Comparing Poems: Class Game & No Problem
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How do the poems 'The Class Game' and 'No Problem' differ in their approach to addressing prejudice?

  • 'The Class Game' focuses on racial prejudice, while 'No Problem' examines class issues through personal anecdotes.
  • 'The Class Game' uses abstract metaphors, while 'No Problem' relies on personal experiences.
  • 'The Class Game' uses defiant language to address class issues directly, while 'No Problem' uses repetition and sarcasm to address racial prejudice. (correct)
  • 'The Class Game' employs sarcasm, while 'No Problem' uses direct confrontation.

How does Mary Casey use direct address in 'The Class Game' to engage the reader?

  • By distancing the reader from the poem's subject matter, encouraging objective analysis.
  • By presenting the reader with abstract concepts of social mobility and hierarchy.
  • By inviting the reader to reflect on their own biases regarding class stereotypes. (correct)
  • By creating a sense of nostalgia for the reader's own childhood.

What is the significance of the repeated line 'I am not de problem' in Benjamin Zephaniah's 'No Problem'?

  • It distracts from the poem's primary focus on cultural pride and heritage celebration.
  • It reinforces the poem's central message that the speaker is a victim of misrepresentation, challenging racial stereotypes. (correct)
  • It establishes the speaker as an instigator of social unrest and conflict.
  • It undermines the speaker's credibility by suggesting uncertainty about their identity.

What effect does the use of the word 'proud' have in the line, 'And I'm proud of the class that I come from' in 'The Class Game'?

<p>It conveys a sense of resistance to societal prejudices and highlights the speaker’s self-worth. (B)</p> Signup and view all the answers

How does Zephaniah express pride in his cultural heritage in 'No Problem'?

<p>Through the use of colloquial language and references to his cultural background, such as 'I can teach you of Timbuktu'. (A)</p> Signup and view all the answers

While both poems address prejudice, what distinguishes 'The Class Game' in its approach?

<p>It uses a more direct approach to expose prejudice, compelling the reader to engage directly with class stereotypes. (C)</p> Signup and view all the answers

What does the statement 'I am not de problem' suggest about the perception of racial stereotypes in 'No Problem'?

<p>That racial stereotypes are deeply ingrained and frequently misunderstood. (C)</p> Signup and view all the answers

How does 'No Problem' encourage critical thinking in the reader?

<p>By presenting statements and absolutes such as 'am' to assert factual certainty, encouraging the reader to consider the issue with a blend of seriousness and critical thinking. (C)</p> Signup and view all the answers

How does 'No Problem' subtly invite the reader to appreciate the author's heritage?

<p>By employing colloquial expressions and cultural references throughout the poem. (B)</p> Signup and view all the answers

In 'The Class Game,' what does the use of the word 'proud' emphasize about the author's stance?

<p>A firm opposition to classist attitudes and prejudices. (D)</p> Signup and view all the answers

How does the line 'I can teach you of Timbuktu' in 'No Problem' challenge traditional power dynamics?

<p>By positioning the speaker as a knowledgeable figure capable of educating others. (D)</p> Signup and view all the answers

What is the primary focus of stereotyping in 'The Class Game'?

<p>Social class. (B)</p> Signup and view all the answers

In 'No Problem,' what aspect of society is critiqued for perpetuating racial biases?

<p>The education system. (D)</p> Signup and view all the answers

What effect does the simile 'stick in your gullet like a sour plum' in 'The Class Game' have on the reader?

<p>It highlights the discomfort and rejection experienced by the working class. (A)</p> Signup and view all the answers

How does the juxtaposition between 'born academic' and 'branded athletic' in 'No Problem' affect the reader?

<p>It compels the reader to recognize how racial stereotypes limit personal growth. (D)</p> Signup and view all the answers

Which literary device is most prominently used in 'The Class Game' to directly challenge class prejudice?

<p>Rhetorical questioning. (A)</p> Signup and view all the answers

What approach does 'No Problem' primarily use to address racial prejudice, contrasting with the directness of 'The Class Game'?

