GR 12 ENGLISH EHL TELEMATICS Booklet 2021

Directorate: Curriculum FET TELEMATICS 2021 English Home Language Grade 12

FOREWORD Dear Grade 12 Learner Welcome to the Telematics teaching and learning programme of 2019. We want to encourage you to make full use of this additional learning programme by attending all broadcasts, working with the presenters and doing additional work on your own at home. The purpose of the programme is not to replace your teacher. The presenters are expert teachers and have been specially selected. The success of the project and your success will depend on your level of participation and commitment before, during and after each broadcast. A useful site to visit is the Moodle website. There are a number of interactive activities to help you. Ask your teacher to show you how to log in. Refer to the next page for the broadcast schedule. Please bring the following to each broadcast: ▪ A note book and pen / pencil ▪ This learner resource booklet ▪ Your literature study texts when needed: poetry / drama / novel ▪ Your text book when needed for specific broadcasts Refer to EDUMEDIA for previous Telematics broadcasts. EDUMEDIA (WCED) 3 Station Road, Mowbray P O Box 13266, Mowbray, 7705 Tel: 021 – 689 9536 Fax: 021 – 685 7421 E-mail: edumedia@pgwc.gov.za I wish you well with your preparation for the examination. Success is within your grasp if you believe in yourself, apply your mind and work hard consistently. F. Haffejee DCES - SENIOR CURRICULUM PLANNER: ENGLISH DATE: 07 January 2021

Self-assessment Identify and match the correct explanation for the different literary features / terms of poetry. Literary Explanations features/terms 1. figurative meaning A. a deliberate exaggeration (e.g. to describe something in such a way that it seems much bigger than it really is: ‘He gave me a mountainous plate of food.’) 2. literal meaning using one thing to describe another thing B. which has similar qualities (e.g. ‘Education is the key to success.’) 3. mood C. the use of a part to represent the whole or the use of one item to stand for another with which it has become associated 4. theme and message the use of words to recreate the sounds D. they describe 5. imagery E. a combination of words with contradictory meanings, used deliberately for effect; it’s usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret) 6. figures of speech F. an apparently self – contradictory statement or one that seems in conflict with logic; lying behind the superficial contradiction there is logic or reason 7. anticlimax G. attributing human characteristics to non – human things 8. antithesis a play on words which are identical or H. similar in sound in order to create humour 9. contrast an ironic expression or tone of voice which I. is used in order to be unkind or offensive or to make fun of someone 10 euphemism the use of ridicule, sarcasm, and irony to . J. comment critically on society or an individual or a situation 11 hyperbole Words or phrases used in a non – . K. literal way to create a desired effect. E.g. associative or connotative meaning; representational 12 metaphor The plainest, most direct meaning that can . L. be attributed to words 13 metonymy atmosphere or emotion in written texts; . M. it shows the feeling or the frame of mind of the characters; it also refers to the atmosphere produced by visual, audio or multi – media texts

14 onomatopoeia the central/ main idea or ideas of a literary N. text; a text may contain several themes and these may not be explicit or obvious 15 oxymoron Words, phrases, and sentences which O. create images in our minds, such as similes, metaphors, personification 16 paradox Word, phrase or sentence that (1) P. presents a “figure” to the mind of the reader, (2) presents an imaginative or unusual use of words that the reader is not to take literally, or (3) presents a special arrangement or use of words or word sounds that create an unusual effect. E.G. antithesis, simile, metaphor, 17 personification when an expectation of some high point Q. of importance or excitement is not fulfilled or the seriousness of a literary plot is suddenly lost as a result of a comical, digressive or meaningless event 18 pun the expression of two opposed or different R. ideas in balanced contrast (e.g. ‘more haste, less speed’) 19 sarcasm to consider the way in which things differ S. 20 satire a mild or vague expression substituted for T. a thought or word which is felt to be too harsh or direct 21 simile connecting/transition words: It is to . U. create a smooth flow of thoughts. 22 symbol If there isn’t any indication, or enough, . V. you don’t know how to read it. Where do you pause? Where do you continue into the next line? Where do you stop all together and then go to the next line? 23 synecdoche group of words repeated at key intervals . W. in a poem 24 understatement repeating a word, phrase, line, or stanza X. multiple times within the poem. 25 word choice / diction Y. alliteration, consonance, assonance, rhyme, rhythm 26 tone Z. a pattern of sound that includes the . repetition of consonant sounds. The repetition can be located at the beginning of successive words or inside the word 27 rhetorical devices AA. is very similar to alliteration, but the . distinction between the two lies in the

