Gr 12-Eerste Addisionele Taal-Handleiding Letterkunde 2 by Impaq

Í2,È-A-FAL-SG02~Î 1

F A

ENGLISH FIRST ADDITIONAL LANGUAGE STUDY GUIDE: LITERATURE Grade 12

A member of the FUTURELEARN group

English First Additional Language Study guide: Literature

1812-A-FAL-SG02

Í2,È-A-FAL-SG02~Î

Grade 12

CAPS aligned

T Stolp

Study Guide G12 ~ English First Additional Language: Literature

CONTENTS PREFACE............................................................................................................................ 5 STUDY TIPS AND METHODS ............................................................................................ 6 YEAR PLANNING ............................................................................................................... 7 TERM 1 UNIT 1: Introduction .......................................................................................................... 8 LESSON 1: Genres are unique ....................................................................................... 8 1.1 Poetry as a genre ................................................................................... 8 Sonnets .................................................................................................. 9 1.2 Novel as a genre .................................................................................. 11 Introduction to My Family and Other Animals ...................................... 15 Activity 1: Questions .................................................................................... 16 LESSON 2: Literary devices and terms ........................................................................ 16 Activity 2: Questions .................................................................................... 21 UNIT 2: “Pied Beauty” ..................................................................................................... 23 LESSON 3: “Pied Beauty”............................................................................................. 23 3.1 Listening and speaking ......................................................................... 23 3.2 About the poet....................................................................................... 23 3.3 Reading and analysing the poem .......................................................... 24 Activity 3: Questions ....................................................................................... 28 LESSON 4: My Family and Other Animals (pp. 5 – 27) ................................................ 28 4.1 Listening and speaking ......................................................................... 28 4.2 Reading the story: The Speech for the Defence .................................... 28 PART ONE – The Migration .......................................... 30 Chapter 1: The Unsuspected Isle .................................. 33 Activity 4: Questions ..................................................................................... 35 UNIT 3: “The Cool Web” .................................................................................................. 37 LESSON 5: “The Cool Web” ......................................................................................... 37 5.1 Listening and speaking ......................................................................... 37 5.2 About the poet....................................................................................... 37 5.3 Reading and analysing the poem .......................................................... 38 Activity 5: Questions ....................................................................................... 43 LESSON 6: My Family and Other Animals (pp. 28 – 64) .............................................. 44 6.1 Listening and speaking ......................................................................... 44 6.2 Reading the story: Chapter 2: The Strawberry-Pink Villa .................... 44 Chapter 3: The Rose-Beetle Man .......................... 45 Chapter 4: A Bushel of Learning ........................... 47 Activity 6: Questions ..................................................................................... 49

Study Guide G12 ~ English First Additional Language: Literature

UNIT 4: “Piano and Drums” ............................................................................................ 51 LESSON 7: “Piano and Drums” .................................................................................... 51 7.1 Listening and speaking ......................................................................... 51 7.2 About the poet....................................................................................... 51 7.3 Reading and analysing the poem .......................................................... 52 Activity 7: Questions ....................................................................................... 58 LESSON 8: My Family and Other Animals (pp. 65 – 95) .............................................. 59 8.1 Listening and speaking ......................................................................... 59 8.2 Reading the story: Chapter 5: A Treasure of Spiders.......................... 59 Chapter 6: The Sweet Spring ................................ 61 Conversation ......................................................... 62 ACTIVITY 8: Questions ................................................................................. 63 UNIT 5: “The Hunchback in the Park” ............................................................................ 65 LESSON 9: “The Hunchback in the Park” ..................................................................... 65 9.1 Listening and speaking ......................................................................... 65 9.2 About the poet....................................................................................... 65 9.3 Reading and analysing the poem .......................................................... 66 Activity 9: Questions ....................................................................................... 72 LESSON 10: My Family and Other Animals (pp. 99 – 143) .......................................... 72 10.1 Listening and speaking ....................................................................... 72 10.2 Reading the story: PART TWO – Ch. 7: The Daffodil-Yellow Villa ...... 73 Chapter 8: The Tortoise Hills ................................. 74 Chapter 9: The World in a Wall ............................. 76 Activity 10: Questions ................................................................................... 77 TERM 2 UNIT 6: “The Jaguar”....................................................................................................... 79 LESSON 11: “The Jaguar” ............................................................................................ 79 11.1 Listening and speaking ..................................................................... 79 11.2 About the poet ................................................................................... 79 11.3 Reading and analysing the poem ...................................................... 80 Activity 11: Questions ..................................................................................... 85 LESSON 12: My Family and Other Animals (pp. 144 – 194) ........................................ 85 12.1 Listening and speaking ..................................................................... 85 12.2 Reading the story: Chapter 10: The Pageant of Fireflies .................. 86 Chapter 11: The Enchanted Archipelago ............ 88 Chapter 12: The Woodcock Winter ..................... 89 Activity 12: Questions ................................................................................... 91

