ENG2602 EXAM PACK 2024 - DISTINCTIONS GUARANTEED!

ENG2602 Genres in Literature and Language: Theory, Style and Poetics 100 Marks 36 Hours This paper consists of 7 pages. Instructions: ANSWER ONE QUESTION FROM EACH SECTION. ALL QUESTIONS CARRY EQUAL MARKS. ALL ANSWERS SHOULD BE IN ESSAY FORM. COMPLETE, SIGN AND ATTACH THE DECLARATION OF CONFIDENTIALITY FORM TO YOUR ANSWER SHEET. You are allowed to access your prescribed works and the study material. You are however not allowed to copy verbatim from your study material. You should write the answers in your own words. In the case of any cheating or plagiarism no mark will be allocated. The exam can be downloaded on Thursday, 18 February 2021 from 08h00 and must be uploaded by Friday, 19 February 2021 at 20h00. . NO LATE EXAMS WILL BE ACCEPTED. The answered exam script must be uploaded as a PDF electronic document and not as a scanned image. CONFIDENTIAL S - The Marketplace to Buy and Sell your Study Material CONFIDENTIAL Page 2 of 7 ENG2602 JAN/FEB 2021 [TURN OVER] SECTION A: GENRES OF LANGUAGE The following question is COMPULSORY QUESTION 1: PERSUASIVE PROSE Read the following text closely. Write a carefully worded ESSAY of approximately 1 200 words in length, in which you critically analyse the content of the article as a persuasive text. In your essay, make sure you do all of the following: ▪ Identify what type of text this is. ▪ Identify what the purpose of this text is. ▪ Identify the target audience of the text (i.e. for whom the text is intended). ▪ Comment on the linguistic devices used. Make sure you o not only identify the linguistic devices, but also o explain how they have been used AND o why they might be effective. Ignore the ellipses […] and do not comment on them! There are numerous ways to solve school-based violence By Nuraan Davids 07 Nov 2014 Societal problem Firstly, countering violence cannot be the sole responsibility of a school. Educational leaders and educators are neither equipped nor should they be expected to know how to manage what is essentially a societal problem. When learners come to school with knives, or when they think cyberbullying is some form of acceptable social interaction, or when educators have sexual relationships with schoolgirls, then these are not comments on the schooling system as much as they are reflections of a social malaise. […] That said, in the absence of an unfractured society and a socially just democracy, schools have no option but to fulfil the surrogacy roles of parenting, caring and disciplining. S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material CONFIDENTIAL Page 3 of 7 ENG2602 JAN/FEB 2021 [TURN OVER] […] This requires of all schools to get to know their learners, to create the necessary spaces for dialogue, to listen to the stories of others, to engage with the learner from his/her own perspective, and to enact the language and behaviour that are desired from learners … Davids, N. 07 Nov 2014 00:00 ‘There are better ways to deal with school violence’. Mail & Guardian. (Accessed 13/03/2019). TOTAL: 50 SECTION B: GENRES OF LITERATURE Answer EITHER QUESTION 2: FICTION Below is an extract from The Heart of Redness (2000) by Zakes Mda. In the extract, Camagu discusses a local court case with his friend John Dalton and Dalton’s wife, called Missus by Camagu. The case concerns a local girl, Qukezwa, who was called before court, the inkundla, for the crime of cutting down trees without the chief’s permission. Dalton also mentions Camagu’s involvement in a local co-operative society with two women that sells seafood to tourists. Write an essay on the extract in which you analyse the way that literary features have been used to develop the theme of education through different perspectives. Through the use of literary devices such as characterisation and perspective, the author shows that education is both important for the community and can occur in many forms, such as listening to people’s opinions and overcoming prejudice. Your essay must discuss in depth the way in which the extract depicts different kinds of education and the way in which it develops this theme. ‘She’s crazy, that one! Fancy cutting down trees!’ Dalton laughs. ‘I too thought so, John. I thought she was mad. Until I heard her side of the story. She has a point, John.’ Dalton and Missus look at him closely, as if to make sure if he too hasn’t lost it. ‘You are aligned with destructive forces, Camagu,’ says Dalton. ‘I hear that your women of the co-operative killed a swartobbie bird, the black oystercatcher. They said it was competing with them for mussels.’ S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material CONFIDENTIAL Page 4 of 7 ENG2602 JAN/FEB 2021 [TURN OVER] ‘That was wrong,’ admits Camagu. ‘I warned them against it. I told them that the African black oystercatcher is an endangered bird and they must never kill it again. It is just ignorance, John. I think we all need some education on these matters. All of us. Even you, John. Then we will understand why Qukezwa chopped down those trees.’ Camagu suggests that instead of having his verandah television play old movies that have no relevance to the people of Qolorha-by-Sea, he should consider playing videos on developmental issues. (Mda, Zakes. 2000. The Heart of Redness. Oxford: University of Oxford Press, pp. 256-257) TOTAL: 50 OR QUESTION 3: POETRY Study the poem below – “Soweto Dusk” (2004) by Dike Okoro. In this poem, the speaker explores his/her thoughts, and the feelings he/she experiences upon returning to Soweto after being overseas for years. Write a carefully worded essay in which you analyse how diction, imagery and other features of language are used to convey the speaker’s response to coming home. Please note:  You must quote from the text to substantiate your argument. Explain how each quotation supports your statements.  Do not discuss anything in your essay that you cannot relate to the speaker’s impressions of coming home to Soweto, or the speaker’s attitude towards Soweto. Soweto Dusk Dike Okoro Soweto dusk is the wraiths1 of stars circumcising i caught in monocle2 drifting the highways off Jo’burg; the hills drugged my conscience never felt the haze of an African sky in a long time black trees treeing 1 Wraith: A ghost. 2 Monocle: A lens that you wear over an eye in order to correct your vision. A monocle is like glasses, except you wear it over one eye, not two. S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material CONFIDENTIAL Page 5 of 7 ENG2602 JAN/FEB 2021 [TURN OVER] in threnody3 crows scattering laughter here and there the ghost of childhood leaves footprints to imagination July 2003, will not be easy to forget there’s its special voice painting funk4 over my face, undressing the heart dreaming of home it hasn’t seen for years _________________ 3 Threnody: A song or a poem that expresses grief, sadness or suffering, frequently for someone who has died. 4 Funk: This word can mean several things. You will have to decide which of the following the poet means in this context (note: he/she could mean more than one). a. A bad smell b. Small sticks or bits of wood, bits of straw, dried leaves or mushrooms, or any other fine matter you use to light a fire. c. A state of panic or fear. d. Psychological depression. e. A style of music. Okoro, D. 2004. “Soweto Dusk”. (Accessed 18/04/2019) TOTAL: 50 QUESTION 4: DRAMA Trigger warning: The excerpt that you are asked to analyse for this question contains religious stereotyping and content on abortion. If you believe that completing this question will cause you trauma, please select one of the other elective questions for this examination. Mike van Graan’s play, Brothers in Blood (2012), explores the tension between people from different religious backgrounds. In this play, Leila Abrahams (Muslim, 24 years old) considers having an abortion. She consults with Brian Cohen (Jewish, late thirties or early forties), a doctor at a clinic in Hanover Park about this. When her boyfriend and the father of the baby, Fadiel Suleiman (Muslim, mid-20s) finds out that Leila plans to abort her pregnancy, he S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material CONFIDENTIAL Page 6 of 7 ENG2602 JAN/FEB 2021 [TURN OVER] confronts Dr Cohen and threatens to burn down the clinic with Dr Cohen inside. In the excerpt below, Leila seeks help from her employer, Rev. Lionel Fredericks (Christian, early to mid50s) when she finds out about Fadiel’s plans. Carefully read through the excerpt. In a carefully worded essay, discuss how an atmosphere of chaos is created in this excerpt through dramatic strategies and/or poetic devices and linguistic strategies. LEILA enters, running to REV. FREDERICKS’s house. The action that follows is interspliced, indicating that the two scenes that follow take place relatively concurrently. LEILA, outside REV. FREDERICKS’s house. LEILA: (Terribly anxious.) I’m sorry to come to your home, Mr Fredericks. REV. FREDERICKS: What’s wrong? LEILA: I need your help. FADIEL enters the scene with BRIAN, carrying a petrol canister, lighter and piece of cloth. REV. FREDERICKS: Calm down, Leila. What’s going on? BRIAN: (Anxiously, raising his hands.) Please. Take whatever you want. LEILA: (Taking the video out of her bag.) I got this video in my letterbox. He’s going to do something bad. REV. FREDERICKS: Who? FADIEL: Who do you work for? BRIAN: The provincial government. LEILA: Fadiel. REV. FREDERICKS: Who’s Fadiel? FADIEL: (Shouts.) No, who do you really work for? The people who send you here every day to murder children? LEILA: He says he’s going to burn down the clinic … REV. FREDERICS: What clinic? BRIAN: Please, Mr Suleiman … I have a young family … FADIEL: You have children …? REV. FREDERICKS: What clinic, Leila? FADIEL: Do you like being a father? LEILA: In Hanover Park … BRIAN: It’s … the best thing in the world. LEILA: … where they do terminations. S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material