Opdrag – Rike Olivier
Sarah goes through (bekyk) the list of Afrikaans book titles in front of her: twenty
or so novels (romans), short stories and sketches (sketse) of famous (bekende)
writers that they have to finish (klaar) reading before their matric oral
(matriekmondeling) in October.
Sarah smiles (glimlag), thinking that the minimum of eight they have to choose,
would keep her busy until then. Maybe a month or so at most (op die uiterste), even
if it’s not the sneaky-reading (skelm-skelm) she does, like how her mom caught
(betrap) her with the library book (bibboek) that she was just too late in hiding
under her pillow (kussing) while she was supposed to (veronderstel om) be studying
for the math test (wiskundetoets). Reading is not exactly (nie juis) a
punishment (straf) for her. It’s hearing, seeing, feeling and understanding
(begryp) with another’s ears and eyes, heart and mind (verstand), getting lost
(wegraak) in a different (ander) world to reach your own again …
She focuses on the OPDRAG that was handed out (uitgedeel) along with the list:
“Hand in (lewer in) by … No longer than (as) … Marks …”
And Jordaantjie added (bygevoeg): “Killing a few birds with one stone (klomp vlieë
met een klap).” Procrastination (uitstel) leads to cancellation (afstel) and
therefore they have to choose a story now already (al) and write a report
(verslag) about it pertaining to the reading experience (leeservaring) and if it
was worth (moeite werd) reading. They have to include whether they would
recommend (aanbeveel) the book and why (waarom) as well as to whom (wie):
facts, conclusions (gevolgtrekkings), recommendations (aanbevelings). They
will have to use their brains (koppe) and be critical (krities) if they want to
comment intelligently. This will also help them practice a writing piece (stelwerk) in
the process.
Sarah finds it enjoyable. Jordaantjie always makes sure there is something
different (anders), not the boring type of work they got from old Vermaak the
previous (laas) year. With Jordaantjie you have to work carefully (fyntjies werk)
with the language. “Stingy (suinig) and (én) generous (kwistig)”, she always says,
“exact (presies) and playful (speels) with every comma serving its purpose (doel).”
And the teacher always asks them to use their imagination (verbeelding), but
when “using” their imagination, you have to show (wys) that you are still in control
PROPERTY OF M SOUNES NO COPYING, SHARING OR DISTRIBUTION
1
ALLOWED
, (die leisels vashou).
Sarah reads Jordaan’s pieces (brokkies) of commentary (kommetaar) by the titles.
It’s not difficult (moeilik) to choose: she wants to read them all. It’s as though
Jordaantjie knows (wéét) what they struggle (sukkel) with because the category
includes a youth section (jeugverhale) with Maretha Maartens. ‘n Pot vol winter
(about teenage sex).
It’s such a naked, blunt (stomp) word but a miracle (wonderwerk) to Sarah, the
acknowledgement (erkenning) of it by giving it a name (benoeming), the taboo
being addressed, a starting point (beginpunt) to find clarity (helderheid), the
possibility (moontlikheid) of her search (soektog) for answers that might
resonate (weerklank) somewhere, to look into a mirror (spieël), that she can
know herself better afterwards …
And that she will be able to handle (hanteer) this thing that is happening between
her and Gerrie, this thing that is growing (groei) between them. Gerrie, who is
suddenly so tangibly (tasbaar) present (aanwesig): the soft (sagte) eyes, the strong
shoulders (skouers), his way of walking (loop). Gerrie in his rugby clothes or with her
busy practising for Romeo and Juliet; Gerrie with his blonde hair (kuif) and careful
(versigtige) hands. If she closes (toemaak) her eyes, she can touch (raak) him, she
can feel his mouth and there is a heat that is rising (styg) within her that feels both
like oppression (beklemming) along with her feeling paralysed (verlam) with longing
(verlange).
She pulls her book closer (nader) again along with her notes (kladwerk). She wrote
(opgeteken) the following under FACTS (FEITE):
Elizabeth’s father (E) has an affair.
Relationship (verhouding) between her and her parents is very tense (gespanne)
and falling apart (rafel uit).
Sarah leans back in her chair. It is an interesting fact (gegewe) but very scant
(skraal). What was first: the chicken (hoender) or the egg (eier)? The tension
(spanning) of the “other (ander) woman”? And the mom is really passive (passief).
Sarah smiles, knowing her mom would have packed her dad’s suitcases (tasse)
for him. She is a strong (stérk) woman, but then again: her parents
communicate (práát) with each other (mekaar) all the time (heeltyd).