Study Guide G12 ~ English First Additional Language: Literature

UNIT 7: “The Cry of South Africa” .................................................................................. 93 LESSON 13: “The Cry of South Africa” ......................................................................... 93 13.1 Listening and speaking ..................................................................... 93 13.2 About the poet ................................................................................... 93 13.3 Reading and analysing the poem ...................................................... 93 Activity 13: Questions ..................................................................................... 96 LESSON 14: My Family and Other Animals (pp.195 – 233) ......................................... 96 14.1 Listening and speaking ..................................................................... 96 14.2 Reading the story: PART TWO – Conversation ................................ 96 PART THREE – Ch. 13: The Snow-White Villa ... 97 Chapter 14: The Talking Flowers ........................ 98 Activity 14: Questions ................................................................................. 100 UNIT 8: “Elegy for Jane” ............................................................................................... 102 LESSON 15: “Elegy for Jane” ..................................................................................... 102 15.1 Listening and speaking ................................................................... 102 15.2 About the poet ................................................................................. 102 15.3 Reading and analysing the poem .................................................... 103 Activity 15: Questions ................................................................................... 108 LESSON 16: My Family and Other Animals (pp. 234 – 284) ...................................... 108 16.1 Listening and speaking ................................................................... 108 16.2 Reading the story: Chapter 15: The Cyclamen Woods ................... 108 Chapter 16: The Lake of Lilies .......................... 110 Chapter 17: The Chessboard Fields.................. 112 Activity 16: Questions ................................................................................. 113 UNIT 9: “How Do I Love Thee?” (Sonnet 43) ............................................................... 115 LESSON 17: “How Do I Love Thee?” ......................................................................... 115 17.1 Listening and speaking ................................................................... 115 17.2 About the poet ................................................................................. 115 17.3 Reading and analysing the poem .................................................... 116 Activity 17: Questions ................................................................................... 119 LESSON 18: My Family and Other Animals .............................................................. 119 18.1 Listening and speaking ................................................................... 119 18.2 Discussing the story: Setting ........................................................... 119 Characters ..................................................... 120 Themes and Humour ..................................... 125 Activity 18: Questions ................................................................................. 126

Study Guide G12 ~ English First Additional Language: Literature

TERM 3 UNIT 10: “This is Just to Say” ...................................................................................... 127 LESSON 19: “This is Just to Say” ............................................................................... 127 19.1 Listening and speaking ................................................................... 127 19.2 About the poet ................................................................................. 127 19.3 Reading and analysing the poem .................................................... 127 Activity 19: Questions ................................................................................... 130 LESSON 20: My Family and Other Animals (pp. 285 – 308) ...................................... 130 20.1 Listening and speaking ................................................................... 130 20.2 Reading the story: Chapter 18: An Entertainment with Animals ...... 130 The Return ....................................................... 133 Activity 20: Questions ................................................................................. 134 UNIT 11: “The Hermit” ................................................................................................... 135 LESSON 21: “The Hermit” .......................................................................................... 135 21.1 Listening and speaking ................................................................... 135 21.2 About the poet ................................................................................. 135 21.3 Reading and analysing the poem .................................................... 136 Activity 21: Questions ................................................................................... 142 LESSON 22: My Family and Other Animals .............................................................. 143 22.1 Revision .......................................................................................... 143 22.2 Discussing the story ........................................................................ 143 Activity 22: Revision .................................................................................... 144 TERM 4 UNIT 12: Revision – Exam time ................................................................................... 145 LESSON 23: 23.1 Studying poetry.......................................................................... 145 23.2 Studying the novel..................................................................... 146 23.3 Common errors made in the literature exam ............................. 147 BIBLIOGRAPHY ............................................................................................................ 152