CONFIDENTIAL Page 7 of 7 ENG2602 JAN/FEB 2021 FADIEL: (Angrily, raising the petrol bomb to throw at BRIAN.) Then why have you taken away my right to be a father? REV. FREDERICKS: Of what? LEILA: Pregnancies, Mr Fredericks! (Van Graan, Mike. 2012. Brothers in Blood. Junkets: Mowbray, pp. 92–93) TOTAL: 50 © UNISA 2021 S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace SECTION A: GENRES OF LANGUAGE QUESTION 1: PERSUASIVE PROSE This essay will take to account how the author uses language devices to persuade the reader on the content of the numerous ways to solve schoolbased violence. The reader notes that this is a newspaper article. The targeted audience are news readers which is parents or guidance and the society at large, with the purpose of trying to persuade them into working together with school in curbing the violence that teachers face on daily. The headline of the text appeal to the reader to keep reading to find solutions on the issue of school-based violence. The writer uses a lead *Societal problem* as logos to attempt to convince the readers by using reasoning on the fact that these issues that children come to school with are based from the society and that it will take the whole society to stop learners from behaving uncontrollable on school premises I quote “countering violence cannot be the sole responsibility of a school” furthermore he draws the reader to fact that teachers and the school leaders are not trained nor equipped to deal with societal challenges, they are only there to educate and guide learners in the righteous path of their education future. Also the word societal problem is used in repetition to further appeal the readers that it’s the society that is damaged in which these learners are coming from and that some of the behaviour has been a norm in the society interaction. The second paragraph, writer uses a negative tone of the society whereby has allowed the carrying of knives and cyberbullying as an acceptable form of interaction also within the school where educators and schoolgirls form sexual relationship, in which the writer detest as a school system where it should be about educating the righteous unto pupils rather the reflections of a general feeling of discomfort from the community, the writer somewhat defends the school and blames the society on the bad behaviour that they’ve allowed in their communities now is being faced with educators who must assume a role not meant for them that in noted on the use of the word “surrogacy” roles of parenting and displine which should be done by parents to their children before they even send their children to school and be accountable of their actions for not teaching This study source was downloaded by from CourseH on :11:24 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace them right and wrong and having to be a burden on the school system which only cater for education content not the guidance of raising children in manner which is suitable for school readiness. The absence of unfractured and socially just democracy sentence is used as metaphor to create the understanding that societies are the ones who break or make the environment to be accepted as is or change the narrative to a positive by being responsible within family structures and the community at large. The emotives words such as parenting and caring persuade the readers to apply these in their own lives to avoid having teachers doing double work of teaching academic and the values of life to ensure learners are in a safe environment at all times. The word “all” schools to get to know their learners suggest that this is a national crisis and therefore need attention from everyone from the parents, teachers and school governing bodies to ensure that learners are brought up with right values and that they can share their emotions without harming anyone for attention be heard in their own way. To conclude, the writer has uses the text to persuade parents to be involved in the upbringing and setting of values that are desireable in the school premises and societally correct so to make everyone feel safe and not infringer on others right of safety and duty. This study source was downloaded by from CourseH on :11:24 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace SECTION B QUESTION 2 This essay will analyse the language features that develops the theme of education through plot, theme, setting and character. The reader notes the setting of this extract is in deep rural era when the chiefs are highly regarded to lead and dictate how thing should be done this show that people views weren’t much considered and that you couldn’t have an opinion on matters that involve the land of the chief this helps the theme of educating the coexistence of people to develop themselves as a community by allowing them to have a say on what happens in their respective areas. The writer uses sarcasm on the Dalton’s character to create a sub-plot to get to the real plot of the