grade12EnglishHome TeacherGuide 2018

ENGLISH HOME LANGUAGE LANGUAGE PAPER 1, 2 AND 3 GRADE 12

PAGE 1 ACKNOWLEDGEMENT 1 2 TEACHER NOTES 2- 4 3 PAPER 1 5- 124 4 PAPER 2 125- 242 5 PAPER 3 243- 255 -2-

ACKNOWLEDGEMENT: RESOURCES FOR ENGLISH HOME LANGUAGE NOTE: The Provincial Grades 10-12 directorate would like to thank the following schools for making their material available for the usage by other schools: 1. Danville Park Girls High School 2. Durban Girls Secondary School 3. Durban Girls High School 4. Pinetown Boys High School -3-

Comprehension Areas of Concern  inability to access the questions  responses vague and sketchy  direct lifting from the passage  inability to substantiate responses  Inability to link image to the texts vocabulary limitations Language: Summary  Inability to identify salient points  count not indicated  vocabulary limitations Advertising  Terms used in adverts not understood  Failure to focus on presentation of phrase  Link between image and words CARTOON  Concept of attitude  Comparison not clear  Critically is a concept that learners struggle with  Failure to read the question  Failure to focus on visual and verbal EDITING  Language skills lacking  time management Comprehension  Length of responses- guided by mark scheme.  Instructional verbs- teaching examination terminology. -4-

 Generic responses – attract the reader’s attention/ impact on the reader.  So what?  Explanation of terms – / satire/euphemism -explanation of term and then explain in relation to the text  Substantiate response by identifying correct words/ phrases.  Concepts to be taught – intention, attitude, irony, effectiveness, critically discuss. • Comparison between text A and B. State the benefits/ advantages of one above the other. Make reference to specific points in the text. • Level 1 response within level question is credited. Eg. “Thanks but no thanks” • A mark per point. Summary  Strike off all rough work.  Identify salient points- 7-9.  Use synonyms.  Penalties- word count, language, and format.  Answer point form if a choice is given.  Read the instruction carefully.  Penalty for quoting verbatim.  Advisable for learners NOT to exceed 5 words above the word count.  Count the number of words per line and then add the total.  Mark allocation – language and points Advertising  Refer to the product advertised- context based  Effectiveness of image- white writing on a black foot- unique  Effectiveness of presentation/image- state the obvious- in bold- so what?  Link the visual with the words.  Does it convey intention/ message? State message and intention and then respond. Understanding Other Aspects Of The Media  State the facial expression and then comment.  Impact/ humour – state.  Cartoonist techniques and effectiveness- no words so what? –  Visual and verbal must be referred to .Balanced response. -5-

 Techniques of cartoonists- identify and then explain.  Basic aspects – puns/ stereotyping/ satire/ no words etc. Using Language Correctly  Needs to be taught.  Incomplete or not Answered. No need for lengthy responses. Single word.  Identify and correct. Active/ passive voice/ malapropism/ spelling/ redundancy/ tautology/adjectival/ noun form/ ambiguity/clauses/ phrases Conclusion  Succinct responses  Cogent responses  Time management  Teaching of language  So what.  In context  In your opinion/ Is it effective? State yes/ no.  No half marks  1 =33 2=66 3=100 -6-

PRE-TEST ENGLISH HOME LANGUAGE PAPER 1 TIME: 2 Hours MARKS: 70 IMPORTANT INSTRUCTIONS 1. This question paper consists of THREE sections Section A : Comprehension (30 marks) Section B : Summary (10 marks) Section C : Language in Context (30 marks) 2. Read ALL instructions carefully. 3. Answer ALL the questions. 4. Start EACH section on a new page. 5. Please draw a double margin, set your work out neatly and rule off after each section. 6. Number the answers according to the numbering system used in this question paper. 7. Please read the questions carefully and answer in accordance with the mark allocation. 8. Leave a line after each answer. 9. Pay special attention to spelling and sentence construction. 10. Please manage your time. Work quickly, but carefully. Answer fully. Use the following time frames as a guideline: SECTION A: 50 minutes SECTION B: 25 minutes SECTION C: 45 minutes 11. Please write neatly and legibly 12. This paper consists of 9 pages. -7-

SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING Read TEXTS A AND B below and answer the set questions.TEXT A Experience: my face is held together by 52 screws It was a typical spring day in the Lake District-freezing and raining. One of my mates had some trouble with his bike, so I stopped to help. We got going and headed up a steep mountain road, but another of our friends had turned back to check on us. He and I were both doing around 30mph when we met on a corner. We tried to go around each other, but we moved in sync, blocking each other, left, then right, then left again. Three seconds later, the lad I'd been helping came round the corner and saw us both lying in a heap, unconscious. I later learned that, eventually, 45 park wardens, paramedics, mountain rescue and police came to this usually isolated spot. Internal bleeding in my chest meant I couldn't be resuscitated; my chest was so full of blood that my lungs wouldn't inflate, so they had to push two holes into my ribcage and squeeze all the blood out, then give me a transfusion right there on the forest floor. I died several times over during the three hours when I stopped breathing. Just before the helicopter took off with me in it, the paramedics told my friends that, after so many things had gone wrong, they were pretty certain I wouldn't make it to hospital. Two weeks later, I woke up. I don't remember any of that time. All I knew was that I couldn't speak; I was all tubes and morphine. I didn't look in a mirror, so I didn't know how bad it was, but my face was smashed up and twisted until they operated, a week or so later. My wife asked the surgeon to make me look like Jason Statham - he didn't appreciate the joke. It wasn't until a check-up, after coming home from hospital, that I saw an x-ray. That's when I started asking questions. On impact, our heads had collided and my helmet had disintegrated. My left eye socket had moved almost an inch downwards. My chin was crushed and the bone was left completely open to the elements, my nose hanging off at 45 degrees. The x-ray showed my face after surgery. I counted 52 screws and 13 weird-shaped plates holding the bones together. There was a girder-and-wire arrangement to keep my teeth in place, which has since been taken out, so my jaw would set back into shape. The surgeon had gone in through slits in front of my ear, under my eye, and under my lip, where it meets the gum. I was amazed by how they could do that without leaving lines or scars. It all works, but when I open my mouth wide to eat a banana my jaw clicks. My face is still a bit twisted, and it isn't symmetrical, so I've grown a beard to hide that. I look trendy for the first time in my life. Apart from a bit of pain in my arm and my leg, things are back to normal - I'm working full-time as an aircraft engineer. The guy I crashed into suffered severe injuries to his arm and his leg, but he is also recovering well. I do stand back and remember that I'm only here thanks to blood given by strangers. I now help promote blood donation, because the NHS needs new donors, especially those who are O negative. They are known as universal donors; their blood can be given to anyone, regardless of blood group, which is crucial in an accident like mine, when there is no time to do a test. Before this happened, I thought I was the man of the family. Now it is obvious that my wife is top of the tree. She showed incredible resilience while I was unconscious - for four days, they couldn't tell her if I would live or die. She went through all that trauma while looking after our two kids. I'll never go green-laning again, and my 10-year-old boy isn't allowed his kids' motorbike any more. But every now and then I'll be driving through the countryside and I'll pass a track weaving off into the mountains, and I'll get this ache in my chest. It's the urge to get my gloves and boots back on and find out where it goes. As told to Moya Sarner https://www.theguardian.com/lifeandstyle/2016/sep/02/my-face-is-held-together-by-52-screws-experience?CMP=ShareiOSApp Other Glossary: Girder-and-wire-steel structure/framework NHS – National Health Service -8-

TEXT B Source:https://www.google.co.za/search?q=insolence+repealing+motorcycles&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi508Ta2IPW AhWiKMAKHXAIB-AQ_AUICigB&biw=1600&bih=770#imgrc=25OL73ZNoz-EDM QUESTIONS: TEXT A 1.1. Discuss the effectiveness of the title of the article, and (2) Suggest what the writer’s intention was when he wrote this article. (3) 1.2. Comment on the relationship shared between the bikers by referring to the particular words or phrases. (Refer to paragraph 1) (2) 1.3. In your own words, explain what it means to move “in sync”. (Refer to line 4) (2) 1.4. The writer states that “they were pretty certain I wouldn’t make it to hospital”. Discuss the impact of the euphemism in the context of this paragraph. (Refer to paragraph 2, line 11). (2) 1.5. Explain what he means when he state his bone was “completely open to the elements”. (Refer to line 18) (2) 1.6. With close reference to paragraph 3, what can we infer about the writer’s wife’s personality? (2) -9-

1.7. Analyse his statement “That’s when I started asking questions” in line 16. Discuss how the diction in paragraph 4 justifies the writer’s response to his x-rays in line 15-16. (3) 1.8. His tone in paragraph 4 is:- a) Amused b) Matter-of-fact c) Incredulous d) Derisive (1) 1.9. Critically discuss the writer’s comment that he was the “the man of the family” and how his views were challenged. (3) QUESTIONS: TEXT B 1.10. The attitude of the speaker can be defined as ... a) arrogant b) amused c) nonchalant d) careful (1) 1.11. Comment on the irony in TEXT B. (3) QUESTIONS: TEXT A AND B 1.12. Both TEXT A and TEXT B address the issue of the dangers of motorbike riding. In your opinion, and with reference to both texts, suggest which test is likely to have the greater impact on the reader? Carefully justify your response. (4) TOTAL SECTION A: 30 - 10 -

SECTION B: SUMMARY The passage below (TEXT C) is entitled Procrastination. You have been asked to present a summary of the main points to your peers. You are required to do the following: 1. Summarise in your own words what the writer has to say about procrastination. 2. Your summary should include 7 points and NOT exceed 90 words. 3. Your summary should be in paragraph form. 4. You are not required to include a title for the summary. 5. Indicate your WORD COUNT at the end of your summary. TEXT C Procrastination Managing time is something with which we all struggle but there are ways to stop being distracted and get things done. Put yourself on record. When you’re working on a project, look at the person you’re doing the task for and say to them: “You will have this information by 4pm on Thursday.” As you do that, you’re setting yourself a deadline that makes you think: “I’ve got to get this done!” Always do the most important task first, rather than the most urgent or hardest. Some things seem urgent, such as a ringing phone or an e-mail alert, but you don’t know if they’re urgent until you’ve responded. These things shouldn’t even be on your radar. When it comes to chores, we know what we have to do, but it’s always much easier once we get started. So how do you inspire yourself to do these tasks? It’s all about having an affirmation. Try repeating the words, ‘Do It Now!’ out loud. Create a reward system for yourself. Procrastinators will say: “I’m working from home today so I can get that report sorted. But first I’ll have a cup of tea.” Or watch some TV. Or quickly check Facebook. Instead, give yourself a reward, but only after achieving a pre-ordained amount of work. It could be something simple such as a cup of tea, a biscuit or a magazine. In the middle of the week, write a list to plan your weekend. A lot of people think it’s boring to plot your weekend like that, but how many times have you rung up a favourite restaurant to find out it’s all booked up? All those tables have been reserved by non-procrastinators. You’re always better off scheduling a few things – you’ll get more out of life. If you know someone is a time-sapper, avoid them. If you can’t, head off tales of what they did last night by saying: “I really appreciate you telling me this, but can you tell me after I’ve done this report?” That way, you won’t seem rude. People certainly have times when they’re most productive, known scientifically as circadian rhythms. You could acknowledge “I’m not a morning person”, but you should never use that as an excuse. If you know you work better during a certain time in the day, schedule your most important tasks for that time. – Daily Mail TOTAL SECTION B: 10 - 11 -

TIME MANAGEMENT/PROCRASTINATION IS Managing time is something with which we all PROBLEMATIC BUT THERE ARE SOLUTIONS struggle but there are ways to stop being distracted and get things done. PUBLICISE YOUR DEADLINE Put yourself on record. Setting yourself a deadline TACKLE THE MOST IMPORTANT WORK FIRST Always do the most important task first, rather than the most urgent or hardest. HAVE AN AFFIRMATION/INSPIRE YOURSELF chores… easier once we get started. WITH AN AFFIRMATION inspire yourself to do these tasks It’s all about having an affirmation. Try repeating the words, ‘Do It Now!’ out loud. SET REWARDS FOR YOURSELF,AFTER Create a reward system for yourself. ACHIEVING give yourself a reward, ORGANISE YOUR LEISURE TIME plan your weekend. You’re always better off scheduling a few things – you’ll get more out of life. AVOID (OR DEFLECT) TIME-WASTERS time-sapper, stay out of their way. If you can’t avoid them, head off tales TAP INTO YOUR NATURAL CIRCADIAN People certainly have times when they’re most RHYTHM productive, known scientifically as circadian rhythms. If you know you work better during a certain time in the day, schedule your most important tasks for that time. Marking the Summary The summary should be marked as follows: Mark Allocation:  7 marks for seven points (1 mark per main point)  3 marks for language  Total marks: 10 Distribution of language marks when candidate has not quoted verbatim:  1 – 3 points correct: award 1 mark  4 – 5 points correct: award 2 marks  6 – 7 points correct: award 3 marks Distribution of language marks when candidate has quoted verbatim:  6 – 7 quotations: award no language mark  1 – 5 quotations: award 1 language mark NOTE: Word Count:  Markers are required to verify the number of words used.  Do not deduct any marks if the candidate fails to indicate the number of words used, or if the number of words used is indicated correctly  If the word limit is exceeded, read up to five words above the stipulated upper limit and ignore the rest of the summary - -1 for incorrect format -1 no word count SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS QUESTION 3: ANALYSING ADVERTISING - 12 -

Study the advertisement (TEXT D) below and answer the set questions. TEXT D The text reads as follows: Greetings Earth’s largest land mammal had our adrenaline racing, but it was the exuberance of the locals that made our hearts skip a beat. Go to www.southafrica,net South Africa It’s possible QUESTIONS: TEXT D 3.1. Describe the kind of reader to whom this advertisement would appeal. Support your answer by referring to the advertisement. (2) A tourist, foreigner, someone who has a sense of adventure, wants to experience a different situation away from the city. Reference – ‘Leave ordinary behind’ The picture were tourist are with a tour guide moving closer to an elephant 3.2. Comment on the effectiveness of the statement, ‘Leave ordinary behind’, as an advertising device. (3) The statement would add appeal to the reader, especially one living ordinary lives. It’s as if it a statement that is guaranteed to offer.The spectacular. It would speak to the adventurer in the reader to want to go “out there”. 3.4. In your view, is the visual image suitable in the advertisement? Justify your answer. (3) Yes – elephants are dangerous huge animals that people would not get close to especially in the wild. This experience offers this, knowing that not many people get to experience and that what appeals to people –It also gives people a sense of security with the tour guide with a gun.And this image would appeal to people. - 13 -

3.5. Discuss the term, ‘South Africa, it’s possible’, and the suggestion it makes about South Africa. (3) The possibilities in are endless, whatever one wants,S.A can offer. It has great potential. [10] QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study TEXTS E AND F and answer the set questions. TEXT E: CARTOON 1 1 2 3 4 QUESTIONS: TEXT E 4.1 Discuss how humour is used in this cartoon to convey the cartoonist’s message about South African society. (3) The humour is created by the attack on S.A not just the crime rate but the corruption, The ‘S.A monopoly’- unique game for a unique country. The message reflects wherever you turn there’s always corruption and one needs to think of possibilities like saving the ‘bribery’ card for the best occasion. 4.2 Eve is the domestic worker in this comic. Comment on Eve’s reaction in frame 4. (2) In the frame she is looking at the reader almost sarcastic , as if the reaction is normal. She does not seem shocked – facial expression –must note. But relaxed and calm. TEXT F: CARTOON 1 2 3 4 . . 5 6 7 8 . - 14 -

QUESTIONS: TEXT F 4.3 Comment on how humour is created in the first four frames. (2) It’s funny the tiger is taking the role of a parent teaching a child ride a bike. But the funny thing is that he thinks he is balancing the bike on his own.And the tiger is being patient like a good parent would be. 4.4 Describe Calvin’s emotions as depicted in Frame 8 by making reference to both the visual and verbal elements? (3) He seems in distress with the bike on him. He acts as if the bike attacked him but him but he is hurt with no supervision. [10] QUESTION 5: USING LANGUAGE CORRECTLY Read TEXT G, which contains some deliberate errors, and answer the set questions. TEXT G Birmingham Comic Con 2017 Comic Con 2017 is gearing up for a return to Edgbaston Stadium with a whole host of guests and vehicles from superhero and sci-fi movies.The convention, on Saturday, April 29, will include FOUR different versions of the Batmobile, two different DeLorean cars from Back To The Future and amodel of the Nostromo spacecraft from the Alien movies. The four Batmobiles will be from the 1966 TV series with Adam West, the 1989 Batman movie 5 starring Michael Keaton, Batman Forever (1995) starring Val Kilmer, and the Tumbler version from director Christopher Nolan's Dark Knight trilogy starring Christian Bale. They'll be joined by Captain America's star-spangled motorcycle from the Marvel movies, with it’s own costumed Captain alongside. Also there will be the Lost in Space robot, Terminator costumes and a life-size Dreadnought from the Warhammer video game franchise. In 10 addition, a Star Wars display will include a chance to race through the trees on a flying Speeder bike on the Forest Moon of Endor, and see the Beast from the frozen planet Hoth. And there will lots of people dressing up as their favourite characters, in what's known on the convention circuit as cosplay. Less people attended last year than expected, but this year looks set to draw greater numbers. The organiser, with the ticket sellers, are 15 responsible for bookings. QUESTIONS: TEXT G 5.1 The word “convention” in line 2 has more than one use with the same pronunciation and spelling. What is this kind of word called? (1) homonym 5.2 Provide the noun form of the word “include” (line 3) (1) inclusion 5.3 Change this sentence into the active voice: “They’ll be joined by Captain America’s star-spangled motorcycle.” (lines 7/8) (2) Captain America’s star-spangled motorcycle √ will√ join √ them.√ (½ mark each) - 15 -

5.4 What is the function of the hyphen in the word “star-spangled” (line 8)? (1) To form a compound word/to join two words to form one/new meaning 5.5 Identify and correct the grammar error in line 8. (1) It’s = X Should be its (No apostrophe) 5.6 Explain the function of the apostrophe in this sentence: “And there will be lots of people dressing up as their favourite characters, in what’s known on the convention circuit as cosplay.” (lines 13/14) (1) Omission Should be what is 5.7 Give an alternate punctuation for Star Wars (line 11) (1) “Star Wars” Star Wars STAR WARS 5.8 Correct the error in the second-to-last sentence “Less people attended…greater numbers.” By writing just the correct word. (1) Fewer people (not Less) 5.9 Identify and correct the concord error in the last sentence. (1) Are should beis (Not are) [10] TOTAL SECTION C: 30 GRAND TOTAL: 70 - 16 -

GRADE 12 ENGLISH HOME LANGUAGE PAPER 1 MARKS: 70 TIME: 2 hours INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE sections: SECTION A: Comprehension (30 marks) SECTION B: Summary (10 marks) SECTION C: Language Structures and Conventions (30 marks) 2. Read ALL the instructions carefully. 3. Answer ALL the questions. 4. Start EACH section on a NEW page. 5. Rule off after each section. 6. Number the answers correctly according to the numbering system used in this question paper. 7. Leave a line after EACH answer. 8. Pay special attention to spelling and sentence construction. 9. Use the following time frames as a guideline: SECTION A: 50 minutes SECTION B: 30 minutes SECTION C: 40 minutes 10. Write neatly and legibly. 11. This question paper consists of pages. - 17 -

SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING Read TEXTS A and B below and answer the questions set on them. TEXT A FINDING SALVATION IN THE AGE OF THE BLESSER 1 It once used to be that the word blessed had hallowed or holy connotations. Not entirely so these days, especially in black urban circles where “blessers” are a hot topic of conversation and all the rage. 2 But what is a blesser? He’s a new version of the sugar daddy, except his spending power puts him on a much higher pedestal, giving him a god-like status of sorts. And when you date one, it is said you literally feel like your life has been blessed. Financially, at least. 3 The past two decades since the advent of democracy have seen a steady mushrooming of nouveaux riches (newly rich) in the black community. Black economic empowerment, political connections and better opportunities have monetarily emancipated a number of black men. 4 And what’s one of the things that some of these moneyed men like to do? Bless their women financially with shopping sprees, overseas trips, pricey pampering sessions – you name it. 5 Level one blessers – because there are levels to this thing – will even set you up with property, flashy cars and maybe even hook you up with some business opportunities. 6 The Blesser phenomenon has spread so quickly in South Africa that most men are afraid to say 'Bless you' when a girl sneezes these days in case she gets the wrong idea and enthusiastically replies, ‘Yes, please.’ 7 There are way too many wannabe social climbers selling their souls and discarding their morals for designer shoes and handbags, not to mention Instagram or Facebook ‘likes’. And way too many men using their money as a control mechanism to prey on women blinded by the finer things in life. 8 Many of these men have a sense of ownership and entitlement over their “blessed” women. I’ve come across women in abusive and unfulfilling marriages and relationships who are unwilling to leave these men because that would compromise the flashy lifestyles they’ve become used to. There are also cocky men who will unashamedly tell you they cheat on and beat their women, yet make it up to them with expensive gifts. This is the sad reality we live in. 9 From the outside, the “ blessed” life looks very appealing and it can be rewarding in many ways. But it often comes at a cost – be it your freedom, dignity, or physical, emotional or mental wellbeing. Yet many are not willing to give it up. Have we become so enslaved by money, appearances, material things and the need to project fake realities that we are willing to forego our self-worth and discard our moral fibre? - 18 -

10 However, as much as the morality debate rages, one cannot deny that the abject poverty and growing up with a pattern of patriarchal financial dependence leaves young girls vulnerable and allows the ‘ Blesser’ phenomenon to boom. 11 This is why, I firmly believe, we must instil in our young women- our daughters, our sisters, our cousins, our neighbours - the importance of being financially independent in the age of the ‘Blesser’. 12 Why teach the importance of being financially independent to young women? Well, because when women earn for themselves, they are immediately more in control of their lives. Financial independence is not only a source of confidence but also gives women the credibility to participate in important matters of decision- making, for themselves and their families. 13 This is especially important for women who live in abusive households. It has been reported that at least 40% of women in South Africa face some form of domestic violence. One such form of this violence is by using ‘controlling behavior’ i.e. restricting access to financial resources. Hence, women who face abuse often have no option but to continue living in the same house with their abuser as they lack financial independence, which would otherwise enable them to have a choice. 14 A good place to start would be by reinforcing the importance of education as a stepping stone to financial freedom. From an early age, help young girls realise that they have a right to education, career opportunities and to be in total control of their money regardless of marital status. This is relevant to both women from low income communities as well as women from affluent families, where making women financially independent is not considered a priority. 15 Every girl or woman should be taught the importance of paying themselves first, in the form of a savings account that they’re able to access when the need arises so they aren’t forced to stay in a toxic relationship. The other two elements that are critical to ensuring financial independence is investing in assets that are recorded in the woman’s name and not allowing herself to be underpaid – whether it’s in the workplace or at home. 16 In the end, only the “blessed” women can decide what works for them, what doesn’t and how far they’re willing to go to get the things they want. And I suppose I’m not off the hook until I answer the most obvious question: Am I blessed? In this “blessed” age’s terms, no. In traditional terms, yes, I think so. ADAPTED FROM MAIL&GUARDIAN & DESTINY MAGAZINE - 19 -

AND TEXT B QUESTIONS: TEXT A 1.1 In your own words, explain briefly what a modern day ‘blesser’ is. (1) 1.2 Refer to paragraphs 1 and 2 How has the term ‘blesser’ become a contradiction of its original meaning? (2) 1.3 Refer to paragraph 6. Discuss how the writer uses humour to emphasise the increase of the ‘Blesser’ phenomenon. (3) 1.4 Refer to paragraph 7. Comment on how the descriptions in this paragraph effectively convey the writer’s attitude towards… 1.4.1. women in society. (2) 1.4.2. men in society. (2) 1.5 Discuss ONE negative aspect of being a ‘blessed’ woman according to the passage. (1) 1.6 Refer to paragraph 9. Comment on the effectiveness of the rhetorical question, “Have we become…our moral fibre” (lines 3-5), in conveying the writer’s attitude to ‘blessed’ women. (2) - 20 -

1.7 Refer to paragraph 10. Why do you think, being exposed to ‘ a pattern of patriarchal financial dependence’ (line 2), would leave young girls vulnerable to ‘blessers’? (2) 1.8. Give two reasons, according to the passage, supporting the importance of teaching young women financial independence. (2) 1.9. Refer to paragraph 15. Briefly explain how young women should be taught to ‘pay themselves first’. (2) 1.10. Comment on the appropriateness of the title of the extract “ Finding Salvation in the Age of the Blesser .(3) 1.11. Refer to paragraph 16. Do you think this paragraph is a fitting conclusion to the passage? Explain fully. (3) QUESTION: TEXT B 1.12. The headline reads, “ Educate women. Strengthen Africa.” Explain how the image in Text B reinforces and enhances the message of the headline. (3) QUESTION: TEXT A AND TEXT B 1.13. Does TEXT B support the writer’s view as expressed in paragraphs 14 of TEXT A? Justify your response with reference to both texts. (2) TOTAL SECTION A: 30 - 21 -

SECTION B: SUMMARY QUESTION 2: SUMMARISING IN YOUR OWN WORDS Carefully read TEXT B below. NOTE: You are required to do the following: 1. Summarise in your own words TIPS TO HAVE A SUCCESSFUL CAREER. 2. Your summary should include 7 points and not exceed 90 words. 3. You must write in a fluent paragraph. 4. You are NOT required to include a title for the summary. 5. Indicate your word count at the end of your summary. 6. You will be penalised if these instructions are not followed. TEXT C A recent survey of successful women revealed a number of crucial things they feel a budding career woman should have done before she turns 30. Women who have made their mark in their respective fields swear that they probably would not have reached their pinnacles of success if they had not been brave enough to quit jobs that were taking them nowhere. Being able to recognise where you are is not where you’re meant to be is the first step to success. Life's too short to stay in a job you hate, rather swap your dead-end job for a salaried position that you like better or start working for yourself. Mapping out a life plan or writing a simple vision statement helps young progressive women keep focused on their goals. You've got to know where you want to go if you want to get there. Your vision statement needn't be a long manifesto, she says. You simply need to capture the "why" of what you do. Once you understand your vision, you must figure out how you will explain it to others. Another important achievement is to take ownership of your time. Proper time management is a skill you should have down by the time you hit 30. You may get away with being all over the place as an intern, but it's not cute when you're leading the team and you can't get your own act together. Those that have overcome great challenges to reach the top share that it is vital to have strategies for managing stress. Living in a chronic state of stress and exhaustion can take its toll on you physically, mentally, and emotionally, and if brought on by work it can lead to job burnout. You won't make it far past 30 in your career if you don't pick up some strategies for managing stress. - 22 -

Another tip is to become an expert in your field. Avoid being a jack-of-all-trades and put the effort in early to become extraordinary at something. Rejection, no matter the pursuit it stems from, isn't fun, However, it is a part of a life and a successful career. Learn to accept rejection gracefully. When that happens, acknowledge the loss, but move on. Don’t dwell on the unfairness of it, rather use it as a motivation to improve. Finally, a source of inspiration to spur you on the path to success is to keep a 'win book'. This is a place where you store all the compliments you receive about your work and your wins and accomplishments. This serves not only to show how far you have come but also motivates you to go further when you are faced with challenges or rejection. TOTAL SECTION B : [10] - 23 -

SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS QUESTION 3: ANALYSING ADVERTISING Study the advertisement (TEXT D) and answer the set questions. TEXT D 3.1. Explain the message contained in the headline “ Don’t wait for a prince. Be able to rescue yourself.” (2) 3.2. How does the image or illustration in the advertisement reinforce the message contained in the headline? Make close reference to the advertisement in your answer. (2) 3.3. Identify and explain the effectiveness of the slogan of this advertisement. (2) 3.4. Briefly comment on how the following visual elements highlight the theme of the advertisement. 3.4.1. the fonts used in the headline. (1) 3.4.2. the logo. (1) 3.5. Mercy Academy is an all-girls High School. Do you think this advertisement would be effective in persuading female students to enrol there? Justify your response with reference to the advertisement. (2) [10] - 24 -

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study TEXT E AND TEXT F and answer the set questions. TEXT E 4.1 In Frame 1, Helga expresses her concern that she is not a good role model for independent women. Are her concerns valid? Substantiate your answer with reference to two visual elements from Frame 2. (2) 4.2. In Frame 2, Helga’s daughter responds to her mother’s words with ‘You are.’ Explain how these words emphasise the humorous message of the cartoon. (2) AND TEXT F 4.3. Discuss the irony in the above cartoon. (2) TEXT E and TEXT F 4.4. The above cartoons showcase some of the struggles women encounter in their quest for independence. Briefly discuss two of these struggles with close reference to both cartoons. (4) [10] - 25 -

QUESTION 5: USING LANGUAGE CORRECTLY Read TEXT G which contains some deliberate errors, and answer the set questions. TEXT G Culture of Blessers not Ayoba. 1 Let me speak to young women: your body is not a tool to get out of poverty. It is not the Rand, so do not use it as a exchange for any goodies. 2 There’s no amount of cash that can ever buy you. Some girls loose their virginity because they want to fit in with this flashy/lavish lifestyle and to prove their beauty. Outer beauty is not a ticket to success. True beauty is using her brain, how you conduct yourself and how you use your logic. 3 Ladies, don’t be fooled by the designer clothing and the trips to Dubai. You are not being ‘blessed’, he is using you. These things are not free; they will cost you your youth, your morals, your hapiness, your future and even your life. HIV/AIDS is real and no number of Louis Vuitton handbags or trips overseas are going to make dying easier. 4 Do not sacrifice your temple (body) to any “blesser”. There is only one Blesser, and that is God the Almighty. Get up, stand up, dream and plant positive seeds. It is then that your good reputation will pay off. Your dreams will come true and positive fruits will be reaped. Believe in yourself. Busisiwe Henda Langa 5.1. Correct the incorrect use of the article in paragraph 1. (1) 5.2. Refer to line 1, paragraph 2. Identify and correct the commonly misused word. (1) 5.3. Correct the pronoun error in line 3 of paragraph 2. (1) 5.4. Rewrite the second sentence of paragraph 3 to remove the error of punctuation. (1) 5.5. Identify and correct the spelling error in paragraph 3. (1) 5.6. Correct the concord error in lines 3-4 of paragraph 3. (1) 5.7. State the function of the brackets in paragraph 4. (1) 5.8. Account for the writer’s use of different punctuation for the same word, “blesser” and Blesser (line 1, par 4). (2) 5.9. Provide the noun form of positive (par 4, line 2). (1) [10] GRAND TOTAL : 70 - 26 -

MEMORANDUM GR 12 PAPER ONE SECTION A: COMPREHENSION QUESTION 1 1.1. An older man who provides luxury for younger women/girls in exchange for sexual gratification. Luxury can come in the form of designer clothing, allowances or even trips overseas. / Sugar daddies with more spending power. (1) 1.2. Blesser and blessing originally had connotations of holiness. To be blessed was to be favoured by God and an indication of your purity in God’s eyes. Now it is being used by to designate an immoral practice. The ‘blessed’ women are actually rewarded for impurity. It has become the opposite of its original meaning. (2) 1.3.Through the use of hyperbole or exaggeration the writer emphasises how far spread the Blesser phenomenon is. The idea that a simple act of courtesy of saying ‘bless you’ when one sneezes can now be misunderstood is ridiculous. Also the picture of grown men being afraid to be courteous for fear of becoming Blessers creates the humorous impression that the blessees or blessed women are a force to be reckoned with. (3) 1.4.1.  Sees women as materialistic and immoral.  Calls them ‘wannabe social climbers’ and implies that they are willing to sell their souls and discard their morals for insignificant things like ‘designer handbags’ and ‘Instagram likes’. Popularity and brand names mean more than integrity to them.  Says they are ‘blinded by finer things in life’ (accept any 2) (2) 1.4.2.  Views men as villains/ predators/ controlling  Says they use their money as ‘a control mechanism’  ‘prey on women blinded by the finer things in life’ – implies they hunt women to devour them . No care or respect for them. They are exploiters. (2) 1.5.  The Blesser feels they ‘own’ the woman they are blessing and become controlling.  Some become so afraid to lose the lavish lifestyle that they endure abuse and controlling behaviour of the Blesser.  Women are exposed to horrible treatment as Blessers believe that the lavish gifts they buy will compensate for this.  Women can lose dignity.  Women can lose physical, emotional or mental well-being. (any one) (1) 1.6. The rhetorical question conveys the pity and disbelief she feels that the blessed women are so ‘enslaved’ by money that they can allow themselves to be exploited in this way. She is shocked that young women have such low belief in their self worth. (2) 1.7. If girls grow up seeing the patriarchs (men: fathers, brothers, uncles) as the main providers and in sole charge of the family finance, they will believe that the only way to survive is to be financially dependent on a male figure. This makes it easier for the blessers to convince them that being with them is an acceptable way out of their poverty. (2) 1.8. - 27 -

 Makes them less vulnerable to exploitation by Blessers.  Allows women to be more in control of their lives.  Gives them a source of confidence and greater self- worth and as a result will be less likely to accept abusive and controlling behaviour.  Provides an escape route out of toxic relationships.  Gives them the credibility to participate in decision making in and for their families and communities.  They will be less likely to allow themselves to be undervalued or underpaid at home or work. (any two) (2) 1.9. This concept underlines the importance of women securing their own well being first before dealing with the priorities of family and household. By first putting money away into a savings fund the woman ensures that she will not be forced to stay in a toxic or abusive relationship due to financial dependence on her spouse. This act also is a reminder that despite a women’s many responsibilities and tasks, our first priority should be securing our own well being. (2) 1.10. Yes, it is appropriate.  The title employs irony by hinting at the original meaning behind Blesser, which is holiness. The title stresses the need to find salvation or rescue from these so called blessers. It is ironic because normally one would welcome a blessing not need rescuing from it.  The title emphasise a need for salvation or a rescue attempt to save young women from blessers and this salvation comes in the form of teaching women financial independence which the message of the text. (any one of the above or similar) (3) 1.11. Yes, it is.  The conclusion reinforces the idea the writer started in the introduction that blesser has become a contradiction of its original meaning and is no longer associated with holy connotations.  The conclusion firmly reemphasises the writer’s view that she would prefer a society that holds the traditional view of blessed. She is proud to not be a ‘blessed woman’ in the modern sense but takes pleasure in the fact that she is blessed by God.  The conclusion reiterates the writer’s view that it is up to women how far they will go to get what they want in life and ties in well with her message of providing women with the means to be financially independent so they have more options when deciding their futures. This will make them less likely to accept blessers as their only option to a richer life. (any 2 or similar) (3) 1.12. The picture reinforces the headline in the following ways:  The image is of a traditional black women standing tall. The image is one of strength and pride and the silhouette nature of the picture helps the image stand out.  The picture at first glance resembles a traditional African woman that is wearing traditional African neck and ear jewellery but as we look closer we see the neck is made up of piles of books and the earring is actually a pen. The image conveys that the education as seen by these symbols of it : books and pen, are clearly the marks of beauty in an African women. Instead of adorning young girls in jewellery or teaching them the importance of outer beauty we should be educating them. - 28 -

 The fact that the neck is emphasised by the books also highlights the fact that education can help young women hold their heads up high or stand tall in society.  The use of symbols of education: books and pen instead of jewellery is a message to African society that we need to emphasise the need for education in young women rather than focus on outer beauty. Focus on the importance of outer beauty encourages the stereotype that a woman needs to marry in order to be successful or have a future. (any one with full explanation) (3) 1.13. Yes, Text B does support the writer’s view in paragraph 14 of Text A, that the first place to start with teaching women financial independence is to make them realise that ‘education is a stepping stone to success’. Text B clearly emphasises this with the headline ‘ Educate women. Strengthen Africa.’ which means that Africa will be a stronger place is more women are educated. The image also reinforces this as the books are piled as if they are a staircase or one could even say ‘stepping stones’ to the women holding her head up high and showing strength and independence. (2) TOTAL SECTION A : [30] - 29 -

SECTION B – SUMMARY SUMMARY – TEXT B Use the following main points candidates should include in the summary as a guideline only. Markers should use their discretion as to how candidates express their versions of these ideas. 1. Be able to recognise when you are in a position or job that is a dead end or going nowhere. 2. Quit dead end jobs. / Swop dead-end jobs for better salaried positions or work for yourself. 3. Map out a life plan. Write a simple vision statement. 4. Understand and be able to explain your vision statement to others. 5. Take ownership of your time./ Have good time management skills. 6. Have strategies for managing stress. 7. Become an expert in your field./Don’t become a jack-of-all-trades. 8. Learn to accept rejection gracefully. 9. Keep a ‘win book’./Keep a record of your accomplishment and positive feedback. (any 7) Award marks as follows: • 7 marks for 7 points • 3 marks for language To avoid the anomaly that a candidate is able to score more marks for language than for the summary which is the core assessment task, please take note that the language mark distribution shall be as follows: * To be awarded 1 language mark, at least 1 – 3 points should be correct. *To be awarded 2 language marks, at least 4 – 5 points should be correct. * To be awarded 3 language marks, at least 6 – 7 points should be correct. Deduct 1 mark if format is incorrect. Deduct one mark if word count is incorrect. TOTAL SECTION B: 10 - 30 -

SECTION C QUESTION 3 : ADVERTISEMENT 3.1. The message is that girls should be able to save or rescue themselves. They shouldn’t be waiting for a prince/ man to come rescue them from their situations. Life is not a fairytale. Women need to be able to defend themselves. (2) 3.2.  The illustration reinforces the stereotype of girls waiting for their prince charming to come rescue them and take them to their happily ever after.  The costume of the prince looks expensive and royal and the crown is clearly evident.  The face, however, is blank indicative that most girls don’t know the identity of their Prince Charming.  In this case, it is a clever irony indicating that Prince Charming’s face is blank because he doesn’t exist- you have to rescue yourself. (any 2) (2) 3.3. The slogan is ‘Prepare for real life’. This is an effective slogan as it reinforces the message of the advertisement that life is not a fairytale. Girls/women need to be equipped to deal with the harshness of reality themselves and not sit around in vain waiting for a prince to come save them from their distressing situations. (2) 3.4.1. The font used is a curly, almost cursive type of writing that is meant to remind one of the font used in fairytale books or even in olden day royal documents. (1) 3.4.2. Mercy Academy is also written in fancy script which reminds one of Royal documents/decrees. The name appears on parchment which is what royal decrees were written on making the theme more authentic. (1) 3.5. Pupil’s Response Yes, females that want to be independent and leaders in society will be inspired by this advertisement that they will be ‘preparing for real life’ at this school. /They will also be taught to be self- sufficient enough to find solutions to their own problems and not ‘wait for a prince’. /They will be motivated to ‘be able to rescue’ themselves. / Even though it lacks details on courses the advertisement will create enough interest to make readers want to investigate further by visiting the web address provided ‘MercyAcademy.com’ (any two) OR No, this advertisement is vague on the details of what the school offers in terms of curriculum. Most students want to know about courses and facilities offered before they enrol. (2) [10] QUESTION 4 – CARTOONS 4.1. Yes they are valid.  She is overworked with household chores while her husband is lazing (snoring)  She is doing too many chores at once: ironing, cooking, cleaning….clearly overwhelmed.  Sweat droplets from her face indicate that she is not in control…not an independent woman.  The look on daughter’s face indicates shock that her mother has to do all of this while her father gets to relax…clearly not an equal relationship. (any 2) (2) 4.2.  At first we see the ‘You are’ as a lie to make the mother happy or ease her worry as we can clearly see Helga is not a good role model for independent women. - 31 -