Study Guide G12 ~ English First Additional Language: Literature

YEAR PLANNING UNIT TERM 1 1

DATE STARTED

LESSON

DATE COMPLETED

LESSON 1: Genres Are Unique LESSON 2: Literary Terms

LESSON 3: “Pied Beauty” LESSON 4: My Family and Other Animals (pp. 5 – 27) LESSON 5: “The Cool Web” LESSON 6: My Family and Other Animals (pp. 28 – 64) LESSON 7: “Piano and Drums” LESSON 8: My Family and Other Animals (pp. 65 – 95) LESSON 9: “The Hunchback in the Park” LESSON 10: My Family and Other Animals (pp. 96 – 143)

TERM 2 6

LESSON 11: “The Jaguar” LESSON 12: My Family and Other Animals (pp. 144 – 194) LESSON 13: “The Cry of South Africa” LESSON 14: My Family and Other Animals (pp. 195 – 233) LESSON 15: “Elegy for Jane” LESSON 16: My Family and Other Animals (pp. 234 – 284) LESSON 17: “How Do I Love Thee?” LESSON 18: My Family and Other Animals (Setting, etc.)

TERM 3 10

LESSON 19: “This is Just to Say” LESSON 20: My Family and Other Animals (pp. 285 – 308) LESSON 21: “The Hermit” LESSON 22: My Family and Other Animals (Revision)

TERM 4 12

LESSON 23: Exam Revision

Study Guide G12 ~ English First Additional Language: Literature

Unit

UNIT 1: Introduction to literature

LEARNING OBJECTIVES FOR THE YEAR After you have completed the units in this book you must be able to:     

Actively make sense of the poem/novel. Understand the meaning of unfamiliar words in the context of the poem/novel. Identify and explain figurative language and rhetorical devices. Identify and explain the poet’s/author’s intention. Explain the choice and effectiveness of the use of figures of speech, imagery and sound devices.

Introduction In this introductory unit we will look at the difference between the two genres you are going to study this year. We will then discuss the most important literary terms that are used to refer to specific aspects in these genres. More specifically we will discuss types of poetry and specifically look at the different types of sonnets. The structure of novels as a genre will also be explored.

IMPORTANT TERMINOLOGY

Genre is a particular type of text written with a specific purpose and audience in mind; it has a recognisable structure and features. Examples of genre include: novel, drama, poetry, short stories, film, diaries, journals, academic articles, comics, etc.

LESSON 1: Genres are unique 1.1

Poetry as a genre

Poetry as a genre comprises the telling of a story, the description of a scene or emotion, or the conveying of an idea through the medium of verse. Poetry is written in lines and stanzas, as opposed to sentences and paragraphs of prose, as is the case for a novel. Poetry is often characterised by lines ending in repetitive sound patterns (rhyme), which gives it a musical quality. Poems are mainly narrative (telling a story) or lyrical (expressing the personal thoughts and feelings of the poet). The narrative forms of poetry include an epic (long poem based on

Study Guide G12 ~ English First Additional Language: Literature

Unit

mythology), a ballad (musical poem with a chorus or refrain), and a dramatic monologue (speaker addresses someone and relates a significant moment in his life). Lyrical poetry mainly includes an elegy (a poem lamenting the death of someone), an ode (a poem of celebration) and a sonnet (a poem consisting of fourteen lines). Before we start with the poetry we will look at the format of the two most used sonnets. Sonnets All sonnets consist of one stanza of 14 lines. There are various forms of the sonnet, but the two listed below are the most ones we will most commonly find. You will only do one sonnet this year, “How Do I Love Thee?” by Elizabeth Barrett Browning (See Unit 9), which is an Italian sonnet. For background knowledge, and for learners who are going to study literature on tertiary level, both are discussed below: a)

