Arts Etc NIFCA Wining Words Anthology Winning Words 2017 2018 Lesson & Study Guide

Winning Words
Anthology 2017-2018
Lesson
& Study
Guide
by Charmaine “Nailah” Gill, MA

The NIFCA
Arts Etc Winning Words
Anthology
2017 2018
Lesson & Study
Guide
&
Teaching Resource
by
Charmaine “Nailah” Gill, MA

Copyright © 2020
All rights reserved.
The work in the Winning Words 2017 2018 Lesson and Study Guide should not be reprinted or
reproduced in any electronic or print medium in whole or in part without the consent of either the
writer or editor.

Foreword
Every two years a Winning Words Anthology is released, delivering to the local literary
landscape a tome of fine creative writing from winners of the NIFCA Literary Arts
contests for the designated years, and marking the existence of fine writers – new and
established – worthy of further study by our young.
This study guide is created to facilitate the sharing of these winning words far and
wide within the classroom or workshop setting. Of the 23 pieces in the book, we’ve
chosen 10 which lend themselves to further exploration by senior secondary school
students (CSEC and CAPE) as well as those studying (particularly) the Liberal Arts or
Humanities at the tertiary level.
For each of the pieces selected, this guide offers a summary, a discussion of the
major elements of the piece – such as plot development, characterisation, theme and
symbolism – and suggests activities to help students further engage with the work by
investigating contextual signifiers and by examining the concept of intertextuality via
creation of their own creative written responses to the texts.
I truly trust you find it useful.
Charmaine “Nailah” Gill

Table of Contents
Foreword
Anthology
Page
Guide
Page
1
Poems
automated reality
#RIP2Me
I Pour Another Rum
Love
The Shape Of Avocado
Essays
Ode to Bajan Blackbirds
A Way Back- Phyllis, Freddy, Dexter and Wow
Short Stories
Rain Cloud
This Could Be It
The Woman Whose Laugh Cracked The Sky
A Hand Came Through The Wall
10
48
104
110
112
81
114
14
19
88
107
4
7
9
12
14
17
20
25
27
31
34
Suggestions
(for Comparative Study of
Some Selected Pieces)
37

Lesson and Study Guide
Poems
automated reality
#RIP2Me
I Pour Another Rum
Love
The Shape Of Avocado

automated reality
by Kerry Belgrave, Page 10
Summary:
This poem, written in Barbadian Nation Language, Bajan, offers an amusing,
philosophical perspective of the “rat race”. In the poem an anonymous
narrator tells the story of a man called Scatta-Out and his experience of dayby-day
struggle. While the setting is Barbadian (given the vernacular) the
situation – working hard, trying to save a little money each payday but
failing due to pressing need sent by fate is universal. This concept is capably
encapsulated in the title of the poem which suggests that our reality of work,
struggle, repeat is as robotic as the machines from which we draw our “daily
bread”.
Theme:
The plight of the lower/middle class; navigating the challenges of life
Significant Literary Elements
Genre:
Poetry
Structure:
Free verse
Language:
Primarily written in Bajan, the poem also incorporates aspects of textspeak: ‘4’
meaning ‘for’; ‘2’ rather than ‘to’; the use of ‘z’ rather than‘s’. The use of Nation
Language (diction) is also a literary device.
Literary Devices:
This poem is rich with figures of speech which enhance the reading
experience: metaphor, simile, onomatopoeia, personification.
4

automated reality
Discussion points/ Comprehension Assessment:
• What is the main theme of automated reality?
• Identify five different literary devices found in the poem. Explain them and comment on
their effectiveness.
• Comment on the appropriateness and effectiveness of the poem’s title.
• Who is the author of the poem?
• Who is narrating the poem? Is the narrator male or
female? Give reasons for your answer.
• What is the name of the character mentioned in the poem?
• How do you think he might have earned this name?
• Discuss the significance of the last two lines. What is “dat fade out memo”?
• Why does Belgrave incorporate “textspeak” into the poem?
• Discuss the literary significance of the expression “fruitless is hell”.
Suggested Activities
Students might:
work in groups of 2 to 5 to translate the
poem into international English.
write two poems:
• In Nation Language, highlight some
aspect of everyday life.
• Based on or echoing the main theme of
automated reality.
Listen to the late Kamau Brathwaite,
unarguably Barbados’ greatest poet, discuss
Nation Language then present (oral or written)
their views on the use of Nation Language in
literature.
Video Loading...
Kamau Brathwaite Interview - Part 1
Video Loading...
Illustrate the poem (or some aspect of it).
These videos are lengthy so will need to be
excerpted if used in class. However, this
assignment makes an excellent homework
assignment, particularly at CAPE level.
Kamau Brathwaite Interview - Part 2
Prof. Dr. Martina Ghosh-Schellhorn - Kamau
Brathwaite
6

