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TPP611S - THEORY AND PRACTICE OF WORLD POETRY 2A - 2ND OPP - JULY 2022 |
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nAm I BI A un IVE RS ITY
OF SCIEn CE Ano TECHn OLOGY
FACULTY OF HUMAN SCIENCESAND EDUCATION
DEPARTMENT OF COMMUNICATION
QUALIFICATION:BACHELOROF ENGLISH
QUALIFICATIONCODE: 07 BAEN
LEVEL: 6
COURSECODE: TPP611S
COURSENAME: THEORY AND PRACTICEOF WORLD
POETRY2A
SESSION:JUNE 2022
PAPER:THEORY
DURATION: 3 HOURS
MARKS: 100
SUPPLEMENTARYEXAMINATION QUESTIONPAPER
EXAMINER
Mr. A. Tjijoro
MODERATOR: Prof. S. Krishnamurthy
INSTRUCTIONS
1. Answer ALL the questions.
2. Write clearly and neatly.
3. Number the answers clearly.
4. Indicate whether you are a FM, PM or a DI student on the cover of
your answer booklet
5. Up to 10% will be deducted from your final mark for language
errors.
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Question 1
[30 marks]
a) Identify the rhyme scheme in the following poem. What is its effect in this poem?
(10 marks)
b) Identify the content and underlying ideas. Look at language and tone, grammatical
features and the links between form and meaning. (20 marks)
Spellbound by Emily Bronte
The night is darkening round me,
The wild winds coldly blow;
But a tyrant spell has bound me
And I cannot, cannot go.
The giant trees are bending
Their bare boughs weighed with snow.
And the storm is fast descending,
And yet I cannot go.
Clouds beyond clouds above me,
Wastes beyond wastes below;
But nothing drear can move me;
I will not, cannot go.
Question 2
[35 marks]
Analyse how the use of literary devices and poetic (figurative) language in the following
poem, enables the poet to convey his emotions.
A Red red rose By Robert Burns
0 my Luve's like a red, red rose,
That's newly sprung in June;
0 my Luve's like the melodie
That's sweetly play'd in tune.
As fair are thou, my bonie lass,
So deep in luve am I;
And I will luve thee still, my Dear,
Till a' the seas gang dry.
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Till a' the seas gang dry, my Dear,
And the rocks melt wi' the sun:
I will luve thee still, my dear,
While the sands o' life shall run.
And fare thee weel, my only Luve!
And fare thee weel, a while!
And I will come again, my Luve,
Tho' it were ten thousand mile!
Question 3
[35 marks]
The poem "Anthem for doomed" youth by Wilfred Owen could almost be a response to
Rupert Brooke's poem "The Soldier". Analyse the two poems by comparing and contrasting
them, illustrating the poets' use of style, poetic language and the divergent attitudes to the
effects of war and death. Answer this question in essay form.
An Anthem for doomed youth By Wilfred Owen
What passing-bells for these who die as cattle?
- Only the monstrous anger of the guns.
Only the stuttering rifles' rapid rattle
Can patter out their hasty orisons.
No mockeries now for them; no prayers nor bells;
Nor any voice of mourning save the choirs,-
The shrill, demented choirs of wailing shells;
And bugles calling for them from sad shires.
What candles may be held to speed them all?
Not in the hands of boys, but in their eyes
Shall shine the holy glimmers of goodbyes.
The pallor of girls' brows shall be their pall;
Their flowers the tenderness of patient minds,
And each slow dusk a drawing-down of blinds.2
The Soldier BY RUPERT BROOKE
If I should die, think only this of me:
That there's some corner of a foreign field
That is for ever England. There shall be
In that rich earth a richer dust concealed;
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A dust whom England bore, shaped, made aware,
Gave, once, her flowers to love, her ways to roam;
A body of England's, breathing English air,
Washed by the rivers, blest by suns of home.
And think, this heart, all evil shed away,
A pulse in the eternal mind, no less
Gives somewhere back the thoughts by England given;
Her sights and sounds; dreams happy as her day;
And laughter, learnt of friends; and gentleness,
In hearts at peace, under an English heaven.
END OF PAPER
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