 However, the humour comes from the daughter’s facial expression as we realize that the daughter is not lying.  She means it when she says ‘You are’ as seeing her mother in this way will definitely inspire her to become an independent women because she definitely does not want to end up like her mother. (2) 4.3. The mother wants her daughter to become independent but only as long as she does what the mother wants her to do. This is clearly not independence and is therefore ironic. (2) 4.4.  In Text A girls are not given good role models to inspire them to be independent.  In Text B while girls are taught about independence they are not allowed to practise it due to the influences of overprotective/controlling parents.  In Text A women have no opportunity to become independent as they are not supported by men.  In Text A the stereotypes of women’s chores versus men’s work clearly still exist and clearly hinder a women from asserting independence. (any two) (4) QUESTION 5 –EDITING 5.1. Use it as an exchange for goodies. (1) 5.2. loose  lose (1) 5.3. using your brain (1) 5.4. You are not being blessed; he is using you. (1) 5.5. happiness (1) 5.6. no number of Louis Vuitton handbags or trips overseas is going to make dying easier. (1) 5.7. Give additional information/provide explanation for temple. (1) 5.8. She wants to clearly show the difference in her opinion of these two blessers.  the human blesser is written in lowercase to indicate his insignificance and with quotes to show he in her opinion is not a real blesser./not worthy of title/fake. (1)  She uses capital letter B for the second blesser to show reverence. God Almighty is the true Blesser in her opinion and deserving of the title.(1) (2) 5.9. positive – positivity (1) [10] - 32 -

GRADE 12 ENGLISH HOME LANGUAGE PAPER 1 MARKS: 70 TIME: 2 hours INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE sections: SECTION A: Comprehension (30 marks) SECTION B: Summary (10 marks) SECTION C: Language Structures and Conventions(30 marks) 2. Read ALL the instructions carefully. 3. Answer ALL the questions. 4. Start EACH section on a NEW page. 5. Rule off after each section. 6. Number the answers correctly according to the numbering system used in this question paper. 7. Leave a line after EACH answer. 8. Pay special attention to spelling and sentence construction. 9. Use the following time frames as a guideline: SECTION A: 50 minutes SECTION B: 30 minutes SECTION C: 40 minutes 10. Write neatly and legibly. 11. This question paper consists of 9 pages. - 33 -

SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING Read TEXTS A and B below and answer the questions set. TEXT A BEFORE YOU POST THAT STATUS ON YOUR SICK DAY… 1The last thing young people want is another set of rules. But these days, whether you're just starting high school, finishing up college or starting your first job, social media comes with great responsibility. 2 The fact is, irresponsible social media conduct could potentially ruin your education and negatively impact your career, not to mention hurt others in the process. But most of those consequences are preventable, often with just a little foresight. 3 Social media circumstances are nuanced and vary by situation because after all, it's never as simple as "be responsible." And it's never as finite as "don't friend your teacher on Facebook." 4 Granted, high school and college students experiment with many activities and substances. But the second you post a video of last weekend's ‘#getting high with my guys’ or ‘joyriding in a stolen car’, you become vulnerable not only for school expulsion but also for criminal prosecution; in other words, consequences that affect the rest of your life. Even if your profile is set to private, a friend can always download and save incriminating photos that he or the authorities can use against you in the future. 5 Furthermore, even if you aren’t caught for these activities now, you may face the consequences later with possible career opportunities and tertiary acceptance. As more and more businesses are learning how to harness the power of influence and convenience that is social media, it is becoming more commonplace for companies to turn to social media for indicators regarding the reliability of prospective employees. This means that the irresponsible activities and poor decisions of your misspent youth will, thanks to your regular and detailed social media posts, be on full display to be seen and judged by your future bosses. Scary thought, isn’t it? 6 Scarier still is the ease with which predators and cyber criminals can gain access to identity and whereabouts from the careless check-ins and flippant posting of personal details reminiscent of most teenagers these days. 7 And don’t believe that once you’re employed that you have arrived and cannot be toppled from your throne by inappropriate social media posts. Employees are under the mistaken belief that what they do in their time away from the office (specifically on social media), is private and beyond the reach of their employer’s watchful eye.They fail to consider that they could potentially face disciplinary action for their posts on social media (which often consist of political commentary or general rants). These posts could be fatal to their employment, and the reality is that, with the escalating use of social media, during working hours as well as outside of “company time”, employees are regularly coming under fire for what they post online. - 34 -

8Before a Facebook update, tweet, or Instagram post is uploaded, even if you’re not the original poster and simply sharing someone else’s post, employees should be asking themselves “does this post align with my company’s values?”The question may seem strange, especially for those social media users who are vigilant in ensuring that their accounts have the highest privacy settings. But, it becomes especially relevant when the name of your employer is linked to your account, and even if disclaimers are used such as “all comments are my own”, the backdrop of your account clearly reflects your company’s branding.Even the most “private” social media accounts cannot escape the unforgiving screenshot, which is essentially a snapshot of your post. 9Take for example the following scenario:You’ve called in sick on Tuesday morning and did not go to work. You instead spent the day cuddled under your welcoming duvet, until you felt hungry and decided to go out to your favourite restaurant for lunch. The food was exceptionally “insta-worthy” and you could not resist a post and check-in. 10What slipped your mind is that you have your colleagues doubling up as social media friends, with full access to what you post and your supervisor is on your “friends list” too. 11 This scenario increases the likelihood of your employer viewing your post online, and challenging the veracity of your ill health on that particular day. They may even contest the validity of a medical certificate that you submit on the basis of the post on social media, which could be the catalyst into an investigation about your whereabouts on that particular Tuesday, and culminate in a disciplinary hearing for misconduct, on a charge of dishonesty. 12 Even students can get themselves into sticky situations if they use the excuse of ‘my relative died’ to get an extension on an assignment and later post updates of fun activities that do not resemble a funeral. Fellow students or teachers on the friend’s list could report them resulting in them failing the subject or assessment. 13Let’s consider another example: Your company requires you to keep a log of all time spent during your work day. The IT department monitors your internet usage, and you’re identified as an employee who spends four hours a day on various social media platforms. You are also not meeting your required daily profitable hours. 14The offence here has nothing to do with the content you’re posting – it’s the company time that you’re abusing, instead of working. This, could result in a charge of misconduct in respect of a timekeeping offence or could also amount to a charge of misuse and abuse of company resources (that is, the laptop and internet). 15 One cannot deny the benefits both professionally and personally that come from the use of social media, but in a world where the judgement of one’s next post could have far-reaching consequences it is best to remember an adapted version of the Washington Post Test: if you don’t want the world to know what you are doing, don’t post about it. ADAPTED FROM POST NEWSPAPER JULY 2017 - 35 -

AND TEXT B IS YOUR TEENA GOOD DIGITAL CITIZEN? Tin 5 teens admits to having cyber bullied others 1 im 3 teens play games related to older teens & adults ~ Auction Fraud ~ Computer Fraud ~ Debit Card/ Credit Card Fraud ~ Non-Delivery (paying for, but not receiving merchandise) ~ Confidence Fraud (aka advance fee fraud, such as Nigerian letter scams) THIS INTERNET SOOURETY AWARENESS AUTUTIVE oS BROUGHT TO YOU BF c@nnect BROADBAND - 36-

QUESTIONS: TEXT A 1.1 In your own words, explain briefly what a modern day ‘blesser’ is. (1) 1.2 Refer to paragraphs 1 and 2 How has the term ‘blesser’ become a contradiction of its original meaning? (2) 1.3 Refer to paragraph 6. Discuss how the writer uses humour to emphasise the increase of the ‘Blesser’ phenomenon. (3) 1.4 Refer to paragraph 7. Comment on how the descriptions in this paragraph effectively convey the writer’s attitude towards… 1.4.1. women in society. (2) 1.4.2. men in society. (2) 1.5 Discuss ONE negative aspect of being a ‘blessed’ woman according to the passage. (1) 1.6 Refer to paragraph 9. Comment on the effectiveness of the rhetorical question, “Have we become… our moral fibre” (lines 3-5), in conveying the writer’s attitude to ‘blessed’ women. (2) 1.7 Refer to paragraph 10. Why do you think, being exposed to ‘ a pattern of patriarchal financial dependence’ (line 2), would leave young girls vulnerable to ‘blessers’? (2) 1.8. Give two reasons, according to the passage, supporting the importance of teaching young women financial independence. (2) 1.9. Refer to paragraph 15. Briefly explain how young women should be taught to ‘pay themselves first’. (2) 1.10. Comment on the appropriateness of the title of the extract “ Finding Salvation in the Age of the Blesser .” (3) 1.11. Refer to paragraph 16. Do you think this paragraph is a fitting conclusion to the passage? Explain fully. (3) QUESTION: TEXT B 1.12. The headline reads, “ Educate women. Strengthen Africa.” Explain how the image in Text B reinforces and enhances the message of the headline. (3) QUESTION: TEXT A AND TEXT B 1.13. Does TEXT B support the writer’s view as expressed in paragraphs 14 of TEXT A? Justify your response with reference to both texts. (2) TOTAL SECTION A: 30 - 37 -

SECTION B: SUMMARY QUESTION 2: SUMMARISING IN YOUR OWN WORDS Carefully read TEXT B below. NOTE: You are required to do the following: 1. Summarise in your own words: HOW TO STAY SAFE OVER THE HOLIDAY SEASON. 2. Your summary should include 7 points and not exceed 90 words. 3. You must write in a fluent paragraph. 4. You are NOT required to include a title for the summary. 5. Indicate your word count at the end of your summary. 6. You will be penalised if these instructions are not followed. TEXT C Business against Crime South Africa has issued basic safety and security precautions to safeguard travellers over the upcoming holiday season. Business against Crime South Africa (BACSA) would like to caution the public to take basic safety and security precautions over the holiday season, spokesperson Deborah Hunt said on Wednesday. “Now that the holiday season is virtually upon us, it is not the time to start cutting corners when it comes to personal or family safety,” said BACSA CEO Siphiwe Nzimande. “Taking a few simple precautions will help to reduce vulnerabilities to the threat of crime and to minimise opportunities for criminals to take advantage of holidaymakers’ lack of familiarity and recourse to known community support structures,” he said. He advised holidaymakers to cut risks by ensuring their post boxes were cleared by a neighbour, family member or friend, telling neighbours of their holiday plans, and ensuring all house windows and doors were closed and securely locked. “They should plan travel routes well in advance and tell people about their plans and final destinations.” He added that travellers should also be particularly cautious when driving - especially at night, avoid stopping in remote areas, and under no circumstances give a lift to a stranger or drink and drive. “They should always place valuables in the boot of the car and not leave items such as cellphones and wallets in open sight, unattended or on the seat of a car.” He said holidaymakers should be just as cautious using ATMs and should think twice about shopping in an unfamiliar environment, and avoid carrying large amounts of cash or displaying flashy jewellery, watches or cellphones. - 38 -

“They should not leave valuables in shopping trolleys and always accompany children to public toilets,” he said. “Employing these practical tips and remaining vigilant at all times will help ensure your holiday plans go smoothly without incident,” said Hunt. - Sapa TOTAL SECTION B : [10] SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS QUESTION 3: ANALYSING ADVERTISING Study the advertisement (TEXT D) and answer the set questions. TEXT D - 39 -

3.1. Explain the message contained in the headline “Error..Connecting to Jail. Stop computer crime” (3) 3.2. How does the image or illustration in the advertisement reinforce the message contained in the headline? Make close reference to the advertisement in your answer. (3) 3.3. Which age group could this advertisement be aimed at? Provide evidence from the text to justify your answer. (2) 3.4. Give a reason for the inclusion of ‘hacking, on-line fraud, virus spreading and software piracy.’ as examples of computer crimes. (2) [10] QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study TEXT E AND TEXT F and answer the set questions. TEXT E: CARTOON 4.1. What is the possible relationship between the speakers in the above text? Justify your answer with visual evidence from the text. (3) 4.2.Explain how the contrast in the tones of the speakers effectively conveys the message of the cartoon. (3) - 40 -

AND TEXT F: CARTOON 4.3. Explain the humour in the above cartoon. (2) TEXT E and TEXT F 4.4. Both cartoons criticise the way society uses social media. Discuss these criticisms with reference to both cartoons. (2) [10] QUESTION 5: USING LANGUAGE CORRECTLY Read TEXT G which contains some deliberate errors, and answer the set questions. TEXT G Do You Have Social Media Etiquette? 1 I remember being scolded for eating with my mouth open, being told that I won’t find a husband if I sit on the table and becoming terrified after my mom convinced me that there will be an red ring around me in the water if I dared to pee in the pool! 2 Etiquette goes a long way, it shows substance and maturity. Just like most of us will get up and offer our seat to the pensioner on the bus because we know it is the right thing to do, so too should etiquette be top of their mind when you are taking part in Social Media conversation online. 3 As a 30-something, I didn’t grow up with Social Media around me. Is it good or bad? I don’t know; it is debatable. I think my generation (and off course our seniors) are more cautious about sharing our day to day trivia online. Today’s youth are growing up with Facebook, Twitter and Instagram literally just a click away. They are constantly connected, always up to date and continuously informed. The quality of content however is most probably my biggest concern, but let’s leave that conversation for another day… 4 So this brings me to the conversation at hand; what is Social Media etiquette? I have the perfect story to explain this term. My trigger-happy-with-Facebook friend was asked to be a bridesmaid at a wedding a while back. She knew very well that the groom has not seen the dress and was waiting in constipation for his future wife to walk down the aisle. Problem was, miss Trigger-happy decided to post photos of the bride on Facebook. She ruined - 41 -

the surprise for the groom and most of the wedding guests on their smartphones who were keeping themselves busy while waiting for the ceremony to start. 5 Yes, it is your right to share your day and experiences but those shares do not impact you alone as others form part of that experience. Always bare in mind the consequences of what you post and how it will affect others- you do not live in a bubble. Be safe, be informed and be respectful. Jeanine_F –FNB BLOG 5.1. Correct the incorrect use of the article in paragraph 1. (1) 5.2. Rewrite ‘If I dared to pee in the pool!’ (par 1, line 3) in formal English. (1) 5.3. Correct the pronoun error in line 3 of paragraph 2. (1) 5.4. Give the function of the brackets in paragraph 3. (1) 5.5. Correct the tense error in line 3 of paragraph 4. (1) 5.6. Correct the malapropism in paragraph 4. (1) 5.7. Rewrite the last sentence of paragraph 4 to remove the ambiguity. (2) 5.8.Correct the homonym error in paragraph 5. (1) 5.9. Provide the adjectival form of informed (par 5, line 3). (1) [10] GRAND TOTAL : 70 - 42 -

Memorandum Gr 12 ENG HL PAPER 1 - SECTION A- COMPREHENSION 1.1.  ruin your education  negatively impact your career  hurt others (2) 1.2. Social media etiquette varies from situation to situation and each one must be dealt with in its on context. Saying be responsible is too simplistic as it has no guidelines on what is responsible behaviour for all. Furthermore finite rules are too dictatorial and cannot be applied to everyone. There may be situations where friending teachers enhances education and teaching. (3) 1.3.  The conversation/post can be seen by a friend who can download and save the information to use against you later.  The post could be shared or a screenshot taken and kept as evidence. (2) 1.4. It allows the reader to identify with the situation and emotions this information in the passage creates. The reader’s attention is captured as the text now involves them. Fear is used to motivate the reader to continue reading to gain information on how to prevent this situation. (3) 1.5.1. Teenager’s have an irresponsible/don’t care attitude towards the use of social media. They are far too careless in their actions and do not realize the far reaching consequences of it. (2) 1.5.2. The words ‘careless check –ins’ and ‘flippant posting of personal details’ indicate a lack of concern and a disregard for safety online. Teens seem to believe that they are not in danger and provide personal information freely not realising that they are placing themselves in danger from cyber criminals. (2) 1.6.  dismissal or hearing due to dishonesty for taking sick leave when social media posts provide a a contradictory account  Being fined or even dismissed for misuse of company resources and time as social media posts and check-ins can provide evidence of the amount of company time and resources such as data, Wi-Fi and laptops are used on personal social media updating and interaction. (2) 1.7. Challenging the veracity means disputing or disagreeing with the truth or validity of the medical certificate provided. In other words because of irresponsible social media posts showing employees engaged in activities with they are on sick leave, employers can declare the medical certificate handed in to be fraudulent or fake. (2) 1.8. Tone of warning is used to warn readers of danger of posting irresponsibly when they are supposed to be on sick leave. Forces the reader to think before they post. Evaluate the consequences of their posts before just freely posting. (3) 1.9 Yes, it reinforces the message that social media has great impact and far reaching consequences. The final word on the subject is clearly emphasised by the use of the Washington Post Test for social media that cautions readers to rather abstain from posting just to be safe from negative consequences. 1.10 Is your teen a good digital citizen’ is aimed at parents to make them evaluate their teens behaviour online. The image of the hand reaching out through the screen to grab the wallet is a powerful and disturbing image as it reminds parents of how vulnerable their teens are to cyber attacks and crime. The text also indicates through the stats on teen cyber bullying and inappropriate game play that teens are also not being good digital citizens and - 43 -

are using cyberspace inappropriately. The list of teen cyber crime complaints further reinforce what teens are exposed to or can become victims of. Will make parents take more interest in teens online profile and activities. (3) 1.11. Yes the picture in Text B shows how easily social media can cause negative impact for those using it irresponsibly. In Text A we are told how teens irresponsible behaviour makes them easy targets for cyber criminals. The stats and picture in Text B reinforces this by showing us to what extent this is occurring. It is very convincing evidence. (3) SECTION B: SUMMARY Use the following main points that the candidate should include in the summary, as a guideline. Question 2 summary 1. Do not take short cuts/ risks when it comes to personal or family safety. 2. Holidaymakers should ensure that their post/mail is collected by a neighbour, friend or family member. 3. Notify neighbours of your holiday plans. 4. Ensure all house windows and doors are closed and securely locked. 5. Plan travel routes well in advance. 6. Tell people about your plans and final destination. 7. Be cautious when driving, especially at night. 8. Travellers must avoid stopping in remote areas. 9. Don’t drink and drive. 10. Don’t give lifts to strangers. 11. Place valuables in the boot of car/ do not leave valuables in plain sight. 12. Do not leave valuables unattended. 13. Be cautious when using ATMS or shopping in an unfamiliar environment. 14. Avoid carrying or displaying large amounts of cash or jewellery. 15. Do not leave valuables in shopping trolleys. 16. Always accompany children to public toilets. (accept any 7 or similar). Award marks as follows: • 7 marks for 7 points • 3 marks for language To avoid the anomaly that a candidate is able to score more marks for language than for the summary which is the core assessment task, please take note that the language mark distribution shall be as follows: * To be awarded 1 language mark, at least 1 – 3 points should be correct. *To be awarded 2 language marks, at least 4 – 5 points should be correct. * To be awarded 3 language marks, at least 6 – 7 points should be correct. TOTAL SECTION B: 10 - 44 -

