Page 6 - flip book 2020 Gr10 paper 1 Memo final

ANY TWO EXAMPLES SUCH AS:
THE LISTING OF EXAMPLES BETWEEN COMMAS CREATES A FAST PACE
SUGGESTING THAT THE EXAMPLES ARE ENDLESS AND AN INTENSITY OF
FEELING;
THE ALLITERATION, PARTICULARLY OF PLOSIVES, CREATES A RHYTHMIC
BEAT THROUGHOUT THE POEM ALSO DELIVERED AT PACE WHICH INCREASES
INTENSITY.

LEVEL: 2, 4
2.2 Identify and comment on a shift in tone in the poem. (3)
THE SHIFT BETWEEN STANZA 3 AND 4:
IN STANZAS 1-3 THE POET IS WARNING THE READER OF HOW DANGEROUS
POETRY CAN BE AND THIS SUGGESTS THE NEED TO AVOID IT,

BUT

IN STANZA 4 THE POET CONCEDES THAT EXPERIENCING POETRY AND ITS
EFFECTS IS UNAVOIDABLE AS IT IS PART OF BEING HUMAN.

2.3 Explain the poet’s use of “th-ink tank” as a metaphor for our imaginative minds and create an
effective, alternative metaphor of your own. Explain your own metaphor fully. (4)
THE BRAIN WHICH THINKS OF WHAT TO WRITE
IS BEING COMPARED TO THE TANK OF A CAR
FILLED WITH PETROL SO THAT THE CAR HAS ENERGY TO MOVE, BUT INSTEAD
A WRITER’S “PETROL” IS INK.
+ STUDENT’S OWN
+ EXPLANATION

2.4 The poet is a teacher. What do you think this teacher is trying to “teach” her readers in this
poem?

Write a comment (maximum 100 words) in which you explore what she is trying to teach her
readers about:
● Poetry as an art form,
● Language,
● Dangerous situations in life.

Substantiate each of your explanations with a reference to the text. (6)

STUDENTS MAY SUGGEST THAT THE EMPHATIC TONE THAT STANDS AS A
WARNING IS A TONE EMPLOYED BY TEACHERS;
THAT THE LESSON BEING TAUGHT HERE IS TYPICAL OF TEACHERS; OR
THAT THE CLEAR LOVE OF LANGUAGE EPITOMISES AN ENGLISH TEACHER’S
PASSION FOR THE LANGUAGE.
THAT POETRY CAN CREATE VERY INTENSE EMOTIONS ASSOCIATED WITH
RISK-TAKING AND SIMILAR TO THE FEELINGS ONE HAS WHEN IN DANGEROUS
SITUATIONS IN LIFE.
THAT DANGEROUS SITUATIONS ARE NOT ALWAYS TO BE AVOIDED AS INTENSE
EMOTIONS ASSOCIATED WITH RISK-TAKING ARE NATURAL AND CAN