AN AFRICAN THUNDERSTORM – David Rubadiri

From the west

Clouds come hurrying with the wind
Turning
Sharply
Here and there 5
Like a plague of locusts
Whirling
Tossing up things on its tail
Like a madman chasing nothing.

Pregnant clouds 10
Ride stately on its back
Gathering to perch on hills
Like dark sinister wings;
The Wind whistles by
And trees bend to let it pass. 15

In the village
Screams of delighted children
Toss and turn
In the din of whirling wind,
Women – 20
Babies clinging on their backs –
Dart about
In and out
Madly
The Wind whistles by 25
Whilst trees bend to let it pass.
Clothes wave like tattered flags
Flying off
To expose dangling breasts
As jaggered blinding flashes 30
Rumble, tremble, and crack
Amidst the smell of fired smoke
and the pelting march of the storm.

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UNDERSTADING THE POEM
 Rubadiri’s poem captures the looming arrival of a fierce storm. The anticipation
of its arrival is both exciting and frightening. The wind is described as a mighty
force, unpredictable in its direction, and carrying with it ominous clouds. The
strength of the wind seems to suggest that worse is to follow once the storm hits.
 The poem describes nature’s forces conspiring to bring this powerful storm, and
then narrows the focus to its effect on people in its path. The inhabitants of a
village are seen reacting to its approach, with the contrasting responses of
children and mothers.
 The village is clearly vulnerable to the force of the storm. The poem ends with
the storm almost breaking overhead as the flashes of lightning and crack of
thunder arrive.

FORM AND STRUCTURE

 The poem is divided into two parts which divide the content into the general and
the specific. The first part, made up of stanzas one and two, describes the storm
as it gathers momentum, and the third stanza describes its impact on human
existence.
 The irregular number of words on a line, with many single-word lines, captures
the unpredictable progress of the wind and the accompanying clouds. This
technique is also evident in the second part of the poem, where the frantic
movement of the village women as they ‘Dart about/In and out/Madly’ (lines 22 –
24) is physically demonstrated by the line divisions.
 The description of ‘The Wind whistles by/And trees bend to let it pass’ in the
second stanza (line 14 – 15) is almost exactly repeated in the third stanza, in
lines 25 – 26, although ‘And’ has been replaced with ‘Whilst’ (line 26). The path
of the storm has not been diminished by the trees. In fact, the trees give way to
allow it to progress unhindered.

POETIC/LANGUAGE DEVICES
 Rubadiri makes use of vivid imagery and figures of speech to convey the various
elements of the storm. Line 6 introduces the simile of the approaching ‘plague of
locusts’, underlining the appearance and potentially destructive nature of the
storm. It also locates the setting in Africa. The further simile comparing the wind
to a monster thrashing its tail about “like a madman chasing nothing’ (line 9)
emphasises the unpredictable nature of the storm, which adds to its danger. The
description of the clouds ‘Gathering to perch on hills/Like dark sinister wings’
(lines 12-13) makes the clouds reminiscent of some bird of prey waiting for the
opportune moment to strike.
 The third stanza continues in its depiction of noise and movement as villagers
anticipate the storm’s arrival. We notice how the children react with ‘Screams’
(line 17) of delight, possibly because of the thrill of potential danger. The women
hurriedly attempt to prepare for the storm, although it seems that their efforts may
be pointless as the ‘Clothes wave like tattered flags’ (line 27), completely at the
mercy of the wind.
 The poem ends with the storm breaking, but stops before it actually hits. The
progress of the ‘pelting march of the storm’ (line 33) tells the reader that this
storm cannot be stopped and will be a mighty one.

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SOUND DEVICES
 This poem utilises sound effectively. Much use is made of onomatopoeia as the
wind is ‘whirling’ (lines 7 and 19) and it ‘whistles’ (lines 14 and 25). The noise in
the village has the screams of children competing with ‘the din of whirling wind’
(line 19). As the storm gets closer, its imminent arrival is heralded by the
onomatopoeia of the ‘Rumble, tremble, and crack’ (line 31) of the thunder, and
the impact of lightning striking the earth.