#RIP2me
by Shanae Gill-Hinds, Page 48
Summary:
Like the first poem featured in this study guide, #RIP2me offers a humorous tale
told in Bajan by a first person narrator. It records a girl’s response to the onset
of menstruation.
Theme:
Coming of age; definition of womanhood.
Significant Literary Elements
Genre:
Poetry
Structure:
Six stanzas; quatrains
Language:
Primarily written in Bajan, the poem also incorporates aspects of textspeak:
use of the hashtag symbol, for example.
Literary Devices:
The poet uses rhythm and rhyme effectively.
7

#RIP2me
Discussion points/ Comprehension Assessment:
• What does Granny mean by “welcome to womanhood”? What has happened?
• Comment on the appropriateness and effectiveness of the poem’s title.
• Who is the author of the poem?
• Who is narrating the poem?
• Offer two pieces of evidence which suggest the age of the narrator.
• What does the grandmother’s response suggest about how the event is treated
culturally?
• What is the mood of the poem?
• What is the tone of the poem?
Suggested Activities
Students might:
work in groups of 2 to 5 to translate the
poem into international English.
write a poem using a series of quatrains.
research on the Internet various traditions
surrounding the start of menstruation
and other markers of entrance into
womanhood, answering the questions:
how is womanhood defined and marked
in other regions: Asia, Africa, Australia,
North and South America?
8

I Pour Another Rum
by Nick Whittle, Page 104
Summary:
This peaceful, powerful poem focusses on the ancient African tradition of
pouring libation – offering – to ancestral spirit, a practice which remains
today, even amongst some Caribbean youth who may not fully understand
the significance of pouring a beverage onto the earth before taking the first
sip from their bottle. In this poem, the persona pours libation, appealing to his
ancestors for healing of the nation. The poem should present a pleasant
challenge to and expansive learning experience for senior students given
its many cultural references. While appropriate for study at any time, it is an
excellent selection for study/performance during or connected to African
Awareness month/activities.
Theme:
Ancestral reverence; Traditional spiritual practice.
Significant Literary Elements
Genre:
Poetry
Structure:
Free verse
Language:
Written in International Standard English, this poem exquisitely examines the
topic. The poet uses a number of words and phrases which may require further
investigation for full enjoyment and understanding of the poem:
• libation
• naive
• sangoma
• turntable
• Mother-in-law’s tongue
• stylus
• snake plants
• petrichor
• ancestors
• toxic
• Tiber
Literary Devices:
Include personification, assonance, sibilance, repetition and flashback.
9

I Pour Another Rum
Discussion points/ Comprehension Assessment:
• What literary device is used in the first line of the poem?
• What does libation mean in this context?
• In what kind of house does the persona live? What does this suggest about his/her
socioeconomic status?
• What is a sangoma?
• What does the ringing of the brass bell signify?
• “We need to honour the dead/atone for our guilt of participation and inherited
privilege.” To whom does “we” and “our” refer?
• Which Caribbean island is described in the phrase: “once the richest colony in the West
Indies”?
• In what ways might “the echo of ancestors… still be heard”?
• Which line marks shifts in the persona’s perspective?
• “I pour another rum and listen” can be interpreted in different ways. State them.
• What is the poet’s ethnicity? What evidence is given in the poem?
• “… his mother said it’s time they went./He understood her meaning.” What did his
mother mean?
• What is “Black, Brown and White”?
• What is a turntable? A stylus?
• What is the significance of the italicised sentences in the poem?
• What is “petrichor”?
• Discuss the significance of the lines “We no longer have pride in Little England” and
“these fields and hills our very own”.
• What is meant by “New World mastery”?
• Examine the poem’s final two lines. Is the poet saying the place is “still toxic” because
there is no confrontation or does he merely make a statement of fact, that is: ‘The place
is toxic. There is no opposition to this state of being.’?
• List instances of assonance, sibilance, repetition and flashback.
10

