ENG1501/102/0/2022

Tutorial Letter 102/0/2022

Foundations in English Literary Studies

ENG1501
Year module

Department of English Studies

This tutorial letter contains important information

about your module.

BARCODE
 CONTENTS
Page

1 Unit 1: Introduction ..................................................................................................................... 3

2 Unit 2: Poetry .............................................................................................................................. 3
2.1 Prescribed poems ......................................................................................................................... 3
2.2 e-tutor activities............................................................................................................................. 4
2.2.1 ‘One Art’ – Elizabeth Bishop ......................................................................................................... 4
2.2.2 ‘In the shadow of Signal Hill’ – Essop Patel .................................................................................. 5
2.2.3 ‘Red Rover, Come Over’ – Finuala Dowling .................................................................................. 6
2.2.4 ‘Point of view’ – Gabeba Baderoon ............................................................................................... 8
2.2.5 ‘are you the river or am I’ – Shabbir Banoobhai ............................................................................ 9
2.2.6 ‘Balancing on Air’ – Lynne Bryer ................................................................................................. 10
2.2.7 ‘Motho ke Motho ka Batho Babang’ – Jeremy Cronin.................................................................. 12
2.2.8 ‘conversations’ – Mxolisi Nyezwa ................................................................................................ 13
3 Unit 3: Short stories.................................................................................................................. 14
3.1 Prescribed short stories .............................................................................................................. 14
3.2 e-tutor activities........................................................................................................................... 15
3.2.1 ‘A Matter of Taste’ – Alex la Guma.............................................................................................. 15
3.2.2 ‘Man lands on the moon’ – Sindiwe Magona ............................................................................... 17
3.2.3 ‘Supermarket Soliloquy’ – Moira Crosbie Lovell .......................................................................... 18
3.2.4 ‘Rock’ – Lindiwe Nkutha .............................................................................................................. 20
4 Unit 4: The novel ....................................................................................................................... 21
4.1 Prescribed novel ......................................................................................................................... 21
4.2 e-tutor activities........................................................................................................................... 22
4.2.1 Love ............................................................................................................................................ 22
4.2.2 Art and its place/role in society.................................................................................................... 22
4.2.3 Friendship ...................................................................................... Error! Bookmark not defined.
4.2.4 History and the Transition (of South Africa from an apartheid to democratic state) .............................. 23
4.2.5 The meaning of life ........................................................................................................................ 23

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Dear Student

This tutorial letter contains additional activities to help you to understand the prescribed poems,
short stories, and the novel that you are studying for ENG1501.
You should work through these activities as suggested in your study plan (available on
myUnisa) and in conjunction with your e-tutor. These activities will guide you through all the
material not discussed in detail in Tutorial Letter 501 and will thus be very useful in preparation
for the examination.
IMPORTANT: READ AND REREAD
Before you begin working on Unit 2, make sure that you read each of the prescribed poems at
least twice. When you work through Unit 3, you should also read each short story at least twice.
You will need to make time in this schedule to read and reread the prescribed novel at least two
or three times. When you revise your work (from July onwards) reread the poems, short stories,
and the novel. This will give you the best opportunity for success in the examination.

1 Unit 1: Introduction
Tutorial Letter 501 introduces Unit 1 in great detail. You should work through this section and
complete all the activities in your activity journal before you continue with the next unit.
To help you work through this section, complete the Lessons on your e-tutor’s site on myUnisa.

2 Unit 2: Poetry
The prescribed poems for this module are available as e-reserves via the library website. The
poems listed below are prescribed for the examination. The rest of the poems are intended for
your reading pleasure. You are welcome to read them at your leisure, and if you have any
questions about any of them, contact your lecturers and e-tutors.

2.1 Prescribed poems

Some of the poems on this list are discussed in great detail in Tutorial Letter 501. However, to
assist you in understanding all of them, this tutorial letter contains support activities on the
poems that we have not discussed. Complete these activities with your e-tutor on myUnisa. In
2021, you will be examined on the following poems:

From: Seasons Come to Pass

‘One Art’ by Elizabeth Bishop p. 170

‘In the shadow of Signal Hill’ by Essop Patel p. 208

‘City Johannesburg’ by Mongane Wally Serote (discussed in TL501) p. 240

From: Voices of this land

‘The Cape of Storms’ by Thomas Pringle (discussed in TL501) p. 3

‘Poems’ by Don Maclennan (discussed in TL501) p. 42

‘Bring the statues back’ by Ingrid de Kok (discussed in TL501) p. 93

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‘Red Rover, Come Over’ by Finuala Dowling p. 109

‘Point of view’ by Gabeba Baderoon p. 120

From: The New Century of South African Poetry

‘are you the river or am i’ by Shabbir Banoobhai p. 226-227

‘sometimes when it rains’ by Gcina Mhlophe (discussed in TL501) p. 298

‘sudden yellow sign’ by Tatamkhulu Afrika (Assignment 1) p. 333

‘Balancing on Air’ by Lynne Bryer p. 348

‘Motho ke Motho ka Batho Babang’ by Jeremy Cronin p. 357

‘shak-shak’ by Seitlhamo Motsapi (discussed in TL501) p. 427

‘conversations’ by Mxolisi Nyezwa p. 439

‘Whales’ by Kelwyn Sole (discussed in TL501) p. 469

2.2 e-tutor activities

2.2.1 ‘One Art’ – Elizabeth Bishop
Think about before reading the poem
1. Have you ever lost one of your possessions? How did this loss make you feel?
2. Do you think it becomes easier to accept loss as we grow older? Why, or why not?