SUMMARY
 The poem describes a typical African thunderstorm, with all its intensity.
 In African society, rain is a blessing; everything loves the approach of rain, not
just children.
 It is good for the crops and the animals, as it increases the harvest.
 However, in reading this poem, the feeling is that the author is not happy; he
concentrates on telling us about the damage that the rain and wind do.
 It calls attention because the poet uses similes while referring to the wind that
brings rain, a good thing. Good has a negative side to it?
 Is this poem an analogy between politics/ history/ nature?

ANALYSIS
 The persona describes the approach of the storm.
 The poem reminds us of the ominous presence and unbridled power that is
associated with an African thunderstorm.
 This storm is, however, characterised with anarchy, chaos, and disorder.
 The images of locusts, madman, pregnant clouds, sinister wings, suggest the
pandemonium that comes with the rain.
 It may have started as a mild wind but then it soon increased in velocity –
whirling, tossing and altering every aspect of the landscape it passed through;
making its presence profoundly felt.
 Its strange and insane mannerism cannot be easily understood by all yet
conversely, cannot be ignored either.
 It seemed to fascinate and delight the innocent and perhaps the naïve who
appeared mesmerized by the sheer natural beauty of its rhythmic sounds and
movements.
 Its fury created unwelcomed cracks in the landscape and even after the storm
had marched on; it left a lingering ‘smell of fired smoke’ in the air.
 In stanza two, he goes to the reaction of the people notably the children and
women.
 The former are happy and the latter are apprehensive to the approaching
storm.
 The last stanza deals with the storm and the anticipated chaos comes to be
true as reflected in the choice of words like “Rumble”, tremble and crack”.
 The dominant image here is kinetic because even though the poet seems to
focus on the destructive power of an African thunderstorm, this effect can only
be actualised if there is some motion, some movement.
 It must also be emphasised that that poem is not all about the destructive
power of the elements.

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  There is something of the African community and how it responds to natural
disasters.
 It is possible to interpret the poem as the effect of colonial domination on the
native land.
 The time that the poet has lived – his country got independent in the early
1960’s – can be convincing.
 He was familiar with that part of the history of his country.
 It also alludes to domination by such words as “trees bend to let the wind
pass”, “clouds ride stately on the back of the wind”.
 The tattered flags have a nationalistic connotation.
 It is important to know as much as possible about the historical context in
which the poet lived.
 Rubadiri fell out with his president a year after his appointment as
ambassador.
 Is he talking about the repressive rule of African leaders?
 Is he referring to colonial rule and the destruction that resulted in African
society?
 Is it merely a descriptive poem of a unique weather event?

QUESTIONS & ANSWERS

1. Compare the different reactions of the children and the adults in the
village to the approaching storm.
The children are excited and delighted at the imminent storm, while the adults
rush about fearfully trying to prepare defences against the storm.

2. Quote an image from the poem that suggests the danger and destructive
qualities of the coming storm.
‘Like a plague of locusts’ (line 6) or ‘Like dark sinister wings’ (line 13).

3. Contrast the different ways in which the wind and the clouds in the
storm build up.
3.1. Does the speaker portray these elements as equally powerful?
No. At the outset, the wind is definitely the more powerful of the
elements, as the winds seems to drag the clouds along, as if taking the
initiative and being the leader. The ‘Pregnant clouds/ Ride stately’ (lines 10 –
11) on the back of the wind, so again the wind seems to have the edge.

3.2. Do their roles change as the storm approaches? Discuss fully,

supporting your answer with evidence from the poem.
The way the clouds perch on hills ‘Like dark sinister wings’ (line 13) as if
waiting their moment is ominous. At this stage the clouds seem more
threatening. The wind makes a lot of noise and announces the coming storm,
but the real danger comes along with those clouds. The wind ‘whistles by’
(lines 14, 25) but it is allowed to pass, whereas it is the ‘blinding flashes’ (line
30) that pose the real danger.

4. Comment on how the form of this poem enhances its content. Note the
structure of the stanzas and lines, particularly.

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 The contrasting content is reflected in the division into three stanzas. The first
and second stanzas describe the coming storm and its build up, while the
third stanza turns to the effect of the storm on human existence. The form of
the line arrangements also contributes to the impact of the content: The
irregular line lengths and one-word lines capture the unpredictable nature of
the storm as it changes direction erratically, speeds up, stalls and lingers.