placement of the sounds. It is not the repeated sound at the start of the words, in most cases, it at the end sound 28 emotional responses BB. Is the repetition of vowel sound in . words that are close together 29 lines CC. words or lines of poetry that end with . the same sound including a vowel that are close together in a poem. 30 words DD. a regular and repeated pattern of . sounds 31 stanzas / verses EE. also called rhythm or tempo, is a term . used to describe the flow of events in a text. 32 links FF. carrying the sense of one line of verse . over to the next line without a pause. Session 1: Poetry Most important questions to ask when studying poetry ⮚ What does the poem tell you? Look for a central opposition in the poem. ⮚ Who speaks and with whom? ⮚ How is it conveyed / told? How to approach a poetry question? ● Look at the title of the poem – the meaning in relation to the poem as a whole. ● Look at the poet’s name – who is the poet, when did he/she live, what famous themes does that poet usually write about? ● Read through the poem and try to figure out what the general idea or theme is. o Themes are things that the poet feels strongly about, and may be influenced by his/her personal beliefs and experiences. It is often introduced in the opening sequence of the work and is known as the exposition. o Common themes: Love, hatred, friendship, betrayal, loss, heroism, jealousy, racism, sexism, materialism, religion, crime, war ● Begin to look at the details of the poem, trying to see how the poet brings his theme to life ● Look at another section of the poem, trying to see how the poem is progressing ● Look at how the poem concludes ● Sum up your sense of the poem as a whole, and your sense of the writer ● Look at the structure of the poem - how is it arranged into lines, stanzas and rhyme scheme? ● Look at diction (choice of words). Try to understand the meaning of difficult words by looking at the context in which they are used. ● Positioning of words and word order - sometimes unusual word order is used to emphasise an idea or theme.

● Look at figures of speech and sound devices. ● What is the mood of the poem? Ask yourself what feeling / emotion does the poet/speaker express in the poem or what atmosphere is created. ● Read questions carefully and look at the mark allocation. What to do with the question? 1. Account for = Why? • Give reasons for / explain why things are as they are 2. Discuss • Analyse, using various arguments for and against • Examine in detail, bringing in related facts or arguments 3. Comment on Relevant possibilities include: • explanation of allusions (references) or difficult words • linking with the context or main themes • connotations and impressions • establish the effect / significance / irony / ambiguity / level of language etc 4. Explain? • To make clear, by means of examples or description 5. Identify: • Give the most important characteristics of 6. Illustrate: • Explain or make clear by concrete examples, comparisons or analogies.

Sample contextual questions for Home Language – apply the instructional verbs (DBE English HL P2 NSC November 2017) QUESTION 3: POETRY CONTEXTUAL QUESTION THE ZULU GIRL – Roy Campbell 1 When in the sun the hot red acres smoulder, 2 Down where the sweating gang its labour plies, 3 A girl flings down her hoe, and from her shoulder 4 Unslings her child tormented by the flies. 5 She takes him to a ring of shadow pooled 6 By thorn-trees: purpled with the blood of ticks, 7 While her sharp nails, in slow caresses ruled, 8 Prowl through his hair with sharp electric clicks. 9 His sleepy mouth plugged by the heavy nipple, 10 Tugs like a puppy, grunting as he feeds: 11 Through his frail nerves her own deep languors ripple 12 Like a broad river sighing through its reeds. 13 Yet in that drowsy stream his flesh imbibes 14 An old unquenched unsmotherable heat – 15 The curbed ferocity of beaten tribes, 16 The sullen dignity of their defeat. 17 Her body looms above him like a hill 18 Within whose shade a village lies at rest, 19 Or the first cloud so terrible and still 20 That bears the coming harvest in its breast. 3.1 Refer to line 1: 'When in the sun the hot red acres smoulder'. How does this line set the initial mood of the poem? (2) 3.2 Explain what the word, 'flings' (line 3) suggests about the girl's state of mind. (2) 3.3 Refer to line 11: 'Through his frail nerves her own deep languors ripple'. Discuss the significance of this description in the context of the poem. (3) 3.4 The concluding stanza offers visions of the future. Do you agree with this statement? Justify your response by referring to imagery and/or diction. (3) [10]