Suggested Activities
Students might:
create a Word Bank of the words listed
above and any others they find
challenging.
play a word matching game. Create
flashcards of words from the poem.
Create a corresponding set of cards
with the definitions of words. Share the
cards amongst students and have them
find their “partners”.
watch a short video offering students a
basic knowledge of genetics, ancestry
and heredity so they might better
appreciate the poem.
consider the statement: “I see your
ancestors in you.” Discuss its meaning.
Have students express their ideas
creatively (painting/drawing, sculpture,
song, poetry, play, essay, speech)
research poet Nick Whittle, providing
context for the poem and answering the
question: Does knowing more about the
author change the effect of the poem for
you?
research the line: “I see the Tiber foaming
with much blood.”, answering the
question: How does understanding the
history of this comment affect your
appreciation and understanding of the
poem.
research Lead Belly, Blind Lemon Jefferson
and Big Bill Broonzy, and discuss the
significance of their “appearances” in this
poem.
research the origin of the name “Little
England” and comment on the
appropriateness in today’s world.
Video Loading...
I Pour Another Rum
Genes, DNA and Chromosomes
explained
Video Loading...
Genetics 101 (Part 3 of 5): Where do your
genes come from?
Video Loading...
Libation: An African Tradition:
A Documentary By ADHD Films
watch the video above about libation,
after reading and discussing the poem.
They might discuss their views on the
ancient practice and how this video
affects their understanding and
appreciation of the poem.
view pictures of “mother-in-law’s tongue”
and “snake plants” then discuss why the
poet uses these names in the poem.
11

Love
by Abayomi Marshall, Page 110
Summary:
This poem, the story of a love affair, brings new meaning to the term “life
cycle”. With dramatic flair, the poet takes the reader on a step-by-step
journey of falling in and out of love. Most teens and young adults will find the
poem amusing and relatable particularly when they learn that the poet was
fifteen years old at the time of writing.
Theme:
Falling in and out of Love; surviving heartbreak.
Significant Literary Elements
Genre:
Poetry
Structure:
Free verse
Language:
“Love” is written in International Standard English, in language easily
accessible to senior secondary/tertiary students.
Literary Devices:
The poet uses the literary devices metaphor, repetition, hyperbole,
personification and pacing to excellent effect.
Symbolism:
Love as an eagle.
12

Love
Discussion points/ Comprehension Assessment:
• Identify and list the incidence of hyperbole in the poem.
• Which line signals a turning point in the poem?
• Explain the literary significance of the line “A great sound of thunder and slamming
doors”.
• What is the effect of repetition, particularly in the latter part of the poem?
• Describe the mood of the poem.
• What does the spacing between the penultimate and the last line suggest?
• What do the last three words suggest?
• Cite two instances of personification. Explain the comparisons. Are they effective?
Suggested Activities
Students might:
listen to the poem, without knowing its
name, then suggest titles.
create a Word Bank including: wane,
plummet, forsake, jowls, agape, millstone,
cacophony, discord, dissonance and any
other words they find challenging.
read other poems about love and
compare how the topic is treated in each.
write a dialogue between the two lovers
revealing what went wrong in the
relationship.
work in groups to create a multi-artiste
soundtrack to accompany the various
stages of the “love cycle” described in
the poem.
write their own love poems.
study the concept of intertextuality, then
write a creative response to Love.
write a short story based on the poem.
Chronicle how the lovers meet and what
finally tears them apart and what
happens after the break-up.
write a song (any genre, although this
lends itself to Country and Western or
Blues) from the perspective of the jilted
lover.
13

The Shape of Avocado
by Stephen Sandiford, Page 112
Summary:
Like the fruit for which it is named, this poem offers a unique taste of life as the
poet explores the impermanence and uncertainties of life and the need to
keep loving and living in spite of past failures and loss.
Theme:
Overcoming the challenges of life; love; man’s relationship with nature.
Significant Literary Elements
Genre:
Poetry
Structure:
Three stanzas; Free verse
Language:
Written in Standard International English using vocabulary easily accessible to
secondary and tertiary students.
Literary Devices:
Includes assonance, metaphor, diction (word choice and placement) and
enjambment.
14

