Online `O' Level English And Lit Lessons (for Singaporean students)

Adjectives and Adverbs

Why are adjectives and adverbs important?

They add descriptive details that enable the reader to visualise even more graphically what is written.

To recap:

Adjectives: Descriptive words that tell you more about the noun or pronoun.

Adverbs: Modify the verb, adjective or adverb by giving one more information about any one of those.

Additional Refresher Exercise Rapidly they came, like a 21-gun salute, Exploding into multiple single crackling pops. The jolly red fire-crackers danced gleefully As each thick roll jerked heavily back and forth And the string of rolls turned into smoky black ashes.

Identify the adjectives and adverbs in the boxed exercise. Suggested answers will be given soon as a blog post on The Pear Tree website


So, why are adjectives and adverbs important?

Just take a look at the following:

A man and his daughter came upon a window from which light fell onto the pavement outside. One could see through the window many kinds of watches and seated within the shop, was a man who was working over a device.

The above is an adaptation of an extract from Nathaniel Hawthorne's story, `The Artist of the Beautiful'. Wouldn't you agree that, as a reader, you cannot adequate visualise what Hawthorne is trying to describe? Now, read the original version:

An elderly man, with his pretty daughter on his arm, was passing along the street, and emerged from the gloom of the cloudy evening into the light that fell across the pavement from the window of a small shop. It was a projecting window; and on the inside, were suspended a variety of watches - pinchbeck, silver, and one or two of gold - all with their faces turned from the street, as if churlishly disinclined to inform the wayfarers what o'clock it was. Seated within the shop, sidelong to the window, with his pale face bent earnestly over some delicate piece of mechanism, on which was thrown the concentrated lustre of a shade-lamp appeared a young man.

 You will find the original, by being more descriptive, is graphic enough to give the reader a better picture of what the author wants to get across than the adaptation with very few details. Therefore, make sure to include adjectives and adverbs the next time you write so as to make your writing more graphic.

Answers (Reading Comprehension and Critical Thinking)

Below is a photo of the bird that inspired me to pen the poem, that I had included in the earlier post, and which I am reproducing below.

My Feathered Friend

I spied thee, my feathered friend,

Pecking furiously at thy perceived foe,

Thy hard beak pounding at thy reflected self;

It too had its head thrust to the mirrored pane

With its chocolate-hued wings spread from its dark body

And red-rimmed eyes staring, unblinking, unyielding;

Aye, thy foe, postured much like thyself, was ready for battle,

Returning peck for peck with like ferocity, like enmity.

Words, if used appropriately, have the power to create pictures in your mind. Words such as `saw', `hitting', `bent forward' and `standing' only convey a general idea. There is very little that one can draw from such words; there is a lack of symbolism, emotions and/or characteristics of the protagonist.

o   The word `spied' gives one the idea that the one being viewed is unaware of being watched.

o   `Pounding' displays a greater force being exerted than a mere `hitting'. Here, one may view the action as aggressive and hence, the bird could be seen as being angry or upset.

o   `Thrust' is a beautiful word that indicates a deliberate, intentioned, attempt to push the head forward. This action allows the reader to appreciate the fact that the bird is purposely looking closely at the window pane, observing closely something that has caught its attention. It gives the bird `life' and it becomes an entity that can think, that can feel.

o    `Postured' gives one an idea that the bird has a certain attitude, a certain bearing that indicates a specific emotion. In this case, based on context, we know that the posture is aggressive, that the bird is positioning itself in a way that shows it is ready to fight.

•  What is the feeling that the bird is experiencing? Why is it feeling that way?

The bird sees another bird in the `mirrored pane' and thinks it is a foe, and hence, it feels hatred, leading to its rage against the supposed foe. It is hostile toward the bird and hence, is ready to fight it

• Is the feeling justified?

No, it is not, since what it sees in the `mirrored pane' is a reflection of itself. There is no other bird there; it is actually seeing itself on the other side.

