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Summary prescribed poems and learning materials for Grade 12
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The Complete poetry resource ( sixth edition) "No longer mourn for me when i am dead" To the night" "lost or found word" and many more...
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THE COMPLETEPOETRY RESOURCE
PRESCRIBED POEMS AND LEARNING
MATERIALS FOR GRADE 12
SIXTH EDITION
SUGGESTED ANSWERS
PUBLISHED AND EDITED BY: THE ENGLISH EXPERIENCE
DISC ISBN: 978-0-9947050-7-5
NOTE TO THE EDUCATOR/LEARNER
Designed to accompany The Complete Poetry Resource (Sixth Edition), this booklet contains suggested answers to
the contextual questions asked in the resource. Please note that these suggestions are not meant to be definitive, but
have been designed to present the pertinent and relevant points that should, ideally, be included in any answer.
Our focus when creating this booklet was on the importance of substantiating responses and providing the necessary
evidence from the text to support our answers, as required of all students in the examination context. On many
occasions, we have offered more information than the mark allocation requires, providing as much scope
as possible. We have also indicated how marks could be allocated according to our suggested responses.
We hope that this booklet is a useful and enriching one. Please do not hesitate to contact us at The English Experience
should you have any questions or queries regarding this booklet. We like to hear from you and any feedback is invaluable
to us.
COPYRIGHT THE ENGLISH EXPERIENCE 2019
Copyright subsists in this work. ALL RIGHTS RESERVED. No part of this material may be copied, adapted, reproduced,
duplicated or used in any form or by any means (graphic, electronic, or mechanical, including photocopying, recording,
taping, or information storage and retrieval systems) or otherwise dealt with without the prior written consent of The
English Experience CC first being obtained. Any such unauthorised acts constitute copyright infringement and expose the
infringer to action under civil law and, in certain circumstances, to criminal sanctions.
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TABLE OF CONTENTS
TABLE OF CONTENTS
THE RENAISSANCE
Michael Drayton: “Love's Farewell” ..................................................................................................................3
William Shakespeare: “No longer mourn for me when I am dead” ........................................................................5
Richard Lovelace: “To Althea, from Prison” ........................................................................................................6
THE ROMANTICS
Percy Bysshe Shelley: “To the Night” ................................................................................................................8
THE VICTORIANS
Alfred, Lord Tennyson: “Ulysses” .................................................................................................................... 10
Robert Browning: “My Last Duchess” ............................................................................................................. 11
MODERNISM
Emily Dickinson: “The wind begun to rock the grass”........................................................................................ 13
Wilfred Owen: “Dulce et Decorum Est” ........................................................................................................... 14
E E Cummings: “Nobody loses all the time” ..................................................................................................... 16
W H Auden: “Refugee Blues” ......................................................................................................................... 17
LATE MODERNISM/POSTMODERNISM
Don L Lee: “Assassination” ........................................................................................................................... 18
SOUTHERN AFRICAN POETRY
Olive Schreiner: “The Cry of South Africa” ....................................................................................................... 20
Ruth Miller: “Penguin on the Beach”............................................................................................................... 20
Dennis Brutus: “Nightsong City” ..................................................................................................................... 22
Hugh Lewin: “Touch” .................................................................................................................................... 23
Mbuyiseni Oswald Mtshali: “Portrait of a Loaf of Bread” .................................................................................... 25
Mongane Wally Serote: “Lost or Found World” ................................................................................................. 26
Christopher van Wyk: “I Have my Father's Voice” ............................................................................................. 27
Na Ncube: “The Tenant”................................................................................................................................ 28
UNSEEN POETRY
Carol Ann Duffy: “War Photographer” ............................................................................................................. 30
Richard Ntiru: “The Gourd of Friendship”......................................................................................................... 31
Ruth Everson: “Poetry is Dangerous” .............................................................................................................. 32
Tatamkhulu Afrika: “Small Bird Singing in a Bush”............................................................................................ 33
Lebogang Mashile: “Desert Child” .................................................................................................................. 34
2 © THE ENGLISH EXPERIENCE 2019
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THE RENAISSANCE THE RENAISSANCE
SUGGESTED
ANSWERS
“LOVE’S FAREWELL” Michael Drayton: “Love's Farewell”
(MICHAEL DRAYTON)
1. The speaker is addressing his former lover (√ ). The title of the poem is “Love’s Farewell”, which suggests that the
poem is about the end of a relationship, and it uses the pronouns ‘I’ and ‘you’ to speak directly to the reader, for
example: ‘Nay I have done, you get no more of me’ (line 2) (√ ). (2)
2. “Love’s Farewell” is a Shakespearean or English sonnet (√ ). This type of sonnet contains fourteen lines and each line