SECTION C: LANGUAGE IN CONTEXT QUESTION 3: ANALYSING ADVERTISING 3.1. Computer crime will lead to imprisonment. The use of the error message is a pun relating to the wrongful deed of cyber crime and emphasizing the error messages that are relayed by the computer when a wrong command is typed in or an unsafe website is accessed. Very effective in conveying the consequences of cyber crime. (3) 3.2. The mouse of the computer is decorated like the shirt of the prisoner clearly emphasizing where u could end up if you get involved in cyber crime. The ball and chair connecting to the mouse further emphasise the connection of where this crime could lead u i.e. being in chains or incarcerated. (3) 3.3 Youth .  Fight Youth crime logo.  Crimes mentioned usually committed by teens (2) 3.4 These are the most common cyber crimes and the ones taken for granted especially software piracy. It also emphasizes the target market of the youth. (2) QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA 4.1 mother and daughter /aunt and niece/teacher and student  Body language of older woman is overbearing and dictatorial –hand on hip , finger pointing at second speaker, angry or serious expression on face. Drawn to look bigger than second speaker  Second speaker has a indifferent attitude. Slouching. Smaller in stature. Ponytail showing youth (3) 4.2. Speaker one is has an emphatic/ serious/ warning (1 mark) while speaker two has a tone of sarcasm or cynicism. (1 mark) This emphasizes the message of irony of the cartoon that despite the warning that inappropriate tweeting could ruin your future in the case of celebrities like Miley Cyrus and Kim Kardashian it has proven the opposite . The warning is contradictory to the success that has come to these celebs because of inappropriate social media behavior. (1 mark) (3) 4.3. Humour is created through exaggeration or hyperbole. Social media postings are exaggerated to the point where it could be believed that St. Peter or God or the gate keeper in heaven need only know look at our online profiles to gather whether we deserve entry into heaven. People expose the intimate details of their lives on social media so much that it could be believed that even God can use it to keep track of you. (2) 4.4 Text E - people post recklessly without realizing the harm it can do to their financial futures - Celebs bad or irresponsible behavior is encouraged and rewarded e.g. Kim K and Miley Cyrus. TEXT F – People give too much information on their public profiles. - People don’t care about how their negative activities can be seen on their social media profiles. (2) [10] - 45 -

QUESTION 5: USING LANGUAGE CORRECTLY 5.1 an red ring  a red ring (1) 5.2. I dared urinate in the pool. (1) 5.3 their your (1) 5.4 additional information (1) 5.5 the groom has not - the groom had not (1) 5.6. constipation  anticipation (1) 5.7. She ruined the surprise for the groom and most of the wedding guests who were keeping themselves busy on their smartphones while waiting for the ceremony to start. (2) 5.8 bare  bear 5.9. informative/ informational/informing (1) [10] TOTAL SECTION C: 30 GRAND TOTAL: 70 - 46 -

ENGLISH HOME LANGUAGE LANGUAGE PAPER 1 GRADE 12 - 47 -

INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE sections: SECTION A: Comprehension Question 1 (30 marks) SECTION B: Summary Question 2 (10 marks) SECTION C: Language in context Questions 3 – 5 (30 marks) 2. Read ALL the instructions carefully. 3. Answer ALL the questions. 4. Start EACH section on a NEW page. 5. Draw a right hand margin. 6. Rule off after each section. 7. Number the answers correctly according to the numbering system used in this question paper. 8. Leave a line after each answer. 9. Pay special attention to spelling, sentence construction, punctuation and grammar. 10. Use the following time frames as a guideline: SECTION A: 50 minutes SECTION B: 30 minutes SECTION C: 40 minutes 11. Write neatly and legibly. - 48 -

SECTION A : COMPREHENSION QUESTION 1 - READING FOR MEANING AND UNDERSTANDING Read Texts A & B below and answer the questions set: TEXT A NO NEED TO ROMANTICISE NEWSPAPERS The medium isn’t the message: it’s content that’s king – and that shouldn’t suffer just because it’s not printed on paper. 1 The summers were hotter when we were kids. That’s one of my favourites. It conjures up nostalgia for a bright past that was never cloudy. 2 It’s also a lie. Summers come and go. 3 It seems a peculiar human habit to re-invent the past in ways that make living in the shadow of the past easier. We also simply seem to believe that our earlier experiences were the best 5 of human life and anyone of a different generation missed out. You hear this, for example, in how retired Jo’burg hippies say: “Melville just isn’t what it used to be!” And, of course, the truly old ones say the same of Yeoville. 4 I bet you the young revellers who are creating intense memories will also claim the summer 10 was the hottest this year when they retire in 2030. So the nostalgia of every generation will be uttered again and again while the young ones roll their eyes. 5 All of this struck me as I read the nostalgia of older journalists about hard-copy editions of newspapers. 15 6 My friend, Anton Harber, co-founder and former editor of the Weekly Mail (today the Mail & Guardian), wrote with heartfelt nostalgia recently about how much poorer journalism and our democracy would be if the Mail & Guardian were to fold. This remark is in the wake of reports of the newspaper’s facing a financial crisis. 20 7 But I want to disagree with him. Music was not killed by successive changes in music technology, from gramophones to cassettes to CDs and MP3 and, no doubt, countless other technologies I’m unaware of. Music is such an integral part of our social lives that only the panic-stricken would fear that changes in the delivery of artistic creations would kill the art itself. News, for me, and news analysis, should be seen similarly. 25 - 49 -

8 It is impossible to undo the history of information. It is forever a part of human life as we know it that news will happen, that news will break, that news will be investigated, and that news will lead to analysis, introspection, accountability, and all sorts of real, material effects on our lives. 30 9 Newspapers, as in physical bits of paper you buy daily or weekly, are not important. It’s the content that matters. The medium really isn’t the message any more. 10 And so one has to wonder what it is that media commentators and hacks wistfully bemoan? I think it is simply a yearning to keep the artefacts1 of their earlier careers intact. That is quite 35 self-indulgent, come to think of it. It is like writers, me included, secretly hoping people buy hard copies of my books – if they buy them at all – rather than electronic books (e-books). I project my own romance about hard copy onto my readers. 11 And, although I have never voiced this, I think I secretly struggle to think of an e-book sale as 40 a real sale. Frankly, I should get with the times and not impose a hierarchy of ways of delivering stories to the reader. Some readers will hear my stories on radio; others will read them on a Kindle2; and yet others in hard copy. And that’s perfectly acceptable variety. 12 And if in 20 years’ time all; book sales are e-book sales, so what? My memory of hard copy, 45 and my own collection of hard-copy books, can remain my personal pride without my thinking that our democracy is poorer without physical books. 13 I would worry more if Harber, as an experienced and insightful newspaper expert, told me content would suffer in the absence of a physical copy of the Mail & Guardian’s being 50 available to the consumer. But that would be an exaggeration. 14 News sites like The Daily Vox and GroundUp, and news analysis portals like Daily Maverick, are arguably as valuable to democracy as physical newspapers. Dare I say it? I often read better quality reporting and analysis on some of these sites than in many of our traditional newspapers that pretend to be the gold standard of progressive, pro-poor journalism or 55 comment and analysis. 15 What newspapers should do is simple: follow your consumers. These days it is inaccurate to think of us as merely spending a bit of time on the Internet during the day. Online life is much more integral to us than that. Rather, we have digital identities that are an integral part of who we are in the 21st century. And so come into our space and invent business models fit 60 for these changes. Newspapers say they know this, but the romance about hard-copy editions tells a different story. So what if Mail & Guardian isn’t available in hard copy? 16 Get on with strategizing how to be a part of the digital economy. It is here to stay. 65 [Adapted from The Star, 14 September 2015] GLOSSARY: 1 Artefacts: made / manufactured things 2 Kindle: electronic device for reading books Word Count = 79 - 50 -

TEXT B QUESTIONS TEXT A 1.1 Quote a word from paragraph one (1) which means a longing for the past. (1) 1.2 Comment on the writer’s intention in paragraphs 1 and 2. (2) 1.3 Why does the writer use the first person throughout the article? (2) 1.4 Explain the expression “roll their eyes” in the context of how it is used in paragraph 4. (2) 1.5 Account for the writer’s introduction of music in paragraph 7. (2) 1.6 Critically discuss the effectiveness of the repetition of “that news will” in the context of paragraphs 9 and 13. (3) 1.7 Does the writer contradict himself in paragraphs 10 and 11? Substantiate your answer by making close reference to the text. (4) - 51 -

1.8 Discuss the implications of the writer’s comment in line 55 when he states “Dare I say it?” (3) 1.9 In your opinion, is the last paragraph an effective conclusion to the article? Substantiate your answer. (3) QUESTIONS TEXT B 1.10 Discuss the image of the psychiatrist as presented by the cartoonist. (2) 1.11 Comment on the tone used by the patient. (2) COMPARATIVE QUESTIONS: Text A and Text B 1.12 In your view, does Text B contradict or support paragraphs 9 – 11 of Text A? Justify your response. (4) [30] - 52 -

SECTION B : SUMMARY QUESTION 2 – SUMMARISING IN YOUR OWN WORDS Text C provides insight into the important of self-confidence. Summarise in your own words the advantages of the developing self-confidence. NOTE: 1. Your summary should include SEVEN points and NOT exceed 90 words. 2. You must write a fluent paragraph. 3. You are NOT required to include a title for your summary. 4. Indicate your word count at the end of your summary. [10] TEXT C To achieve even the smallest of goals, and to get through life’s daily duties and responsibilities, you have to have some self-confidence. The importance of developing a self-confident attitude allows you to wade through the push and pull of different voices and opinions telling you, “yes, no, maybe, do this, do that”, etc. Relying on other people to guide you and following their opinions robs you of your individuality, makes you unsure of yourself and can lead to depression. Self-confidence is an attitude that you hold about yourself that allows you to move forward and achieve your goals. An article on self-confidence from the counselling center at the University of Illinois Urbana- Champaign defines self-confidence as having a positive attitude, but with realistic views. They note that a self-confident person has a general sense of control of her own life, and can do what she wishes, plans and expects. Self-confidence means that even if things don’t go your way, you still believe that eventually, somehow, some way, they will. The University of Illinois article notes that you parents may have instilled self-confidence in you by encouraging self-reliance and giving you love even when you made mistakes. If you did not have your parents’ help, you can accomplish this yourself. Anthony Robbins states in his book, “Awaken the Giant Within”, that developing confidence comes from mastering his ability to feel certain that he really could achieve something. His rule is, “If I decide to be confident, then I’ll feel that way toward anything, and my confidence will help me succeed.” There are several strategies to overcoming those negative thoughts that keep you trapped in lack of confidence. The University of Illinois Urbana-Champaign article cites four tips. First, emphasize strengths by giving yourself credit. Second, take risks by looking at new experiences as a chance to learn, not win or lose. Third, use self-talk by stopping in the middle of a negative thought, and reframing it with a positive thought or words. Fourth, self-evaluation allows you to gain a stronger sense of self, and stop giving away your personal power to others. Becoming self-confident does not mean you are unrealistic about yourself and your situation. You understand that you are not Superwoman, but being confident means still moving forward toward your goal achievement and desires even when things don’t seem to be going your way. Using positive self-talk such as that of 1992 Olympic gold medal winner in singles tennis, Jennifer Capriati who said to herself,” I can do this! I am the best!” Adapted from: www.livestrong.com - 53 -

SECTION C: LANGUAGE IN CONTEXT QUESTION 3 - ANALYSING ADVERTISING Study the advertisements (TEXTS D AND E) below and answer the set questions. TEXT D Text reads: Nokia: Connecting People Being harmony with the nature… Nokia N74 3.1 Comment on how the visual enhances the copy (text). (3) 3.2 Do you consider the play on words in the logo (Connecting people) effective? Give reasons for your answer. (3) - 54 -

TEXT E Text reads: Bending Reality Introducing Bend The all-new Sapphire-Flex screen now allows you to adjust the viewing angle of our crystal clear retina display to fit your needs. - 55 -

3.3 “Bending reality” can be both literal and figurative. Explain how. (2) 3.4 Consider both TEXT D and TEXT E. Are the target groups of the two advertisements the same? Give a reason for your answer. (2) [10] - 56 -

QUESTION 4 - UNDERSTANDING OTHER ASPECTS OF MEDIA Study TEXTS F and G and answer the set questions. TEXT F http://thephoenix.com/boston/life/28637-tribute-to-cell-phone-yapping/ 4.1 Explain how humour is created in this cartoon. (2) 4.2.1 What are the connotations of the word “yapping”? (1) 4.2.2 How does this word contribute to the attitude of the cartoonist? (1) 4.3 What social commentary is being made in Frames 2 – 5 of this cartoon? (2) - 57 -

TEXT G 4.4 Consider Garfield’s comment, “That would require friends”. 4.4.1 Examine the visual and verbal aspects of the cartoon and discuss whether the cartoonist has succeeded in revealing Garfield’s feelings towards his owner. (3) 4.4.2 What is implied by this statement? (1) [10] - 58 -

QUESTION 5 : USING LANGUAGE CORRECTLY Read TEXT H which contains some deliberate errors, and answer the set questions. TEXT H 1 This morning I had a list of things to do that stretched from one end of a football field to the other, I grabbed my phone, my list, my purse and the dog, and headed out before 8 a.m., I dropped the dog at the groomers and decided to stop for gas and a coffee. That’s when my day went astray. 2 As I got out of my car I remembered my daughter telling me to lock the car menially 5 because a friend of hers had her car broken into when she used the automatic key chain to lock her car. It seems burglar’s have the ability to block the lock, and so even if you think you locked it, you haven’t. The second I hit the lock and shut the door I had a sinking “Oh no” feeling. I looked back in my car and sure enough, there were the keys, my phone, my list and my purse. 10 3 Now what? I had seven dollars in my pocket. That didn’t give me many options. I bought a large coffee and asked the girl behind the counter if I could use her phone. She had to ask her boss, but the boss agreed and I called my husband. He ignore my first call (he was at work and it was a strange number) and it went to voice mail. I tried again. This time he answered. 15 [Source: The Star 20 October 2016] 5.1 Identify the punctuation error in the first paragraph. (1) 5.2 “I had a list of things to do that stretched from one end of a football field to the other.” Identify the figure of speech used in this sentence. (1) 5.3 Identify the error in the second paragraph. Write the correct word. (1) 5.4.1 Identify the figure of speech in the second paragraph. (1) 5.4.2 Write down the error and next to it, the correction. (1) 5.5 “I bought a large coffee and asked the girl behind the counter if I could use her phone.” Identify this type of sentence. (1) 5.6 “He ignored my first call (he was at work and it was a strange number) and it went to voice mail.” Change this into the passive voice. (1) - 59 -

5.7 “She had to ask her boss, but the boss agreed and I called my husband.” 5.7.1 One of the conjunctions in this sentence is incorrect. Identify which one is incorrect. (1) 5.7.2 Explain why it is incorrect. (1) 5.8 Explain the use of parenthesis in lines 15 and 16. (1) [10] TOTAL: 70 MARKS - 60 -

PAPER 1 - LANGUAGE MEMO Marks: 70 Time: 2 hours - 61 -

SECTION A : COMPREHENSION QUESTION 1 - READING FOR MEANING AND UNDERSTANDING TEXT A NO NEED TO ROMANTICISE NEWSPAPERS The medium isn’t the message: it’s content that’s king – and that shouldn’t suffer just because it’s not printed on paper. 1 The summers were hotter when we were kids. That’s one of my favourites. It conjures up nostalgia for a bright past that was never cloudy. 2 It’s also a lie. Summers come and go. 3 It seems a peculiar human habit to re-invent the past in ways that make living in the shadow of the past easier. We also simply seem to believe that our earlier 5 experiences were the best of human life and anyone of a different generation missed out. You hear this, for example, in how retired Jo’burg hippies say: “Melville just isn’t what it used to be!” And, of course, the truly old ones say the same of Yeoville. 4 I bet you the young revellers who are creating intense memories will also claim 10 the summer was the hottest this year when they retire in 2030. So the nostalgia of every generation will be uttered again and again while the young ones roll their eyes. 5 All of this struck me as I read the nostalgia of older journalists about hard-copy editions of newspapers. 15 6 My friend, Anton Harber, co-founder and former editor of the Weekly Mail (today the Mail & Guardian), wrote with heartfelt nostalgia recently about how much poorer journalism and our democracy would be if the Mail & Guardian were to fold. This remark is in the wake of reports of the newspaper’s facing a financial crisis. 20 7 But I want to disagree with him. Music was not killed by successive changes in music technology, from gramophones to cassettes to CDs and MP3 and, no doubt, countless other technologies I’m unaware of. Music is such an integral part of our social lives that only the panic-stricken would fear that changes in the delivery of artistic creations would kill the art itself. News, for me, and 25 news analysis, should be seen similarly. 8 It is impossible to undo the history of information. It is forever a part of human life as we know it that news will happen, that news will break, that news will be investigated, and that news will lead to analysis, introspection, accountability, and all sorts of real, material effects on our lives. 30 - 62 -

9 Newspapers, as in physical bits of paper you buy daily or weekly, are not important. It’s the content that matters. The medium really isn’t the message any more. 10 And so one has to wonder what it is that media commentators and hacks wistfully bemoan? I think it is simply a yearning to keep the artefacts1 of their 35 earlier careers intact. That is quite self-indulgent, come to think of it. It is like writers, me included, secretly hoping people buy hard copies of my books – if they buy them at all – rather than electronic books (e-books). I project my own romance about hard copy onto my readers. 11 And, although I have never voiced this, I think I secretly struggle to think of 40 an e-book sale as a real sale. Frankly, I should get with the times and not impose a hierarchy of ways of delivering stories to the reader. Some readers will hear my stories on radio; others will read them on a Kindle2; and yet others in hard copy. And that’s perfectly acceptable variety. 12 And if in 20 years’ time all; book sales are e-book sales, so what? My memory 45 of hard copy, and my own collection of hard-copy books, can remain my personal pride without my thinking that our democracy is poorer without physical books. 13 I would worry more if Harber, as an experienced and insightful newspaper expert, told me content would suffer in the absence of a physical copy of the 50 Mail & Guardian’s being available to the consumer. But that would be an exaggeration. 14 News sites like The Daily Vox and GroundUp, and news analysis portals like Daily Maverick, are arguably as valuable to democracy as physical newspapers. Dare I say it? I often read better quality reporting and analysis on some of 55 these sites than in many of our traditional newspapers that pretend to be the gold standard of progressive, pro-poor journalism or comment and analysis. 15 What newspapers should do is simple: follow your consumers. These days it is inaccurate to think of us as merely spending a bit of time on the Internet during the day. Online life is much more integral to us than that. Rather, we 60 have digital identities that are an integral part of who we are in the 21st century. And so come into our space and invent business models fit for these changes. Newspapers say they know this, but the romance about hard-copy editions tells a different story. So what if Mail & Guardian isn’t available in hard copy? 16 Get on with strategizing how to be a part of the digital economy. It is here to 65 stay. [Adapted from The Star, 14 September 2015] GLOSSARY: 3 Artefacts: made / manufactured things 4 Kindle: electronic device for reading books Word Count = 793 AND - 63 -

TEXT B QUESTIONS TEXT A 1.1 Quote a word from paragraph one (1) which means a longing for the past. (1) Nostalgia 1.2 Comment on the writer’s intention in paragraphs 1 and 2. (2) The writer’s intention is to highlight the false memories that people have. We often look more favourably on the past than is warranted. 1.3 Why does the writer use the first person throughout the article? (2) The writer expresses his view. It is a subjective account of the nostalgia experienced by those who prefer the print medium. 1.4 Explain the expression “roll their eyes” in the context of how it is used in paragraph 4. (2) Younger people are scornful of the older generation’s sentimentality about the past. Younger people react cynically (by rolling their eyes) to the older generation’s nostalgic references to the past. 1.5 Account for the writer’s introduction of music in paragraph 7. (2) The changes that occurred in the music industry did not affect the industry. Although the medium changed, the art was no diminished. Similarly, although the hard copy of the newspaper will give way to electronic copies, news will not go away. Music appeals to most readers. The writer introduces music as an analogy and it is more accessible. [Credit cogent alternative responses.] 1.6 Critically discuss the effectiveness of the repetition of “that news will” in the context of paragraphs 9 and 13. (3) - 64 -