• Can the bird's reaction be extended to the human experience?

Yes, very often, we project our feelings of animosity toward non-existing entities. We create these entities in our mind, imagining a foe where there is none. We work ourselves up in a fury when there is no reason to be furious. These entities, if we look closely, are really very much like ourselves.

• What lesson may we, as humans, derive from the bird's reaction?

The reflection of the bird in the mirror need not be an image of a foe, but it could be a reflection of the negative feelings a person may have, stemming from prejudice, arrogance or a sense of insecurity. These feelings are meaningless and unproductive. We end up harming ourselves ultimately and all for nothing, since there is no real threat.

Creativity in Writing: A Poet's Imagination

The Sick Rose

By William Blake

O Rose, thou art sick!

The invisible worm

That flies in the night,

In the howling storm,

Has found out thy bed

Of crimson joy,

And his dark secret love

Does thy life destroy.

What Blake writes about can be a simple illustration of a rose being attacked by a worm and in the process, eating away into the life of the rose. On the other hand, the poem can be a subtle enactment of a rape that occurs in the stealth of the night. The offender is unknown, preying on the victim that he chances upon. The consequences are dire for the act deals a fatal blow to the life of the victim, either in killing the victim literally or ruining the victim's life forever.

A simple illustration that can have several underlying meanings - yes, there is much we can learn from the poets' economic use of words which are at the same time graphic and layered with multiple interpretations.

Read the following poem and consider the multiple interpretations found therein.

My Heart Leaps Up When I Behold

By William Wordsworth

My heart leaps up when I behold

A rainbow in the sky:

So was it when my life began;

So is it now I am a man;

So be it when I shall grow old,

Or let me die!

The Child is father of the Man;

And I could wish my days to be

Round each to each by natural piety.

The Child is father of the Man. That verse sums up what Wordsworth is trying to get across his feelings at sighting the rainbow. What do you think the poem means? Are there multiple meanings? Our sample interpretations of the above poem will be offered at the end of this week. Do keep a look-out for the suggestions.

Using your Imagination in Creative Writing: Sample

At the end of the previous post, the following image was given:

Possible imaginative ways of viewing the above are given in The Pear Tree website.

Here, in this post, a short story based on the above is offered for your reading pleasure and as a sample of one way in which the image can lead to a creative piece of writing.

From the Frying Pan and Into the Fire!

My name is MacErBraun. I gave myself the name, and I think it was ingenious the way I came up with the name! I, along with my conjoined siblings, was perched on my banana pedestal with the help of the plastic hook protruding from the top of the two-footed stand when a paper bag, with MacDonald's printed across it, brushed against me. I could read by now, because, well, I told you I am smart! Anyway, I wanted something original; stealing wholesale from MacDonald's wouldn't do. Just then, I spied a beautiful lavender juicer to my right. I craned my stem as far back as I could to take a peek at the brand, and it was Braun. Hmmm, not a bad name, indeed! Right there and then, I baptised myself as MacErBraun! Clever, isn't it? If I could, I would give myself a pat on my back!

I was getting bored, dangling in the slight breeze that stole in from the kitchen window. I figured I was too smart to be dangling up there, and I waited for a chance to break free. I didn't have to wait long. One of my siblings, resting next to me, and no, it doesn't have a name because it is not as smart as me, was rudely yanked off from the rest of us. When it was severed from us, the top of my stem was cut too and there was just a flimsy lifeline left to keep me linked to my remaining siblings.

I jerked my stem as far back as I could, and believe me, it was not fun; I was getting a headache! Anyway, to make a long story short, I managed to free myself from the rest, but in the process, I found myself flung onto the kitchen floor. I landed like an athlete doing a couple of somersaults, except that I ended up with aches all over my body. Sigh! Who said freedom was going to given on a silver platter!

I crawled, inch by inch, to the living room and onto the carpet. However, the rough carpet made it more difficult for me to move. As I lay on the soft carpet, tickled by those woolly strands, I thought hard, fully confident that my intelligence would find a way out for me.