Distant reading

Stages or phases of the poem

1. This poem seems to be divided into four stages or phases. The first stanza represents the
first phase: The speaker tells us what the poem is about. Identify the three other phases of
the poem. (Hint: stanza 2-3 represent the second phase, stanza 4-5 the third, and the final
stanza the fourth stage.)
2. What is the main difference between the second and the third phase of the poem?

The theme of the poem

After reading the first line of the poem, you should already have some idea of what the poem is
about. Write a paragraph in which you discuss the theme based on the entire poem and your
analysis so far.

Patterns and repetition

1.1 Find the two most repeated words in the poem and write them down (including the line
references).
1.2 Why do you think these words are repeated so often?

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Close reading

Diction
1. Write down the denotations of the following words: ‘intent’ (line 2), ‘fluster’ (line 4), ‘farther’
(line 7), ‘realms’ (line 14), ‘gesture’ (line 16), and ‘shan’t’ (line 17).
2. Describe the overall tone of the poem.

Form and structure

1. Look at the form of the poem – how is it divided? Do you think there may be a reason why
the final stanza of the poem deviates from the rest? Explain.
2. The first line of the final stanza begins with a dash. What is the effect of this when you look
at and read the poem?

Imagery
All the images in this poem relate to its central theme. Choose three examples from the poem,
and show how this is true.

Rhythm and rhyme

This poem is written in a particular pattern with a specific rhyme scheme that follows the rules of
the poetic form known as the ‘villanelle’. Consult a dictionary or search for the definition of this
poetic form on the internet. Based on the information that you found, why do you think the poet
uses this form?

Title of the poem

1. The meaning of the title of the poem is not immediately clear when you look at it. After you
have read the poem, however, the ‘one art’ is much more obvious. What do you think is
the ‘one art’ of the title?
2. Return to your notes on the theme of the poem and explain how the title is linked to the
theme.

2.2.2 ‘In the shadow of Signal Hill’ – Essop Patel

Think about before reading the poem
1. At school, you learnt about slavery across the world, including in South Africa. Summarise
some of the main events that you can remember about what you have already learned. If
you cannot remember much, visit a library or search online to help you.
2.1 Look at a map of South Africa and identify the following areas in Cape Town: Signal Hill,
District Six, Langa, and Robben Island.
2.2 What is the relationship between District Six, Langa, and Robben Island? Why are these
places significant in our history?

Distant reading

Stages or phases of the poem

In this poem, the poet sketches two distinct scenes – one in the first stanza, and one in the
second. Give an overview of these two scenes in your own words.

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The theme of the poem
1. Read the poem again, paying particular attention to lines 7-8 and 12-16. Based on your
second reading, what do you think the main theme of this poem is?
2. Do you think that the setting of the poem is important in conveying its theme? Would it
have been as successful if the poem had been set in Tshwane instead of Cape Town?
Explain.

Patterns and repetition

There is repetition in this poem. Find the repeated lines, write them down, and then think about
what effect this repetition has on the tone of the poem. What kind of atmosphere does the
repetition create?

Historical context
Based on your previous answers, do you think that it is important to know about the historical
context of this poem in order to understand it? Can it be understood on multiple levels? Motivate
your answer.

Close reading

Diction
1.1 Find the denotation and connotations of the word ‘lamentations’ (line 7) and explain what it
means in the context of this poem.
1.2 Do you think that ‘lamentations’ is an effective choice? How would the pace of the poem
have changed if the poet used one of its synonyms instead?

Form and structure

1. What kind of poem is this? How do you know this?
2. The poet uses pattern in this poem to create unity. Discuss this statement by referring to
the repetition of lines as well as the length of stanzas in the poem.

Imagery
1.1 The poet uses two distinct images in this poem – one in each stanza. Based on your
overview of the stanzas, what are the images that he uses?
1.2 Do you think that these images are effective in relaying the message of the poem? Why, or
why not?

Rhythm and rhyme

Comment on the poet’s use of sound devices to create rhythm and rhyme in the poem by
quoting at least two examples and discussing their effect.

Title of the poem

1. Read the title of the poem again. What is it that happens ‘[i]n the [s]hadow of Signal Hill’?
2. Do you think this title is effective, or not? Give a reason for your answer.

2.2.3 ‘Red Rover, Come Over’ – Finuala Dowling

Think about before reading the poem
1.1 Do you have siblings or close friends that you grew up with? What were some of the
games you loved to play as a child?
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1.2 Do you know how to play the game, ‘Red rover’? Visit a library or search online for the
rules of the game and write them down.

Distant reading

Stages or phases of the poem

The poem is divided into three stanzas that also represent three different time periods. Explain
the different phases of the poem as represented by each stanza.

The theme of the poem

1. Based on the dedication underneath the title (the words ‘For Sean Dowling (1953-2007))
we know that this poem was written for the poet’s deceased brother. Identify the theme of
the poem and show how it relates to the dedication.
2. Do you think there is a connection between the theme of this poem and ‘One Art’ by
Elizabeth Bishop? If so, in what ways are these poems similar?

Patterns and repetition

Identify the repetition in stanza 1 and explain why you think these lines are repeated. What does
this repetition contribute to your overall understanding of the poem?

