**Title: Communication Styles and Poetic Imagery: An Analytical Approach** ### I. Differences in Register: Casual Conversation vs. Formal Text In comparing the registers used in TEXT A (not provided

### Section A **2.1 Discuss the differences in the register used in TEXT A and TEXT B? Cite examples from the two texts to support your answer.** While only TEXT B is provided, an imaginative comparison with TEXT A, presumably a more formal or structured text, helps illustrate the differences: - **Colloquial vs. Formal Language**: TEXT B, the telephone conversation, uses informal language suited for casual communication among friends. Examples include "Hey Sbo!" and "I can’t go bro." This register is characterized by slang, contractions, and a friendly tone. - **Informal Greetings and Closures**: In TEXT B, the greeting "Hey Sbo!" and the closure "Cheers!" are informal. In contrast, TEXT A might begin with "Dear Mr. Sibonelo," and end with "Sincerely, Jakie," exemplifying a formal style with structured salutations and closings. - **Purpose of Communication**: TEXT B's purpose is a quick, personal update regarding soccer practice. For instance, "Just saw your missed call, what’s up?" contrasts with TEXT A’s likely more informative and precise statements, such as "I am writing to inform you that I will not be able to attend the soccer practice this afternoon due to illness." - **Tone and Formality**: TEXT B’s tone is relaxed and conversational, "I’m feeling a bit under the weather." TEXT A would maintain a formal tone, "Unfortunately, I am currently unwell and will be unable to participate." **Section B: Application-Based Questions** ### 3.1 Sentence structure can affect comprehension **3.1.1 Explain the deviation/s from the standard structure. (2)** The title "Nothing gold can stay" deviates from standard English syntax: - **Inversion**: In standard English, the sentence would be "Gold cannot stay" or "Nothing gold can stay the same." The title uses an inverted structure for poetic emphasis. - **Subject-Verb Agreement**: Standard structure requires the subject "Nothing" to pair directly with a verb like "can stay," but here it is slightly obscured by inserting "gold" between them, making comprehension trickier. **3.1.2 What do you think is the intended meaning of this title? (2)** The intended meaning of the title "Nothing gold can stay" is that all beautiful, perfect, and valuable things (metaphorically represented by "gold") are transient and fleeting. Hence, they cannot last forever. ### 3.2 Rhyme Scheme **3.2 Show your understanding of the rhyme scheme by explaining what a rhyme scheme is. Quote TWO pairs of words from the text that rhyme. (4)** A rhyme scheme is the pattern of end sounds in lines of poetry, typically described using letters to denote which lines rhyme with each other. For example: - "Gold" and "hold" (lines 1 and 2) - "Flower" and "hour" (lines 3 and 4) The poem "Nothing Gold Can Stay" follows an AABB rhyme scheme. ### 3.3 Appropriateness for Intermediate Phase **3.3 Do you think the poem (Text C) is appropriate for the intermediate phase in the South African schooling system? Give reasons to support your answer based on the poem. (3)** Yes, the poem is appropriate for the intermediate phase because: - **Simple Language**: The poem's vocabulary is accessible, with mostly simple words. - **Short Length**: At eight lines, the poem is concise, making it suitable for younger readers with shorter attention spans. - **Themes**: While the themes of change and transience may be deep, they can be discussed in simpler terms, making the poem thought-provoking and accessible for this age group. ### 3.4 Use of the pronoun “her” **3.4 Discuss the use of the pronoun “her” and its purpose according to the context of the poem. Your discussion should be based on why the author had to use the pronoun “her” and not “him”. (2)** The pronoun "her" personifies nature as feminine, a common literary device that evokes the nurturing and life-giving aspects of nature. This aligns with traditional imagery and makes the description more vivid and relatable. ### 3.5 Biblical Reference **3.5 Quote a line which refers to the biblical image and comment on its relevance in the context of the poem. (2)** The line "So Eden sank to grief" refers to the biblical story of the Fall of Man in the Garden of Eden. This allusion underscores the theme of loss and the inevitable passing of innocence and perfection, relevant to the idea that "nothing gold can stay." ### 3.6 Activities for Teaching the Poem **3.6 Design TWO activities that you can use to teach the poem to your learners. One should be a pre-reading activity and the other, a during-reading activity. Justify your choice by explaining the effectiveness of each activity.** - **Pre-reading Activity: Brainstorm Session on Change and Impermanence** - **Activity Description**: Ask students to brainstorm and discuss examples of things in life that change or do not last forever (e.g., seasons, emotions, youth). - **Justification**: This prepares students for the poem's themes, making the abstract concepts of transience and change more concrete and relatable. - **During-reading Activity: Identifying Rhyme Scheme and Imagery** - **Activity Description**: Have students read the poem aloud and then individually identify the rhyme scheme and descriptive imagery used (e.g., "nature's first green," "early leaf's a flower"). - **Justification**: Engaging with the poem's structure and imagery helps deepen understanding and appreciation, reinforcing their analytical skills and the thematic elements of the poem.