The Shape Of Avocado
Discussion points/ Comprehension Assessment:
• Consider the lines: “… no chance/of bearing fruit.” What might the avocado tree be
symbolic of?
• When the persona speaks to “this latest plucky middle-aged bloom” to whom/what is
he speaking?
• “…I recall the vagaries of leaf wilt and/dry spells…” What is the persona remembering?
• Where do you imagine the “curious green-eyed cats” come from?
• “labours of love can often go perfectly/pear-shaped” What does this mean?
• What four-letter word could replace “life encased in stone”?
• Why does the poet make this comparison (mentioned above) in relation to an
avocado? Is it effective?
• “Future is a fragile thing for un-green thumbs”. If this statement were being applied to
life generally, how might it be paraphrased?
Suggested Activities
Students might:
read Kendel Hippolyte’s Avocado
(So Many Islands 2018 Peekash Press),
then discuss how Sandiford and Hippolyte
use the fruit to tell stories from distinctly
differing perspectives.
select a fruit or vegetable that symbolises
their life, then write a poem about it.
present the poem graphically (stick
figures will do!) using words and phrases
from the poem to complement their
artwork.
Here is an example of the
last suggested activity.
15

Lesson and Study Guide
Essays
Ode to the Bajan Blackbirds
A Way Back - Phyllis, Freddy, Dexter and Wow

Ode to the Bajan Blackbirds
by Jeffrey Walcott, Page 81
Summary:
Written in Bajan, this essay is a first person narrative from an indignant
blackbird agitating for the right of the blackbird, rather than the near-extinct
pelican, to be recognised as the national bird of Barbados.
Theme:
National (Barbadian) pride; Man’s effect on nature; Nature’s response to man.
Significant Literary Elements
Genre:
Persuasive/Argumentative Essay/Speech.
Structure:
The persona makes his point (Blackbirds are natural Bajans and deserve honour
and recognition.) then supports it with evidence to convince the reader/
listener of his perspective. The persona includes several cultural references
including paraphrasing of Bajan calypsonians and the referencing national
symbols (including the motto, coat of arms and anthem).
Language:
Barbadian Nation Language is used effectively and is easily accessible to
readers.
Literary Devices:
Include personification, metaphor, simile, pun, rhetorical questions, humour.
Setting:
Barbados
17

Ode To The Bajan Blackbirds
Discussion points/ Comprehension Assessment:
• List the two references to calypso and calypsonians which appear in this piece. Is their
inclusion effective?
• What is the significance of writing in Bajan? Would the essay be as effective if written in
Standard International English? Give reasons for your answer.
• What do the following phrases mean?
• “nobody ain’t say yuh cat, yuh dog, ‘bout we.”
• “You never hear about a cowboy blackbird.”
• “God is a Bajan.”
• Explain the pun contained in the statement “We ain’t try to fly in nobody face.”
• List four ways in which blackbirds demonstrate their patriotism according to the
narrator.
• List the instances of use of rhetorical questions. Is the literary device used effectively in
each instance? Explain your response.
• The blackbird mentions three topics of national interest: Some might consider them
ongoing current affairs. Identify them.
• An ode is defined as a tribute in poetic form. What rationale can you offer regarding
why the author gave this prose the title of “Ode”?
• Explain the reference to “the UWI sports program”.
• Drawing evidence from the blackbird’s statements, describe the average (human)
Bajan.
18

Ode To The Bajan Blackbirds
Suggested Activities
Students might:
imagine and write an essay/speech
offering the pelican’s response to the
blackbird.
write a dramatic scene between the
blackbirds and the pelicans. Include
comments from the pigeons, green
monkeys and other animals.
write the story/news report/poem/
essay/monologue/skit/comic strip which
tells the following story: The blackbirds
decide to sue the government for
“infringement of God-given bird right to
be recognised as ambassadors of
Barbados”.
work in groups to translate an excerpt of
the text, then orally share their various
interpretations with the class.
Video Loading...
Jack - The Mighty Gabby
Video Loading...
Bim - Red Plastic Bag
listen to Jack by The Mighty Gabby and
Bim by Red Plastic Bag. Discuss the
treatment of nationalism in these songs
and compare to the passage.
19

A Way Back – Phyllis,
Freddy, Dexter and Wow
by Linda M. Deane, Page 114
Summary:
This essay sensitively outlines the author’s experience of caring for her mother
who is living with debilitating memory loss.
Theme:
The ravages of disease; parental-filial relationships; parental-filial role reversal;
the healing powers of art/music.
Significant Literary Elements
Genre:
Narrative Essay.
Structure:
The author uses quotations liberally to demonstrate, introduce or enhance her
points. The quotations also demarcate shifts in time and setting.
Language:
Written in Standard International English, the language is beautifully and
carefully rendered, and easily accessible to readers.
Literary Devices:
Includes personification, metaphor, simile, repetition, quotations, humour.
Setting:
Barbados
20