'THE ZULU GIRL' – Roy Campbell 3.1 The mood is oppressive/unforgiving/foreboding/unbearable/stifling because of the extreme heat and discomfort experienced by the girl and the labourers. [Award 2 marks only if mood is discussed.] (2) 3.2 The girl is part of a gang of labourers working under extreme conditions, and this action can be viewed as exasperated and an act of defiance against authority. The girl is exhausted by her physical activity and her exhaustion is compounded by having to carry her child while she works. [Award 2 marks for two relevant and distinct points.] (2) 3.3 The act of breast feeding not only provides nourishment for the child but also transmits to him the mother's feelings and attitude. The word, 'languors' suggests that the mother is weary and despairing of the situation in which she finds herself. It might suggest that the mother transmits her strength to the child so that one day he will free his people from oppression. Alternatively, it might be suggested that there is a sense of calmness/tenderness, at least for the present. Her innermost emotions are conveyed during this time of intimacy. [Award 3 marks for two ideas well discussed.] (3) 3.4 YES. The mother represents the two visions the oppressed people of South Africa have. As the 'hill', she 'looms' over them, protecting her people who are 'a village ... at rest', implying that they will remain quietly accepting of their position. Alternatively, she is 'the cloud', bringing a 'terrible' storm which will result in a 'coming harvest'. This implies the rising up of the people against their oppressors. OR NO. [A 'No' response is unlikely. However, treat all responses on their merits.] [Award 3 marks only if reference is made to imagery and/or diction.] (3) [10] Practise writing out your answers to the poem below. Use the responses above to guide you. About this poem ● Kunene wrote this poem whilst South Africa was still in the grips of the apartheid regime; but he was imagining what life would be like beyond the struggle. ● It is part of a group of poems that make use of recurring images of harvest festivals, celebration, dawn, light, flowers and birdsong.

First Day After the War Mazisi Kunene We heard the songs of a wedding party. We saw a soft light Coiling round the young blades of grass At first we hesitated, then we saw her footprints, Her face emerged, then her eyes of freedom! 5 She woke us up with a smile saying, 'What day is this that comes so suddenly?' We said, 'It is the first day after the war.' Then without waiting we ran to the open space Ululating to the mountains and the pathways 10 Calling people from all the circles of the earth. We shook up the old man demanding a festival. We asked for all the first fruits of the season We held hands with a stranger We shouted across the waterfalls 15 People came from all lands It was the first day of peace. We saw our Ancestors traveling tall on the horizon. 1.1 Refer to lines 1-3: ‘We heard the songs …. Young blades of grass’ How do these lines set the initial mood of the poem? (2) 1.2 Explain what the use of the phrase, ‘ Ululating to the mountains’ reveals About eh speaker’s state of mind. (2) 1.3 Refer to lines 4-7: ‘then we saw her footprints … comes so suddenly’ Discuss the significance of this description in the context of the poem. (3) 1.4 This poem is a reminder of the role the past plays in shaping our future. Critically discuss how the poet conveys that message. (3) QR Codes for English African thunderstorm

Figures of speech Tone and Mood POETRY ESSAY AND CONTEXTUAL: GUIDELINES • Essay can be an option. Most candidates avoid it but topics can be straightforward and is ONE question rather than four questions on a particular topic. Candidates often struggle with some of the higher-order poetry questions and lost marks. • Teach poems according to the following descriptors: Central argument; Diction; Imagery; Tone; Structure. These obviously must relate to how they support the poet’s central ideas and arguments (i.e. generic statements on the sonnet structure don’t get marks) • All descriptors need equal attention: separate paragraphs for each descriptor with clear signposting can be really useful in terms of the candidate’s engagement with the topic Poetry literary essay: This essay will be a shorter version. The structure of this literary essay is exactly the same as a prose literary essay. REMEMBER: • Write in the third (objective) person. • Write in the present tense. (you are analysing the set work today) • Every argument MUST be supported from the poem. • Introduction and conclusion paragraph briefly rephrases question to show your point of view. (do you agree or not) • Create a mind-map that contains the key aspects of the question. Under each aspect, identify examples from the poem to support aspect. • Do not pass judgement (good/bad poem), only state whether the poet was successful as stated in question. • Do not just retell what the poem is about or the historic background thereof, stick to the question. • Incorporate your knowledge of poetic devices. (so learn them and know them well!!!!) • Write in paragraphs and logically. • Stick to the word count, so avoid repetition and unnecessary examples. General: • Consider the title in terms of meaning • “flow of poem” important (run-on lines / enjambment) • Central argument = main idea/ message /