extract when Camagu whom the writer uses as a narrator in first person to give out his opinion on the matter on development in community. Camagu’s character is used to educate the group on learning to listen to others views before making assumptions on whether there are right or wrong this is sited on the line ‘I thought so too, until I heard her side of the story which will make sense once you’ve been to where she’s comimg from and how beneficial it would be for the whole community if we could take a chance in doing things differently than we were taught. The main plot is that Qukwane hadn’t asked the chief for permission to cut down then tree of which if she had done so, she would have explained her reasoning and maybe they wouldn’t have had aproblem if understood the good in it. Missus and John are potrayed as antagonist who are in disagreement with the antagonist Camagu whom they think has lost it for taking the side of someone who’s in question on their behaviour. Dalton is also potrayed as a sexiest who thinks low of women in general with his remarks on the text “your women of the co-operative” as if that is something odd to have women form themselves to better their living situation by selling mussels to tourist. Again camagu is sited to be the bigger person who admits to his wrong and then put a solution to what can be done better to avoid tensions that are unnecessary. The writer uses him as educationalist to teach his friend the importance of admitting when at fault, also to give guidance to those less fortunate than you so to uplift them to develop themselves and This study source was downloaded by from CourseH on :11:24 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace prosper the community and put it in good name in the tourist reference of good places to visit when they are back home with their friends. The word ignorance is used to emphasise the need to educate people on issues that affects their surroundings and how they can help keep the environment safe for the circle of life to thrive. Moreover he thinks of ways to educate his tribe on the current affairs and how they can participate too. In conclusion the writer has used Camagu to be a candle that brings light to what is new and beneficiary for everyone different from what they’ve all grown up to know as righteous through documentaries on issues involving change and development which will see them better than what they have known. PLAGIARISM DECLARATION Name: Neliswa Thandeka Nkabinde Student no: I declare that this is my own original work. Where secondary material has been used, this has been carefully acknowledged and referenced in accordance with departmental requirements. I have not allowed anyone else to borrow or copy my work. I understand what plagiarism is and have read the university’s policy in this regard. N T Nkabinde 19/02/2021 This study source was downloaded by from CourseH on :11:24 GMT -05:00 This study resource was shared via CourseH Powered by TCPDF () S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace UNIVERSITY EXAMINATIONS May/June 2020 ENG2602 GENRES IN LITERATURE AND LANGUAGE: THEORY, STYLE AND POETICS 100 marks 7 days This paper consists of 6 pages. Instructions: ANSWER ONE QUESTION FROM EACH SECTION. ALL QUESTIONS CARRY EQUAL MARKS. ALL ANSWERS SHOULD BE IN ESSAY FORM. You are allowed to access your prescribed works and the study material. You are however not allowed to copy verbatim from your study material. You should write the answers in your own words. In the case of any cheating or plagiarism, no mark will be allocated. The exam can be downloaded on Tuesday, 23 June 2020 at 09:00 and must be uploaded by Tuesday, 30 June 2020 at 09:00 NO LATE EXAMS WILL BE ACCEPTED. The answered exam script must be uploaded as a PDF electronic document and not as a scanned image. S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace 1 SECTION A: GENRES OF LANGUAGE The following question is COMPULSORY: QUESTION 1: PERSUASIVE PROSE The extract below is from a speech by Indira Gandhi* about Martin Luther King* after his death on the occasion of King’s widow’s visit to India in 1969. Read the extract and write an essay of about 1 000 words (2 ½ pages) in which you critically analyse the extract as a persuasive text. Your analysis should pay particular attention to the specific linguistic strategies and features that are used in the text. Provide textual evidence to support your answer. Pay attention to the following points: ensure that your essay:  Demonstrates your knowledge of persuasive prose techniques;  Provides textual evidence for the claims/assertions you make in your analysis;  Presents your ideas in essay form in a clear, concise, grammatically appropriate, logical and sequential progression and  Does NOT comment on the ellipses [the words left out which are indicated by means of three dots:…]. In order to answer this question, you will need to have the background knowledge contained in the glossary printed at