Question

On his blindness By John Milton 1. When I consider how my light is spent, 2. Ere half my days, in this dark world and wide, 3. And that one Talent which is death to hide 4. Lodged with me useless, though my Soul more bent 5. To serve therewith my Maker, and present 6. My true account, lest he returning chide; 7. "Doth God exact day-labour, light denied?" 8. I fondly ask. But Patience, to prevent 9. That murmur, soon replies, "God doth not need 10. Either man's work or his own gifts"; who best 11. Bear his mild yoke, they serve him best. 12. His state is Kingly. Thousands at his bidding speed 13. And post o'er Land and Ocean without rest: 14. They also serve who only stand and wait. 2.1 What do you think is the speaker's tone in the poem? Justify your answer. (3 marks) 2.2 Why did the speaker use the first-person pronouns in stanza 1 and 2? (2 marks) 2.3 Quote a line from the poem that shows an example of a rhetorical question and the answer provided. (2 marks) 2.4 Imagine yourself in the speaker's situation, will you be concerned about losing your sight? (2 marks) 2.5 Do you think the use of the personal pronoun "his" in the title of the poem is appropriate? Justify your answer. (2 marks) 3. Reading texts for different purposes involves using reading strategies such as scanning, skim and in-depth reading. As an English teacher, how would you use each of these reading strategies while teaching the poem entitled On his blindness. (6 m SUB-TOTAL: [25 MAK​

Answer 1

2.1 The speaker's tone in the poem can be described as contemplative, resigned, and introspective. The speaker reflects on their own loss of sight and the implications it has on their ability to serve their Maker. The tone is characterized by a sense of acceptance and the search for meaning in their circumstances. This is evident in lines such as "When I consider how my light is spent" and "I fondly ask. But Patience, to prevent."

2.2 The speaker uses the first-person pronouns "I" and "my" in stanzas 1 and 2 to emphasize their personal experience and perspective. By using these pronouns, the speaker brings a sense of intimacy and immediacy to the poem, allowing the reader to connect more deeply with their thoughts and emotions. It also highlights the speaker's personal struggle with their loss of sight and their desire to serve their Maker.

2.3 The rhetorical question and its answer are found in lines 7 and 9: "Doth God exact day-labour, light denied?" The speaker questions whether God expects them to work and serve even without the ability to see. The answer provided by Patience is, "God doth not need / Either man's work or his own gifts." This rhetorical question emphasizes the speaker's inner turmoil and their attempt to reconcile their condition with their faith.

2.4 As an individual, whether one would be concerned about losing their sight is subjective and may vary from person to person. However, considering the speaker's situation in the poem, it is likely that losing their sight is a significant concern. The speaker expresses a sense of frustration and feeling useless because of their lost talent. They are concerned about their ability to serve their Maker and fulfill their purpose.

2.5 The use of the personal pronoun "his" in the title of the poem, "On his blindness," is appropriate. It refers to the speaker's personal experience of blindness, reflecting their own struggle and reflection. By using the possessive pronoun "his," it emphasizes the individuality and personal journey of the speaker, making it more relatable and evoking empathy from the readers.

3. When teaching the poem "On his blindness," different reading strategies can be utilized:

- Scanning: This strategy can be used to quickly identify key words or phrases in the poem that relate to the theme of blindness, service, or faith. Students can scan the text to find specific lines or stanzas that highlight these themes, allowing for focused discussions or analysis.

- Skimming: Skimming can be employed to get an overall sense of the poem's structure and main ideas. Students can skim the stanzas to identify the speaker's dilemma, the use of rhetorical questions, and the themes explored. This helps in forming initial impressions and generating discussion points.

- In-depth Reading: This strategy involves a closer examination of the poem's language, imagery, and deeper meaning. Students can engage in close reading of specific lines or stanzas, analyzing the figurative language, metaphors, and symbolism employed by the poet. They can explore the speaker's emotions, the religious undertones, and the philosophical questions raised.

By incorporating these reading strategies, students can develop a comprehensive understanding of the poem, engage in critical thinking, and participate in meaningful discussions about its themes and the speaker's perspective.