The repetition of the phrase reinforces the topic sentence of paragraph 8. The repetition suggests that news is ever-present. In paragraphs 9 and 13, the writer underlines the fact that news content and quality are not influenced by the medium (eg a newspaper) [Award 3 marks for any TWO points, well expressed.] [Award 3 marks only if candidate gives a critical discussion 1.7 Does the writer contradict himself in paragraphs 10 and 11? Substantiate your answer by making close reference to the text. (4) YES The writer confesses that he prefers books in hard copy to e-books. He becomes sentimental (‘own romance’) when personally affected by the issue. His ‘indulgent’ reaction is contrasted with the logical argument in paragraphs 1 – 9 and in the final sentence of paragraph 11 [Credit cogent alternative responses.] OR NO In paragraphs 10 and 11, the writer confesses to a sentimental/emotional preference for traditional artefacts. This is not a contradiction of his presentation of what he takes to be objective reality – what his mind tells him. [Credit cogent negative responses.] [Credit mixed responses.] [Award 3 marks for TWO points, well discussed.] 1.8 Discuss the implications of the writer’s comment in line 55 when he states “Dare I say it?” (3) The writer suggests that his view contradicts that of his peers. He acknowledges that his view is controversial among the intellectual/sophisticated readers. He debunks the notion that print media are superior to online publications. [Award 3 marks for TWO points, well-discussed.] 1.9 In your opinion, is the last paragraph an effective conclusion to the article? Substantiate your answer. (3) YES The writer effectively closes his argument with an assertive statement. The time for debate has passed. After presenting carrying perspectives, he takes an uncompromising stance on the inevitability of digital news. The very brevity of the conclusion adds to its forcefulness. [Award 3 marks for TWO points, well discussed.] [Credit cogent alternative responses.] OR NO [Credit valid negative responses.] - 65 -

QUESTIONS TEXT B 1.10 Discuss the image of the psychiatrist as presented by the cartoonist. (2) The psychologist/psychiatrist is presented as a stereotype of the elderly man. His use of a laptop reveals that he is technologically up-to-date but there is a disconnection between the doctor and the patient. The pervasiveness of cyber- technology is thus emphasised. [Credit responses that refer to Freud.] 1.11 Comment on the tone used by the patient. (2) The man who is lying down is anxious/apprehensive/nervous/concerned/ disturbed/frustrated/ (angry – with qualification). He implies that the print media are history. Although the content is watered down online, people still choose not to read. He is badly shaken by what he sees as the bizarre behaviour of the readers. He is exasperated with modern trends that he cannot fathom. This underscores the extent to which he is alienated from the digital age. [Award 1 mark for a mere clarification of the tone.] [Award 3 marks only if a comment is presented.] COMPARATIVE QUESTIONS: Text A and Text B 1.12 In your view, does Text B contradict or support paragraphs 9 – 11 of Text A? Justify your response. (4) Contradicts TEXT B contradicts paragraph 9 of TEXT A. The publisher (Text B) believes that the medium is important, whether or not content is compromised. The writer of Text A, on the other hand, argues that the content of a publication is more important that the medium used. The responses could focus either on the medium or the content or both. [Credit cogent alternative responses.] OR Supports [Evaluate responses on merit.] [Credit mixed responses.] [Award 3 marks only if the candidate makes references to BOTH texts. [30] - 66 -

SECTION B : SUMMARY QUESTION 2 – SUMMARISING IN YOUR OWN WORDS Text C provides insight into the important of self-confidence. Summarise in your own words the advantages of the developing self-confidence. NOTE: 5. Your summary should include SEVEN points and NOT exceed 90 words. 6. You must write a fluent paragraph. 7. You are NOT required to include a title for your summary. 8. Indicate your word count at the end of your summary. [10] TEXT C To achieve even the smallest of goals, and to get through life’s daily duties and responsibilities, you have to have some self-confidence. The importance of developing a self-confident attitude allows you to wade through the push and pull of different voices and opinions telling you, “yes, no, maybe, do this, do that”, etc. Relying on other people to guide you and following their opinions robs you of your individuality, makes you unsure of yourself and can lead to depression. Self-confidence is an attitude that you hold about yourself that allows you to move forward and achieve your goals. An article on self-confidence from the counselling center at the University of Illinois Urbana-Champaign defines self-confidence as having a positive attitude, but with realistic views. They note that a self-confident person has a general sense of control of her own life, and can do what she wishes, plans and expects. Self-confidence means that even if things don’t go your way, you still believe that eventually, somehow, some way, they will. The University of Illinois article notes that you parents may have instilled self-confidence in you by encouraging self-reliance and giving you love even when you made mistakes. If you did not have your parents’ help, you can accomplish this yourself. Anthony Robbins states in his book, “Awaken the Giant Within”, that developing confidence comes from mastering his ability to feel certain that he really could achieve something. His rule is, “If I decide to be confident, then I’ll feel that way toward anything, and my confidence will help me succeed.” There are several strategies to overcoming those negative thoughts that keep you trapped in lack of confidence. The University of Illinois Urbana-Champaign article cites four tips. First, emphasize strengths by giving yourself credit. Second, take risks by looking at new experiences as a chance to learn, not win or lose. Third, use self-talk by stopping in the middle of a negative thought, and reframing it with a positive thought or words. Fourth, self-evaluation allows you to gain a stronger sense of self, and stop giving away your personal power to others. Becoming self-confident does not mean you are unrealistic about yourself and your situation. You understand that you are not Superwoman, but being confident means still moving forward toward your goal achievement and desires even when things don’t seem to be going your way. Using positive self-talk such as that of 1992 Olympic gold medal winner in singles tennis, Jennifer Capriati who said to herself,” I can do this! I am the best!” Adapted from: www.livestrong.com - 67 -

Use the following main points that should be included in the summary as a guideline. Any 7 points in paragraph form are to be credited. Sentences must be coherent. NO. QUOTATIONS NO. POINTS 1 Allows you to wade through the 1 One is able to avoid undesirable push and pull of different voices and influences when making choices. opinions 2 Allows you to move forward and 2 Progress is guaranteed. achieve your goals/being confident means still moving forward toward achieving your goals and satisfying your desires. 3 Defines self-confidence as having a A positive attitude is synonymous with positive attitude self-confidence. 4 Has a general sense of control of 4 Self-confidence provides direction and his/her own life control. 5 Can do what he/she wishes, plans 5 Self-confidence translates into self- and expects actualisation. 6 Even if things don’t go your way, 6 One is not daunted by adversity. you still believe that eventually, somehow, some way, they will 7 This encourages self-reliance 7 A self-confident person becomes self- determining/self-reliant. Marking the summary: Marking is on the basis of the inclusion of valid material and the exclusion of invalid material. The summary should be marked as follows:  Mark allocation: o 7 marks for 7 points (1 mark per main point) o 3 marks for language o Total marks: 10  Distribution of language marks when candidate has not quoted verbatim: o 1 – 3 points correct: award 1 mark o 4 – 5 points correct: award 2 marks o 6 – 7 points correct: award 3 marks NOTE:  Word Count: o Markers are required to verify the number of words used. o Do not deduct any marks if the candidate fails to indicate the number of words used, or if the number of words used is indicated incorrectly. If the word limit is exceeded, read up to the last sentence above the stipulated upper limit and ignore the rest of the summary. - 68 -

SECTION C : LANGUAGE IN CONTEXT QUESTION 3 - ANALYSING ADVERTISING Study the advertisements (TEXTS D AND E) below and answer the set questions. TEXT D Text reads: Nokia: Connecting People Being harmony with the nature… Nokia N74 3.1 Comment on how the visual enhances the copy (text). (3) “Harmony”- part of/in tune with/as one The Nokia N74 is surrounded by green foliage/flowers/grass/mushrooms. The picture is so real that the bird is drawn to it. The copy and the visual are in harmony thus the visual enhances the copy. 3.2 Do you consider the play on words in the logo (Connecting people) effective? Give reasons for your answer. (3) Phone connects people through phone calls. When you make a call, you connect with someone because you can speak to them no matter where they are. Technology plays a big role in the connectivity of people with each other. Consider a “NO” answer. There are no people in the picture. No explanation of what the function of the object (visual) actually is. No evidence of what the Nokia N74 does or how it connects people. - 69 -

TEXT E Text reads: Bending Reality Introducing Bend The all-new Sapphire-Flex screen now allows you to adjust the viewing angle of our crystal clear retina display to fit your needs. 3.3 “Bending reality” can be both literal and figurative. Explain how. (2) Literally – the phone can bend Figuratively – what is represented on the screen can be changed to whatever you want it to be and we can view things differently to the reality” (adjusting the viewing angle). 3.4 Consider both TEXT D and TEXT E. Are the target groups of the two advertisements the same? Give a reason for your answer. (2) Different target groups Text D – everyday phone. Not high functioning. Connectivity is the key issue. Suited to people that need a phone purely for the purpose of being “in touch” with others. Text E – more upmarket target group. Tech savvy / young executives. People keen on all the latest technology and the various upgrades that are on offer. [10] - 70 -

QUESTION 4 - UNDERSTANDING OTHER ASPECTS OF MEDIA Study TEXTS F and G and answer the set questions. TEXT F http://thephoenix.com/boston/life/28637-tribute-to-cell-phone-yapping/ 4.1 Explain how humour is created in this cartoon. ( 2) Highlights everything we shouldn’t do while using a cell phone. It is called “a tribute” which is satirising the ultimate result of irresponsible cell phone use. 4.2.1 What are the connotations of the word “yapping”? ( 1) “Yapping” – negative connotation – meaning talking The tone through the use of the word is negative and the cartoonist has taken a negative view of irresponsible cell phone use. 4.2.2 How does this word contribute to the attitude of the cartoonist? ( 1) Highlights the cartoonist’s negative attitude. 4.3 What social commentary is being made in Frames 2 – 5 of this cartoon? ( 2) Poor cell phone etiquette. Disregard for our own and others’ safety. - 71 -

TEXT G 4.4 Consider Garfield’s comment, “That would require friends”. 4.4.1 Examine the visual and verbal aspects of the cartoon and discuss whether the cartoonist has succeeded in revealing Garfield’s feelings towards his owner. (3) Owner speaks to his pet. He involves his pet in all aspects of his life as if he is a family member. The cat is contemptuous. Has a “laid back” attitude. Doesn’t get excited or involved in what is happening. Considers himself smarter than his owner. Neither is particularly animated and both have a disengaged appearance. 4.4.2 What is implied by this statement? (1) His phone doesn’t ring because he doesn’t have any friends that would phone him. [10] QUESTION 5 : USING LANGUAGE CORRECTLY Read TEXT H which contains some deliberate errors, and answer the set questions. TEXT H 1 This morning I had a list of things to do that stretched from one end of a football field to the other, I grabbed my phone, my list, my purse and the dog, and headed out before 8 a.m., I dropped the dog at the groomers and decided to stop for gas and a coffee. That’s when my day went astray. 2 As I got out of my car I remembered my daughter telling me to lock the car 5 menially because a friend of hers had her car broken into when she used the automatic key chain to lock her car. It seems burglar’s have the ability to block the lock, and so even if you think you locked it, you haven’t. The second I hit the lock and shut the door I had a sinking “Oh no” feeling. I - 72 -

looked back in my car and sure enough, there were the keys, my phone, my 10 list and my purse. 3 Now what? I had seven dollars in my pocket. That didn’t give me many options. I bought a large coffee and asked the girl behind the counter if I could use her phone. She had to ask her boss, but the boss agreed and I called my husband. He ignore my first call (he was at work and it was a 15 strange number) and it went to voice mail. I tried again. This time he answered. [Source: The Star 20 October 2016] 5.1 Identify the punctuation error in the first paragraph. (1) No comma after other – it should be a full stop 5.2 “I had a list of things to do that stretched from one end of a football field to the other.” Identify the figure of speech used in this sentence. (1) hyperbole - 73 -

5.3 Identify the error in the second paragraph. Write the correct word. (1) burglars 5.4.1 Identify the figure of speech in the second paragraph. (1) malapropism 5.4.2 Write down the error and next to it, the correction. (1) Menially - manually 5.5 “I bought a large coffee and asked the girl behind the counter if I could use her phone.” Identify this type of sentence. (1) Compound sentence 5.6 “He ignored my first call (he was at work and it was a strange number) and it went to voice mail.” Change this into the passive voice. (1) My first call was ignored. 5.7 “She had to ask her boss, but the boss agreed and I called my husband.” 5.7.1 One of the conjunctions in this sentence is incorrect. Identify which one is incorrect. (1) but 5.7.2 Explain why it is incorrect. (1) Does not join two words or ideas of equal weight or meaning 5.8 Explain the use of parenthesis in lines 15 and 16. (1) An aside/additional information [10] TOTAL: 70 MARKS - 74 -

ENGLISH HOME LANGUAGE LANGUAGE PAPER 1 TASK 10 GRADE 12 Marks: 70 Time: 2 hour - 75 -

INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE sections: SECTION A: Comprehension Question 1 (30 marks) SECTION B: Summary Question 2 (10 marks) SECTION C: Language in context Questions 3 - 5 (30 marks) 2. Read ALL the instructions carefully. 3. Answer ALL the questions. 4. Start EACH section on a NEW page. 5. Draw a right hand margin. 6. Rule off after each section. 7. Number the answers correctly according to the numbering system used in this question paper. 8. Leave a line after each answer. 9. Pay special attention to spelling, sentence construction, punctuation and grammar. 10. Use the following time frames as a guideline: SECTION A: 50 minutes SECTION B: 25 minutes SECTION C: 45 minutes 11. Write neatly and legibly. - 76 -

SECTION A : COMPREHENSION Q.1 – READING FOR MEANING AND UNDERSTANDING Read TEXTS A and B below and answer the set questions that follow. TEXT A A NOTE TO YOUNG GIRLS IN AFRICA… AND EVERYWHERE 1. A few months ago, I had the great privilege of without your consent. I often hear young women meeting one of Africa’s most successful female tech talk about dressing “like a lady” and not a “tomboy” entrepreneurs. because that is what is expected of them, especially 2. Her presence and contributions to Africa's in the tech space. technology scene have been so great and so 11. How you feel and behave is your choice; let indelible that everyone in the space calls her for your talent speak, not your clothes or the clothes advice. Rebecca Enonchong is remarkable. people would rather see you in. 3. "For a long time, I concealed the fact that I 12. When people talk about feminism and the owned the company to obtain enterprise role women have to play in the 21st century, they will customers," she told me. "I never lied about it, but tell you that empowerment is about getting men to I never volunteered that information. My business see your point of view. Women cannot be truly card didn't even have a title." empowered if the world isn’t ready for it. Equality 4. This information troubled me for weeks after works both ways and does not mean “the same”. our meeting. In Africa, no matter how much we step Feminism is not about hating men, but creating an into the forward-thinking waves of the 21st century, equal footing in the workplace and in life. it seems that the shackles of old ideals still chain 13. Your power is your own and always will be. us. As long as you hold on to it no one will ever be able 5. This is a big problem; women's roles in to take it away. When I think of young girls going business are still not taken seriously and they are out into the world, I want them to be brave enough treated with little respect in the world of commerce. to fail and whimsical enough to laugh at that failure. I find this deeply troubling. There shouldn't be 14. Young women should be able to take failure behaviours like this from a continent that touts how in their stride and rise to whatever challenge the ready it is to see women take their place in the world throws at them, regardless of how sartorially world. prepared they are. If young women aren’t 6. When I first started writing about courageous enough to play for fear of being technology, I would walk into a room and someone deemed silly, then we have done little girls would comment on my gender. Some people were everywhere a great disservice. taken aback, others encouraged me. What a brave 15. You are as good as you want to be. I read choice I had made to go into this male-dominated an article recently about women in Nigeria and how industry, they told me. I never saw it that way. I they’re unable to handle the strenuous world of simply did what I loved. technology because they don’t possess the 7. Here is my advice to young women and girls characteristics needed. For Africans and African out there. women, this kind of thinking is dangerous and could easily dissuade someone from following a path 8 Always speak your mind. There are too they’re interested in. many women afraid to speak their minds and challenge the stale status quo. There are also too 16. I have seen so many young women with many women afraid to ask questions because they qualities that prepare them for the strenuous world do not want to appear ignorant. of technology: strength, vulnerability, risk-taking, a clear intellect, honesty, courage and the ability to 9. These are all the boundaries that stop you play. Because what is innovation without a little from greatness. There are many women that came silliness and a sense of play? before that thrived because success has no boundaries if you are determined. I have told their 17. Do what you love, not just what you’re good stories and shared their challenges so the world can at. The modern African woman can be whoever or wake up to our presence. These are the women whatever she wants to be. As a young woman you who will take the continent into the next phase of its should have the courage to dream and be brave renaissance. enough to follow those dreams. You can find your voice whichever way you see fit and translate your 10. No one can take away your self-worth - 77 -

power in the way most comfortable to you. Young all true dreamers, writing was the backup plan. Today she women shouldn’t seek self-affirmation but lives out her backup like it was the only plan. endeavour to stand out in their own way. The Big Issue: Jan 2015 Number of words: 781 Mich Atagana started out life wanting to be a theoretical physicist, but soon realised that maths was required. Like GLOSSARY: 1. Renaissance – Cultural rebirth 2. Whimsical – Playful 3. Sartorially – Well-dressed / kitted out TEXT B - 78 -

TEXT A QUESTIONS 1.1 Discuss the suitability of the title of TEXT A: A Note To Young Girls In Africa… And Everywhere. (2) 1.2 Comment on the effectiveness of the word ‘indelible’ (paragraph 2) in the context of the passage. (2) 1.3 Examine the following sentence in paragraph 4: ‘In Africa, no matter how much we step into the forward-thinking waves of the 21st century, it seems that the shackles of old ideals still chain us.’ Critically evaluate the writer’s concerns in these lines. Justify your response. (3) 1.4 Suggest, in your own words, TWO (2) reasons why women are generally reluctant to share their views. Quote to support your answer. (4) 1.5 How does the writer dispel the myth that feminism is about hating men? (2) - 79 -

1.6 Examine the following sentence in paragraph 13: ‘…I want them to be brave enough to fail and whimsical enough to laugh at that failure.’ Comment on the writer’s attitude towards failure. (3) 1.7 Examine paragraph 15. Discuss the writer’s response to the article about women in Nigeria not possessing the characteristics to handle the strenuous world of technology. Justify your response. (3) 1.8 Choose the correct response from the options provided below. Write down only the letter of your choice. (1) The writer’s intention in TEXT A is to…: A criticize. B motivate. C alarm. D anger. TEXT B QUESTIONS 1.9 Examine the visual aspects of TEXT B and comment on the manner in which the woman is presented. (4) 1.10 Discuss the tone inherent in: ‘Oh she??... She doesn’t work, she’s a housewife.’ (2) Comparative Question: TEXT A and B 1.11 Does the message of TEXT B support the writer’s view as expressed in the final paragraph of TEXT A? Justify your response. (4) [30] - 80 -

SECTION B – SUMMARISING IN YOUR OWN WORDS Carefully read TEXT C below which comments on how social media may be used to create positive attitudes towards women. Note: you are required to do the following: 1. Summarise the main ideas of the writer’s assertion that women can define themselves. 2. Your summary must be 90 words. 3. Your paragraph must comprise of SEVEN (7) key points. 4. You are not required to write a title for the summary. 5. Indicate your word count at the end of your summary. 6. Summarise in your own words. TEXT C I CAN BE BOTH GODDESS AND POT STIRRER In the world where women are pigeonholed, the said. “You seem too put-together to be this home- hashtag #ICanBeBoth sees women claiming their trained.” right to be multifaceted people. And there it was: the assumption that I cannot cook This social media campaign originated in the United simply because I choose to dress up and wear States to show that women, particularly women of make-up regularly. colour, can be sexy and fun but also professionals The dichotomisation of women into “good girls” or and career-focused. “bad girls” is a way of assigning respectability that Women have been participating in the campaign by goes beyond someone thinking I cannot cook posting pictures of themselves at social gatherings, because I have manicured nails. This notion also donning short dresses and wearing make-up, determines what “kind” of women will gain alongside photos of themselves in their sympathy in certain situations and leaves them in a professional capacities. place of vulnerability and danger: it suggests there We have seen it time and again in movies and on is something that they can do to ensure they are not television shows: the woman at the top of her career harassed or raped. and financially stable lacks a social life and is It is also a form of policing women’s bodies, perpetually unsuccessful in love – or the one who is deciding what we can and cannot do, who is worthy sexy and adventurous is considered promiscuous to be respected and who isn’t – and, ultimately, who or is stuck in a dead-end job. can and cannot be “legitimately raped”. The entertainment world often offers us female As writer Danielle Bowler says: “We own our characters who have to choose one desire over the bodies. We decide how to dress, accessorise them other, but this phenomenon also extends to the and adorn them; we decide whether we would like banal activities of our daily lives. body art, or who gets to share our bodies. We make I once posted a video on social media of myself decisions about sex and sexuality, and how we will stirring a size 25 three-legged cast-iron pot of pap ultimately present our bodies to the world. But these over a fire at my family’s annual Christmas decisions don’t happen in a vacuum. Once you put gathering. Although many of my Instagram these bodies into the context of the world we live in, followers were impressed by my ability to master permeated by pervasive rape culture, that this task, which is often reserved for the older ownership and agency is complicated.” women in the family, an acquaintance called me to While #ICanBeBoth seems to be just another form express his shock. of hashtag activism, it speaks to a much bigger and He simply did not believe that I had actually been more important issue in our society. cooking the pap and suspected that I may have It confronts the generalisations that the value of a done it purely for 15 seconds of fame on Instagram woman – whether she is in the club, on the street – which is quite possible, considering our corner, in the kitchen or in church praying for her preoccupation with looking good on the internet. family – is determined by her actions. In simple He finally believed me after much convincing. “I terms, #ICanBeBoth is there to celebrate the full have never pictured you to be that kind of girl,” he humanity of women. Number of words: 571 [10] - 81 -

SECTION C : LANGUAGE IN CONTEXT QUESTION 3 : ANALYSING ADVERTISING Study the following vintage advertisement (TEXT D) below and answer the set questions. TEXT D Girls You Can Be Somebody! Doctors ▪ Lawyers ▪ Executives are asking us to send their CTC Secretaries especially trained in Medical ▪ Legal ▪Business It’s a great feeling girls! You can BE SOMEBODY who is really needed, have a good job with a secure future, and top pay for the life and leisure you want. ENROLL NOW! Winter class starting Days or Nights ▪ 6 / 9 / 15 months Student loans Veteran approved ▪ ACBS accredited Call 778-0147 today or mail coupon from the Seattle Times, submitted by Nora Santella, Raytown, Mo.