<p>A reflective and ironic approach. (B)</p> Signup and view all the answers

What is the ultimate goal of both 'The Class Game' and 'No Problem' in their commentary on societal biases?

<p>To compel readers to acknowledge and challenge societal biases. (C)</p> Signup and view all the answers

Flashcards

The Class Game themes

Explores identity and prejudice regarding class struggles.

No Problem themes

Addresses identity and racism in the UK, particularly against black individuals.

Repetition in poetry

Technique used to express strong emotions and reinforce themes.

Rhetorical question in The Class Game

Challenges stereotypes: 'How can you tell what class I’m from?'

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Identity in The Class Game

Pride in working-class roots expressed through explicit language.

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Colloquial language in No Problem

Demonstrates pride in cultural heritage and challenges stereotypes.

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Direct address in The Class Game

Uses 'you' to confront readers about class issues.

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Comparison of approaches

The Class Game is direct; No Problem is measured in addressing prejudice.

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Pride in No Problem

The poem expresses cultural pride through colloquial language and references.

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Casey’s defiance

Casey challenges classist prejudices by asserting her identity.

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Reversal of power dynamics

The phrase 'I can teach you of Timbuktu' indicates a shift in traditional roles.

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Cultural confidence

The verb 'teach' emphasizes the speaker’s belief in their cultural significance.

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Class judgments in The Class Game

The poem reveals discrimination based on appearances and speech.

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Racial biases in No Problem

Zephaniah critiques education for fostering racial stereotypes.

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Simile in The Class Game

The phrase 'stick in your gullet like a sour plum' illustrates rejection.

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Juxtaposition in No Problem

Contrasts 'born academic' with 'branded athletic' to highlight stereotypes.

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Literary techniques used

Both poems use repetition, similes, and direct address to convey messages.

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Purpose of both poems

To compel readers to recognize and challenge inherent biases.

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Study Notes

Comparing Poems: "The Class Game" and "No Problem"

  • Themes: Both poems explore identity and prejudice, but address different social issues. Casey focuses on working-class treatment; Zephaniah on black experiences in the UK.

  • Language and Style:

    • Casey's "The Class Game": Uses defiant, confrontational language, direct address ("you"), and rhetorical questions. Examples include direct challenge about class with the repeated question "How can you tell what class I’m from?" and the assertive, straightforward "And I'm proud of the class that I come from."
    • Zephaniah's "No Problem": Employs repetition, sarcasm, and colloquial language ("I am not de problem," "I can teach you of Timbuktu"). Employs contrasting ideas to exemplify racial stereotyping, such as "I am born academic But dey got me on de run Now I am branded athletic" to expose the bias.

  • Repetition and Impact:

    • Both poems use repetition to highlight strong emotions and messages, but with different effects.
    • In "The Class Game," repetition emphasizes direct confrontation and forces reflection on class bias.
    • In "No Problem," repetition asserts the speaker's identity while subtly challenging societal perceptions, inviting critical thinking through irony.

  • Identity and Pride:

    • Casey's poem: Expresses pride in working-class identity openly, using the word "proud" to show defiance.
    • Zephaniah's poem: Displays pride in cultural heritage subtly through colloquial language and allusions to Timbuktu. This use of colloquial language and allusions to culture highlights the subtle yet powerful way Zephaniah demonstrates his identity.

  • Stereotyping and Judgment:

    • Casey's poem: Exposes unfair judgments on working-class individuals based on appearance (social cues) and habits ("Does it stick in your gullet like a sour plum?").
    • Zephaniah's poem: Critiques the way institutions (education system) perpetuate racial biases. The juxtaposition of "born academic" with the idea of being "branded athletic" clearly exposes the limitations put on individuals by stereotypes.

  • Overall approach: "The Class Game" is more explicit in its confrontation of prejudice. "No Problem" indirectly critiques prejudice through irony. Both texts aim to make the audience confront ingrained biases.

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Description

Explore identity and prejudice in 'The Class Game' and 'No Problem'. Casey critiques class, while Zephaniah addresses black experiences in the UK. Analyze their defiant language, repetition, and style.

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