The Italian (Petrarchan) sonnet

This sonnet is named after the great Italian poet Petrarch who lived in the 14th century, at the beginning of the Renaissance. He did not invent this verse form, but was the first poet to use it extensively to express his deep love for his beloved (who was called Laura and to whom he dedicated all his love poetry). The Italian sonnet consists of only two parts: the octave and the sestet. The octave (the first eight lines) is where the main theme is presented. In the sestet (the last six lines) these ideas are developed (or the deeper meaning of the poem is revealed). No new ideas are introduced in the sestet. For example: “The World is Too Much with Us” by William Wordsworth LINE

RHYME SCHEME

1...............soon; 2...............powers; 3...............ours; 4...............boon! 5...............moon, 6...............hours 7...............flowers TURNING 8...............tune; POINT 9...............be 10...............outworn 11...............lea, 12...............forlorn; 13...............sea; 14...............horn.

a b b a a b b a c d c d c d

OCTAVE

SESTET

Study Guide G12 ~ English First Additional Language: Literature

Unit

Variations in the rhyme scheme of the Italian/Petrarchan sonnet include: abba abba cde cde abab cdcd effe gg b)

The Shakespearean (Elizabethan) sonnet

This sonnet form, developed by the Earl of Surrey and others in the 16th century, was perfected by Shakespeare. In its typical form the Shakespearean sonnet consists of three quatrains (which present an argument) and a rhyming couplet (in which the poet draws a conclusion from the argument presented in the first 12 lines). For example: “Sonnet 65: Since brass, nor stone, nor earth...” by William Shakespeare LINE

TURNING POINT

RHYME SCHEME

1...............sea 2...............power, 3...............plea, 4...............flowers, 5...............out 6...............days, 7...............stout 8...............decays? 9...............alack! 10...............hid? 11...............back, 12...............forbid? 13...............might, 14...............bright.

a b a b c d c d e f e f g g

THREE QUATRAINS

RHYMING COUPLET

Variations in the rhyme scheme of the Shakespearean sonnet include: aabb ccdd eeff gg abba ccdd effe gg When analysing poetry pay attention to:   



the poet’s background the type of poem themes

 

the meaning of words in the context of the poem figurative language tone and mood

Study Guide G12 ~ English First Additional Language: Literature

1.2

Unit

Novel as a genre

The novel is a long piece of fiction writing where the writer has the opportunity to give detailed information about the topic discussed. When you analyse a novel you should know who the author of the novel is and know something about his/her background. Sometimes the author’s historical background can give the reader insight into the novel. In the novel you are doing this year, the author’s background is very relevant because this novel is an autobiography (the writer wrote about his own life). You should also be able to comment about the suitability of the title of the novel. Does the title mean something important in relation to the novel? Your personal response to the novel is also important because you will be expected to give your opinion about events and characters in the novel. Please note that your opinion should always be based on what you have read in the text. That means that in your answer you will first have to refer to what you have read in the story and then give your opinion based on what you have read – not on your own opinion about life in general, but on the text itself. When analysing a novel the following aspects (among others) must be explored: 1.2.1

Plot

Plot is defined as what happens in the story. It is the action or sequence of events, structured in a meaningful way. In a novel there may be a lot of action, with events building on to one another. There are often subplots in a novel, which help to develop the characters and theme. The plot develops a problem out of the original given situation. Interplay between character and event leads to tension. The plot can usually be divided into exposition, complication, climax and dénouement. Exposition The exposition at the beginning of the story gives the reader the background material. It creates the basic atmosphere; introduces certain characters to the reader; and provides the context for the events that will follow. a)

Setting This can be physical or psychological. Physical setting includes the time in history, e.g. the First World War, the place (this can be real or imaginary, as in science fiction stories), and the social circumstances, e.g. a farming community. The setting must be believable because it’s an integral part of the plot, as place and time certainly influence the character/s and the action in the plot.

Study Guide G12 ~ English First Additional Language: Literature

Unit

Atmosphere This is the general feeling of the story. It is created by the setting, theme, clever use of language and other literary techniques. The atmosphere creates expectations about what will happen in the story, e.g. the atmosphere can be tense or peaceful. Each type of atmosphere creates in the reader different expectations as to what will happen next.