Discussion points/ Comprehension Assessment:
• Discuss the title. What is special about it? Does it make you want to read the narrative?
Why? Why not?
• How does the insertion of quotations and internet memes enhance the text?
• Consider and discuss the meaning and effectiveness of the following phrases:
“…penetrating it is like attempting to carve deep into rock with a blunt knife….” (p 115)
“…we lullaby them back to her.” (p 117)
“…sunlight… steeling through the French windows….” (p 118)
• How do you think the name “Wow” originated?
• What does repetition of the question “Where’s your father -?” signify and emphasise?
• “I am deliberately ignoring the faint discomfort I feel at the inappropriateness, corn or
cheese, even….” (p 120) What does the writer mean by “corn or cheese”?
• To whom does the name “Freddy” refer? What does this suggest about the author’s
relationship to this person?
• Who is Dexter?
A Way Back – Phyllis, Freddy, Dexter and Wow
• Identify ONE use of (i) personification, (ii) metaphor, and (iii) simile in the passage.
Suggested Activities
Students might:
learn about narrative essay writing: telling
the story of a real-life experience.
write their own narrative essays.
work in groups to create a multi-media
presentation using print, music, video and
spoken word to illustrate the essay.
note the structure of the essay:
quotations; past tense; quotation; present
tense; quotation; past tense segueing
into present tense; quotation; present
tense; quotation, then write their own
personal narratives, mimicking the
structure of this essay by alternating
between past and present events.
21

A Way Back – Phyllis, Freddy, Dexter and Wow
Suggested Activities (Cont’d)
Students might:
create a soundtrack to accompany this
personal narrative. They can use the
playlist offered by the author. Encourage
students to listen to various tracks by the
artistes mentioned:
Video Loading...
Bob Marley – Trenchtown Rock
Video Loading...
Video Loading...
St. Leonard’s Boys’ Choir –
Barbados National Anthem
The Royal Barbados Police Force Band –
Could You be Loved (Bob Marley)
Video Loading...
Video Loading...
Nat King Cole – Unforgettable
Ella Fitzgerald – Blue Moon
22

A Way Back – Phyllis, Freddy, Dexter and Wow
Video Loading...
Video Loading...
The Carpenters –
Rainy Days and Mondays
The Carpenters – Top of the World
Video Loading...
Video Loading...
The Mighty Sparrow – Jean and Dinah
The Mighty Sparrow – May May
Video Loading...
Video Loading...
The Mighty Sparrow – The Lizard
Frédéric Chopin – Nocturnes Op. 9 No. 2
23

Lesson and Study Guide
Short
Stories
Rain Cloud
This Could Be It
The Woman Whose Laugh Cracked The Sky
A Hand Came Through The Wall

Rain Cloud
by Shadon Cumberbatch, Page 14
Summary:
This story recounts, in harrowing detail, the effects of child abuse – physical,
emotional, spiritual and mental – on victims. It offers a perfect opportunity
to discuss child abuse from literary, social and psychological perspectives. It
should be noted that some students (age is irrelevant) may be emotionally
triggered by the content of this story.
Theme:
Child abuse; family relationships; sibling bonds; life and death.
Significant Literary Elements
Genre:
Narrative Fiction.
Language:
Written in Standard International English, the author uses descriptive language
to paint a painful picture of abject horror and suffering.
Literary Devices:
Includes humour (albeit morbid), metaphor, simile.
Setting:
Unknown
Main Characters:
Unnamed narrator; Narrator’s brother Dorian; Children’s father (the abuser).
25

Rain Cloud
Discussion points/ Comprehension Assessment:
• Discuss the title. Can you identify (in the story) the metaphor from which the story gets
its title?
• What gender is the protagonist? Why do you think the author may have written the
character this way?
• Who is Dorian? What quality of relationship do he and the protagonist share?
• “I pray this one knocks me out.” (Page 15) What is inferred by this statement?
• Identify TWO uses of (i) metaphor and (ii) simile in the passage. Comment on the
effectiveness of each literary device.
• What happens in the last sentence of the story?
• What are the protagonist’s main concerns during this ordeal?
• Discuss the story’s ending. What do you think has happened?
Suggested Activities
Students might:
explore the concept of intertextuality by
watching the video found here:
Video Loading...
attend a lecture by a social worker/
Child Care Board official/Guidance
Counsellor/psychologist on the topic of
Child Abuse. All students should leave
the session aware of what to do and to
whom to report child abuse, whether they,
a friend or a family member are the
victim.
How to Understand Intertextuality &
Adaptation in The Tempest & Hag-Seed
consider the last line of the story, then
write what happens after this story ends.
work in groups to research local/regional
Child Abuse, including statistics and the
causes of the scourge. Have students
report their findings during a brief
presentation to the class.
26