5. Do you think the poem ends effectively? Should the speaker not have
described the impact of the storm on the people and the village, or the
storm’s aftermath? Evaluate the poet’s intentions in this poem, and say
whether you believe they were effectively realised or not.
The poem follows the build-up of the storm and culminates in its explosive
release. This is most effective as the tension builds and the scene is set. It
seems evident that this was the purpose of the poet as to describe the
aftermath of the storm would be a different poem entirely.

ESSAY QUESTION:
By close reference to the use of sound devices, figurative language and setting,
write an essay in which you examine how successfully the poem paints a picture of
an approaching storm. [10]

SUGGESTED ANSWER:
 The reference to ‘locusts’ (line 6), the inhabitants of the ‘village’ (line 16) where
the women ‘Babies clinging on their backs’ (line 21), the electric ferocity of the
approaching storm and the title all tell us that the poem is set in Africa, a rural
area.
 The poem contrasts the scene out in the open area with its impact on the
unfortunate villagers in its path. The structure of the poem reflects this changing
focus as the stanzas hone in on the two settings.
 The figurative language contributes to the vivid scene of the approaching storm.
The movement of the wind, with its co-conspirator, the clouds, is metaphorically
compared to some wild creature as it makes its scurried journey: It dashes ‘here
and there’ (line 5), ‘Turning/Sharply’ (line 3-4), ‘Whirling’ (line 7) and ‘Tossing up
things on its tail’ (line 8).
 The simile comparing the progress of the wind and clouds to the ravenous
‘plague of locusts’ (line 6) gives the wind a destructive power.
 The simile comparing the wind to a ‘madman chasing nothing’ (line 9) implies its
unpredictable, dangerous quality.
 The heavy clouds seem ‘Pregnant’ (line 10) and ‘ride stately on its back’ (line 11);
then perch on hills like predatory bids with their ‘dark sinister wings’ (line 13),
waiting for the opportune moment to strike. The trees in the wind’s path ‘bend to
let it pass’ (line 15) as if bowing to a superior being.
 The clothes hung out to dry on a line, or the women’s clothing as they prepare for
the onslaught, ‘wave like tattered flags’ (line 27) in the face of the wind’s strength,
and expose vulnerable flesh in the process.
 Adding to the imagery in the poem is the poet’s use of sound. The onomatopoeic
‘whirling’ of the wind as it ‘whistles by’ (line 14) is answered by the ‘Screams’ (line
17) of children giddy with the excitement of the looming storm and its
accompanying ‘din’ (line 19).
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 The onomatopoeia of the ‘Rumble, tremble, and crack’ (line 31) of the lightning
strikes and thunder adds to the scene as the ‘pelting march’ (line 33) of the storm
begins.

AFRICAN THUNDERSTORM – David Rubadiri

ADDITIONAL QUESTIONS & ANSWERS

1. Find a synonym from the poem for each of the following:

1.1 grasshoppers locusts
1.2 dignified, imposing stately
1.3 greatly pleased, happy delighted
1.4 a jerking, or throwing, or spinning movement or action toss
1.5 evil looking, ominous, threatening sinister
1.6 a fast turning movement whirling
1.7 to come to rest after flying to perch
1.8 sudden, quick forward movement dart
1.9 worn out, torn tattered
1.10 a loud continuous noise din
1.11 to hang and sway loosely dangling
1.12 to fall down heavily and quickly pelting
1.13 low, dull, rolling sound rumble
1.14 having a rough, uneven edge jaggered
1.15 to leave unprotected, to display expose
(15)
2. Choose the incorrect answer:
The word PLAGUE (line 6) means:
a) a quick-spreading, quick-killing disease
b) a large harmful or uncontrollable number
c) to cause continual bother or irritation
d) an affliction regarded as divine punishment (2)

3. Identify and EXPLAIN the figure of speech occurring in line 6. (4)

“Like a plague of locusts”
Simile
The clouds brought by the wind are compared to an unusual infestation of
grasshoppers that destroy and devour everything that comes in their way.
Thus, the approaching storm is associated with destruction and danger.