"Gary!" 

Oh no, that was the dreaded banana-lover! I had heard her voice in the kitchen all the time, and she was the one who always came for the bananas! 

"Gary, how did this banana get on the carpet?!" 

"Mum, it's not me! I tell you, it must be Suzy! But since it's already here, maybe I could have it?"

Five long, thin fingers circled me and choked me around the middle. Then, I felt sections of my skin being peeled off, one by one from the top. The pain was excruciating but I could do nothing. As my flesh touched Gary's palm, I could sense my smooth, blemish-less yellow skin landing softly on the carpeted floor. 

"Gary, pick that up, now!"

Personification - Continued

Listen to the audio in the video below and try to imagine the picture that the poet, William Wordsworth is attempting to paint. When you are visualising, try to feel the mood and/or descriptions that the poet is aiming to get across to the listener or reader.

For our take on what we feel are the imagery and mood created in the poem, do go to The Pear Tree website

Writing Creatively III: Personification

Imagine an inanimate object. If you were to breathe life into it and make it act like a human, what would be the effect?

Let's take a look at the following image and imagine that the candle has a life of its own.

Now, I shall describe the candle by personifying it.

The white candle, anchored in an ancient decorative candle-stand, stood tall, proudly allowing its dark wick to flicker into a yellowish flame which dimly illuminated the narrow interior with its radiant smile.

The candle is given human characteristics here for it is referred to as being `proud' and having the capacity to `allow' light to shine in the room. Again, the candle is said to `smile'. We all know a candle cannot do these; however, by giving the candle these human characteristics, the reader is able to visualise a candle that is straight.  Moreover, in `smilingly' lighting up the room, there is a sense of the light providing a comfortable, pleasant effect on the room.

Personification is not used just for the sake of being creative or imaginative. Rather, it has the effect of creating a mood while providing a graphic description. Now, revert back to Wordsworth's poem (reproduced below). For the full effect, get someone to read while you sit back with your eyes closed and you try to visualise the descriptions.

I Wandered Lonely As A Cloud 

by William Wordsworth

I wandered lonely as a cloud

That floats on high o'er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced, but they

Out-did the sparkling leaves in glee;

A poet could not be but gay,

In such a jocund company!

I gazed—and gazed—but little thought

What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

My version of the effects of personification in the above poem will be given in The Pear Tree Centre for Education website on Friday, 1st May.

Writing Creatively II: Similes and Metaphors

In the earlier post, a poem was provided and you were asked to identify the similes in it. Another similar form of literary device is the metaphor. There are metaphors in the following poem too.

What are metaphors? A metaphor is an indirect comparison between two dissimilar objects. For instance,

"John is truly a lion. He stood up to the bullies without any fear," said Peter in admiration. 

Here, the speaker is obviously not referring to a lion that someone had named John! The speaker is comparing John's characteristics with those that are normally attributed to a lion; in other words, like a lion, John is fearless and bold.

Now, refer to the poem, reproduced below, and try to differentiate between the similes and the metaphors which are highlighted through the use of different colours.  The explanation and the effect of using these devices in the poem can be found in the blog page of The Pear Tree Centre for Education.

I Wandered Lonely As A Cloud 

by William Wordsworth

I wandered lonely as a cloud

That floats on high o'er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced, but they

Out-did the sparkling leaves in glee;

A poet could not be but gay,

In such a jocund company!

I gazed—and gazed—but little thought

What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

The next article will be on personification, the device used to give inanimate objects, an abstract idea or animals human characteristics.

Writing Creatively I: Use of Similes

Humans have this wonderful capacity to, not only create alphabets or symbols to articulate basic observations, feelings and thoughts but also, elicit reactions and emotions in readers through the creative use of the language. 

Similes

A simile is used when one would like to make a direct comparison between two dissimilar objects. In making the comparison, `like' or `as' is used to link the two objects and to indicate that a comparison is made.