3.1 Examine the layout and font of TEXT D and comment on the writer’s intention reflected by these choices. (3) 3.2 Comment critically on the impact of the repetition of ‘girls’ in the context of TEXT D. (2) 3.3 Discuss the attitude inherent in: ‘You can BE SOMEBODY who is really needed.’ (3) 3.4 What message does the photograph of the Director of Admissions convey? (2) [10] - 83 -

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study TEXT E and answer the set questions. TEXT E Cartoon - 84 -

4.1 Examine the verbal and visual aspects of Frame 2. How does the writer reinforce the attitude of the woman? Justify your response. (4) 4.2 Discuss the irony in Frame 3. (3) 4.3 Examine Frame 4. How does the writer succeed in illustrating the gender stereotypes between men and women in the workplace? Justify. (3) [10] - 85 -

QUESTION 5 – USING LANGUAGE CORRECTLY Read Text F which contains some deliberate errors, and answer the set questions. TEXT F Ushering in the sixth wave of feminism? 1 The Christmas before last, I was shopping carried through to adult life? for presents for my daughter, then aged 3. I wanted 15. Yet girls and women are told all the time – to buy her a marble run, because she had seen one by retailers, on TV, and in some aspects of work – on the TV series Topsy and Tim. that there are things they cannot do. 2. I found one on a supermarket’s website, but 16. There are some great efforts to change this when I clicked on the product it was branded with – from the women-on-boards campaign to the UK the slogan “Boy Stuff” – the name for a whole range government’s new #NotJustForBoys push to get of toys they deemed to be not for girls. girls interested in jobs in science and engineering. 3. I was aghast, and drew it to the attention of 17. Campaigners want to see women making the brilliant campaigners Let Toys Be Toys. The up 30% of executive boards – but why can’t we aim supermarket, which received many complaints from for 50%? We need to tell our daughters to aim parents, dropped the range. higher than these minority figures – the very top of 4. You see, I wanted my daughter (who also, the ice mountain, in fact. back then, had a hatred of dresses) to play with 18. Of course, it doesn’t necessarily follow that whatever she wanted – be it a train set or a doll – a superhero-worshipping child will grow up to be a or to dress up as an astronaut, say. leader, but these role models early on should 5. But princesses – particularly the Disney certainly help. variety – were heavily resisted. 19. This is why I have decided to be intensely 6. I don’t know what has happened in the past relaxed about my daughter’s Disney dress. year, but on Sunday, in the toy department of 20. It could be that the Elsa Generation are the another high street store, I found myself holding up future sixth wave of feminism – a cohort that doesn’t two fancy-dress outfits and saying to my 4-year-old: put up with 20% or even 30%, coming of age in a “Which one would you like – Elsa or Anna?” time when we don’t need a #NotJustForBoys 7. As a fair share of parenting seems to be campaign. post-rationalisation, I decided not to condemn 21. Or maybe this is just a fairy tale. myself for being captured by Disney (both me and 22. What’s wrong with a bit of cold? my daughter), but rather to celebrate that she chose, of the two Frozen heroines, Elsa over Anna. 8. And so, it seems, does every little girl her Jane Merrick age. The Independent 9. At every girls’ birthday party, many children dress as Elsa, the hard-to-please ice queen with Number of words: 554 special powers. 10. No girls seem to want to go as her goofy sister, Princess Anna, who falls for the wrong prince within five minutes of meeting him. 11. This is, I believe, because Elsa is not like other Disney princesses, or, in this case, a queen. 12. Instead she is the female equivalent of a superhero like Batman or Spider-man. 13. The appeal of superheroes to children is that they represent a world of can-do-anything with no boundaries. 14. Wouldn’t it be great if this attitude was - 86 -

5.1 Account for the use of the question mark in the title of TEXT F. (1) 5.2 Why is Topsy and Tim italicized? (1) 5.3 Provide a synonym for aghast as used in the context of TEXT F. (1) 5.4 “The supermarket, which received many complaints from parents, dropped the range.” (Paragraph 3) Identify the sentence type below. Write only the letter. (1) A simple B compound C complex 5.5 “But princesses – particularly the Disney variety – were heavily resisted.” (Paragraph 5) What is the function of the dashes? (1) 5.6 “Which one would you like – Elsa or Anna?” (Paragraph 6) Rewrite this in INDIRECT SPEECH. (2) 5.7 What part of speech is “hard-to-please”? (1) 5.8 “Yet girls and women are told all the time – by retailers, on TV, and in some aspects of work – that there are things they cannot do.” (Paragraph 15) Rewrite this sentence in the ACTIVE VOICE. (1) 5.9 “We need to tell our daughter to aim higher than these minority figures, the very top of the ice mountain, in fact.” (Paragraph 17) Identify the figure of speech in this sentence. (1) [10]

ENGLISH HOME LANGUAGE LANGUAGE PAPER 1 MEMO GRADE 12 Marks: 70 Time: 2 hours - 88 -

SECTION A : COMPREHENSION Q.1 – READING FOR MEANING AND UNDERSTANDING Read TEXTS A and B below and answer the set questions that follow. TEXT A A NOTE TO YOUNG GIRLS IN AFRICA… AND EVERYWHERE 1. A few months ago, I had the great privilege of 10. No one can take away your self-worth meeting one of Africa’s most successful female tech without your consent. I often hear young women entrepreneurs. talk about dressing “like a lady” and not a “tomboy” 2. Her presence and contributions to Africa's because that is what is expected of them, especially technology scene have been so great and so in the tech space. indelible that everyone in the space calls her for 11. How you feel and behave is your choice; let advice. Rebecca Enonchong is remarkable. your talent speak, not your clothes or the clothes 3. "For a long time, I concealed the fact that I people would rather see you in. owned the company to obtain enterprise 12. When people talk about feminism and the customers," she told me. "I never lied about it, but role women have to play in the 21 st century, they will I never volunteered that information. My business tell you that empowerment is about getting men to card didn't even have a title." see your point of view. Women cannot be truly 4. This information troubled me for weeks after empowered if the world isn’t ready for it. Equality our meeting. In Africa, no matter how much we step works both ways and does not mean “the same”. into the forward-thinking waves of the 21st century, Feminism is not about hating men, but creating an it seems that the shackles of old ideals still chain equal footing in the workplace and in life. us. 13. Your power is your own and always will be. 5. This is a big problem; women's roles in As long as you hold on to it no one will ever be able business are still not taken seriously and they are to take it away. When I think of young girls going treated with little respect in the world of commerce. out into the world, I want them to be brave enough I find this deeply troubling. There shouldn't be to fail and whimsical enough to laugh at that failure. behaviours like this from a continent that touts how 14. Young women should be able to take failure ready it is to see women take their place in the in their stride and rise to whatever challenge the world. world throws at them, regardless of how sartorially 6. When I first started writing about prepared they are. If young women aren’t technology, I would walk into a room and someone courageous enough to play for fear of being would comment on my gender. Some people were deemed silly, then we have done little girls taken aback, others encouraged me. What a brave everywhere a great disservice. choice I had made to go into this male-dominated 15. You are as good as you want to be. I read industry, they told me. I never saw it that way. I an article recently about women in Nigeria and how simply did what I loved. they’re unable to handle the strenuous world of 7. Here is my advice to young women and girls technology because they don’t possess the out there. characteristics needed. For Africans and African 8 Always speak your mind. There are too women, this kind of thinking is dangerous and could many women afraid to speak their minds and easily dissuade someone from following a path challenge the stale status quo. There are also too they’re interested in. many women afraid to ask questions because they 16. I have seen so many young women with do not want to appear ignorant. qualities that prepare them for the strenuous world 9. These are all the boundaries that stop you of technology: strength, vulnerability, risk-taking, a from greatness. There are many women that came clear intellect, honesty, courage and the ability to before that thrived because success has no play. Because what is innovation without a little boundaries if you are determined. I have told their silliness and a sense of play? stories and shared their challenges so the world can 17. Do what you love, not just what you’re good wake up to our presence. These are the women at. The modern African woman can be whoever or who will take the continent into the next phase of its whatever she wants to be. As a young woman you renaissance. should have the courage to dream and be brave - 89 -

enough to follow those dreams. You can find your Mich Atagana started out life wanting to be a theoretical voice whichever way you see fit and translate your physicist, but soon realised that maths was required. Like power in the way most comfortable to you. Young all true dreamers, writing was the backup plan. Today she women shouldn’t seek self-affirmation but lives out her backup like it was the only plan. endeavour to stand out in their own way. The Big Issue: Jan 2015 Number of words: 78 - 90 -

GLOSSARY: 4. Renaissance – Cultural rebirth 5. Whimsical – Playful 6. Sartorially – Well-dressed / kitted out TEXT B TEXT A QUESTIONS 1.1 Discuss the suitability of the title of TEXT A: A Note To Young Girls In Africa… And Everywhere. (2) Suitable – Atagna begins by reflecting on the plight of women in Africa after meeting Enonchong  but goes onto address issues of ‘feminism and role women have to play in the 21st century’ on a more general/global perspective –  hence ‘everywhere’. 1.2 Comment on the effectiveness of the word ‘indelible’ (paragraph 2) in the context of the passage. (2) Highly effective – indelible suggests that Enonchong’s contributions to the male dominated field of tech entrepreneurs  are enduring and permanent  despite her misgivings. (Answer must illustrate a clear understanding of the word ‘indelible’._ 1.3 Examine the following sentence in paragraph 4: ‘In Africa, no matter how much we step into the forward-thinking waves of the 21st century, it seems that the shackles of old ideals still chain us.’ Critically evaluate the writer’s concerns in these lines. Justify your response. (3) By juxtaposing ‘forward thinking’ with ‘old ideals’, the writer expresses concern that African women are being hindered/prevented (‘shackles’/’chain’)  from progress and career advancement owing to traditional/customary societal values.  - 91 -

1.4 Suggest, in your own words, TWO (2) reasons why women are generally reluctant to share their views. Quote to support your answer. (4) a. Women are concerned about the reactions of their male counterparts  ‘afraid to speak their minds and challenge the stale status quo.’  b. Women are too self-conscious to ask for assistance or clarification  ‘afraid to ask questions because they do not want to appear stupid.  1.5 How does the writer dispel the myth that feminism is about hating men? (2) She states categorically that feminism is NOT about hating men and goes on to suggest many ways  women may strive to create an equal footing in the workplace and life.  1.6 Examine the following sentence in paragraph 13: ‘…I want them to be brave enough to fail and whimsical enough to laugh at that failure.’ Comment on the writer’s attitude towards failure. (3) She sees failure as an act of courage (‘brave enough to fail’) , to attempt new things even though the outcome may not be successful. She also maintains that a degree of playfulness (whimsical’)  is necessary so that women do not become too despondent after failing but develop the ability to ‘laugh’ at themselves and move on . 1.7 Examine paragraph 15. Discuss the writer’s response to the article about women in Nigeria not possessing the characteristics to handle the strenuous world of technology. Justify your response. (3) The write refutes this claim  by enumerating qualities of young women that she has encountered … ‘strength, vulnerability, risk-taking, a clear intellect, honesty, courage and the ability to play’.  1.8 Choose the correct response from the options provided below. Write down only the letter of your choice. (1) The writer’s intention in TEXT A is to…: A criticize. B motivate. C alarm. D anger. - 92 -

1.9 Examine the visual aspects of TEXT B and comment on the manner in which the woman is presented. (4) Visual – captures gender discrimination in patriarchal societies. The woman is overburdened and obviously oppressed  - carrying a baby, firewood and water, bent over with the weight and strain  - tending to another child, cooking and meeting the needs of her family . Her husband, on the other hand, is lazing around fanning himself and smoking a pipe without lifting a finger to help.  1.10 Discuss the tone inherent in: ‘Oh she??... She doesn’t work, she’s a housewife.’ (2) Patronising / Condescending - Verbal – The comment that ‘she doesn’t work’, ‘she’s a housewife’ must be from a male passing by in the car.  This serves to highlight the societal views of women in these underdeveloped regions.  (any 4 points – accept a cogent, well-developed response) 1.11 Does the message of TEXT B support the writer’s view as expressed in the final paragraph of TEXT A? Justify your response. (4) No – In the final paragraph of Text A, the writer encourages ‘the modern African woman to be whoever or whatever she wants to be.’  The overburdened and obviously oppressed woman in Text B obviously lacks the ‘courage’ because of the constraints of her circumstances to ‘dream and be brave enough to follow those dreams’.  As a victim of gender discrimination, she is unable to find her voice whichever way she sees fit and translate her power in the way most comfortable to her.  [30] - 93 -

SECTION B – SUMMARISING IN YOUR OWN WORDS Carefully read TEXT C below which comments on how social media may be used to create positive attitudes towards women. Note: you are required to do the following: 7. Summarise the main ideas of the writer’s assertion that women can define themselves. 8. Your summary must be 90 words. 9. Your paragraph must comprise of SEVEN (7) key points. 10. You are not required to write a title for the summary. 11. Indicate your word count at the end of your summary. 12. Summarise in your own words. TEXT C I CAN BE BOTH GODDESS AND POT STIRRER In the world where women are pigeonholed, the And there it was: the assumption that I cannot cook hashtag #ICanBeBoth sees women claiming their simply because I choose to dress up and wear right to be multifaceted people. make-up regularly. This social media campaign originated in the United The dichotomisation of women into “good girls” or States to show that women, particularly women of “bad girls” is a way of assigning respectability that colour, can be sexy and fun but also professionals goes beyond someone thinking I cannot cook and career-focused. because I have manicured nails. This notion also Women have been participating in the campaign by determines what “kind” of women will gain posting pictures of themselves at social gatherings, sympathy in certain situations and leaves them in a donning short dresses and wearing make-up, place of vulnerability and danger: it suggests there alongside photos of themselves in their is something that they can do to ensure they are not professional capacities. harassed or raped. We have seen it time and again in movies and on It is also a form of policing women’s bodies, television shows: the woman at the top of her career deciding what we can and cannot do, who is worthy and financially stable lacks a social life and is to be respected and who isn’t – and, ultimately, who perpetually unsuccessful in love – or the one who is can and cannot be “legitimately raped”. sexy and adventurous is considered promiscuous As writer Danielle Bowler says: “We own our or is stuck in a dead-end job. bodies. We decide how to dress, accessorise them The entertainment world often offers us female and adorn them; we decide whether we would like characters who have to choose one desire over the body art, or who gets to share our bodies. We make other, but this phenomenon also extends to the decisions about sex and sexuality, and how we will banal activities of our daily lives. ultimately present our bodies to the world. But these decisions don’t happen in a vacuum. Once you put I once posted a video on social media of myself these bodies into the context of the world we live in, stirring a size 25 three-legged cast-iron pot of pap permeated by pervasive rape culture, that over a fire at my family’s annual Christmas ownership and agency is complicated.” gathering. Although many of my Instagram followers were impressed by my ability to master While #ICanBeBoth seems to be just another form this task, which is often reserved for the older of hashtag activism, it speaks to a much bigger and women in the family, an acquaintance called me to more important issue in our society. express his shock. It confronts the generalisations that the value of a He simply did not believe that I had actually been woman – whether she is in the club, on the street cooking the pap and suspected that I may have corner, in the kitchen or in church praying for her done it purely for 15 seconds of fame on Instagram family – is determined by her actions. In simple – which is quite possible, considering our terms, #ICanBeBoth is there to celebrate the full preoccupation with looking good on the internet. humanity of women. He finally believed me after much convincing. “I have never pictured you to be that kind of girl,” he Number of words: 571 said. “You seem too put-together to be this home- trained.” - 94 -

[10] NO. QUOTATIONS NO. POINTS 1. This social media campaign… can be 1. Social media campaigns provide a sexy and fun but also professionals platform for all women to demonstrate and career focused their well-rounded, rich personal and professional lives. 2. We have seen it time and again… is 2. The media usually portrays women as considered promiscuous or is stuck either achieving acclaim in their careers or in a dead-end job. being flirtatious and unstable. 3. The entertainment world… to the 3. Women are encouraged to defy banal activities of our everyday lives. stereotypes and live fulfilling lives. 4. And there is was: the assumption… 4. There is a stigma attached to women who and wear make up regularly. take pride in their appearances that they cannot prepare meals. 5. The dichotomisation of women into 5. Labelling women either positively or ‘good girls’ and ‘bad girls’… negatively presupposes that they may be manicured nails. held responsible for anything that happens to them. 6. It is also a form of policing women’s 6. Generalizations about women’s bodies, bodies…. legitimately raped. attitude and behaviour are detrimental to their well-being in a judgemental society. 7. In simple terms “ICanBeBoth is there 7. Women use these social media platforms to celebrate the full humanity of to highlight their invaluable contributions women. to the success of family and society. Marking the summary: The summary should be marked as follows:  Mark allocation: o 7 marks for 7 points (1 mark per main point) o 3 marks for language o Total marks: 10  Distribution of language marks: o 1 – 3 points correct: award 1 mark o 4 – 5 points correct: award 2 marks o 6 – 7 points correct: award 3 marks  Distribution of language marks when candidate has quoted verbatim: o 6 – 7 quotations: award no language mark o 1 – 5 quotations: award 1 language mark

NOTE:  Format: o Even if the summary is presented in the incorrect format, it must be assess.  Word Count: o Markers are required to verify the number of words used. o Do not deduct any marks if the candidate fails to indicate the number of words used or if the number of words used is indicated incorrectly. o If the word limit is exceeded, read up to a maximum of 5 words above the stipulated upper limit and ignore the rest of the summary. o Summaries that are short but contain all the required main points should not be penalised. - 96 -