• Diction = words (connotations and associations. Start with positive / negative but note that these are very general terms so aim to be far more specific) • Imagery = mental map/ “picture”; also refers to figurative language • Mood = emotional feel / atmosphere • Tone = the way something is said; NB in a play / dialogue we examine context and situation in order to identify tone (or subtext, i.e. the way something is said or uttered). In poetry, it is derived from the poet’s treatment of his or her subject matter; connects with attitude • Structure = the form of the poem (e.g. sonnet); the shape of the stanzas, the use of rhyme, rhythm, stand-alone lines or stanzas; free verse; . Question types: • Account for = give the reasons / state purpose • Explain = give detailed reasons often used in “entry level questions” • Describe = provide defining characteristics • Discuss = debate / give a range of reasons / (implies that there is more than one type of answer) • Effectiveness = how an image / choice of word / event / can contribute to the poem’s overall purpose or “intention”: includes stating what figures of speech have been used (if any); what point is made; what does it add to the poem’s overall idea(s) • Evaluate = outline the positives and negatives • Comment = looking critically at the significance of something • Critically = any “criticism” in literature study involves the following areas: its overall effectiveness; character and thematic analysis; symbols; life lessons. Open-ended interpretation and figurative / symbolising is implied/ required. In poetry, generally used to (a) discuss how an image / idea / word works in a specific context; not necessarily implying a “debate” (as one would do in a literature essay); (b) evaluating something in terms of the kind of message (positive or negative; universal or personal) QUESTION 1: POETRY ESSAY MOTHO KE MOTHO KA BATHO BABANG - Jeremy Cronin (A Person is a Person Because of Other People) 1 By holding my mirror out of the window I see 2 Clear to the end of the passage. 3 There's a person down there. 4 A prisoner polishing a door handle. 5 In the mirror I see him see 6 My face in the mirror, 7 I see the fingertips of his free hand 8 Bunch together, as if to make 9 An object the size of a badge 10 Which travels up to his forehead 11 The place of an imaginary cap. 12 (This means: A warder.) 13 Two fingers are extended in a vee 14 And wiggle like two antennae.

15 (He's being watched.) 16 A finger of his free hand makes a watch-hand's arc 17 On the wrist of his polishing arm without 18 Disrupting the slow-slow rhythm of his work. 19 (Later. Maybe, later we can speak.) 20 Hey! Wat maak jy daar? 21 –a voice from around the corner. 22 No. Just polishing baas. 23 He turns his back to me, now watch 24 His free hand, the talkative one, 25 Slips quietly behind 26 –Strength brother, it says, 27 In my mirror, 28 A black fist. “The poet draws our attention in an effective way to the ultimate triumph of human partnership when faced with hardship.” With reference to the poem’s structure, imagery and tone, discuss how the above statement is reflected in the poem. [10] Use the following framework to answer this question. There is no need to write full sentences: Introduction: Diction: Structure: Tone: Conclusion:

SECTION A: Assessment rubric for literary essay: Poetry (10 Marks) Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT 5-6 4 3 2 0-1 -In-depth -Shows -Fair -Unsatisfactory -No 6 MARKS interpretation understanding interpretation interpretation understanding of topic and has of topic -Some of topic -Hardly of the topic Interpretation of -Range of interpreted good points in any points in -No reference topic. Depth of striking topic well support of support of to the poem argument, arguments; -Fairly detailed topic topic - -Learner has justification and extensively response - -Some Inadequate not come to grasp of text. supported Sound arguments understanding grips with from poem - arguments supported, but of genre and Excellent given, but not evidence is not genre and poem understanding all of them as always poem of genre and well motivated convincing - poem as they could Basic be understanding -Understanding of of genre and genre and poem poem STRUCTURE 4 3 2 1 0-1 AND -Coherent -Clear -Some -Structure -Poorly LANGUAGE structure structure and evidence of shows faulty structured - -Arguments logical flow of structure planning Serious 4 MARKS well-structured argument - - Essay lacks a - Arguments not language and clearly Flow of well- logically errors and Structure, developed argument can structured arranged incorrect logical flow -Language, be followed flow of logic - Language style and tone and style -Language, and errors evident presentation. mature, tone and style coherence - Inappropriate Language, impressive, largely correct - Language tone and style tone and correct errors minor; style used in the -Virtually error- tone and essay free grammar, style mostly spelling and appropriate punctuation