Let's  use the following poem, Oh, my love is like a red, red rose, by Robert Burns as an example:

Oh, my love's like a red, red rose
That's newly sprung in June;
My love is like the melody
That's sweetly played in tune.

In the above stanza of the poem, love is compared, first, to a red rose, and then, to a melody.

Love is an abstract emotion but the comparison to a rose and then, a melody allows the poet to convey the poet's ideas about love. What characteristics of a deep red rose and sweet melody come to your mind?

In my mind, when I think of a deep red rose, I see it as a beautiful object, pleasant to the sight. The deep red also makes me think of blood and the heart, which is often used as a symbol of love in English literature, is the lifeline through which blood is pumped to the body. Hence, the poet sees his love as a pleasurable emotion that is necessary and life-enriching, filling one with agreeable sensations.

Similarly, just as music that is in tune evokes an enjoyable listening experience, the poet claims his love which has all the `notes' in place is engaging or appealing.

Now, just take a look at the following poem by William Wordsworth and identify the similes. How do the similes help the poet to describe the objects and/or feelings that he sees or experiences as he views the scenery around him? Suggested answers will be provided mid-week.

I Wandered Lonely As A Cloud 

by William Wordsworth

I wandered lonely as a cloud

That floats on high o'er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced, but they

Out-did the sparkling leaves in glee;

A poet could not be but gay,

In such a jocund company!

I gazed—and gazed—but little thought

What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

Writing Graphically (Part 2)

I reproduce the bare description given in the previous post:

The heavy rain falls on the greenhouse and I am seated in the shelter. The rain is so heavy that I can hardly see anything.

 A more graphic description of the above can be found in the blog post on the website of The Pear Tree Centre for Education. Read the post to discover how graphic verbs (or action words) such as `pounds' and `slithers' and adjectives (or descriptive words) such as `zinc' and `cold' help to conjure up an image of the scene being described.

When you write next, visualise the scene or action and then, consider what would be the most appropriate words to use. Go over each verb, adjectives and adverb (word that describes an action or another adjective) to ensure that they are descriptive.

Descriptive Writing - Going Graphic

What I see, what I feel, what I think

To put these into words, to colour these into graphic descriptions, is not easy. One can merely provide the information in skeletal form and the reader would have a basic idea.  However, ask one to paint a picture of what one wants to express and one is left grasping for words, the right words, the most apt descriptions that will transfer the image as far as is possible into the reader's imagination.

Let me give you an example of how bland a piece of writing can be when I adapt an extract from
Vance Palmer's The Rainbow Bird.

The day advanced so slowly while the teacher talked on monotonously and the bored children made paper darts. However, she waited for the time when she could see the bird fly out of its home.

Yes, you get the basic idea of what is happening, but that is all. You don't get the emotions, the sounds, the characteristics of the persons included in the extract. It is a dull reading. Now, compare this with the original which is given below:

The hands crawled over the cracked face of the clock with aggravating slowness; the teacher's voice droned on and on like a blowfly against the windowpane; the other children squirmed in their seats and folded paper darts to throw across the room. But all she lived for was the moment when she would again see the coloured shape skim from its cavern in the earth, making her catch her breath as if the wings has brushed across her heart.

You have graphic descriptions in the use of words such as `crawled', `cracked', and `droned'. Moreover, when a comparison is made to the sound that a blowfly makes against the windowpane, at once, it becomes easy to hear the dull, undulating pitch of the teacher's voice. You can almost see that classroom in your mind's eye!

Write to interest, to convey the picture as you see it in your mind. Words have the power to attract attention, to impress and to elicit reactions.

Below is a bare description of a person watching the rain fall:

The heavy rain falls on the greenhouse and I am seated in the shelter. The rain is so heavy that I can hardly see anything.

In mid-week, a suggested graphic description will be offered. In the meantime, try to imagine the scene and paint a picture in words that will appeal to the reader.