
‭He makes it clear that he is not a hero and should not be welcomed‬ ‭people suffered as a result of colonisation, civil war and exile‬
‭or treated as one if he returns. He asserts that the real heroes are‬
‭the ones who stayed and fought against oppression.‬ ‭_______________________________________________‬
‭The poet is writing about the‬‭lost opportunities,‬‭mourning and‬
‭sadness brought about by colonialism, exile and war.‬
 ‭5. PRAYER TO MASKS‬ ‭ ONE :‬
T
‭• hopeful‬
‭DICTION‬
‭• meditative‬
‭WORD‬ ‭MEANING‬
‭Ancestor‬ ‭Person from whom someone has descended‬ ‭ OOD‬
M
‭•praise‬
‭Feminine‬ ‭Having qualities or appearance of a woman‬ ‭•respect‬
‭Mortal‬ ‭Certain to die‬ ‭•reverent‬

‭Despotism‬ ‭Absolute power in a cruel way‬

‭ HEMES‬
T
‭Pitiable‬ ‭Disserving pity‬ ‭• The oppression and discrimination of the black people.‬
‭Immobile‬ ‭Not moving‬ ‭• Role of the Ancestors‬
‭• Honouring our ancestors‬
‭Garment‬ ‭Item of clothing‬ ‭• The desire for freedom‬
‭Leaven‬ ‭ substance, usually containing yeast, that makes bread‬
A ‭• New beginnings‬
‭rise‬ ‭• Africans can adapt to the westernized world after the Post‬
‭Colonialism of France while trying to understand and continue‬
‭Ejaculate‬ ‭Say something quickly‬
‭their African traditions‬
‭______________________________________________‬
‭ UMMARY:‬
S
‭The speaker addresses this poem to African masks – this‬
‭affirms the element of African culture. Thepoem celebrates the‬
‭role of African people and outlines the speaker’s belief that is it‬
‭Africans who will ‘return the memory of life to men with a torn‬
‭hope”. The speaker prays for a saviour in the community to‬
‭help them face their struggles. The poem describes the‬
‭relationship between Africa and Europe – it states that Africa‬
‭does not need to conform to European ideals. He contemplates‬
‭the consequences of colonialism. However, he ends the poem‬
‭with an optimistic message: despite hardships and prejudice,‬
‭the African people are strong and capable. They will be able to‬
‭create new beauty and prosperity‬
 ‭6. THIS WINTER COMING‬ ‭THEMES‬
‭●‬ ‭The effects of apartheid‬
‭DICTION‬
‭●‬ ‭The desire for change‬
‭WORD/ PHRASE‬ ‭MEANING‬
‭●‬ ‭Impending danger - social upheaval, and a‬
‭Frightened‬ ‭terrified/ scared‬ ‭foreshadowing of the writer’s view of‬
‭The sea is swollen‬ ‭ he waves are of an enormous height, and the sea‬
T ‭●‬ ‭change, accompanied by violence, death and‬
‭is very rough‬ ‭destruction‬
‭ hurning in broken‬
C ‭Waves that are in a violent continual motion‬ ‭TONE‬
‭waves‬ ‭Solemn, sad , sombre‬
‭seagulls‬ ‭These are sea birds also known as gulls‬
‭ OOD‬
M
‭Shroud‬ ‭ loth used to cover dead bodies usually white in‬
C
‭colour‬ ‭Fearful, anxious , restless , frightened‬
‭ olling like a black‬
T ‭ inging solemnly in a haunting manner resembling‬
R
‭bell‬ ‭the church bells announcing the death of a member‬ I‭NTENTION‬
‭of the congregation‬ ‭To expose the difficulties experienced by people during‬
‭apartheid. To expose the social, political, economic effects‬
‭ UMMARY‬
S ‭of apartheid.‬
‭The speaker in this poem is concerned about the world she‬ ‭_______________________________________________‬
‭occupies and believes that she is justified to feel fear for how‬
‭matters will evolve.‬
‭She states that we have “only just entered”, implying that worse‬
‭times are to come.‬
‭The descriptions of the “churning”, “broken” and “sinking” sky‬
‭further highlight her fear and Nature’s hostility.‬
‭The misery of the people is made clear in stanza 3.‬
‭People are hungry and suffering. The distinction between the‬
‭haves and the have nots, is clear: “Madam’s house is clean”‬
‭while men stand on the street corners, jobless and hungry.‬
‭The “bright cars full of sated faces” drive passed the people‬
‭most affected by poverty and hunger.‬