Answering Contextual Questions Instructional Verbs Explain In explanatory answers it is imperative that you clarify and interpret the material you present. In such an answer it is best to state the ‘how’ or ‘why’, reconcile any differences in opinion, and, where possible, state causes. The aim is to make plain the circumstances which give rise to whatever you are examining. Comment on Present an informed opinion on … Discuss The term discuss, directs you to examine, analyse carefully, and present considerations in favour and against a particular issue/point. This type of question call for a complete and entailed answer. This is to say, that your response requires you to investigate by argument. You should sift through the arguments and the evidence to support them, giving reasons for and against both sides and examine the implications. This could mean that you might need to provide evidence even for the ‘side’ you do not support, using evidence from the text. Justify When you are instructed to justify your answer you must prove or show adequate grounds for a decision or conclusion by supporting it with sufficient evidence and argument. In such a response, evidence must be presented in convincing form. Critically discuss Express your judgement based on careful consideration of the evidence for and against something. Discuss the limitations and merits of something. Always provide supporting evidence from the text.

Hamlet – William Shakespeare QUESTION 11: HAMLET – CONTEXTUAL QUESTION Read the extracts below and then answer the questions that follow.

HORATIO O day and night, but this is wondrous strange! HAMLET And therefore as a stranger give it welcome. 20 There are more things in heaven and earth, Horatio, Than are dreamt of in our philosophy. But come, Here as before, never, so help you mercy, How strange or odd soe’er | bear myself — As | perchance hereafter shall think meet 25 To put an antic disposition on — That you at such time seeing me never shall, With arms encumbered thus, or this headshake, Or by pronouncing of some doubtful phrase As ‘Well, we know or ‘We could an if we would’, 30 Or 'If we list to speak’, or 'There be, an if they might’, Or such ambiguous giving out, to note That you know aught of me — this not to do, So grace and mercy at your most need help you, Swear. ao [Act 1, Scene 5] 11.1. Refer to line 5: ‘But you'll be secret?’ Account for Hamlet's concern with secrecy at this point in the play. (3) 11.2 Explain the Ghost's motive in approaching Hamlet. (3) 11.3. Refer to lines 17-18: '- and for mine own poor part,'/'Look you, I'll go pray.’ Discuss the extent to which it would be justifiable for the audience to pity Hamlet at this point in the play. (3) 11.4 Refer to line 26: 'To put an antic disposition on —’. Critically comment on Hamlet's decision to pretend to be mad. (3) AND

EXTRACT F Enter GERTRUDE and POLONIUS POLONIUS He will come straight. Look you lay home to him. Tell him his pranks have been too broad to bear with, And that your grace hath screened and stood between Much heat and him. I'll silence me e’en here. 5 Pray you be round with him. HAMLET (offstage) Mother, mother, mother! GERTRUDE I'll warrant you. Fear me not. Withdraw; | hear him coming. POLONIUS hides behind the arras. Enter HAMLET 10 HAMLET Now, mother, what's the matter? GERTRUDE Hamlet, thou hast thy father much offended. HAMLET Mother, you have my father much offended. GERTRUDE Come, come, you answer with an idle tongue. HAMLET Go, go, you question with a wicked tongue. 15 GERTRUDE Why, how now, Hamlet? HAMLET What's the matter now? GERTRUDE Have you forgot me?

HAMLET No, by the rood, not so. You are the Queen, your husband's brother's wife. But — would you were not so — you are my mother. GERTRUDE Nay, then, I'll set those to you that can speak. HAMLET Come, come, and sit you down. You shall not budge. You go not till | set you up a glass Where you may see the inmost part of you. GERTRUDE What wilt thou do? Thou wilt not murder me? Help, help, ho! POLONIUS (behind the arras) What ho! Help, help, help! HAMLET How now, a rat? Dead for a ducat, dead. He thrusts his sword through the arras 20 25 POLONIUS O, | am slain! GERTRUDE (to HAMLET) O me, what hast thou done? HAMLET Nay, | know not. Is it the King? GERTRUDE O, what a rash and bloody deed is this! HAMLET A bloody deed — almost as bad, good mother, As kill a king and marry with his brother. 35 [Act 3, Scene 4]