Close reading

Diction
The poem is written in a conversational tone. Find words in the poem that support this claim and
explain why you think the poet used this style of writing. Does it contribute to the authenticity of
the poem?

Form and structure

1.1 This poem does not have a formal structure – it does not follow a clearly identifiable
pattern. What kind of poem is this?
1.2 Why do you think the poet chose to write the poem in this form instead of using a formal
structure? What is the effect of using this form?
2. The first line of the poem reminds us of which other form of writing? How is this poem
similar to that form of writing?

Imagery
1. The first stanza of the poem depicts a happy and joyful childhood. Explain how we know
this by quoting from the poem to support your argument.
2. Discuss the imagery used in the second stanza of the poem.
3.1 What does the speaker mean when she says ‘[y]ou’re there now’ (line 14)? Is this meaning
literal or figurative?
3.2 Unpack and explain the image in lines 14-15.
3.3 Do you think that this image is effective? Why, or why not?

Rhythm and rhyme

1. In the first stanza, we find examples of the sound devices known as alliteration and
assonance. Find at least one example of each in this stanza, and explain how using these
devices has an effect on the rhythm of the poem.
2. This poem uses enjambment. Review your notes and explain this poetic device in your
own words. Remember to use examples from this poem as part of your explanation.
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3. How does the poet use punctuation in the poem to create rhythm?

The title of the poem

How do you think the game ‘Red rover’ can be linked to the central idea of the poem? (Hint:
Have another look at your notes on how the game works and reread the last two lines of the
poem.)

2.2.4 ‘Point of view’ – Gabeba Baderoon

Think about before reading the poem
Things may appear different when considering them from another person’s point of view. Think
of an example of a situation in which the point of view of the person plays an important role.

Distant reading

Stages or phases of the poem

The three stanzas in this poem represent three different places and three different viewpoints.
Explain.

The theme of the poem

The theme of this poem is closely linked to its title. Do you agree with this statement? Give
reasons for your answer.

Patterns and repetition

Identify the most prominent pattern that the poet uses to create unity in this poem and explain
what the effect of this pattern is in terms of your understanding of the poem. (Hint: Look at the
first line of each stanza.)

Close reading

Diction
1. What kinds of words does the poet use in this poem – would you describe the choice of
words as contemporary or old-fashioned? Are these words that you would use in your
everyday life, or are they specific to a certain scenario such as an academic context or a
courtroom?
2. Do you think the choice of words has an effect on the meaning of the poem? Would this
poem have had a different meaning if it were written in, for example, scientific jargon?

Form and structure

Carefully consider the final stanza of the poem. How is form (the form of the poem) linked to
meaning in this stanza?

Imagery
1. Summarise the main image used in each stanza by writing a paraphrase of each.
2. The second stanza contains an example of a simile. Identify the simile and explain what it
means in the context of the poem.
3. Do you think that the image in the final stanza is effective? Why, or why not?

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Rhythm and rhyme

1.1 This poem does not have a clearly identifiable rhyming pattern. Instead, the poet uses
alliteration and repetition to create rhythm in the poem. Identify three examples of
alliteration in the poem. Underline the relevant sounds and remember to include the line
numbers in your answer.
1.2 What is the effect of the poet’s use of alliteration?

The title of the poem

We have already established that the title of the poem gives us a clue as to the meaning of the
poem. Based on this assumption, think of another title for this poem that, in your opinion, would
also give insight into its meaning.

2.2.5 ‘are you the river or am I’ – Shabbir Banoobhai

Think about before reading the poem
1. What is your favourite love song? Why do you like this particular song?
2. Do you think that there are similarities between poems and songs? Explain.

Distant reading

Stages or phases of the poem

Divide the poem into stages based on the content and how it changes throughout the poem.
Remember that you need not follow the structure created by the stanzas for this exercise. Look
at the poem as a whole, and mark any changes as a new stage.

The theme of the poem

Identify the overall theme of the poem.

Patterns and repetition

Can you identify any repeated words or images in this poem? What is the effect of this
repetition?

Close reading

Diction
1. Write down the definitions of the following words: ‘slake’ (line 3), ‘elicited’ (line 7), ‘silt’ (line
21), and ‘yearning’ (line 22).
2. In what ways do you think the poet’s choice of words have influenced the overall
atmosphere of this poem?
3. This poem uses very little punctuation and the poet even writes ‘I’ with a small letter ‘i’.
Why do you think he does this?

Form and structure

Comment on the structure of the poem. Do you notice any patterns or similarities? What kind of
poem is this?

Imagery
1.1 Unpack and explain the image created in the first stanza in your own words.

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1.2 Does this image convince you of the inseparableness of the speaker and his beloved?
Why, or why not?
2. Based on the second stanza, do you think that the speaker and his beloved have an equal
relationship? Motivate your answer.
3. Identify the poetic device(s) used to create images in the third stanza and explain the
meaning of these images.

4. What does the speaker mean when he says ‘can a flower know/ what it means to be a
flower’ (lines 19-20)?
5. Paraphrase the final stanza of the poem.

Rhythm and rhyme

1. Find examples of internal rhyme in the poem and explain how this technique affects the
meaning of the poem.
2. Consider the use of s-sounds in the poem. Quote at least four examples from the poem
and describe the effect the repetition of these sounds have on the rhythm of the poem.
3. This poem is quite lyrical – when you read it aloud, it sounds like music. Write a paragraph
in which you agree or disagree with this statement. Start your paragraph with a topic
sentence and remember to use examples from the poem to support your argument. (Hint:
Think about the ways in which music and poetry could be similar, and then consider
whether this poem has some of those qualities. Then show and explain those qualities in
paragraph form.)