the end of the speech. Dr. King’s dream embraced the poor and the oppressed of all lands. His work ennobled us. He spoke of the right of man to survive and recognized three threats to the survival of man – racial injustice, poverty and war. He realised that even under the lamp of affluence which was held aloft by science, lay the shadow of poverty, compelling two-thirds of the peoples of the world to exist in hunger and want. He proclaimed that mankind could be saved from war only if we cared enough for peace to sacrifice for it. Dr. Martin Luther King drew his inspiration from Christ, and his method of action from Mahatma Gandhi. Only through truth can untruth be vanquished. Only through love can hatred be quenched. This is the path of the Buddha and of Christ, and in our own times, that of Mahatma Gandhi and of Martin Luther King. They believed in the equality of all men. No more false doctrine has been spread than that of the superiority of one race over another. It is ironical that there should still be people in this world who judge men not by their moral worth and intellectual merit but by the pigment of their skin or other physical characteristics. S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace 2 […] While there is bondage anywhere, we ourselves cannot be fully free. While there is oppression anywhere, we ourselves cannot soar high. Martin Luther King was convinced that one day the misguided people who believed in racial superiority would realise the error of their ways. His dream was that white and black, brown and yellow would live and grow together as flowers in a garden with their faces turned towards the sun. As you yourself said, "All of us who believe in what Martin Luther King stood for, must see to it that his spirit never dies". That spirit can never die. There may be setbacks in our fight for the equality of all men. There may be moments of gloom. But victory must and will be ours. Let us not rest until the equality of all races and religions becomes a living fact. That is the most effective and lasting tribute that we can pay to Dr. King. (Gandhi, I. 1969. Glossary Indira Gandhi: The Prime Minister of India from 1966 to 1977 and again from 1980 until her assassination in 1984. Martin Luther King Jr.: A Christian activist in the Civil Rights Movement in America from 1954 until his assassination in 1968. He advocated non-violence and civil disobedience. Mahatma Gandhi: Leader of the resistance against British colonialism in India and a proponent of non-violent political resistance. This ‘father of the nation’ was assassinated in 1948. TOTAL: 50 SECTION B: GENRES OF LITERATURE Answer EITHER QUESTION 2: FICTION Below is an extract from She Plays With the Darkness (1995) by Zakes Mda. The extract depicts a pair of twins, a sister and brother named Dikosha and Radisene and their experiences in their home village of Ha Samane in Lesotho. Write an essay on the extract of approximately 1200 words in which you analyse the way that literary features are used to depict the characters and the relationship between Dikosha and Radisene. In particular your essay must consider the way the text develops the personalities of the two characters and the way they are contrasted with each other as a result. S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace 3 One day he [Radisene] followed some of the village boys to church and found that he liked it. His mother was not a churchgoing woman, and could not be bothered about her son’s new interest in religion. His church friends were pupils at the mission primary school, so he also became a pupil. […] Dikosha insisted that she was going to school too, and there was no stopping her. In any case, Mother-of-Twins was happy to be rid of her because she never helped around the house, but spent her time moping. So the twins began Substandard A together. Since Radisene wanted to be an altar boy like his friends, the twins were baptized in the name of the Father, and of the Son, and of the Holy Ghost. Radisene was given the church name of Joseph, but Dikosha refused to be named Mary. She insisted that her name was Dikosha, and no church could change that. Radisene’s church name soon fell into disuse. Even on Sundays he was called Radisene. (Mda, Z. 1995. She Plays With the Darkness. New York: Picador, pp. 14-15) Total: 50 OR QUESTION 3: POETRY Study Kumalau Tawali’s poem below. In a carefully constructed essay of approximately 1000 words (2 ½ pages), analyse how the poet uses poetic devices (tropes and schemes), diction, structure and other language functions to make a point about the speaker’s lament (an expression of sorrow). Please note:  You must quote from the text to substantiate your argument. Explain how each quotation supports your statements.  