11.5 11.6 11.7 11.8 Refer to lines 4-5: ‘And that your grace ...'/(Much heat and him.' Suggest how Gertrude's later actions will validate this statement. Refer to line 12: 'Hamlet, thou hast thy father much offended.’ Comment on the irony of Gertrude's words. Refer to lines 23-26: 'Come, come, and ...'/'part of you.’ If you were the director of a production of Hamlet, how would you instruct the actor to deliver these lines? Justify your instructions with reference to both body language and tone. Using this extract as a starting point and drawing on your knowledge of the play as a whole, critically comment on the nature of betrayal as presented in the play. (3) (3) (3) (4) [25]

Suggested Answers: QUESTION 11: HAMLET —- CONTEXTUAL QUESTION a4 11.3 11.4 Hamlet is unsure of the reason for the Ghost's appearance and considers the possibility of the Ghost having malignant intentions. Hamlet realises that if Claudius knows about the Ghost's accusations, Hamlet's life would be in danger. Claudius will do everything in his power to maintain his throne. [Award 3 marks for two ideas well discussed OR three distinct ideas.] The Ghost of King Hamlet wants Hamlet to know that he did not die of natural causes but was murdered. He names Claudius as his murderer and accuses him of seducing Gertrude and marrying her with such haste. The Ghost wants Hamlet to avenge his death. [Award 3 marks for two ideas well discussed OR three distinct ideas.] The audience might pity Hamlet, who is young and feeling overwhelmed by the information he has just received. He finds it difficult to accept the Ghost's indictment without proof. He is already deeply disturbed about his mother's marriage to Claudius and is perhaps feeling insecure about his ability to handle the mammoth task imposed on him. OR Candidates might argue that one cannot pity Hamlet at this stage. He is angry about the union between Claudius and Gertrude and the Ghost offers him an opportunity to avenge his death. He ought therefore to grab the opportunity and react immediately to rectify a situation that he finds untenable. [Accept mixed responses.] [Award 3 marks for two ideas well discussed OR three ideas.] Hamlet's decision to feign madness serves as a useful weapon in his struggle against Claudius. It will allow him to gather information unobtrusively before he reacts to the Ghost's intimations. It will enable him to allay any suspicions that anyone might have while he plots his revenge. Moreover, it is one of Hamlet's modes of procrastination in that he does not face what he regards as a distasteful/confusing/intimidating task. Candidates might refer to Hamlet's feigned madness being a distraction to his seeking revenge. [Award 3 marks for two ideas well discussed OR three ideas.] (3) (3) (3) (3)

11.5 11.6 11.7 11.8 Gertrude will later defend Hamlet's killing of Polonius when she informs Claudius that Hamlet reacted to a noise that he had heard and was unaware that it was Polonius behind the arras. She downplays Hamlet's agitated and violent state of mind. She also warns him of the poisoned drink in an attempt to save him from Claudius's treachery. [Award 3 marks for two ideas well discussed OR three ideas.] Gertrude chastises Hamlet for offending Claudius. Ironically, in his. response, Hamlet indicates that it is his mother who has, in fact, offended his father, King Hamlet. Furthermore, Hamlet feels that the offence is not his but hers because she not only married the man who murdered her husband, but also married him soon after her husband's death. [Award 3 marks if one example of irony is identified and discussed.] Hamlet is very angry and violently confronts Gertrude and prevents her from leaving. He may push her toward a chair or even perhaps place his hand on his sword in a_ threatening manner. His tone might be threatening/angry/forceful/assertive. He wants Gertrude to acknowledge her betrayal of him and his father by marrying Claudius. [Accept valid alternative responses.] [The candidate's response should be convincing in context.] [Award 3 marks only if the candidate refers to body language and tone, and includes a justification.] Betrayal has to do with breaking faith/trust for one's own benefit. In this extract, Hamlet feels that his mother has betrayed both him and his father. Claudius's killing of his brother betrays family loyalties and also defies the concept of the divine right of kings. Characters betray others for personal gain: Claudius's usurping of the throne; to curry favour, Rosencrantz and Guildenstern's agreeing to betray a friend; to assert control, Polonius's arranging to have Laertes spied upon. [Candidates may make reference to other examples.] [Award 4 marks only if reference is made to this extract and the play as a whole.] (3) (3) (3) (4) [25]