Complication or Rising Action In this part of the story, plot and characterisation are developed. The reader becomes aware of a possible conflict or problem that develops tension in the story. All fictionalised writing involves conflict. Characters struggle against external factors such as their environment, their fate, as well as against other characters. Characters can also face internal conflict. Climax The moment of the greatest tension in the story is the climax. Here, the decision taken by the character determines his/her success or failure in solving the problem or resolving the conflict. (The climax in your prescribed novel is in Chapter 18.) Dénouement This literally means “unravelling”. It deals with the resolution of all complications in the plot, it decreases the tension and provides a neat end to the plot. The dénouement is, however, often left out in modern stories. In My Family and Other Animals this is in the last chapter, named “The Return”. 1.2.2

Setting

The setting of a story tells the reader where and when the action takes place. It is the physical background against which the events work themselves out. 1.2.3

Character and characterisation The writer has to be very selective in his/her presentation of the character/s. The main character is known as the protagonist and there are usually two types of characters: a) The round or developing character, which undergoes a process in which his/her attitudes and beliefs are changed. This character is presented in depth and it is usually easy to imagine such a character as a real person. b) The flat or static character does not undergo any change and is developed around a single idea or quality. Such characters may also be stereotypes.

Internal conflict as well as external conflict (conflict with other characters) is what makes the plot of a story interesting. The way a character deals with this conflict also reveals a lot about his/her personality and his/her character development.

Study Guide G12 ~ English First Additional Language: Literature

1.2.4

Unit

Point of view and narrative technique Point of view (POV) is the angle from which the story is told. It may be: a) Omniscient The narrator is an all-knowing presence with access to the thoughts of all the characters.

1.2.5

Dramatic/Direct observer Dramatic or direct observer perspective gives the narrator an almost journalistic quality. This happens when there is no direct interpretation of the thoughts or actions of any characters, only the description and presentation of them.

First person The narrator may be the main character in the story or a friend or observer of the main character. He/she is usually very involved in the story. The reader can identify with the narrator who is a real person in the story, because he/she can only tell what he/she knows (unlike the omniscient narrator, which can “see” everything). The reader cannot see what the narrator doesn’t and he can only see things the way the narrator sees them. (This is the type of narrator used in My Family and Other Animals.)

Third person The narrator allows the reader to see the thoughts, ideas and feelings of the main character describing the events as they happen from the outside. The narrator looks into the mind of the main characters and describes their reactions, fears and hopes in relation to the event that is taking place or is about to take place.

Theme

Theme may be defined as the central idea or message the writer is trying to put across. The idea is usually abstract, e.g. love, justice, tolerance, ambition, idealism, heroism, integrity, etc. The writer usually has something particular to say about the idea; he wishes to illustrate a certain approach to life through the underlying idea. A theme is sometimes directly stated through certain events, images and symbols recurring in the work. More often it is not stated directly but emerges gradually as a universal truth about human life. The writer recreates the incidents so that the reader can experience them for himself/herself.

1.2.6

Study Guide G12 ~ English First Additional Language: Literature

Unit

Techniques of the story

The writer uses several techniques to develop and extend the theme of his/her work. These techniques are linked to the plot and characterisation to form a complete and ordered presentation of the story. A combination of any of the following elements can be said to characterise a writer’s technique.

Symbolism This means the writer’s use of objects, characters, situations or even complete plot to suggest or stand for something more than the objects themselves. Some symbols are well known, e.g. a rose symbolises or stands for beauty; a cross symbolises religion or Christianity. Symbols add to the reader’s appreciation of the central idea or theme of the story.

Irony Irony is a technique writers use to create suspense, add humour or increase the reader’s feeling of sadness, reveal more about the characters or indicate the theme of a story. Irony results from the discovery that in the story, appearance is not reality (everything is not as it seems) and that something is the opposite of what the reader is led to expect/believe.

Surprise endings Sometimes a writer creates a surprise ending to a story. This technique is used to emphasise the theme of the story. Sometimes, its purpose is to shock the reader, leaving them to make their own interpretation of the central theme. In your novel you will find that the ending unfolds in a way that you perhaps won’t expect it to. My Family and Other Animals makes good use of a surprise ending.

Atmosphere Atmosphere largely refers to the tone of a story. In a novel, tone is primarily a stylistic quality that reveals the author’s attitudes – not only towards his subject matter, but also towards his audience. Through the skilful use of language, description and plot development, the author is able to create an expectation in the reader about the course of events, whether it will be happy or disastrous. There are many types of atmosphere like fearful, religious, brooding, gloomy, peaceful, pastoral (rural/rustic), romantic and tense.

