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Summary ENGLISH HOME LANGUAGE PAPER 2 Notes
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It provides you with revision questions and information that will help you in your English paper 2
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,1. Poetry: Unpacking the QuestionsBelow you will find questions generally asked in the Poetry Section.
• To assist you, this resource pack offers techniques to be used by you to answer these
questions
• The skills needed to answer these questions are important. All you must do is to apply
these skills to answer the questions set by your subject teacher on your current poems.
QUESTION TYPE 1: What impression… (2 marks)
This is a LEVEL 3 question that requires you to respond to given information by making a
judgement. There are TWO steps involved in answering this question for you to achieve 2
marks:
Step One: Analyse the identified words.
Step Two: Explain the response that these identified words evoke in you.
Eg. What is your impression of Kelly?
Your response will take the form of an evaluation of Kelly’s character. A typical response
could be that Kelly is a sensitive and perceptive young lady. This conclusion will be based
on observable actions.
Let us now link this question to a poem.
Eg. The poem “somewhere I have never travelled, gladly beyond”.
Question: What impression of the speaker is created by the use of the word “gladly” (line 1).
(2)
A typical response ought to entail the following:
The speaker is enthusiastic about and open to the new possibilities in his life. Although it is
the unknown, the anticipation fills him with excitement. He welcomes the thought of the
adventure and looks forward to the experience. All the adjectives used to evaluate the
speaker is based on the word ‘gladly’ Gladly presupposes enthusiasm, openness,
excitement etc.
PRACTICE EXERCISES:
9. “Her body looms above him like a hill…” (The Zulu Girl – R Campbell)
What impression is created about the mother in ‘Her body looms above him’? (2)
10. “A frost came in the night and stole my world
And left this changeling for it – a precocious image of spring, too brilliant to be true:”
(A Hard Frost – CD Lewis)
What impression about the place does the speaker create in the above words? (2)
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, 11. “Thy tears that touched my heart, child, Felix, poor Felix Randal” (Felix Randal – GM
Hopkins)
What impression of the speaker is created in the above word? (2)
QUESTION TYPE 2: Comment on... (3 marks)
This is a Level 3 and Level 4 or Level 5 question that requires you to give an opinion
(comment) on the value that the technique (diction, imagery, tone, etc) adds to the poem.
There are three steps involved in answering this question for you to achieve 3 marks. This
is not a difficult question. All you need to do is follow the given steps:
Step One: Analyse the identified words.
Step Two: Deal with the technique mentioned in the question.
Step Three: Give your opinion (comment) on how this technique adds value to the poem.
Eg.: Comment on your friend’s attitude towards figures of authority?
Firstly, you have to describe the attitude of your friend and then you have to either approve
or disapprove of your friend’s attitude. Essentially a comment is your personal view based
on a particular aspect/context.
Your typical response will entail identifying your friend’s attitude as either being respectful
or rebellious towards authority This should be followed by a personal view for eg. Is your
friend correct in his/her attitude?
Let us relate this to a poem: “An African Elegy”
Question: Refer to lines 16 – 17- “That is why … the air remember.”
Comment on the significance of the music’s being ‘so sweet’ that it ‘makes the air
remember’. (3)
A typical response would be;
✓ The music is gratifying/rewarding/pleasurable/harmonious suggested by the word
‘sweet’
✓ It is significant or important because it is an expression of the people’s optimistic
attitude to life. The experience of the music as ‘sweet’ can point to a hopeful (optimistic)
attitude of the people.
✓ The air ‘remembers’ because people are aware of the music even after it has ended.
Its impact on the surroundings resonates/ echoes and the feeling of upliftment endures.
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