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THL1502 Exam pack 2024(Questions and answers)
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THL1502 EXAMPACK 2024
QUESTIONS AND
ANSWERS
FOR ASSISTANCE CONTACT
EMAIL:gabrielmusyoka940@gmail.com
, lOMoARcPSD|31863004
PART ONE: POETRY.
QUESTION 1: (METAPHOR).
1. Literal language – can be understood literally, making it logical, straightforward,
and clear without being confusing or hard to comprehend. Literal language is
used to convey the precise message written in a text.
Metaphorical language - cannot be understood literally. This language has a
meaning that is both illogical and not literal in a noticeable way. metaphorical
language is used to mean something different from their literal definition.
For instance, within the mentioned poem "Still-life" by Elizabeth Daryush:
“life’s a table” (line 11) and “unopened future lies/ Like a love-letter” (lines 13 &
14).
The two expressions in these lines cannot be interpreted literally. Life is not a
table and the future is definitely not an unopened love letter. However, the
majority of the remaining lines in the poem can be interpreted in a straightforward
manner.
2. In the poem mentioned above, the expression "fairy rack of roast" in line 6 is an
example of a tenor and vehicle construction, in which the noun "fairy" (tenor)
describes the noun "rack" (vehicle), implying that the roast was made by a fairy.
3. Metaphorical constructions found in poetry:
Genitive constructions – are created by using the possessive case with either
the word "of" or the apostrophe "s". For example, "The father of Sabelo =
Sabelo's father."
Sentence metaphors – creates internal tension between the constituent parts
of the sentence, such as clash between the literal meaning of the focus or focal
phrase and the frame, a logical absurdity in the combination of tenor and
vehicle, or a strangeness in the combination of nouns in the genitive
construction. For example, “She is the light of my life”.
Focus and frame constructions – the focus of a metaphorical expression is
the word that does not fit into the sentence. For example, “The sea is a
monster”, the word “monster” does not if into this sentence because it is
absurd and illogical, and it is not literally possible for the sea to be a “monster”.
The frame of metaphorical constructions is the syntactical environment in which
the they (focus) appear. In the above example, “The sea” is the syntactical
environment of “a monster”.
4. The use of metaphorical language highlights how poetry is an aesthetic work
crafted with language, presenting it in a unique, unfamiliar, confusing, and
surprising way. This is intended to highlight the inventive and artistic use of
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language to the reader. The foregrounding of poetic language as literary art is
achieved through its deviation from ordinary language.
QUESTION 2: (SOUND).
1. Sound repetition is a technique of acoustic foregrounding in poetry that is called
rhyme. It is used to establish a pattern and organization in the sound of a poem,
which is closely connected to the poem's meaning. In simpler terms, it serves
both an acoustic and a semantic purpose.
2. Vertical sound patterns , also known as vertical rhyme, are seen in poems when
rhymes occur between consecutive lines, often in the form of rhymes at the
beginning and end of lines. Its function is to audibly connect a set of verses within
a stanza and enhance the significance of both the stanza and the entire poem. It
is considered vertical because it runs in a direct line from the top to the bottom of
a poem. For example:
“sun/one” (lines 1& 3).
“laid/arrayed” (lines 2 & 4).
“Hot/pot” (lines 5&7).
“roast/post” (lines 6 & 8).
Horizontal sound patterns, are sound patterns that run horizontally or rhyme
across successive words in a line. they help connect the words in a line through
sound and add to the overall meaning of the line, the stanza, and the poem. For
example:
“crimson roses” (line 3), the “r”, “s” and “o” sounds are repeated.
“delicate desires” (line12), the “d” is repeated.
“loves letter” (line14), the “l” is repeated.
3. Types of rhyme patterns:
3.1. Assonance – the repetition of vowel sound in words that appear close
together in a poem. For example:
“set to bl ess” (line 11), the vowel sound “e” is repeated.
3.2. Alliteration – the repetition of the consonant sound at the beginning words
that appear close to each other in lines of poetry. For example:
“sweet surprise” (line 14), the consonant sound “s” is repeated.
3.3. End rhyme – occurs when the last syllables of two or more lines in a poem
rhyme. This poem has “ABAB” end rhyme patterns. The first- and third-line end
with rhyming words (A) and the second and fourth lines end with different
rhyming words (B). For example:
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“hot/pot” (lines 5&7), end with the same last syllables.
QUESTION 3: (SYNTAX).
1. Syntax – is a branch in linguistics where we explore the structure of language
and learn the rules that dictate how words fit together to make sentences work.
2. Foregrounding technique – refers to the way in which elements in a poem are
accentuated and brought to the fore in order to draw the attention of the reader
and bring about a new perception of things assumed to be familiar. It commonly
includes deviations from traditional rules of grammar that dictate sentence
structure in a specific language.
3. Three techniques to create poetry of quality:
Deviate from grammatical rules.
Create patterns (extra patterning).
Introduce the unexpected (surprise the reader) through a play on or tension
between line/stanza (typographical units) and syntax.
4. Extra patterning – refers to an alternative foregrounding technique in which the
poet repeats the same syntactic structure. I can be seen as form of
overregulation.
5. The poem does not contain any noticeable syntactical repetition except for the
slight repetition in lines 10 and 11, both starting with the letter “F”.
6. Three other techniques also known as syntactic deviation:
Displacement – which is the disturbance or dislocation of the normal
sequence of the constituent parts or words in a sentence.
Deletion – which is the omission of certain constituent parts or words in a
sentence.
Expansion – which involves the addition of an abnormal number of
constituents or words to a sentence.
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