The title of the poem

Why do you think the title of the poem is the same as the first line of the poem? Do you know
any other poems that also have the same titles and first lines?

2.2.6 ‘Balancing on Air’ – Lynne Bryer

Think about before reading the poem
Illness affects all of us in some way or form. Do you think that writing poetry can be an effective
coping mechanism during difficult times? Give reasons for your answer.

Distant reading

Stages or phases of the poem

This poem can be divided into four stages: the first consists of stanza one and two, the second
stanza three, the third stanza four, and the fourth is the final stanza. Consider why this may be
the case by looking at what happens in these stanza and what is being compared to what. Also
consider the role and position of the speaker in your answer.

The theme of the poem

The epigraph of the poem – the description printed in italics underneath the title of the poem –
gives a hint as to the theme of the poem. Discuss the theme in the form of a paragraph.
Remember to use a topic sentence and supporting evidence from the poem in your answer.

Patterns and repetition

1. Does this poem follow a particular rhyme scheme or structure? What kind of poem is this?
2. Look for words that may affect the rhythm of the poem. Are there any words that influence
the pace at which we read the poem aloud? Quote at least five examples of words from
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the poem that influence the speed at which we read it. Also show whether the examples
you provide speed up our reading pace, or slow us down.
3.1 The first two stanzas of the poem describe seagulls in flight. How is this pattern interrupted
in the third stanza?
3.2 What is the link between the seagulls and the speaker of the poem? (Hint: Consider
stanza four in your response.)

Close reading

Diction
1.1 Consult a dictionary and find the relevant definitions for the following words: ‘blustery’ (line
2), ‘meditated’ (line 5), ‘[u]ndaunted’ (line 8), ‘scythes’ (line 9), ‘patent’ (line 12), ‘hungering’
(line 12), ‘wearily’ (line 14), ‘sheaves’ (line 18), ‘scorch’ (line 22), ‘reluctance’ (23),
‘conjecturing’ (line 34), ‘passive’ (line 39), ‘jaunty’ (line 40), and ‘extempore’ (line 41).
1.2 Do you think the words above have an effect on the pace of the poem? Motivate your
answer.
2. Comment on how the poet’s use of diction contributes to the tone and atmosphere of the
poem.

Form and structure

1. Who is the speaker in the poem and when are they introduced?
2. Two of the four stanzas of the poem are much shorter than the others. What is the effect of
these very short stanzas?

Imagery
1. In the first stanza, we see a description of Devil’s Peak (one of the mountains in Cape
Town). What is it being compared to?
1.2 Do you think that this comparison is successful? Why, or why not?
2.1 In the second stanza, the seagulls are depicted as ‘sheer scythes, all wing/ and body’
(lines 9-10). What does this mean? (Hint: Consider the shape of a scythe.)
2.2 How does this description link to ‘patent hungering’ (line 12)? Explain what this line means
and how it can be linked to the image of the seagulls.
2.3 Later in the poem, the speaker also ‘lean[s] into the wind’ (line 13) but in a different way
than the seagulls. Explain.
2.4 Find another instance in the poem where the speaker explains her actions in relation to the
seagulls and comment on whether this image is effective.
3.1 The hospital that the speaker visits is an actual hospital in Cape Town known as ‘Groote
Schuur’ which translates to ‘Great Barn’ (line 15). What is the significance of this name in
the context of the poem? (Hint: Consider lines 16-17 in your answer.)
3.2 The imagery of the barn ties in with other images and descriptions used in the poem as
well. Explain.

Rhythm and rhyme

1. Find examples of both alliteration and assonance used in the first stanza of the poem and
explain the effect these sound devices have on the pace of that stanza.
2. Comment on the poet’s use of sound and rhythm in the final stanza of the poem. Show
how the use of sound and the length of lines contribute to the meaning of this stanza.
(Hint: You need to think about the sound and form of the poem together with its meaning
and indicate whether the former influences the latter.)

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The title of the poem
1.1 Explain what the title of the poem means. Who or what is ‘[b]alancing on [a]ir’? Why?
1.2 Do you think that the title of the poem is effective? Think about how the title ties in with the
imagery and overall theme of the poem.

2.2.7 ‘Motho ke Motho ka Batho Babang’ – Jeremy Cronin

Think about before reading the poem
1.1 Do you know the term ‘Ubuntu’? What does it mean? If you do not know it, consult a
dictionary or find its meaning on the internet.
1.2 Translate the title of this poem into English. If you do not know or speak SeSotho, ask a
friend to assist you.
1.3 Do you think there is a link between the idea of Ubuntu and the title of this poem? Explain.

Distant reading

Stages or phases of the poem

Identify the three phases of the poem and explain the difference between the phases.

The theme of the poem

1. The title of the poem is key to understanding its most prominent theme. In a short
paragraph, explain the main theme of the poem. Remember to quote from the poem to
support your argument.
2. It can also be argued that this poem is about communication. Discuss this idea with
reference to the poem.

Patterns and repetition

1. Identify a sound pattern repeated in the poem and explain the effect of this.
2. Reread line 18. Why do you think the word ‘slow’ is repeated here?