Do not discuss anything in your essay that you cannot relate to the speaker’s lament. The Old Woman’s Message Kumalau Tawali Stick these words in your hair And take them to Polin and Manuai my sons: the ripe fruit falls and returns to the truck – its mother. But my sons, forgetful of me, are like fruit borne by birds. S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace 4 I see the sons of other women returning. What is in their minds? Let them keep the price of their labour but their eyes are mine. I have little breath left to wait for them. I am returning to childhood. My stomach goes to my back my hands are like broom sticks, my legs can fit in the sand crab’s hole. I am dry like a carved image only my head is God’s. Already I sway like a dry falling leaf I see with my hands – oh tell Polin and Manuai to hurry and come to my death feast. (Tawali, K. 1972. ‘The Old Woman’s Message’ in Krauth, N. and Brash, E. Modern Poetry from Papua New Guinea. Port Moresby: Popular Pocket Poets, pp. 18. [Online] Total: 50 OR QUESTION 4: DRAMA Pfarelo N.’s play, Chomi (2013) is about the lives and relationships of four gay friends. Rudzani and Akim used to be a couple, but Rudzani ended the relationship. In the excerpt below, Akim comes to collect some of his belongings that were still at Rudzani’s apartment. Rudzani tries to use the opportunity to reconcile the relationship. Carefully read through the excerpt. In a carefully worded essay, discuss how the power relationship between the two characters is established through dramatic strategies and/or poetic devices and linguistic strategies. AKIM: I came to fetch the rest of my stuff. S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace 5 RUDZANI: Sure thing. AKIM: Are you wearing my T-shirt? RUDZANI: Yes, sorry about that, it’s just that your T-shirts have always been so comfortable they really allow me to … AKIM: It’s okay, keep it. RUDZANI: Would you like something to drink, coffee, juice, beer …? AKIM: I’m actually in a rush. I just came to collect my stuff, and then I need to go. RUDZANI: Of course, I’ll go and get your stuff. (Goes offstage and comes back with a bag to hand to AKIM.) It’s just small things like some of your T-shirts, some socks, and some CDs that you’d left behind. AKIM: Thanks. (Takes the bag and begins to walk out.) RUDZANI: Akim, wait, I wanted to talk. AKIM: Oh, now you want to talk? About what? RUDZANI: Us. AKIM: I didn’t know that there was an ‘us’, anymore. RUDZANI: I’m so sorry, I made a big mistake. […] Basically, I have all these issues, and I took them out on you. I’m sorry, baby, please come back home. AKIM: No, I can’t do that. RUDZANI: Okay, then let’s take it one day at a time. […] AKIM: You’re not listening, I said ‘no’. Thanks for my stuff, take care. (Turns to walk away.) RUDZANI: Why? Why won’t you try again? I know that you still love me and that we can make this work. AKIM: You know? (Laughs.) Rudzani, I’m not going to try this again. RUDZANI: Why not? (N, Pfarelo. 2013. “Chomi.” In: Malan, Robin (ed.). S.A. Gay Plays 2: An anthology of plays 1994–2013. Junkets: Mowbray, pp. 308-309.) TOTAL: 50 End-of-Paper S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace ENG2602 EXAM May/June Meche Green GENRES IN LITERATURE AND LANGUAGE: THEORY, STYLE AND POETICS QUESTION 1: PERSUASIVE PROSE In the year 1969, in India, former Prime Minister of India, Indira Gandhi, delivered a passionate, memorable and persuasive speech reminding the world of a horrific incident in history. Her purpose was to commemorate the life loss of a righteous and noble man, a Christian activist in the Civil Rights Movement in America. Whom was assassinated for only trying to bring peace and equality into the lives of many men and women of all race and color. She reminded the followers of Martin Luther King of the man he was and what he was trying to portray. She herself was a gracious and noble woman who inspired many in her time of reign. Both these two where a favorite to the communities and followers and they were both assassinated for what they believed and what they tried to achieve when they spoke their point of views. When Indira Gandhi addressed the world with her clear and humble tone – soft enough as it came from a lady with a humble and gracious heart, but yet clear enough for the people who listened, heard her pain and felt the trauma of what Martin Luther King went through. She reminded the followers of how courageous, humble and knowledgeable he was. How Martin would put any of his people first and give them the hope that their voices will be heard through him. She praised that he was passionate about his word and passionate about doing good for the This study source was downloaded by from CourseH on :45:26 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace people. He stood up for their rights and he was forth coming and did not have a hidden agenda. “He proclaimed that mankind could be saved from war only if we cared enough for peace to sacrifice for it.” This proves that Martin Luther King was a generous human and he was wrongfully assassinated by those who did not fully understand him or his legacy. These people where jealous of the dreams and