How to approach an essay question Here are some pointers on the three stages of writing an essay: preparing to write, writing the essay, and checking your work. A) In preparing to write an essay on a work of literature: • make sure you have done the necessary revision and preparation beforehand; • where you have a choice of questions, pick one that you understand and like, and about which you have enough things to write; • look carefully at the precise way in which the question has been phrased; • identify the instruction words (that tell you what to do) and the key content words (what to cover in your essay); • make a mind map (or some rough notes) on points to include in your essay; • Note: your approach to the essay will differ depending on whether you are writing an essay for a homework assignment or writing one in a test or an examination. If you have the book with you, look for relevant sections of the novel and good quotations that you can use in supporting your main points (i.e. substantiating your essay). B) In writing the essay itself: • first consider which of your ideas belong together – how might you develop the structure and progression of your essay (or your argument); • write an introduction to your essay that clearly introduces the reader to what the essay is about; • form each paragraph around one of the main points that you would like to focus on • state this point clearly, elaborate where necessary, and support the point with relevant evidence from the book; • try to make coherent and logical transitions from one paragraph to the next; • finish with a clear conclusion in which you sum up the main points made in your essay. C) In checking your work: • Read through your essay a few times, editing, rewriting and polishing where necessary: • Have you indicated the title of the book with underlining or inverted commas? • Have you avoided, where possible, using the first person pronoun “I”? • Have you removed all vagueness and ambiguity? • Have you written in a suitable register, avoiding slang and colloquialisms? • Have you spelt the characters’ names and place names correctly?

Use this format to plan your essay: Suggested Answer follows.

HAMLET - William Shakespeare QUESTION 10: HAMLET — ESSAY QUESTION e Below is the basis for answering this essay. Use the following as a guideline only. However, also allow for answers that are different, original and show evidence of critical thought and interpretation. e A range of examples may be used by the candidates to support their arguments. Refer to page 24 for the rubric to assess this question. A mixed response would demonstrate a comprehensive understanding of the text. e Hamlet struggles to reconcile his conscience with the need to avenge his father's death. His dilemma is that he is prone to philosophic speculation and a desire to make judgements based on reason. He vacillates rather than reacts. While some might construe Hamlet's behaviour as weak and see him as responsible for his own fate, others might argue that Hamlet's vacillations are a consequence of his goodness. e Hamlet has no control over certain events: the murder of his father, Claudius's ascension to the throne and his marriage to Gertrude. e Hamlet acknowledges that fate plays a role in the way in which matters unfold: he says that ‘there's a divinity that shapes our end'. This suggests that, although Hamlet's flaws may contribute to his downfall, there are elements beyond his control. e Fate plays a role when the ship Hamlet travels on is attacked by pirates, resulting in his being saved and returning to Denmark. ¢ The machinations of Claudius, his collusion with Rosencrantz and Guildenstern, as well as with Polonius and Laertes, make it impossible for Hamlet to be held solely accountable for the tragic unfolding of events. e When Hamlet does act, he does so impulsively (e.g. the killing of Polonius and his role in the killing of Rosencrantz and Guildenstern). He avoids acting with premeditation. He struggles to react to the Ghost's request. e Candidates might argue that Hamlet's assumed madness is a fatal error of judgement that contributes to the tragic consequences. e Candidates might argue that Hamlet is solely responsible for his fate because of his self-pitying attitude and his procrastination. The consequent train of events is a result of his failure to act timeously. He ought to have disclosed the presence of the Ghost to Gertrude and then perhaps events might have taken a different turn. e Candidates who argue that Hamlet has no control over events will focus on issues of fate and/or restrictive circumstances rather than Hamlet's decisions. [Credit valid alternative responses.] [25]

Useful links and QR Codes Download the QR code reader in the App store on your phone or click on the link to view the videos QR code Tiltle Video SparkNotes: Shakespeare's Hamlet Summary https://www.youtube.com/watch?v=t0CqUTmwKiM Shakespeare: Hamlet Summary https://www.youtube.com/watch?v=Ui9hTX6mfqg DK Books Published on May 1, 2015 Useful links in understanding Hamlet: 1. https://www.quora.com/How-do-you-go-about-understanding-Hamlet Includes: Here are four books that I found particularly helpful: Hamlet in Purgatory gives you a religious context for the play. Hamlet and Revenge helps you understand Elizabethan attitudes towards revenge. 'Hamlet' without Hamlet helps you understand the political context of the play. What Happens in Hamlet is a very good close reading of the text. https://labs.jstor.org/shakespeare/hamlet - Folger Shakespeare Library