consists of 10 syllables. It can be divided into three stanzas of four lines each and a rhyming couplet (√ ). The rhyme
scheme is ABAB CDCD EFEF GG (√ ). (3)
3. Award marks for a coherent paraphrase of these lines, one which conveys their meaning accurately; for example:
The speaker seems to be in conversation with his former lover (√ ). He begins by saying that since there is no remedy
to the problem they are facing, they should end the relationship amicably (√ ). The dash indicates that the interlocutor
has tried to interrupt, but the speaker has continued, saying that he cannot continue the relationship. In fact, he is
even happy that they can end the relationship — and he can regain his freedom — so easily (√ ). The vehemence of
his words is in contrast to what he is saying, which implies that there is more to the story, as we soon find out (√ ). (4)
4. There are several possible answers to this question: It mimics speech, where we often use repetition for emphasis
(√ ). Or the interlocutor may have tried to interrupt the speaker and he is talking over her (√ ). Or the hyperbole of the
repetition suggests that there is more to the story and so prepares the reader for the shift in meaning at the end of
the poem (√ ). (1)
5. Hyperbole is the use of exaggeration to convey a message that can sometimes be contrary to the stated message
(√ ). In the poem “Love’s Farewell”, the speaker begins by pretending to be happy with the end of their relationship,
melodramatically stating ‘I am glad, yea, glad with all my heart’ (line 3); however, he is trying to use reverse psychology
to manipulate the interlocutor into renewing the relationship (√ ). (2)
6. Award marks for a coherent paraphrase of these lines, one which conveys their meaning accurately; for example:
Having said that he is happy that the relationship is over (√ ), the speaker continues that this decision is final and that
it negates everything the couple has shared, including any promises of love (√ ). When (or if) they see each other again
(√ ), not even their facial expressions will give away their feelings (√ ). (4)
7. The Figure of Speech used in these lines is personification (√ ). Four abstract nouns are personified: Love, Passion,
Faith and Innocence (√ ). The figure of Love is on his deathbed, while the other three figures are attending him at his
death (√ ). Love appears to represent both love in general and the specific relationship between the speaker and the
interlocuter (√ ). This use of personification supports the dramatic hyperbole of this scene and prepares the reader for
the resolution, which is that their love can still be saved. (4)
8. The poetic device is alliteration (√ ), which is the repetition of the consonant sound ‘l’. The repetition of this sound
heightens the drama of the speaker’s description of this imaginary scene (√ ). The next line contains similar repetition
(‘pulse’, ‘failing’, ‘speechless’ and ‘lies’), which ties the quatrain together. (2)
© THE ENGLISH EXPERIENCE 2019 3
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9. In the first quatrain, the pronoun ‘we’ in line one suggests that there has been a relationship between the two people
(√ ), but the shift to singular pronouns ‘I’ and ‘you’ suggests that they have parted company and are now single (√ ).
SUGGESTED
ANSWERS
The second stanza uses the pronouns ‘our’ and ‘we’ to indicate that, despite having gone their separate ways, both
of them need to behave sincerely (√ ). The third stanza is less personal and focuses on how ‘Love’ is dying and the
possessive adjective ‘his’ is used to give distance to the event (√ ). The couplet reverts to a more personal tone with
the use of ‘you’, however, and the speaker tries to cajole his or her former lover into changing his or her mind, using
the archaic form of you, ‘thou’, to revive a feeling of intimacy (√ ). (5)
10. There are several themes explored in the poem, including love, passion, reconciliation and innocence. Award
marks for any response that correctly identifies a theme that is present and demonstrates how it is developed
during the course of the poem; for example: The main theme of the poem is love, or an affair, that has ended (√ ).
It is even part of the title: “Love’s Farewell”. The first eight lines of the poem are devoted to denying the love that the
couple shared, perhaps as a way to protect the speaker’s wounded ego (√ ). The third quatrain describes love on his
deathbed, while the final couplet describes a way to revive love (√ ). (3)
11. The dash in line 1 emphasises that this is a conversation (√ ) and that the speaker may have been interrupted. The
dash in line 13 represents a change in topic and a shift in theme (√ ). (2)
12. Marks may be awarded for well-structured, soundly argued responses that draw on both poems for evidence. When
comparing the structure of the two poems, students should identify that Drayton’s poem is a sonnet and Yeats’s
poem is a lyric. When assessing what each poem suggests about romantic love, students should identify that
Yeats’s poem proposes that love is a foolish game and uses the rhyming couplet to suggest that the inevitability of
this has been learnt through painful personal experience, while Drayton’s poem proposes that nothing is inevitable
and uses the rhyming couplet to suggest that there is always hope that love can be rekindled. Both poems are
constructed using 14 lines: Drayton’s poem is a sonnet, while Yeats’s poem is a lyric (√ ). The rhyme schemes of the
poems differ: in Drayton’s poem every second line rhymes (ABAB), while Yeats’s poem is a series of rhyming couplets
(AABB, etc) (√ ). While Drayton’s poem can be divided into three distinct quatrains and a couplet, each of which
develops the message of the poem, Yeats’s poem follows this set pattern (√ ). Both poems are about heartache (√ ). In
Yeats’s poem, the first 12 lines convey the message that love is a game for fools because love always ends or dies.
The speaker is drawing on his own experience of heartache to convince the reader that love is not worth the pain
(√ ). The final couplet reveals that the poet is speaking from painful personal experience, which lends the rest of the
poem a sense of finality and poignancy (√ ). In Drayton’s poem, the relationship is ending or dying, but the speaker is
pretending that he is not hurt (√ ). The final couplet reverses the whole trend of the poem when the poet suggests that
their love can be rekindled (√ ). (8)
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4 © THE ENGLISH EXPERIENCE 2019
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