This Could Be It
by Shakirah Bourne, Page 19
Summary:
This richly textured, multi-layered story weaves a poignant tale of love found
and lost; dreams realised and shattered. It is an excellent sample for teaching
structure, literary devices and point of view written by one of Barbados’
leading, contemporary, internationally recognised writers.
Theme:
Love; relationships; goals/dreams; mental health; social values; chance.
Significant Literary Elements
Genre:
Narrative Fiction.
Structure:
The author uses seemingly random numbers to separate scenes and indicate
the passage of time as the relationship of the two protagonists progresses. It
is only towards the end of the story that the significance of the numerical
section headings is revealed.
Also significant is the way the author draws the characters in detail without
ever naming them. The only character named is an unborn baby.
Language:
Written in Standard International English, the author deftly describes a classic
boy-meets-girl/boy-loses-girl romance.
Literary Devices:
Includes humour, metaphor, simile, irony, repetition, symbolism.
Setting:
Barbados.
Main Characters:
Unnamed man and woman.
27

This Could Be It
Discussion points/ Comprehension Assessment:
• What is the significance of the numerical headings of each section of the story?
• Summarise the story, using a sentence or two to describe what happens in each
section.
• The characters are never named. Why do you think the author leaves them nameless?
• List each character’s physical and personality traits. Would/could you be friends with
either character?
• Identify one instance each of (i) humour (ii) metaphor and (iii) simile in the story.
Comment on the effectiveness of each example you choose.
• Identify and discuss the irony which occurs in this story.
• What surprises you about the story? Why?
• What does the phrase “this could be it” signify/infer? Why is it repeated, throughout
the story?
• The only character named in the story is an unborn baby. What might this suggest?
• What is the bonus number for the winning draw?
• What is the significance of the number 1 by the end of the story?
• Explain the literal and figurative meanings of the last spoken words in the story: “As
soon as you break it, it’s gone.”
28

29

This Could Be It
Suggested Activities
Students might:
imagine that the couple actually wins the
lottery then write what happens after
that.
write a personal narrative about a time
when they suffered great disappointment,
answering the questions: How did you
feel? How did you overcome your
disappointment? What saved you from
descending into “madness”? Students
might share their experiences with the
class during an “Open Mic” session..
work in groups to dramatise significant
aspects of the seven scenes of the story:
They meet
He proposes
They celebrate Christmas
They buy the lottery ticket
They “win” the lottery
They realise they’ve not won the lottery
They meet
The story possesses a cinematic
quality so lends itself to this assignment.
This could be an improvisation exercise
or an extended project involving scripting
then performing the excerpt.
30

The Woman Whose Laugh
Cracked the Sky
by Sharma Taylor, Page 88
Summary:
This first person narrative, written from the perspective of an adult
remembering a childhood incident, tells the story of Myrna, the washerwoman,
and a tragic event which haunts the narrator still. Written by one of the
Caribbean’s rising literary lights, the story’s strongpoint is its character
development. With a focus on child abuse, this story may be emotionally
triggering for some students regardless of age.
Theme:
Child abuse; family relationships; friendship; sexual relationships, loyalty;
retribution.
Significant Literary Elements
Genre:
Narrative Fiction.
Language:
The narrative is written in Standard International English, with Jamaican Nation
Language used in direct speech.
Literary Devices:
Include simile, humour (sometimes morbid), metaphor, irony, foreshadowing
Setting:
Rural Jamaica.
Main Characters:
Myrna, the washerwoman; Myrna’s son Kirk; the unnamed narrator; the
narrator’s mother, Mrs. Smith; Parson Brown.
31