Dialogue Dialogue is the speech/conversation of the characters in the story. Not only is characterisation revealed through dialogue, but the plot can also advance and be developed with this literary device.

Study Guide G12 ~ English First Additional Language: Literature

Unit

Imagery This is the use of figurative language (similes, metaphors and idioms, etc.) that creates a picture in the reader’s mind. Imagery makes the writer’s work real for the reader and enables them to experience the story more vividly (clearly and intensely).

Pace This is the tempo of the story. It tells the reader how quickly or slowly events are moving. A rapid pace occurs when a writer compresses a number of events into a brief account. A slow pace occurs when the writer’s account of the event is longer than the event itself.

Realism Realism refers to the writer’s attempt to present facts as realistically as possible to the reader. It makes the story a more vivid experience for the reader because we know the probability of something similar happening in real life is high.

Tone Tone is primarily a stylistic quality that reveals the author’s attitudes, not only towards his subject matter, but also towards his audience. Through the skilful use of language, description, and plot development, the author is able to create an expectation in the reader.

Introduction to My Family and Other Animals My Family and Other Animals contains the reflections of the author, Gerald Durrell, as he vividly remembers a part of his own childhood on the Greek island of Corfu. This story is a combination of the natural history of Corfu and the autobiographical account of the Durrell family as they lived on Corfu for five years. Author’s background Gerald Durrell was born in India on 7 January 1925. His father was a civil engineer who died when Gerald was still a child. The Durrell family then moved to England and stayed there until Gerald was 10 years old. They then went to stay on Corfu, with its drier climate. In this novel he recorded their stay on this island as well as their later return to England. In 1945, Gerald joined the staff of the Zoological Society of London’s Whipsnade Wild Animal Park (now Whipsnade Zoo) as a student zookeeper. He remained involved in zoology, regularly going on expeditions and recording all his findings of specimens. He was the founder of the Durrell Wildlife Conservation Trust and the Jersey Zoo, and became an author, television presenter and a conservationist. He remained interested in the study of

Study Guide G12 ~ English First Additional Language: Literature

Unit

history and involved in the maintenance of zoological gardens until his death on 30 January 1995. Note: For the sake of distinguishing between the author of the book and the author being a character in the book, we will refer to Gerald Durrell when we refer to the author and his intentions when writing the book, and to Gerry when we talk about how the author portrays himself as a character in the story.

Genre: This story is an autobiography. The information included in Gerald Durrell’s autobiography is subjective and as he himself admits in the chapter “Speech for the Defence”, is not always factually correct. He has portrayed the events the way he can remember them. Activity 1: Answer these questions: 1.1

1.2

What is the main difference between the Italian and the Shakespearean sonnets?

(8)

What does the examiner mean when he/she asks you to identify the theme of a poem or the novel? (2) (10)

LESSON 2: Literary devices and terms IMPORTANT TERMINOLOGY

Literary devices refer to the tools and language elements used by writers to convey their message in a simple manner to the readers. When employed properly, the different literary devices help readers to visualise, appreciate, interpret and analyse a literary work. Below is a list of literary devices with a definition of each. It is important that you know what these devices refer to. Allegory

A short moral story that can be both literal and symbolic.

Alliteration

It is the repetition of the same consonant sound at the beginning of two or more words in a line of poetry or prose. It is a sound device and a form of rhyme that produces a definite poetic effect or stresses some idea, thought, opinion or action. E.g. “The fair breeze blew, the white foam flew the furrow followed free.”

Study Guide G12 ~ English First Additional Language: Literature

Antithesis

Apostrophe

Assonance

Atmosphere Blank verse

Unit

A figure of speech in which words, phrases, sentences or ideas are strongly contrasted or balanced against each other in two clauses or sentences. The purpose of antithesis is to highlight or stress an idea or to create a definite impression, e.g. “He must increase, I must decrease”. A direct address to a person or thing, either present or absent. It can also be used in a play when a character addresses the audience directly. It may be used at the beginning of the poem or the poet may break off his line of thought to address a person or thing directly, e.g. “How do I love thee?” It is the repetition of the same vowel sound, but with different consonants. It is a form of rhyme, e.g. “On thy cold, grey stones, O, sea.” Repetition of the “O” sound. The emotion or feelings the poet /author conveys to his/her readers through the description of objects and settings. Unrhymed verse.

