(1995-96 academic year)

This is a poem about the fast-paced lifestyle of Singaporean youth today. The title ‘Group Dynamics II’ can be considered in two ways: first, as being formed by two nouns (‘group’ and ‘dynamics’) or second, as consisting of the adjective ‘group’ which modifies the noun ‘dynamics’. What is significant about the two words in the title is the ambiguous nature of their word class. If ‘group’ is used as an adjective, it can also function as a noun, both of which reflect the tendency of youth nowadays to form gangs or cliques. Similarly, ‘dynamics’ though used as a noun in the title, has the word ‘dynamic’ as part of the word. ‘Dynamic’, being an adjective, aptly describes the vibrant and energetic quality of youth in general.

With regard to the use of proper nouns in the poem, one observation is that they are spelt in small letters. This is unusual, since proper nouns normally begin in capital letters. Perhaps the poet’s intention in using this technique is to represent the characters in the poem not as individuals, but as ‘types’ that are commonly found in youth gangs or cliques. The numeral ‘19’ in the first line of the poem confirms that we are reading about older teenagers. In addition, the use of nouns such as ‘school’, ‘pre-u’ and ‘university’ point to the fact that these teenagers are probably still studying.

The adjectives in the poem are those typically used to describe teenagers -- ‘smart’ and ‘bored’. These are modified by the intensifier ‘very’ and the adverb ‘somewhat’ respectively. Though only two adjectives appear to be of interest to us, they are significant stylistically in that ‘smart’ and bored’ belong to the language that is commonly used by teenagers; likewise, terms like ‘real strong’ (adverb + adjective’) instead of ‘really strong’ and the coined noun ‘call-up’, instead of the verb phrase ‘to be called up’. Terms like ‘sis’, ‘bodo’ and ‘nut’ also belong to the language of Singaporean teenagers.

Similarly, the verbs used in the passage reflect the interests or behaviour of the teenagers in the poem and consequently of teenagers in general. We have, for instance, their preoccupation with speed. To emphasize the idea of speed first suggested by the mention of the ‘honda sports’ (a sportscar, presumably), verbs like ‘chase’ and ‘had overtaken’ (perfective aspect) are used. The ‘adverb+adjective+noun’ formation (‘swiftly passed-by drivers) also suggests that the car in which the youth are travelling is speeding. It is interesting to note that the adjective ‘passed-by’ is normally used as a verb, i.e. ‘pass by’. In using the newly-formed adjective instead of the typical verb form, the poet increases the rhythm of the entire phrase ‘swiftly passed-by drivers’, thus creating a greater impression on the reader regarding the issue of speed.

A verb like ‘calls’ not only refers to the action of wingho addressing may-lin as ‘sis’, but also refers to a favourite activity of youth -- using the telephone to chat with one another. The point is emphasized by the use of the onomatopoeia ‘ring-ring’ which is enclosed in parentheses. The variation of the word ‘giggles’ (verb) and ‘giggling’ (used as a noun) are used to show the lively nature of young women like may-lin. Similarly, Julie’s ‘sulking’ is not atypical of teenage girls.

Moreover, the poet uses another set of verbs to contrast the teenagers’ love of adventure and excitement, with their falling easily into boredom. The former can be seen in terms of the set of verbs associated with speed (already mentioned above). Associated with this lexical set is another group of verbs related to their recklessness which may land them into accidents like the one in the poem. Verbs like ‘quivered’, ‘thrown’, ‘reached our’, ‘wipe’ and ‘wove’ denote discernible or obvious movements or actions. The adverb ‘forward’ and the description of the cracked windscreen as ‘a spider’s web’, as well as the use of the onomatopoeic noun ‘screech’, add greater detail to the scene of the accident, making it more vivid. The easily-bored nature of the youth is shown in the repeated use of the verb ‘wait’ towards the end of the poem.

In conclusion, this brief exercise shows how nouns, verbs, adjectives and adverbs are used individually or collectively to make the poem more interesting and to convey the poet's intended meaning.