Invisible Mass of the Back Row - Claudette Williams Flashcards
Context
The writer lived in Jamacia for the first ten years of her life, moved to London in 1965.
‘Stand up. Recite the adventures of Columbus.’
The narrator is asked to recite American history, as opposed to that of her own country.
‘The heat of the morning sun, soaking through the galvanised roof, is magnified inside the schoolroom.’
The reader is exposed to sensory imagery, being placed in the narrators shoes, feeling the warmth of the sun but also probably the embarrassment.
‘The stench of fear is in everyone’s nostrils.’
Sensory metaphor: foreshadowing that something bad is going to happen, placing the narrator in the scene, exemplifying the negative feelings.
‘Something tells me that my days of being hidden, disposed of, dispatched to the invisibility of the back row, are numbered.’
Rule of 3, exaggerates to the reader the contrast of her past situation to what is about to happen.
‘They are formed in my head, but my lips do not speak them. The inspector’s eyes pierce me through.’
The feeling of expectation, combined with anxiety, building tension to the reader.
'’What was Columbus doing here anyway?’ The words trapped inside my head tumble out.’
Personifies words, exaggerating their importance/size to the reader, bursting to come out of her head.
‘My parents are in England and living with my Aunt is like walking a tight-rope.’
Simile: the danger of living with her Aunt, it is uncomfortable, whilst her parents are miles away.
‘Come, let we beat her up.’
Use of Jamaican Patois to emphasise culture. Hortense plans to fight Lorna.
‘Miss mavis has the most beautifully oiled, ivory coloured skin in the whole wide world.’
Hyperbole/exaggeration, stressing to the reader just how beautiful her skin is in Hortense’s eyes.
‘Our senses are assaulted by saltfish fritters, fried dumplings.’
Sibilance / listing of traditional Jamaican foods, exemplifying culture.
‘Smells mingle and whirl, creating a comfortable oasis under the gigantic cotton tree.’
Sensory Imagery, places the reader within the scene.
‘Like swarming bees we descend, shouting our orders to the lunch women.’
Simile: comparing classmates to bees, busy and excited, but can become agitated and hurtful. This also shows the reader the typical lunchtime within specifically her Jamaican school.
‘Will I one day move from the back row?’
Rhetorical question, showing the narrators thoughts/feelings.
‘Me a go a Englan.’
Jamaican Patois, Hortense’s realisation that she is going to see her parents in England. Contrast of the thought of England and Jamaican culture. Repeated phrase: emphasise excitement.