PROPERTY OF M SOUNES NO COPYING, SHARING OR DISTRIBUTION
2
ALLOWED
Sarah goes through (bekyk) the list of Afrikaans book titles in front of her: twenty
or so novels (romans), short stories and sketches (sketse) of famous (bekende)
writers that they have to finish (klaar) reading before their matric oral
(matriekmondeling) in October.
Sarah smiles (glimlag), thinking that the minimum of eight they have to choose,
would keep her busy until then. Maybe a month or so at most (op die uiterste), even
if it’s not the sneaky-reading (skelm-skelm) she does, like how her mom caught
(betrap) her with the library book (bibboek) that she was just too late in hiding
under her pillow (kussing) while she was supposed to (veronderstel om) be studying
for the math test (wiskundetoets). Reading is not exactly (nie juis) a
punishment (straf) for her. It’s hearing, seeing, feeling and understanding
(begryp) with another’s ears and eyes, heart and mind (verstand), getting lost
(wegraak) in a different (ander) world to reach your own again …
She focuses on the OPDRAG that was handed out (uitgedeel) along with the list:
“Hand in (lewer in) by … No longer than (as) … Marks …”
And Jordaantjie added (bygevoeg): “Killing a few birds with one stone (klomp vlieë
met een klap).” Procrastination (uitstel) leads to cancellation (afstel) and
therefore they have to choose a story now already (al) and write a report
(verslag) about it pertaining to the reading experience (leeservaring) and if it
was worth (moeite werd) reading. They have to include whether they would
recommend (aanbeveel) the book and why (waarom) as well as to whom (wie):
facts, conclusions (gevolgtrekkings), recommendations (aanbevelings). They
will have to use their brains (koppe) and be critical (krities) if they want to
comment intelligently. This will also help them practice a writing piece (stelwerk) in
the process.
Sarah finds it enjoyable. Jordaantjie always makes sure there is something
different (anders), not the boring type of work they got from old Vermaak the
previous (laas) year. With Jordaantjie you have to work carefully (fyntjies werk)
with the language. “Stingy (suinig) and (én) generous (kwistig)”, she always says,
“exact (presies) and playful (speels) with every comma serving its purpose (doel).”
And the teacher always asks them to use their imagination (verbeelding), but
when “using” their imagination, you have to show (wys) that you are still in control
PROPERTY OF M SOUNES NO COPYING, SHARING OR DISTRIBUTION
1
ALLOWED
, (die leisels vashou).
Sarah reads Jordaan’s pieces (brokkies) of commentary (kommetaar) by the titles.
It’s not difficult (moeilik) to choose: she wants to read them all. It’s as though
Jordaantjie knows (wéét) what they struggle (sukkel) with because the category
includes a youth section (jeugverhale) with Maretha Maartens. ‘n Pot vol winter
(about teenage sex).
It’s such a naked, blunt (stomp) word but a miracle (wonderwerk) to Sarah, the
acknowledgement (erkenning) of it by giving it a name (benoeming), the taboo
being addressed, a starting point (beginpunt) to find clarity (helderheid), the
possibility (moontlikheid) of her search (soektog) for answers that might
resonate (weerklank) somewhere, to look into a mirror (spieël), that she can
know herself better afterwards …
And that she will be able to handle (hanteer) this thing that is happening between
her and Gerrie, this thing that is growing (groei) between them. Gerrie, who is
suddenly so tangibly (tasbaar) present (aanwesig): the soft (sagte) eyes, the strong
shoulders (skouers), his way of walking (loop). Gerrie in his rugby clothes or with her
busy practising for Romeo and Juliet; Gerrie with his blonde hair (kuif) and careful
(versigtige) hands. If she closes (toemaak) her eyes, she can touch (raak) him, she
can feel his mouth and there is a heat that is rising (styg) within her that feels both
like oppression (beklemming) along with her feeling paralysed (verlam) with longing
(verlange).
She pulls her book closer (nader) again along with her notes (kladwerk). She wrote
(opgeteken) the following under FACTS (FEITE):
Elizabeth’s father (E) has an affair.
Relationship (verhouding) between her and her parents is very tense (gespanne)
and falling apart (rafel uit).
Sarah leans back in her chair. It is an interesting fact (gegewe) but very scant
(skraal). What was first: the chicken (hoender) or the egg (eier)? The tension
(spanning) of the “other (ander) woman”? And the mom is really passive (passief).
Sarah smiles, knowing her mom would have packed her dad’s suitcases (tasse)
for him. She is a strong (stérk) woman, but then again: her parents
communicate (práát) with each other (mekaar) all the time (heeltyd).
PROPERTY OF M SOUNES NO COPYING, SHARING OR DISTRIBUTION
2
ALLOWED
