Revision notes from 10xEn2 (and Jake)

These revision notes were written by the students who came to last week's revision sessions, so thank them for their hard work!

The form in 'Your Dad Did What?' is that there is a series of 4-line stanzas with the rhyme scheme ABAB. The rigid structure shows that the teacher is strict and likes things to be in order (such as accurate spelling). However, in 'The Class Game' there is less rhyme, instead using half rhyme and assonance, such as "from" and "some". This could show that the speaker has got a temper, and her anger means that she can't fully control her speech. However, as there is some control maybe this suggest that she has planned out her argument in advance.
The language is very different in these two poems as 'The Class Game' uses colloquial language to show the speaker's pride in her culture and class. It may also be that the speaker is trying to confuse and unsettle her listener with these unusual terms in order to gain power over them. On the other hand, 'Your Dad Did What?' uses Standard English to show how the teacher is quite bland and formal. She/he is not attempting to engage the listener on a personal level as he/she does not show any aspect of their culture, as Casey's speaker does.


'The Class Game' has one stanza, which gives the reader no breaks. This means the speaker doesn't want to give the reader or listener a break to think about what she is saying. This could be because her argument is flawed/hypocritical, because she is using her class against the reader and mocking the 'upper' class (e.g. "Bye bye mummy dear" and "pretty little semi" sound overly delicate and precocious. Note the assonance in the latter.). On the other hand, 'Parade's End' has five stanzas, with the final stanza having 2 fewer lines than the others. This shows that something has been cut short - perhaps it represents how the family were back on their feet and into a routine again, only to have their lives disrupted by the 'bonnet leaves'.
In 'Parade's End', there is some colloquial language, used to portray the people of Yorkshire. Their language is hard and unwelcoming in contrast to the Standard English of the speaker which has been established in the first stanza. On the other hand, The Class Game has colloquial language throughout, except when contrasting with the 'posh' language of "Bye bye mummy dear". This stark difference shows instead that it is the 'upper class' with their pretentious nature who are the enemy.


With thanks to Matt, Jake, Junior and Will for these PQEs!


The next set were written by Nicole, Emily and Charlotte.


'Half-Caste' is laid out in two long stanzas as if it is a speech/narrative. The form supports the view that the speaker is passionate about what he is saying, and heartfelt as it has a lot of enjambment to build up momentum, rather than it being calm, with regular pauses. The form in 'Our Sharpeville', however, is 5 stanzas, which move through the various areas of her experience. This is more organised, rather than being an outpouring of emotion, as in 'Half-Caste'.
Both poems are about culture and difference within cultures, leading to a clash. 'Half-Caste' uses colloquial language to show pride for the speaker's origins, whereas 'Our Sharpeville' does not, thus achieving different effects.
Miss D adds: 'Our Sharpeville's language choices makes the topic of racism and cultural clashes seem more universal - rather than just writing a poem which has the personal touch of colloquial language, it makes it feel like this could be any person in any town under apartheid or touched by racism. Indeed, De Kok uses imagery which has universal appeal, such as the biblical image of the 'jade pool'. Furthermore, the 'olive tree' is linked to the universal symbol of peace - an olive branch.


Thanks all; remember I'm here til Friday for last minute revision queries!
Miss D :)

Half-Caste - John Agard

John Agard wrote Half-Caste as a response to people in England who referred to him using this term. His mother is Portuguese, and his father is black. Agard thinks that the term 'half-caste' is unfair as it implies that people of a mixed race are only half a person. Ironically, it could be argued that they are rich with diversity and often have experienced a wealth of cultural difference due to their mixed parentage.

Agard argues logically against the term 'half-caste' using several images:

• He questions whether Picasso should be seen as second-rate because he mixed a variety of colours in his paintings. Interestingly, Picasso's use of abstract images made him a pioneer in the art world - perhaps John Agard is similarly trying to push boundaries? You could also argue that Agard is trying to show the 'fullness' of his knowledge or demonstrate how 'well-rounded' (not fat!) he is by making references to popular culture.
• He questions whether the English weather should be scorned because it is full of light and shadow. Here, he lightly mocks the English weather, which encourages the listener to laugh at themself and their prejudices, much like the clouds are personified as stubborn and 'scornful'.
• He asks whether the music of Tchaikovsky should be seen as inferior because he used both the black notes and the white notes on the piano. Again, Agard is demonstrating his cultural knowledge, extending it to show his understanding of European artistry. These images, mixed with his Guayanan accent, shows his mixed heritage clearly.

The poet ends 'Half-Caste' by asking the listener to begin to think in a more open-minded way.

The use of the strong Guayanan accent and presentation of his ideas in a colloquial language shows a pride in the speaker's origin. However, the use of colloquialisms could also be read as slightly aggressive - certainly, this tone is enforced by the confrontational language, as seen in short, sharp questions ("What yu mean") and imperatives ("Explain yuself").

• What is the effect of the way that the poem is structured?
• What is the effect of the opening line?
• What is the effect of the poem's conclusion?