Historical context
1. In line 22, the prisoner responds to the warden’s question by saying that he is ‘just
polishing’. He calls the warden ‘baas’. This word used in this manner is associated with the
apartheid regime. Write a paragraph in which you discuss the historical context of this
poem.
2. The poet, Jeremy Cronin, was imprisoned during apartheid. Visit your local library or find
information online and write a brief summary of the poet’s activism and why he was
imprisoned.

Close reading

Diction
1.1 Look carefully at the language used in this poem. How would you describe it? Is it formal
or conversational? Use examples from the poem to support your view.
1.2 What kind of tone does the language in this poem create?
2.1 Translate line 20 into English. If you do not know or speak Afrikaans, ask a friend to assist
you.
2.2 Why do you think the poet choose to write line 20 in Afrikaans instead of English? (Hint:
Think about the historical context of the poem.)
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Form and structure

1.1 Consider lines 12, 19, 21, 26, and 28. What is unusual about these lines? What other
genre of literature does this remind you of?
1.2 Why do you think the poet choose to write these lines in this format? What is the effect of
this technique?

Imagery
1. Where do the actions in this poem take place? Which words help you to find this
information? Quote them.
2.1 The prisoners use a type of sign language to communicate with one another. Find the four
signs that they use and explain what each means.
2.2 Why do they use signs instead of talking to each other directly?
3. Consider the image of the black fist in the final line of the poem. Why is this particular
image striking and significant? (Hint: Consider the historical context of the poem.)

Rhythm and rhyme

Consider the sound patterns you identified previously. Do you think that these patterns
contribute to the overall rhythm of the poem? Motivate your answer.

The title of the poem

Do you think that the title of this poem represents its content? Is it, in your opinion, and effective
title? Give a reason for your answer.

2.2.8 ‘conversations’ – Mxolisi Nyezwa

Think about before reading the poem
1. What kind of conversations do you enjoy having with the people that you know? What are
some of your favourite things to talk about?
2. When you are upset or struggling with something, do you speak to someone about how
you are feeling? Explain the benefits of discussing your feelings with a confidant. If you do
not, what other activities do you do to help you cope with difficult emotions?

Distant reading

Stages or phases of the poem

1. This poem is divided into four numbered stanzas. Why do you think the poet numbered
them? Consider the title of the poem in your answer.
2. Briefly paraphrase each stanza of the poem in your own words.

The theme of the poem

What theme connects all four of the ‘conversations’ in this poem? Motivate your answer with
examples from the poem.

Patterns and repetition

1. Does the poem follow a specific rhyme scheme or definite style? What kind of poem is it?
2. Is there a topic or idea that repeats in the poem? Explain.

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Close reading

Diction
1. Consult a dictionary and write down the definitions of the following words: ‘leprosy’ (line 2),
‘guise’ (line 6), ‘trivial’ (line 8), ‘gnaw’ (line 9), ‘pierces’ (line 19) and ‘throttles’ (line 20).
2. What is the link between the following words used in the poem: ‘gnaw’ (line 9), ‘tear’ (line
9), ‘hijack’ (line 11), ‘pierces’ (line 19) and ‘throttles’ (line 20)?
3. How would you describe the tone and atmosphere of this poem?

Form and structure

1. Who is the speaker in the poem, and to whom is he speaking? Motivate your answer.
2. Do you think that the use of punctuation in the poem contributes to its form? What effect
does it create? Explain.

Imagery
1. Discuss the metaphor used in stanza one.
2.1 Identify two similes used in the poem and explain the meaning of each.
2.2 How do these similes relate to one another? What is the effect of this?

Rhythm and rhyme

1. Although the poem does not follow a particular rhyme scheme, the poet uses repetition of
sounds to create rhythm in the poem. Find at least two examples of repeated sounds and
explain the effect they have on the rhythm and pace of the poem.
2. Consider the final stanza of the poem and comment on the poet’s use of diction and line
breaks to create rhythm and emphasise meaning in this stanza.

The title of the poem

Do you think that the title of the poem helped you to understand it better? Would you have been
able to understand the overall theme even if the title was something different? Motivate your
answer.

3 Unit 3: Short stories

The short stories for this module are available as e-reserves via the library website.

3.1 Prescribed short stories

Some of the short stories on this list are discussed in great detail in Tutorial Letter 501.
However, to assist you in understanding all of them, this tutorial letter contains support activities
on the short stories that we have not discussed. Complete these activities with your e-tutor on
myUnisa. In 2021, you will be examined on the short stories:

From: Omnibus of a century of South African short stories

‘A Matter of Taste by Alex la Guma p. 428-431

‘I Could Have Loved Gold’ by Maureen Isaacson (discussed in TL501) p. 792-796

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From: Nobody ever said AIDS: Stories & Poems from Southern Africa

‘Our Christmas Reunion’ by Edward Chinhanhu (Assignment 2) p. 83-89

From: Twist: short stories inspired by tabloid headlines

‘Man lands on the moon’ by Sindiwe Magona p. 1-7

‘I will not apologise’ by Maire Fisher (discussed in TL501) p. 59-67

From: No Place Like: And other stories by South African women writers

‘Supermarket Soliloquy’ by Moira Crosbie Lovell p. 220-227

From: Queer Africa: New and collected fiction

‘Rock’ by Lindiwe Nkutha p. 185-199

‘Sethunya Likes Girls Better’ by Wame Mohlehfe (discussed in TL501) p. 139-148

3.2 e-tutor activities

3.2.1 ‘A Matter of Taste’ – Alex la Guma
Think about before reading the short story
1. Look at the title of the short story and write three sentences in which you predict what the
short story will be about.
2. The title of the story is a common figurative expression in English. Look up this expression
on the internet and write down its meaning.
3. Read the story twice and summarise what happens in it in in no more than four sentences.
4. Underline any words that you do not understand and look up what they mean in a
dictionary. Write down the words and their meanings.