possibilities that he encouraged onto his followers and they did not see the future like he intended the others to see. They had blinkers on their eyes instead of just listening and letting the poverty and war to take over the minds of men. This is why there is so much controversy and hatred in the world we live in today. People do not want to think for themselves, instead they listen to one man and they believe everything that gets said, and thus we become blind sighted. Instead of listening to others and thinking for ourselves and finding out if this is fact or just a cover up. Mahatma Gandhi and Martin Luther King both believed that Christ and Buddhism had the answers and they followed and tried to encourage all whom followed and believed them, as this would lead to the civilization, freedom and positive inspiration on the people whom followed them. “Only through truth can untruth be vanquished. Only through love can hatred be quenched.” This section proves that they both wanted justice and equality in the human race. “They believed in the equality of all men. No more false doctrine has been spread than that of the superiority of one race over another. “Martin, Mahatma and Indira all had the same believes, inspiration and motivation. They just wanted the world to be a better place. They wanted the human race to get on, no matter what color you where, what language you spoke and if you looked This study source was downloaded by from CourseH on :45:26 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace different to one another that didn’t matter. They wanted the world to be humble and for the people of the world to understand that we can get along with each other, we do not have to be best friends, but we can tolerate and be in the same vicinity of people that are a different race, religion or nationality without being judgmental and having an opinion on them. “Martin Luther King was convinced that one day the misguided people who believed in racial superiority would realize the error of their ways. His dream was that white and black, brown and yellow would live and grow together as flowers in a garden with their faces turned towards the sun.” I love the use of innuendo here, yes we all will grow like flowers and our roots will be strong if we believe in Christ and we will all turn to the light being the sun of God. We will see the light and let it encourage and strengthen us to become whom we tend to become. There is an influence in this speech of hers, as she, Indira, encourages the listeners and followers of herself, Mahatma Gandhi and Martin Luther King to see what they have seen, to feel what they have felt and to take in and not be just followers of the poverty and warriors of war, but to become their own being. Finally, Indira uses a range of rhetorical techniques to encourage the audience to have sympathy to the people whom are listening and have followed the three main characters, herself, Mahatma and Martin. She uses different tones to encourage and intrigue the listeners. She emphasizes on the how to be free and she tries to encourage the listeners to follow light and look forward to the future. Only these people can change the world we live in as they have the intelligence to look to the future and not look for poverty and they need to try change the world as they know it. She uses Martin Luther Kings’ speech to try and persuade the audience into believing what they (Martin, Indira and This study source was downloaded by from CourseH on :45:26 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace Mahatma) have said and preached that is right and tried to convince the audience that the well-being of human race is all up to what we have to endure and have learnt from each other. We need to grow our roots firmly into the rich soil and become flowers with amazing colors and turn to the sun for the warmth of and energy that we need to grow, be among the different colors and not to worry about what flowers are among us, but we are all together and generating energy from the same fuel, receiving nutrients from the same source and believing we can grow with the same intentions, just either a different color or a different flower. WORDS: 1044 QUESTION 3: POETRY In “The Old Woman’s Message,” by Kumalau Tawali, the first five lines of the poem are an important part of the message, which is mentioned in the title. The poem, overall, is about a woman—a mother—who is dying and wants her sons to come back to her before she passes. She is sad that they are gone and have stayed away for so long, when other mothers’ sons return. They are possibly away working, but in her desperation and love, she longs to see them one last time. The first five lines of the poem are the action and driving force for the rest of the poem. The speaker, who is the mother, gives a message to take to her missing sons. Asking someone to stick the message in their hair is like saying to put the message somewhere safe where you can carry it with