4. Identify and EXPLAIN the figure of speech occurring in line 9. (4)

“like a madman chasing nothing.”
Simile
This simile comparing the wind to a monster thrashing its tail about “like a
madman chasing nothing” (line 9) emphasises the unpredictable nature of
the storm, which adds to its danger.

5.1 What figure of speech occurs in “pregnant clouds”? (1)

Metaphor
5.2 What does it tell us about the clouds? (2)

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 That the clouds are heavy and brim full with water – drops of rain – and
ready to release – give birth to – their heavy load.

6.1 Who / what “Rides stately on its back”? (1)

The clouds are personified as someone riding on the back of the wind.
6.2 What does its (line 11), refer to? (1)
The wind.

7.1 What is “gathering”? (1)

The clouds are coming together, assembling, accumulating on the hills.
7.2 Why is the use of the word “perch” in line 12, effective? (2)
The word perch is effective as it refers to a bird coming in to rest after
having flown for some time. In the same way the clouds are settling on the
hills where they will release their heavy loads of water.

8. Why are the clouds compared to “dark sinister wings”? (1)

‘Gathering to perch on hills/Like dark sinister wings’ (lines 12 – 13) makes
the clouds reminiscent of some bird of prey waiting for the opportune
moment to strike. The thunder clouds appear to be “dark” due to their dark
blue, grey colour. “Sinister” suggests that the clouds appear to be
evil-looking, wicked, threatening and frightening. Simile

9. How do the babies experience the approaching storm?

Motivate your answer. (3)

The babies appear to be terrified, they are “clinging” to their mothers’

backs. The babies are grasping their mothers’ backs. It is almost as
if they stick, are stuck or glued to their backs.

10. How do the women react? In your own answer refer specifically to the
words “dart” and “madly” (3)
The women are also terrified. They ran for shelter and safety.
“Dart” suggests a sudden, rapid movement.
“Madly” implies that the mothers ran in a disorderly and irrational manner.
These words suggest that the mothers scurried/hurried quickly,
disorderly and terrified in all directions in an attempt to find safety before
the storm hits.

11.1 What figure of speech occurs in “Whilst trees bend to let it pass”? (1)
Personification.
11.2 Explain line 26 in your own words. (2)
The trees appear to be bowing in front of the wind, showing it respect,
allowing it to pass without putting up a fight/showing no resistance.
This obviously refers to the trees being bent over by the force/strength
of the wind.

12.1 What figure of speech occurs in the last line of this poem? (1)
Metaphor
12.2 Briefly explain this line in your own words. (2)

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 The storm is compared to an army with its troops bombarding,
showering and peppering the African landscape with small missiles
– raindrops.
The rain comes down heavily as the pregnant clouds release their cargo.

13.1 Briefly explain what ONOMATOPOEIA is. (1)

The use of words that imitate and reproduce real-life sounds. The sound
effect heightens the visual effect.
13.2 Quote all the examples of onomatopoeia from this poem. (4)
“screams”
“whistles”
“rumble”
“tremble”
“crack”

14. Briefly comment on the form and structure of this poem. (5)
The poem comprises of 33 lines of differing lengths. The poem is divided into
three stanzas: stanza 1 has 9 lines, stanza 2 has 6 lines and stanza 3 has 18
lines.

There is no set rhyme scheme which effectively captures the twisting and
turning of the clouds and the whirling of the winds.

The shape and form of the poem resembles the shape of a cumulonimbus
cloud/ thunder cloud.

The poem is divided into two parts which divide the content into the general
and the specific. The first part, made up of stanzas one and two, describes
the storm as it gathers momentum, and the third stanza describes its impact
on human existence.

The irregular number of words on a line, with many single-word lines,

captures the unpredictable progress of the wind and the accompanying
clouds. This technique is also evident in the second part of the poem, where
the frantic movement of the village women as they ‘Dart about/In and
out/Madly’ (lines 22 – 24) is physically demonstrated by the line divisions.

The description of ‘The Wind whistles by/And trees bend to let it pass’ in the
second stanza (line 14 – 15) is almost exactly repeated in the third stanza, in
lines 25 – 26, although ‘And’ has been replaced with ‘Whilst’ (line 26). The
path of the storm has not been diminished by the trees. In fact, the trees give
way to allow it to progress unhindered.

TOTAL: 55