Close reading

Setting
1. Where is the short story set? Identify words and phrases from the story that indicate this
and write them down to support your answer.
2. What does the setting tell us about the lifestyles of the characters? Write a paragraph in
which you explain your answer.

Characterisation
1. How many characters are in the story?
2. Choose any one of the characters and complete the table on the next page. Remember
that the story may not necessarily give you all the information you need.

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Prompt Response Evidence
(how do you know this?)

Is this character the one telling the story?

How important a role do they play in the narrative?

Are they male or are they female?

Are they old or are they young?

What kinds of clothes do they wear?

Are they educated or uneducated?

How do they speak?

What can you deduce about their economic status?

What are the distinguishing features of their personality?

How do they relate to the other characters in the story?

Are they experiencing some kind of inner turmoil or

conflict?

Do they stay the same over the course of the story or do

they undergo change?

Plot
1. Does this short story have a clear conflict, climax and resolution? Write down three
sentences in which you justify your answer.
2. What are the two main sources of conflict all of the characters experience (HINT: think
about internal and external conflicts)? How are these two forms of conflict related?
3. Is this plot chronological? Justify your answer.

Narration
1. Write a paragraph in which you explain how to identify different types of narrators.
2. Identify the kind of narrator used in this story and explain your answer.

Theme
1. What is the dominant recurring imagery in this story? Look at what the characters talk
about most often for a clue.
2. How does what they talk about differ from the reality of their situation?
3. Identify two possible themes for the short story. Write one paragraph per theme in which
you explain how the author conveys the theme in the story. Remember to quote from the
story to substantiate your argument. Comment on the significance of the title in your
answer.

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3.2.2 ‘Man lands on the moon’ – Sindiwe Magona

Think about before reading the short story
1. Look at the title of the short story and write three sentences in which you predict what the
short story will be about.
2. Read the story twice and summarise what happens in it in in no more than four sentences.
3. ‘Indigenous knowledge systems’ is a term used to describe traditional beliefs. These
beliefs vary from culture to culture and are usually passed down from generation to
generation in the form of oral story telling. Can you think of any stories told to you by your
grandparents or elders in your community that warn you of magical creatures or events?
Write a paragraph in which you explain a traditional belief with which you are familiar.
4. Underline any words that you do not understand and look up what they mean in a
dictionary. Write down the words and their meanings.

Close reading

Setting
Is this short story set in one location? Write a paragraph in which you motivate your answer.
Remember that setting refers not only to the physical space but also the historical context in
which a story takes place.

Characterisation
1. How many characters are in the story?
2. Choose any one of the characters and complete the following table. Remember that the
story may not necessarily give you all the information you need.

Prompt Response Evidence

(how do you know this?)

Is this character the one telling the story?

How important a role do they play in the narrative?

Are they male or are they female?

Are they old or are they young?

What kinds of clothes do they wear?

Are they educated or uneducated?

How do they speak?

What can you deduce about their economic status?

What are the distinguishing features of their personality?

How do they relate to the other characters in the story?

Are they experiencing some kind of inner turmoil or

conflict?

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Do they stay the same over the course of the story or do
they undergo change?

Plot
1. This story makes use of what is known as a ‘frame narrator’ where you find a story within a
story. Write a paragraph in which you identify the main story and the secondary story.
2. Does this short story have a clear conflict, climax and resolution? Write down three
sentences in which you justify your answer.
3. What conflict and tension do the characters experience?
4. Is this plot chronological? Justify your answer.

Narration
1. The main story and the secondary story employ different types of narration. Identify the
narrative perspective of each.
2. Why do you think the author chose to use more than one narrative perspective? Write a
paragraph in which you explain your answer.

Theme
1. The story details three generations of women, each with her own set of beliefs. Explain the
belief system associated with the granddaughter, the mother and the grandmother.
2. Read the final two paragraphs of the story again and explain in a paragraph why they are
ironic.
3. Based on your answer above, what do you think is the theme of this short story? Write a
paragraph in which you explain how the author conveys this theme.

3.2.3 ‘Supermarket Soliloquy’ – Moira Crosbie Lovell

Think about before reading the short story
1. Look up the word ‘soliloquy’ online or in a dictionary and write down its meaning. What
does this make you think the story will be about?
2. Read the story twice and summarise what happens in it in in no more than four sentences.
3. Underline any words that you do not understand and look up what they mean online or in a
dictionary. Write down the words and their meanings.

Close reading

Narration
1. Read the first four paragraphs of the story again. The fourth paragraph is one line long and
reads: ‘Just like life’. This is the key to understanding what this story is about: the narrator
compares a visit to the supermarket to different experiences in life.
2. Identify the kind of narrator used and justify your answer. Write a paragraph in which you
explain the effect of this kind of narration.

Plot and setting

1. The plot in this story is unusual. What is more important: the action that takes place or the
thoughts of the narrator? Write a paragraph in which you explain your answer.
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2. The title of the short story gives a very clear indication of where the story is set. Write a
paragraph in which you explain how significant the setting is to the story’s overall meaning.