SECTION C : LANGUAGE IN CONTEXT QUESTION 3 : ANALYSING ADVERTISING Study the following vintage advertisement (TEXT D) below and answer the set questions. TEXT D Girls You Can Be Somebody! Doctors ▪ Lawyers ▪ Executives are asking us to send their CTC Secretaries especially trained in Medical ▪ Legal ▪Business It’s a great feeling girls! You can BE SOMEBODY who is really needed, have a good job with a secure future, and top pay for the life and leisure you want. ENROLL NOW! Winter class starting Days or Nights ▪ 6 / 9 / 15 months Student loans Veteran approved ▪ ACBS accredited Call 778-0147 today or mail coupon from the Seattle Times, submitted by Nora Santella, Raytown, Mo. 3.1 Examine the layout and font of TEXT D and comment on the writer’s intention reflected by these choices. (3) ‘Girls you can’ in bold eye-catching cursive appears positive and motivating . ‘BE SOMEBODY!’ again bold with an exclamation mark suggests prestige and status . However, the diminishing size of font from DOCTORS, LAWYERS, EXECUTIVES to CTC SECRETARIES reflects how women were undervalued , Stereotyped into appropriate gender roles.  - 97 -

3.2 Comment critically on the impact of the repetition of ‘girls’ in the context of TEXT D. (2) ‘Girls’ is a diminutive of ‘women’.  Shows the lack of respect for women  as adults who are capable of being independent and successful in any field they choose.  3.3 Discuss the attitude inherent in: ‘You can BE SOMEBODY who is really needed.’ (3) Patronising. Unlike Doctors, Lawyers and Executives who are regarded as prestigious and vital professionals that are essential in a highly functional society,  these girls will only really ‘be needed’ by their employers  i.e. the doctors, lawyers and executives – because of their subservient secretarial roles.  3.4 What message does the photograph of the Director of Admissions convey? (2) The Director is a man  - smiling  in approval and support of young women embarking on these stereotypical careers. [10] - 98 -

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study TEXT E and answer the set questions. TEXT E Cartoon 4.1 Examine the verbal and visual aspects of Frame 2. How does the writer reinforce the attitude of the woman? Justify your response. (4) The woman appears annoyed at having to make more sacrifices  – the idea of taking ‘one for the team’ may appear to be patriotic but she is evidently frustrated  at the lack of acknowledgement of the many sacrifices she already makes – she has no remuneration for tending to a demanding infant who is throwing a tantrum -  taking care of household chores (washing dishes) looks too despondent – droopy eyes – unhappy face.  4.2 Discuss the irony in Frame 3. (3) There is a disconnect between the utterance about her acceptance of the guy who gets more money than her being good for the country and her demeanour . She is evidently unhappy – sitting upright with a snarl – rigid posture and unhappy expression suggest that THAT’S NOT FINE!  as she does feel marginalised and unappreciated as a woman because of the wage gap.  - 99 -

4.3 Examine Frame 4. How does the writer succeed in illustrating the gender stereotypes between men and women in the workplace? Justify. (3) ‘I work for free’ suggests that the woman does not get paid for her work.  ‘The out-of-wedlock babies I had with my boss’ – highlights the predatory nature of the boss – possible sexual harassment – adulterous affair resulting in illegitimate children who are neither acknowledged nor supported by their father – the boss . ‘Will soon be old enough to clean the bathrooms’ – suggests that these unsupported children may have to resort to child labour in order to survive.  [10] - 100 -

QUESTION 5 – USING LANGUAGE CORRECTLY Read Text F which contains some deliberate errors, and answer the set questions. TEXT F Ushering in the sixth wave of feminism? 1 The Christmas before last, I was shopping for 16. There are some great efforts to change this – presents for my daughter, then aged 3. I wanted to from the women-on-boards campaign to the UK buy her a marble run, because she had seen one on government’s new #NotJustForBoys push to get girls the TV series Topsy and Tim. interested in jobs in science and engineering. 2. I found one on a supermarket’s website, but 17. Campaigners want to see women making up when I clicked on the product it was branded with the 30% of executive boards – but why can’t we aim for slogan “Boy Stuff” – the name for a whole range of 50%? We need to tell our daughters to aim higher toys they deemed to be not for girls. than these minority figures – the very top of the ice 3. I was aghast, and drew it to the attention of mountain, in fact. the brilliant campaigners Let Toys Be Toys.a The 18. Of course, it doesn’t necessarily follow that a supermarket, which received many complaints from superhero-worshipping child will grow up to be a parents, dropped the range. leader, but these role models early on should certainly 4. You see, I wanted my daughter (who also, help. back then, had a hatred of dresses) to play with 19. This is why I have decided to be intensely whatever she wanted – be it a train set or a doll – or relaxed about my daughter’s Disney dress. to dress up as an astronaut, say. 20. It could be that the Elsa Generation are the 5. But princesses – particularly the Disney future sixth wave of feminism – a cohort that doesn’t variety – were heavily resisted. put up with 20% or even 30%, coming of age in a time 6. I don’t know what has happened in the past when we don’t need a #NotJustForBoys campaign. year, but on Sunday, in the toy department of another 21. Or maybe this is just a fairy tale. high street store, I found myself holding up two fancy- 22. What’s wrong with a bit of cold? dress outfits and saying to my 4-year-old: “Which one would you like – Elsa or Anna?” 7. As a fair share of parenting seems to be post- Jane Merrick rationalisation, I decided not to condemn myself for The Independent being captured by Disney (both me and my daughter), but rather to celebrate that she chose, of the two Number of words: 554 Frozen heroines, Elsa over Anna. 8. And so, it seems, does every little girl her age. 9. At every girls’ birthday party, many children dress as Elsa, the hard-to-please ice queen with special powers. 10. No girls seem to want to go as her goofy sister, Princess Anna, who falls for the wrong prince within five minutes of meeting him. 11. This is, I believe, because Elsa is not like other Disney princesses, or, in this case, a queen. 12. Instead she is the female equivalent of a superhero like Batman or Spider-man. 13. The appeal of superheroes to children is that they represent a world of can-do-anything with no boundaries. 14. Wouldn’t it be great if this attitude was carried through to adult life? 15. Yet girls and women are told all the time – by retailers, on TV, and in some aspects of work – that there are things they cannot do. - 101 -

5.1 Account for the use of the question mark in the title of TEXT F. (1) The writer is asking a rhetorical question which she attempts to answer in TEXT F. 5.2 Why is Topsy and Tim italicized? (1) It is the title of the TV series. 5.3 Provide a synonym for aghast as used in the context of TEXT F. (1) Shocked/horrified 5.4 “The supermarket, which received many complaints from parents, dropped the range.” (Paragraph 3) Identify the sentence type below. Write only the letter. (1) A simple B compound C complex+ 5.5 “But princesses – particularly the Disney variety – were heavily resisted.” (Paragraph 5) What is the function of the dashes? (1) Parenthesis 5.6 “Which one would you like – Elsa or Anna?” (Paragraph 6) Rewrite this in INDIRECT SPEECH. (2) Jane asked  her daughter whether  she would like an Elsa or Anna fancy dress outfit. 5.7 What part of speech is “hard-to-please”? (1) Compound adjective. 102

5.8 “Yet girls and women are told all the time – by retailers, on TV, and in some aspects of work – that there are things they cannot do.” (Paragraph 15) Rewrite this sentence in the ACTIVE VOICE. (1) Retailers, TV and some aspects of work tell  girls and women all the time that there are things they cannot do. 5.9 “We need to tell our daughter to aim higher than these minority figures, the very top of the ice mountain, in fact.” (Paragraph 17) Identify the figure of speech in this sentence. (1) Metaphor [10] 103

SUBJECT: English GRADE: 12 PAPER: I TIME: 2 hour MARKS: 70 No. of pages: 10 (incl. cover) INSTRUCTIONS AND INFORMATION 1. The question paper consists of THREE sections: SECTION A: Question 1: Comprehension (30 marks) – double sheet SECTION B: Question 2: Summary (10 marks) – single sheet SECTION C: Language Structures and Conventions (30 marks)  Question 3: Analysing Advertising (10 marks) - single sheet  Question 4: Understanding Other Aspects of the Media (10 marks) - single sheet  Question 5: Using Language Correctly (10 marks) – single sheet 2. Read ALL the instructions carefully. 3. Answer ALL the questions. 4. Number your answers correctly, according to the numbering system used in this question paper. 5. Leave a line after EACH answer. 6. Start EACH section on a NEW page. 7. Pay special attention to spelling and sentence construction. 8. Write neatly and legibly. 9. Use the following time frames as a guideline: Section A: 50 minutes Section B: 25 minutes Section C: 45 minutes 104

SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING Read TEXT A and TEXT B below and answer the set questions. TEXT A How the domestic chicken rose to define the Anthropocene Over the past 70 years, the bird has become a global staple, and could be the key fossil evidence for human-influenced epoch Damian Carrington Wednesday 31 August 2016 09.46 BST Last modified on Wednesday 22 February 1 1 2017 17.45 GMT The domestic chicken is set to play an epoch-defining role for humanity, as its bones could become the key fossil evidence for the dawn of the age in which 2 humankind came to dominate the planet. 5 On Monday, an expert group announced that a new geological epoch, the Anthropocene, should be declared. But the key to defining a geological age is finding global physical evidence of the transition that will be preserved for future 3 geologists, and the chubby modern chicken eaten worldwide is a prime candidate. Prof Jan Zalasiewicz, a geologist at the University of Leicester and the chair of 10 the Working Group on the Anthropocene, said: “It has become the world’s most common bird. It has been fossilised in thousands of landfill sites and on street 4 corners around the world.” Global consumption of chicken expanded enormously as factory farming took off after the second world war, at a time when industrialisation and population growth 15 made humanity the planet’s primary driving force. Chickens are the world’s most 5 populous bird, with almost 60 billion killed a year. The chicken’s rise to global avian domination took off in 1945, when the the US government and major poultry company A&P announced a competition to breed the “chicken of tomorrow”, a bird that would grow fatter and more quickly than 20 ever. The winner, called Arbor Acres, still dominates the genetic stock of domestic 6 chickens around the world. The chicken was first domesticated between 7,000 and 10,000 years ago from the red junglefowl, Gallus gallus, native to south-east Asia. The wild bird was a poor flier, making it the perfect catch. Over subsequent millennia, the bird was carried 7 all over the world, giving it the global presence so useful to the Anthropocene 25 geologists. However, even in the early 20th century, chickens were primarily sources of eggs. Male birds and exhausted egg layers were eaten, but only as a luxury on special occasions. The transition to the ubiquitous meat of today began with the discovery 105

of vitamin D in the 1920s, meaning that the birds could be housed indoors all year 8 round, rather than let out in the summer to soak up sunlight. 30 After the second world war, large companies, particularly in the US, began to integrate hatcheries, grain supplies and slaughtering facilities into enormous battery farms. Vaccines and antibiotics enabled the birds to survive the close confinement and, by the 1950s, chickens that had taken 18 weeks to fatten up at the 9 turn of the 20th century took six weeks to be ready for the chop. 35 In 1950, British households ate about 1 million chickens, but by 1965, they gobbled up 150 million. Another result of industrialisation was the greatest decline in domestic chicken diversity in history, with half or more of all ancestral chicken breeds now lost. This makes the bird even more suitable as the type fossil of the 40 Anthropocene. The same chicken leaves bones, bigger and differently shaped to its 10 ancestors, all over the world. The domestic chicken’s dominance was further increased in recent decades by the increase and liberalisation of global trade, along with the spread of industrial farming: about 75% of the world’s chicken meat still comes from factory farms. The 45 bird’s trajectory remains upwards, with the UN Food and Agriculture Organisation projecting that it will be the world’s most eaten meat by weight by 2020, overtaking 11 pork. China, the US, Indonesia and Brazil are the world’s biggest producers. It has been a long journey for a little bird that once scratched away at forest floors 50 for insects, seeds and fruit. But despite the countless billions killed to feed humanity’s seemingly insatiable appetite for its mild flesh, the domestic chicken looks set to be granted immortality. (615 words) https://www.theguardian.com/environment/2016/aug/31/domestic-chicken- anthropocene-humanity-influenced-epoch GLOSSARY & NOTES The Earth has existed for more than four billion years and has sustained life for more than three billion years. Human beings have existed for just 200,000 years but our impact on our planet is so great that scientists across the world are calling for our period in the Earth’s history to be called the Anthropocene – the age of humans. The changes we are now making, however, have exacted a heavy toll on the natural world around us, and now threaten the planet’s ability to provide for us all. Today, the force with the greatest effect on our planet is us. The pressure of 7.6 billion people is squeezing the life out of our planet. epoch: a period of time marked by particular events or characteristics; (Geology) a division of time that is a subdivision of a period and is itself divided into ages. age: An historic period of time; a geological subdivision of an epoch. 106

TEXT B TEXT B Note: the iridium layer was formed from the resultant dust which settled on Earth’s surface when a colossal meteor collided with Earth and caused the Ice Age. https://www.cartoonstock.com/directory/i/iridium.asp QUESTIONS: TEXT A 1.1 Outline how the role of the chicken has evolved over time. (3) 1.2 From your reading of the passage, define the purpose of key fossil evidence. (2) 1.3 Refer to Paragraphs 2 and 3. Explain why the chicken is a likely candidate to become the key fossil evidence. (3) 1.4 What made the chicken suitable for domestication? (1) 1.5 Discuss the impact of science in promoting the chicken to its place of prominence as a key fossil choice. (3) 1.6 Refer to Paragraph 3. To what is Professor Zalasiewicz alluding when he says the chicken “has been fossilised … on street corners around the world.” (line 16). (2) 1.7 Refer to Paragraph 9: “in 1950 …150 million.’ What is the writer’s intention in including the statistics? (3) 1.8 Comment critically on the writer’s use of imagery in the conclusion. (3) 107

QUESTIONS: TEXT B 1.9 Consider the visual and verbal contrast between ”the demise of the dinosaurs” and “the demise of the humans”. 1.9.1 Discuss the implied message of the visual elements. (2) 1.9.2 How does the verbal text support your answer in 1.9.1? (2) 1.10 Discuss the implication of the flowers in the second frame. (2) QUESTIONS: TEXT A AND B 1.11 Both texts imply criticism of human consumerism. Which text, in your opinion, is more effective? Justify your response. (4) TOTAL SECTION A: 30 108

SECTION B: SUMMARY QUESTION 2: SUMMARISING IN YOUR OWN WORDS TEXT C is about the real threat that toxic beads have on the environment and marine life. NOTE: You are required to do the following: Summarise, in your own words, the danger that microbeads present. 1 Your summary should include 7 points and not exceed 90 words. 2 You are NOT required to include a title for your summary. 3 Indicate your word count at the end of your summary. TEXT C Ban the toxic beads now! Tiny beads choking the planet: They're in everything from shower gel to toothpaste - poisoning marine life and risking our health. For two decades, microbeads have been used to bulk out cheap shower gel, make shampoo silky and give facial scrubs a refreshing zing. No consumer asked for plastic balls to be added to their daily skincare regime. Yet introduced they were — by a cosmetics industry desperate to make their products more appealing to consumers — and their impact has been extraordinary. The particles are so pervasive and long-lasting that every stretch of water from the North Sea to the Pacific contains traces of plastic. Microbeads and other such plastic junk have turned regions of our once open seas into cesspools of plastic. Microbeads are tiny balls of plastic which are added to a host of household and personal-care products. Smaller beads are used to make cosmetics and cleansers smooth and silky; larger ones help to make them more exfoliating. Sometimes they are used to add colour or a glittery appearance, or to bulk out the product. They are usually made from polyethylene — the stuff used to make plastic bags, toys, bottles and even bullet- proof vests. Others are made from oil-derived plastics such as polystyrene and polypropylene. Some of the plastic particles are devoured by animals at the bottom of the food chain — such as plankton. These tiny creatures are eaten by fish which, in turn, are hunted by birds, larger fish and seals — the plastic getting passed up the food chain with each meal. Other particles are ingested by whales. The horrifying truth is that no one knows how much of this plastic gunk is despoiling the oceans — and no one knows the toll it is taking on wildlife and people. Hundreds of marine animals, including fish, mussels, oysters, lobsters and plankton, have been shown to consume microbeads and other small particles of plastic. Almost every sample of water collected from the sea, or sand collected from a beach anywhere in the world, will have traces of plastic. And it's not just marine life that suffers. The U.S. Environmental Protection Agency says plastic consumption can cause cancer in animals and are probably carcinogenic for humans. Plastic pollution is so common we are likely to be consuming plastic indirectly each time we tuck into a bowl of mussels, a plate of oysters or a fish- and-chip supper. The industry claims it is taking action. But according to campaigners, manufacturers have dragged their feet over plastic pollution. The Environmental Audit Committee wants them to be banned immediately — as do marine conservation charities. Source: http://www.dailymail.co.uk/news/article 109

TOTAL SECTION B: 10 SECTION C: LANGUAGE IN CONTEXT QUESTION 3: ANALYSING ADVERTISING Study the advertisement (TEXT D) and then answer the set questions. TEXT D The existence of turtles on Earth, despite having survived dinosaurs, is now being threatened by reckless human activities, e.g.: over-harvesting of their eggs, meat and shells; destruction of their habitats through coastal developments; marine pollution and climate change. 110

QUESTIONS: TEXT D 3.1 How does the WWF slogan ‘for a living planet’ link to the visual text? (2) 3.2 Explain the irony of these ‘ancient mariners’ becoming extinct. (2) 3.3 Comment on the persuasive appeal of the heading: ‘Save a Cultural Icon from Extinction’. (3) 3.4 Critically discuss the effectiveness of the words ‘threatened’ and ‘reckless’ in terms of the purpose of the poster. (3) [10] QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study the cartoons (TEXT E and TEXT F) and then answer the questions set. TEXT E QUESTIONS: TEXT E 4.1 Discuss the comment made in the cartoon with reference to both the verbal and (3) visual elements. 4.2 Account for the reader’s likely reaction to this cartoon. (2) [5] TEXT F 111

FRAME 1 FRAME 2 QUESTIONS: TEXT F 4.3 Describe the speaker’s character as revealed in Frame 1. (3) Comment on the impact of Frame 2, in conveying the cartoonist’s message. 4.4 (2) [5] 112

QUESTION 5: USING LANGUAGE CORRECTLY Read TEXT G, which contains some deliberate errors, and answer the set questions. TEXT G OVERCONSUMPTION IS COSTING US THE EARTH AND HUMAN HAPPINESS 1 1 If you really want to understand a society, don’t turn to their national museums or government archives, head to the rubbish dump. 2 According to Annie Leonard – former Greenpeace activist, unwavering optimist and waste obsessive – the dump is akin to a societys’ secret journal. Leonard 5 worries we have not grasped the fundamental problem with our materials 3 economy. “It is a linear system and we live on a finite planet. You cannot run a linear system on a finite planet indefinitely. Too often the environment is seen as one small piece 4 of the economy. But it’s not just one little thing, it’s what every single thing in our life depends upon.” 10 In 2007, Leonard tried a novel medium – a YouTube video – to convey the message. “The Story of Stuff” was an honestly frank and cleverly animated short 5 film telling the story of our love affair with stuff and how it is quite literally trashing the planet. Leonard has surprised many, though, by not actually being against stuff. But 15 consumerism is always bad, adding little to our wellbeing as well as being disastrous for the planet. “It [consumerism] is a particular strand of 6 overconsumption, where we purchase things, not to fulfil our basic needs, but to fill some voids in our lives and to make social statements about ourselves,” she says. “It turns out our stuff isn’t making us any happier,” she argues. Our obsessive focus on material things is actually jeopardizing our relationships. [Adapted from www.theguardian.com/environmental/2010] QUESTIONS: TEXT G 5.1 ‘OVERCONSUMPTION IS COSTING US THE EARTH AND HUMAN HAPPINESS.’ (Title) What type of sentence is the above sentence? Give a reason. (1) 5.2 Correct the grammatical error in Paragraph 1. (1) 5.3 Correct and explain the punctuation error in Paragraph 2. (1) 5.4 Provide a phrase for the word ‘akin’ in Line 4. (1) 5.5 Identify the homonym, in Line 10, and provide its alternative meaning. (1) 113