Couplet

The writer’s development of the details of a character in a story. When discussing a character, one will look at the person’s appearance, his behaviour, how he/she relates to other characters, his/her reaction to events, as well as his/her motivation for doing things. The point in a narrative at which the conflict or tension hits the highest point. It involves a struggle between two opposing forces, like two characters (external conflict) or when a character experiences two opposing emotions within himself/herself (internal conflict). The meaning that is implied by a word because of its emotional and imaginative associations, e.g. A dove is associated with peace. (Not to be confused with denotation.) A poetic device used to provide or intensify the rhythm of a line of poetry (it is a form of rhyme). It consists of using the same consonant sounds at the end of two or more lines, e.g. “Life is real, life is carnest” “dust thou art, to dust returnest” Two rhyming lines of poetry with the same metre and length.

Denouement

The resolution or untying of the plot at the end of a novel.

Denotation

The literal or dictionary meaning of a word, e.g. A dove is one of the most common birds found across the world. A poetic device refers to the methods or technique used by the poet to achieve the effect s/he aims for (the purpose of the poem). This includes the use of imagery, diction, metre or figures of speech. The poet’s choice of words and how s/he organises them.

Characterisation

Climax Conflict

Connotation

Consonance

Device

Diction Dramatic irony

The creation of situations where the reader/audience knows something a character does not. E.g. Towards the end of Shakespeare’s Romeo and Juliet, Romeo finds Juliet “dead”. The audience knows that she is only drugged/asleep, but Romeo does not, so he kills himself. Juliet wakes up to find

Ellipsis Extended metaphor Elision

Enjambment Emphasis or stress

Euphemism Exposition Figures of speech or figurative language

Foreshadowing Free verse Hyperbole Image Irony Intertextuality

Study Guide G12 ~ English First Additional Language: Literature

Unit

Romeo dead, so she kills herself too. The audience is aware of the whole story while the characters are none the wiser. This is punctuation (…) to show where words have been left out/omitted. This refers to the comparisons between two unlike things, which continues throughout a series of sentences in a paragraph or lines in a poem. A poetic device used to provide or intensify the rhythm of a line of poetry (it is a form of rhyme). Elision means “leaving out”. If the poet wants some lines in his poem to be read in a certain way, he may leave out a letter or a few letters in a word or number of words to get the most suitable rhythmic effect. When the sense of a line of poetry is carried past the end of a line; it is also called a run-on line. A speaker can emphasise or stress what he/she says by the tone of his/her voice or gestures. A poet or writer must use poetic devices to lay stress on a word, sentence or an image. The most important of these are:  Changing the word order: inversion.  Using an interjection, e.g. “Oh!”, “Hurrah!”, “Bravo!” with an exclamation mark to show strong feeling. A mild or vague expression in place of a word that is more harsh or direct, e.g. “He passed on” instead of “He died”. The part of the story where we are introduced to the characters, setting, and the basic story conflict. The use of figures of speech create figurative language to convey meaning more effectively, persuasively and impactfully. It is also called imagery. Figurative language is used for strength and freshness of expression and to create a picture quality (image) and a poetic effect; it is often used to create layers of meaning. Often a figure of speech says more in one phrase than what a thousand lines could say. Figures of speech can create figurative language through: simile, metaphor, personification, onomatopoeia, oxymoron, hyperbole, idiom, imagery, symbolism, alliteration, assonance, consonance, metonymy, synecdoche, irony, sarcasm, litotes and puns, etc. It is the use of clues or hints to suggest events that will occur later in the plot. A poetic pattern without metre and usually without rhyme. A deliberate exaggeration used for emphasis or effect. E.g. “millions of ships”, “rivers of blood”. A picture of a thing “painted” (created) with words. There is a contrast between what is expected and what actually happens/is meant. It is a textual reference to other existing texts. E.g. C.S. Lewis’s The Lion, The Witch and the Wardrobe (as well as the Narnia series) is full of references to other texts and traditions. It