Symbolism
In the following sections, we are going to look at a few examples of the extended metaphor in
the story in detail but there are other examples that we are not going to cover here. Find these
on your own and make sure that you understand them.

1. Read the extract below carefully:

As you move towards the cheese trough, you catch a glimpse of yourself in an
unexpected mirror. You have an urge to charge it with gross misrepresentation. A
distortion of yourself leers up at you as you lean over. Your face is a creased feta cheese
white.

1.1 What literally happens in this section? Explain it in your own words.
1.2 The last sentence in the section is a metaphor. Explain the effect of the metaphor
(i.e. what is being compared to what? What do these things have in common? What
is the effect of this?).
2. Read the following paragraph which comes directly after the one quoted above:

Other cheeses present a range of past complexions; chubby, baby-smooth Mozzarella;

freckle-faced Pepato; bride-white Camembert; tanned Red Cheshire; jaundiced
Cheddar. You cast a furtive eye on the blue-veined Gorgonzola up ahead and settle,
after all, for the feta.

2.1. The words in bold are different kinds of cheeses. Look up pictures of each of these
cheeses online if you do not know what they look like.
2.2 Now look up online or in a dictionary what the word ‘complexion’ means, if you have
not already done so.
2.3 Think about the words used to describe each of the cheeses: ‘baby-smooth’;
‘freckle-faced’; ‘bride-white’; ‘tanned’; ‘jaundiced’. What figure of speech is being
used here? Write a paragraph in which you explain the effect. (Think back to the
narrator’s statement, ‘Just like life’.)
2.4 Why do you think the narrator chooses the feta cheese after all? Write a paragraph
in which you explain your answer. To answer this question, you need to think
carefully about the progression in the description above (from ‘baby-smooth’ to
‘jaundiced’). Consider what you think the ‘blue-veined Gorgonzola could represent.
3. Read the following paragraph carefully:

A little further on there’s a refrigerator shelf stacked with great plastic

breasts of milk. You hold one in each hand, feeling the weight, pressing them
gently. They are as full as yours used to be. A brimming cup of C. And nippleless.
As yours are now, awaiting reconstruction. For a moment, weighing the smooth
packets in the scales of your palms, you think you won’t bother after all, with that
final artifice. You have no need now of nipples. Either for feeding or for flirting.

3.1 Look up the words ‘literal’ and ‘figurative’ in the Toolkit on page 87 of Tutorial Letter 501.
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3.2 Write down the literal meaning of this paragraph.
3.3 The figurative meaning of this paragraph is introduced through the use of personification in
the first sentence. Identify the personification and comment on its effectiveness.
3.4 Sometimes authors convey meaning through implying something rather than stating it
directly. What is the narrator implying when she says, ‘As yours are now, awaiting
reconstruction’?
3.5 What is the ‘final artifice’ the narrator feels she will not bother with? Explain why she
comes to this decision.
4. Reread pages 223 and 224 of the story. In this section, the narrator compares the men
she could have married but did not to grocery items in the supermarket.
4.1 Identify the four grocery items she associates with each of the men.
4.2 Write a few sentences about each of these men, explaining what their associated grocery
item reveals about their personalities.

Theme
What is the theme of this short story? Write a paragraph in which you explain your answer and
provide evidence from the short story as substantiation.
3.2.4 ‘Rock’ – Lindiwe Nkutha
Think about before reading the short story
1. Look at the title of the short story and write three sentences in which you predict what the
short story will be about.
2. Read the story twice and summarise what happens in it in in no more than four sentences.
3. Underline any words that you do not understand and look up what they mean in a
dictionary. Write down the words and their meanings.

Close reading

Setting
Where is the short story set? Identify words and phrases from the story and write them down to
support your answer.

Characterisation
1. This short story contains a great number of characters. How many characters can you
count? What do you think is the effect of including so many characters? (Consider the
setting of the story in your answer here.)
2. One of the main characters in this story is called ‘Rock’. Complete the table below based
on this character:

Prompt Response Evidence

(how do you know this?)

Is this character the one telling the story?

How important a role do they play in the narrative?

Are they male or are they female?

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Are they old or are they young?

What kinds of clothes do they wear?

Are they educated or uneducated?

How do they speak?

What can you deduce about their economic status?

What are the distinguishing features of their

personality?

How do they relate to the other characters in the

story?

Are they experiencing some kind of inner turmoil or

conflict?

Do they stay the same over the course of the story or

do they undergo change?

Plot
1. This story contains a main plot (the most important things that happen) and then various
subplots (stories the narrator tells about herself, her family and her community). Identify
the conflict, the crisis and the resolution in the main plot.
2. Choose one of the subplots and explain how it relates to the main plot.

Narration
Identify the kind of narrator used and write a paragraph in which you consider whether or not
the narrator in this story is reliable.

Theme
1. This short story contains many possible themes. Write down at least four.
2. Which of these themes do you think is most important? Write a paragraph in which you
explain why you think so. Your paragraph should also address how the author develops
the theme across the short story. Remember to substantiate your answer with evidence
from the text.

4 Unit 4: The novel

4.1 Prescribed novel
The prescribed novel for this module is Small Things by Nthikeng Mohlele. There is only one
novel prescribed for 2021 and you will be assessed on this novel during the examination. You
will need to read this novel at least twice in order to know and understand it well.