you. She tells the person to take the words (her This study source was downloaded by from CourseH on :45:26 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace message for the boys to return to her) to her two sons, Polin and Manuai. She speaks of ripe fruit falling and returning to the trunk, which is a way of saying that her grown sons should return to their mother. The speaker expresses concern and sadness that her sons have not returned to her and may not before she dies. The speaker is a very old lady, who wistfully longs for her sons’ return. Polin and Manuai are her sons, who are away from her when she needs them the most. She is about to die and has “little breath left to wait for them.” So, through an unidentified person, she is sending a message to her sons exhorting them to come back to their dying mother. She says, the ripe fruit falls and returns to the trunk – Here, “the ripe fruit” symbolizes her grown-up sons, while “the trunk” stands for the old mother herself. The comparison of sons and daughters to flowers, and parents to roots of a tree trunk is old and conventional. If not plucked, a ripe fruit has a tendency to fall down itself to the ground close to the tree trunk. What the old mother implies is - now that her sons are able and self-dependent persons, and are educated and skilled enough to earn their livelihood, they must come back to her. The mother, on the other hand, has lost the agility and grace of her youth. Both physically and mentally, she has grown infirm and dependent. She urgently needs the presence and support of her sons. This study source was downloaded by from CourseH on :45:26 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace So, we see that by giving the example of a ripe fruit falling and returning to the trunk in her message, the old mother urges her sons to return to her. A tone of indignation can also be felt in these lines. It sounds as if the forlorn and disappointed mother is reminding her children that they should have returned by now by themselves, but they seem to have forgotten her. The poem, overall, is about a woman—a mother—who is dying and wants her sons to come back to her before she passes. She is sad that they are gone and have stayed away for so long, when other mothers’ sons return. They are possibly away working, but in her desperation and love, she longs to see them one last time. The old woman's message is a combination of information and a request: she speaks of how old and frail and thin she's become, and she asks that her sons, Polin and Manuai, return home to see her before she passes away. The old woman feels that her sons have forgotten her, and, in their absence, she has wasted away to practically nothing. Her hands, she says, are "like broomsticks," and her legs can fit into the hole of a very small animal, the sand crab. She sees the sons of other women returning to them, and she grieves, wondering why her sons should be different from theirs. What are her sons thinking in staying away so long? She cannot fathom it. However, as she grows weaker, "sway[ing] like a dry falling leaf," she hopes they will make it in time to be with her when she dies and to attend her wake. Let them keep the price of their labor [10] / but their eyes are mine. [11] / I have little breath left [12] / to wait for them. [13] / I am returning to childhood. [14] Line 10 refers to what the old woman's sons do for a living. She acknowledges the importance of her sons' labors; This study source was downloaded by from CourseH on :45:26 GMT -05:00 This study resource was shared via CourseH S - The study-notes marketplace Downloaded by: zanoxolokumkanimciteka | Distribution of this document is illegal S - The Marketplace to Buy and Sell your Study Material Downloaded by: LIBRARY | S - The Marketplace to Buy and Sell your Study Material S - The study-notes marketplace however, she isn't interested in monetary considerations for herself ("price of their labor"). All she desires is to see her sons before she dies. Now, line 11 is interesting. We can interpret this in one of two ways. The sons have their mother's eyes, both as a hereditary trait and in a symbolic way. If we want to be technical about it, the mother's chromosomes are directly responsible for the eyes her sons use in their labor; therefore, those eyes "belong" to her at this juncture of her life when she needs them. In some religions, the eye is the seat of wisdom, knowledge, and conscience. Therefore, in all good conscience, the sons' eyes must "lead" them back to their mother in her time of need if they are to perform their filial duty. The mother has little time left on earth. She is reverting to childhood, where she must be taken care of instead of being the one to provide care. The poem suggests that the sons are not accustomed to taking on the role of caretakers, as their mother has never needed them to fulfill this role until now. Taken in this light, the old woman's words become significant in their