The Woman Whose Laugh Cracked the Sky
Discussion points/ Comprehension Assessment:
• Discuss the title. What expectations does it spark in the reader? Are these
expectations met?
• What is the literary effect of the title?
• There is a distinct and drastic shift in the behaviour of the main character, Myrna. What
line on page 95 denotes that shift?
• Describe Myrna’s character before the point noted in Discussion point 2.
• Describe Myrna’s character after the point noted in Discussion point 2.
• “Myrna living in sin, according to Pastor Brown”. Explain the irony of this statement.
• What do people say happened to Parson Brown?
• What actually happens to Parson Brown?
• Myrna is not charged for assaulting Parson Brown although there is an eyewitness.
What might this suggest about that village’s views on child molestation?
• Identify the use of foreshadowing on page 89.
• Listen to Bob Marley’s song Kinky Reggae, then explain the irony of “Or in a slow and
steady prayer, croon Bob Marley’s “I went downtown…. All over her booga-wooga”.
(page 94)
• Discuss the links between i) “is not de man dem fault mi love de woody!” (page 90) and
(ii) “Or in a slow and steady prayer, croon Bob Marley’s “I went downtown…. All over her
booga-wooga”. (page 94)
• Discuss the reliability of the narrator as a witness to the events. Is she reliable? Give
reasons for your answer.
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The Woman Whose Laugh Cracked the Sky
Suggested Activities
Students might:
demonstrate their understanding of the
events by illustrating the story.
discuss how Myrna might have handled
the situation differently.
attend a lecture by a social worker/Child
Care Board official/Guidance Counsellor/
psychologist on the topic of Child Abuse.
All students should leave the session
aware of what to do and to whom to
report child abuse, whether they, a friend
or a family member are the victim.
write a song (any genre but preferably
Caribbean folk, calypso, reggae or rap)
telling Myrna’s story.
write a version of this story from Myrna’s
first person perspective.
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A Hand Came
Through the Wall
by Cherie Jones, Page 107
Summary:
Apart from its chilling plot, deft use of vocabulary and shocking ending, this
selection is the only offering of flash fiction in the anthology and therefore
offers an excellent opportunity to explore the world of flash fiction and the
art of reading between lines, imagining the unspoken/unwritten, and filling in
blanks to tell the/a full story.
Theme:
Marriage; love; life and deah.
Significant Literary Elements
Genre:
Flash Fiction.
Language:
Written in Standard International English, easily accessible vocabulary.
Literary Devices:
Include simile, metaphor, paradox, symbolism
Setting:
Not mentioned.
Main Characters:
Geoff (the husband), unnamed wife, the man who’s hand comes through the
wall.
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Discussion points/ Comprehension Assessment:
• Explain what is happening in this story. Include answers to: Who is Geoff? What is his
relationship to the unknown narrator? Why are they in this room? Offer as much detail as
possible drawn from the text.
• What is Geoff’s attitude to the event that has taken place?
• What is the narrator’s attitude towards the incident?
A Hand Came Through The Wall
• What realisation is the narrator implicitly stating in the last line of the story?
• Identify ONE use of (i) metaphor (ii) simile (iii) paradox and (iv) symbolism in the passage.
Comment on the effectiveness of each literary device.
Suggested Activities
Students might:
learn the genre of flash fiction by
analysing examples. Here are four
samples:
Girl by Jamaica Kincaid
Give It Up by Franz Kafka
create their own flash fiction, using writing
prompts picked from a hat.
participate in an in-class writing
competition (students, via peer review,
can help with judging) and encourage the
winners to enter the NIFCA Literary Arts
competition.
Sticks by George Saunders
The Appointment in Samarra (as retold by
W. Somerset Maugham [1933])
Below are links to online flash fiction
journals:
Flash Fiction Online
Flash Fiction Magazine
[100 Word Story]
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Suggestions
For Comparative Study Of Some Of The Selected Pieces
The following questions will offer students opportunity for practising essay writing.
“It is the poet’s use of symbolism which makes a poem most memorable.”
With reference to two poems featured in this study guide, discuss your views on
this statement.
“Rhythm and rhyme are the two most important elements of any poem.”
Discuss the truth of this statement, making reference to three of the poems in
this study guide.
“The success of a poem depends on the poet’s use of literary devices.”
With reference to two of the poems in this study guide, discuss the validity of this
statement.
“Authors create narratives to portray the world as they would like it to be rather
than as it is.”
Making reference to three of the prose selections in this study guide, discuss
your views on this statement.
“Writers sometimes portray tragedy but also offer readers glimmers of hope.”
Discuss this statement with reference to TWO poems OR TWO prose pieces
featured in this study guide.
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