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4.2 e-tutor activities
4.2.1 Love
The main character’s love for Desiree and Mercedes
Revise the sections on ‘Plot’ and ‘Narrative Perspective’, ‘Character’ and ‘Narrative Time’ in
Tutorial Letter 501. Then, read pages 92-94, 78-79, 84-85, 109-110 and 149-150.
1. Consider the names Desiree and Mercedes. Which English words do these names bring to
mind? (Hint: If you struggle with this, you can look it up. The association with the German
luxury car brand Mercedes Benz is not what you are looking for!)
2. Write a paragraph in which you explain the associations with the names of Desiree and
Mercedes and what these might suggest about the ways in which these two women are
seen by the main character.
3. On page 6, the main character refers to Desiree as ‘My Desiree’. Considering how early in
the novel this occurs, what do you think this implies about Desiree’s importance in the rest
of the narrative? Write a paragraph in which you explain this. You should also make some
references to the final chapter of the novel, where Desiree is mentioned again.
4. On page 6, refer to the section that starts with ‘My love is deeper than…’ until the end of
the paragraph. Now compare this to the paragraphs on page 92 that start with ‘In other
matters…’ and ‘From behind the curtain’. What are the differences and similarities
between the earlier and later descriptions of Desiree? Set your answer out in a paragraph.
5. Write a paragraph about how the changing descriptions of Desiree reflects both aspects of
the plot and the development of the characters. (You might also want to think about how
these descriptions are informed by the way in which narrative time is presented in the
different sections of the novel.)
6. On page 78, read the sentence that starts with ‘I have, in all my days…’. Then, read the
last paragraph on page 84. Write a paragraph in which you compare the two descriptions
of Mercedes.
7. Write a paragraph about how the events relevant to each of the descriptions of Mercedes
reflect something about the plot. In other words, how does the characterisation in each of
the abovementioned descriptions of Mercedes reflect what is happening to the main
character?
4.2.2 Art and its place/role in society
Read pages 58-60, 63-64 and 118-119.
1. Make a short list of all the different forms of art mentioned by the main character between
pages 58 and 60. Also take note of the ways in which he describes all of these. (Hint:
Some are more positive than others.)
2. Of all the things he sees, what has the greatest impact on him? Can you link this to
anything else we know about his life and the other characters?
3. Read from the last paragraph of page 63 to the end of page 64 and from the last
paragraph on page 118 to the end of the first paragraph on page 119. Write a paragraph in
which you discuss how music as a form of art influences the main character. Quote from
the novel to support your answer.

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4.2.3 Friendship
The main character’s friendship with Gabriel Sanchez
Revise the sections on ‘Plot’ and ‘Narrative Perspective’ and ‘Character’ in Tutorial Letter 501.
Then, read pages 53-55, 69-72, 80-81 and 84-89 of the novel.
1. How does the relationship between Gabriel and the main character change as the plot
develops?
2. What is the source of tension or conflict between the main character and Gabriel?
3. Look closely at the section on pages 69-71, starting with ‘We refrain from…’ and ending
with ‘…of his ‘Summer Breeze’. Write a paragraph in which you reflect on how the style of
narration in the novel should influence the way in which the reader interprets this extract.
4. Look closely at the section on pages 84-85, starting with ‘I return home…’ and ending with
‘…prefers to die on Cuban soil.’ Write a paragraph in which you consider how the theme of
friendship is developed in this extract.
The main character’s friendship with Benito the dog
Pages 96-98, 104-110 and 130-132 trace the main character’s relationship with Benito the dog.
Reread these pages.
1. What kind of meaning do you think the main character finds in his friendship with Benito?
Write a paragraph in which you support your answer with textual evidence.
2. Read the section on pages 130-131, starting with ‘Francois bid me…’ and ending with
‘…Offended’. Write a paragraph in which you reflect on how this incident intersects with
the theme of ‘inequality and class’ in the novel.
The main character’s friendship with Amazu
Pages 45-46, 111-126 and 135 trace the main character’s relationship with Amazu. Look closely
at the section on pages 116-118, starting with ‘But I, even when seething…’ and ending with
‘…really matter?’.
1. Write a paragraph in which you reflect on the sources of tension in the relationship
between the main character and Amazu.
2. Write a paragraph in which you reflect on how this passage contributes to the
characterisation of the main character.
4.2.4 History and the Transition (of South Africa from an apartheid to democratic state)
Read pages 104-105, 118, 130-131, 136, 141 and 150 of the novel and write a paragraph on
each of the following questions, supporting your answers with textual evidence:
1. Who do you think Comrade Q refers to?
2. What does Café Mesopotamia symbolise?
3. What kind of social commentary is the narrator making about post-apartheid South Africa?

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4.2.5 The meaning of life
Re-read the first and last chapters of the novel, as well as pages 27, 103-105, and 142-143.
Then, look closely at the section on pages 142-143, starting with ‘It is becoming…’ and ending
with ‘…fermenting milk cartons’. Also look closely at pages 150-151, starting with ‘There is no
telling…’ to the end of the novel.
1. Write a paragraph in which you reflect on how the theme of ‘the meaning of life’ is explored
in these passages. Support your answer with textual evidence.
2. Write a paragraph in which you consider how the theme of ‘the meaning of life’ intersects
with the themes of ‘inequality’ and ‘art’ in the last two pages of the novel.

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