5.6 Remove the tautology from Lines 10 - 11: ‘“The Story of Stuff”… planet.’ (1) 5.7 “But it’s not just one little thing, it is what every single thing in our life depends upon.” (1) Correct the errors in the above sentence (Lines 8 – 9). 5.8 (1) State the function of the square brackets in Line 14. 5.9 Give the noun form of ‘obsessive’ (Line 17) (1) 5.10 Rewrite the following in the passive voice: ‘Our obsessive focus on material things is actually jeopardizing our (1) relationships.’ (Lines 17 – 18) [10] TOTAL SECTION C: 30 GRAND TOTAL: 70 114

MARKING MEMORANDUM SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING Read TEXT A and TEXT B below and answer the set questions. TEXT A How the domestic chicken rose to define the Anthropocene Over the past 70 years, the bird has become a global staple, and could be the key fossil evidence for human-influenced epoch 1 Damian Carrington 1 Wednesday 31 August 2016 09.46 BST Last modified on Wednesday 2 22 February 2017 17.45 GMT 5 The domestic chicken is set to play an epoch-defining role for humanity, as its bones could become the key fossil evidence for the dawn of the age in which humankind came to dominate the planet. 3 On Monday, an expert group announced that a new geological epoch, the Anthropocene, should be declared. But the key to defining a geological age is 10 finding global physical evidence of the transition that will be preserved for future geologists, and the chubby modern chicken eaten worldwide is a prime candidate. 4 Prof Jan Zalasiewicz, a geologist at the University of Leicester and the chair of the Working Group on the Anthropocene, said: “It has become the world’s most common bird. It has been fossilised in thousands of landfill sites and on street 15 corners around the world.” 5 Global consumption of chicken expanded enormously as factory farming took off after the second world war, at a time when industrialisation and population growth made humanity the planet’s primary driving force. Chickens are the world’s most populous bird, with almost 60 billion killed a year. 20 6 The chicken’s rise to global avian domination took off in 1945, when the the US government and major poultry company A&P announced a competition to breed the “chicken of tomorrow”, a bird that would grow fatter and more quickly than ever. The winner, called Arbor Acres, still dominates the genetic stock of domestic chickens around the world. 7 25 The chicken was first domesticated between 7,000 and 10,000 years ago from the red junglefowl, Gallus gallus, native to south-east Asia. The wild bird was a poor flier, making it the perfect catch. Over subsequent millennia, the bird was carried all over the world, giving it the global presence so useful to the Anthropocene geologists. 115

8 30 However, even in the early 20th century, chickens were primarily sources of eggs. Male birds and exhausted egg layers were eaten, but only as a luxury on special occasions. The transition to the ubiquitous meat of today began with the discovery of vitamin D in the 1920s, meaning that the birds could be housed indoors all year round, rather than let out in the summer to soak up sunlight. 9 35 After the second world war, large companies, particularly in the US, began to integrate hatcheries, grain supplies and slaughtering facilities into enormous battery farms. Vaccines and antibiotics enabled the birds to survive the close confinement and, by the 1950s, chickens that had taken 18 weeks to fatten up at the turn of the 20th century took six weeks to be ready for the chop. 40 10 In 1950, British households ate about 1 million chickens, but by 1965, they gobbled up 150 million. Another result of industrialisation was the greatest decline in domestic chicken diversity in history, with half or more of all ancestral chicken breeds now lost. This makes the bird even more suitable as the type fossil of the Anthropocene. The same chicken leaves bones, bigger and differently shaped to its 45 ancestors, all over the world. 11 The domestic chicken’s dominance was further increased in recent decades by the increase and liberalisation of global trade, along with the spread of industrial farming: about 75% of the world’s chicken meat still comes from factory farms. The 50 bird’s trajectory remains upwards, with the UN Food and Agriculture Organisation projecting that it will be the world’s most eaten meat by weight by 2020, overtaking pork. China, the US, Indonesia and Brazil are the world’s biggest producers. It has been a long journey for a little bird that once scratched away at forest floors for insects, seeds and fruit. But despite the countless billions killed to feed humanity’s seemingly insatiable appetite for its mild flesh, the domestic chicken looks set to be granted immortality. (615 words) https://www.theguardian.com/environment/2016/aug/31/domestic-chicken-anthropocene-humanity-influenced-epoch TEXT B 116

QUESTIONS: TEXT A 1.1 Outline how the role of the chicken has evolved over time. (level 2) (3) The chicken started as a junglefowl, was domesticated to provide eggs then in the 20th century chicken farming was industrialised and the chicken became sought after for it meat. 1.2 From your reading of the passage, define the purpose of key fossil evidence. (level 2) (2) - the purpose of key fossil evidence is to represent an era because it is specific to that era and - because it is globally present -it is an indicator of what caused the environmental shift into that era 1.3 Refer to Paragraphs 2 and 3. Explain why the chicken is a likely candidate to become the (3) key fossil evidence. (level 1) It is the world’s most common bird and its bones can be found in thousands of landfill sites globally, making it an easy identifier for an era dominated by human consumption. 1.4 (1) What made the chicken suitable for domestication? (level 1) It was a poor flier and therefore easy to catch. 1.5 Discuss the impact of science in promoting the chicken to its place of prominence as a key (3) fossil choice. (level 3) Science is almost solely responsible for making the chicken a forerunner in the key fossil evidence selection. This is because battery farming was made possible with the discovery of Vitamin D, allowing farmers to keep chickens permanently indoors. Vaccines and antibiotics allowed them to be kept in close confines. This factory farming sped up the growth of the chicken, allowing it to be regarded as a meat rather than an egg layer. 1.6 Refer to Paragraph 3. To what is Professor Zalasiewicz alluding when he says the chicken “has been fossilised (2) … on street corners around the world.” (line 16). (level 3) The fact that chicken has become a popular fast food around the world. The chicken has become so common and widespread it is found in all localities. (idiom: on every street corner.) 1.7 Refer to Paragraph 9: “in 1950 …150 million.’ (3) What is the writer’s intention in including the statistics? (level 3) - they are intended to shock (a 150 % increase in consumption in just 15 years) - they provide evidence to verify the sudden shift in the chicken’s role (eggs to meat/ luxury to everyday food) -highlights why the chicken has become a prime contender for key fossil evidence. 1.8 (3) Comment critically on the writer’s use of imagery in the conclusion. (level 4/5) The imagery provides a memorable end to the piece and highlights the roles of both the chicken and humans with irony and hyperbole (and dark humour). (a long journey for a little bird) anthropomorphises the chicken giving it an importance it clearly, as a victim of human demand, does not have; humans are criticised as having a “seemingly insatiable appetite for its mild flesh” – the image is greedy and repugnant in its canality. The final irony is the paradoxical “triumph” of the chicken which will be “granted immortality” as a result of its widespread destruction. 117

QUESTIONS: TEXT B 1.9 Consider the visual and verbal contrast between “the demise of the dinosaurs” and “the demise of the humans”. 1.9.1 Discuss the implied message of the visual elements. (2) The layer of iridium is much thinner than the layer of consumer fossils, suggesting that the humans had a greater impact than even a massive meteor. 1.9.2 How does the verbal text support your answer in 1.9.1?? (2) (level 2 and 3) The dinosaurs’ extinction is caused by an external event over which they had no control while the humans appear to have caused their own demise through their over consumption. 1.10 Discuss the implication of the flowers of the second frame. (level 3) (2) The flowers suggest that the world is a better place without the humans; In the absence of humans nature will be capable of restoring itself. QUESTIONS: TEXT A AND B 1.11 Both texts imply criticism of human consumerism. Which, in your opinion, is more effective? Justify your response. (level 3 + 4) (4) In Text A the criticism is evident in the ironic references to the “chubby” “domestic chicken [rising]” “to define the Anthropocene”, but overall it reads as a more factual account for the chicken’s selection as a fossil, so that the criticism is not that obvious. The cartoon, on the other hand, has as its sole purpose the criticism of consumerism. It compares humans’ extinction with that of the dinosaurs and describes the pictures as “Lessons from the Fossil Record”, suggesting that the lesson offered by the dinosaur record has not been learned by supposedly evolved humans. It highlights the fact that one is a geological lesson while the other is a moral lesson. TOTAL SECTION A: 30 118

SECTION B: SUMMARY QUESTION 2: SUMMARISING IN YOUR OWN WORDS TEXT C is about the real threat that toxic beads have on the environment, and marine life in particular. NOTE: You are required to do the following: Summarise, in your own words, the real danger that microbeads present to the environment. 1. Your summary should include 7 points and not exceed 90 words. 2. You are NOT required to include a title for your summary. 3. Indicate your word count at the end of your summary. TEXT C Ban the toxic beads now! Tiny beads choking the planet: They're in everything from shower gel to toothpaste - poisoning marine life and risking our health. For two decades, microbeads have been used to bulk out cheap shower gel, make shampoo silky and give facial scrubs a refreshing zing. No consumer asked for plastic balls to be added to their daily skincare regime. Yet introduced they were — by a cosmetics industry desperate to make their products more appealing to consumers — and their impact has been extraordinary. The particles are so pervasive and long-lasting that every stretch of water from the North Sea to the Pacific contains traces of plastic. Microbeads and other such plastic junk have turned regions of our once open seas into cesspools of plastic. Microbeads are tiny balls of plastic which are added to a host of household and personal-care products. Smaller beads are used to make cosmetics and cleansers smooth and silky; larger ones help to make them more exfoliating. Sometimes they are used to add colour or a glittery appearance, or to bulk out the product. They are usually made from polyethylene — the stuff used to make plastic bags, toys, bottles and even bullet-proof vests. Others are made from oil-derived plastics such as polystyrene and polypropylene. Some of the plastic particles are devoured by animals at the bottom of the food chain — such as plankton. These tiny creatures are eaten by fish which, in turn, are hunted by birds, larger fish and seals — the plastic getting passed up the food chain with each meal. Other particles are ingested by whales. The horrifying truth is that no one knows how much of this plastic gunk is despoiling the oceans — and no one knows the toll it is taking on wildlife and people. Hundreds of marine animals, including fish, mussels, oysters, lobsters and plankton, have been shown to consume microbeads and other small particles of plastic. Almost every sample of water collected from the sea, or sand collected from a beach anywhere in the world, will have traces of plastic. And it's not just marine life that suffers. The U.S. Environmental Protection Agency says plastic consumption can cause cancer in animals and are probably carcinogenic for humans. Plastic pollution is so common we are likely to be consuming plastic indirectly each time we tuck into a bowl of mussels, a plate of oysters or a fish-and-chip supper. The industry claims it is taking action. But according to campaigners, manufacturers have dragged their feet over plastic pollution. The Environmental Audit Committee wants them to be banned immediately — as do marine conservation charities. [425 words] Source: http://www.dailymail.co.uk/news/article TOTAL SECTION B: 10 QUESTION 2: SUMMARISING IN YOUR OWN WORDS SUGGESTED ANSWER 1. For two decades microbeads used in beauty and personal- care products have presented a threat to marine and human life. 2. The cosmetic industry has, without consultation with the public, included microbeads in their products to make them more marketable. 3. Microbeads made from polyethylene and other oil-derived plastics have polluted the ocean extensively. 4. Microbeads are tiny balls of plastic used to enhance cosmetic and personal-care products, making them more attractive and increasing their volume. 119

5. Microbeads affects beauty of the ocean and the food chain as water samples collected worldwide reveal traces of plastic. 6. Possible danger of cancer among animals and humans. 7. Although the industry claims it is taking action against the offenders, manufacturers have not taken drastic and immediate steps to curb the use of microbeads. Paragraph summary: Microbeads, used in personal-care and beauty products, remain a threat to marine and human life. Consumers have, without consultation, included microbeads into their products to make them more marketable and profitable. Microbeads, made from polyethylene and other oil-derived plastics, pollute and despoil the ocean. They also threaten marine and human life. In addition to upsetting the food chain, there is a possibility of cancer among animals and humans. Despite the industry claims that it is taking action, manufacturers have not taken drastic steps to curb the use of microbeads. [88 words] SECTION C: LANGUAGE IN CONTEXT QUESTION 3: ANALYSING ADVERTISING Study the advertisement (TEXT D) and then answer the set questions. 120

The existence of turtles on Earth, despite having survived dinosaurs, is now being threatened by reckless human activities, e.g.: over-harvesting of their eggs, meat and shells; destruction of their habitats through coastal developments; marine pollution and climate change. QUESTIONS: TEXT D 3.1 How does the WWF slogan ‘for a living planet’ link to the visual text? (level 1) (2) The World Wildlife Fund aims to conserve nature and this poster is about preserving turtles that ‘feed, nest or migrate through Fiji waters’. The turtle is the focal point of the poster. There is only one turtle – more needs to be done to ensure the species survival. Shading of the turtle could be discussed. Marker’s discretion 3.2 Explain the irony of these ‘ancient mariners’ becoming extinct. (level 2) (2) These prehistoric seafarers have survived for millions of years (survived dinosaurs) only to be wiped out by man. Fijian people recognise the importance of these creatures as part of their cultural heritage; however, are endangering them with their fishing habits. Marker’s discretion 3.3 (3) Comment on the persuasive appeal of the heading: ‘Save a Cultural Icon from Extinction’. (level 3) 121

Save - calls readers/Fijians to take part in this initiative/ encourages reader to work together with WWF to make a difference/reader is given the sense that their contribution is valued/necessary/critical. Cultural Icon – of cultural significance to Fijians as part of their heritage/folklore/tradition/ highlights connection between Fijian people and these creatures/ Icon indicates this species importance 3.4 Extinction – readers/Fijians could ensure the survival of this species simply by changing their actions/attitudes Marker’s discretion (3) Critically discuss the effectiveness of the words ‘threatened’ and ‘reckless human activities’ in terms of the purpose of the poster. (level 5) Purpose of poster: Create awareness of the jeopardy in which thoughtless human activities such as overharvesting of meat, eggs and shells have placed the turtle. The word ‘threatened’ emphasizes/highlights that humankind is a danger/menace to earth and its creatures. The word ‘reckless’ calls attention to the fact that it is man’s self-centred actions such as destruction of their habitats for coastal development that directly impact the survival of this species. Marker’s discretion QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study TEXTS E and F below and answer the questions set. TEXT E: CARTOON QUESTIONS: TEXT E 4.1 Discuss the comment made in the cartoon with reference to both the verbal and (3) visual elements. (level 2 & 3) The cartoon makes a satirical comment on the priorities of the general public. The earth is clearly suffering – it is patched up with plasters and bandages, has bloodshot eyes, is sweating and is collapsed on the floor. Despite the UN issuing a “catastrophic climate change warning” no one is taking care of the earth, it has to take its own temperature. The only way the earth feels it may get people’s attention is by tweeting a selfie as sadly it is it this sort of superficial use of social 122

media that grabs the attention of the public rather than genuine, pressing concerns. 4.2 Account for the reader’s likely reaction to this cartoon. (level 3) (2) - guilty / angry / frustrated / horrified: despite the many serious warnings humans have received about the dire state of our environment, the majority continue to ignore the situation and waste time on frivolous pursuits; this reaction is exacerbated by the personification of the earth as pitiful and neglected which evokes our sympathy TEXT F: CARTOON QUESTIONS: TEXT F 4.3 Describe the speaker’s character as revealed in Frame 1. (level 2) (2) He is bossy and demanding, concerned primarily with his own needs. He issues a firm command and reinforces it with his assertive pointing. His authoritarian nature is emphasised by his suit and tie. 4.4 Comment on the impact of Frame 2 in conveying the cartoonist’s message. (level 2 & 4) (3) In frame 2 all the trees have ironically been cleared in order for only one to be planted in celebration of Earth Day. The man’s fake smile is put on for the media present, showing he does not have the interests of the environment in mind but it just trying to present an impressive image. This effectively indicates the selfish nature of humans as we are not only willing to destroy nature but only take steps to benefit the environment if it has another advantage for ourselves. 123

[10] QUESTION 5: USING LANGUAGE CORRECTLY Read TEXT G, which contains some deliberate errors, and answer the set questions. TEXT G OVERCONSUMPTION IS COSTING US THE EARTH AND HUMAN HAPPINESS 1 1 If you really want to understand a society, don’t turn to their national museums or government archives, head to the rubbish dump. 2 According to Annie Leonard – former Greenpeace activist, unwavering optimist and waste obsessive – the dump is akin to a societys’ secret journal. Leonard 5 worries we have not grasped the fundamental problem with our materials 3 economy. “It is a linear system and we live on a finite planet. You cannot run a linear system on a finite planet indefinitely. Too often the environment is seen as one small piece of the economy. But it’s not just one little thing, it’s what every single thing in our 4 life depends upon.” 10 In 2007, Leonard tried a novel medium – a YouTube video – to convey the message. “The Story of Stuff” was an honestly frank and cleverly animated short 5 film telling the story of our love affair with stuff and how it is quite literally trashing the planet. 15 Leonard has surprised many, though, by not actually being against stuff. But consumerism is always bad, adding little to our wellbeing as well as being disastrous for the planet. “It [consumerism] is a particular strand of 6 overconsumption, where we purchase things, not to fulfil our basic needs, but to fill some voids in our lives and to make social statements about ourselves,” she says. “It turns out our stuff isn’t making us any happier,” she argues. Our obsessive focus on material things is actually jeopardizing our relationships. [Adapted from www.theguardian.com/environmental/2010] QUESTIONS: TEXT G 5.1 OVERCONSUMPTION IS COSTING US THE EARTH AND HUMAN (1) HAPPINESS What type of sentence is the above sentence? Give a reason. A simple sentence – only one finite verb 5.2 (1) Correct the grammatical error in Paragraph 1. If you really want to understand a society, don’t turn to its national museums … 124

5.3 (1) Correct and explain the punctuation error in Paragraph 2. societys’ should be society’s - a singular possession apostrophe 5.4 (1) Provide a phrase for the word ‘akin’ in Line 4. ‘akin’ - a phrase could be ‘very/quite similar ’ OR ‘the same’ 5.5 (1) Identify a homonym, in Line 10, and provide its alternative meaning. The homonym is ‘novel’ / medium. A novel is another word for a book/ someone or something through whom or which communication is facilitated. 5.6 (1) Remove the tautology from Lines 11 – 12: ‘“The Story of Stuff”… planet.’ 5.7 The ‘Story of Stuff’ was a honestly frank and cleverly animated … (1) ‘But it’s not just one little thing, it is what every single thing in our life depends upon.’ (Lines 8 – 9) Correct the errors in the above sentence. 5.8 Cannot start a sentence with ‘But’; and cannot end a sentence with a (1) preposition. 5.9 State the function of the square brackets in Line 15. (1) It indicates that information has been added was not part of the original quote. 5.10 Give the noun form of ‘obsessive’ (Line 18) obsession (1) Rewrite the following in the passive voice: ‘Our obsessive focus on material things is actually jeopardizing our relationships.’ (Lines 17 - 18) in the passive [10] voice. Our relationships are actually being jeopardized by our obsessive focus on material things. TOTAL SECTION C: 30 GRAND TOTAL: 70 MARKS BARRET’S TAXONOMY 125

1/2 3 4/5 1.1 3 1.2 2 1.3 3 1.4 1 1.5 3 1.6 2 1.7 3 1.8 3 1.9.1 1 1 1.9.2 1 1 1.10 2 1.11 4 12 11 7 3.1 2 3.2 2 3.3 3 3.4 3 4 3 3 4.1 1 2 4.2 2 4.3 2 4.4 1 2 4 4 2 20 18 12 (20) (20) (10) 126

ENGLISH HOME LANGUAGE GRADE 12 PAPER 2 LITERATURE Marks: 80 TASK 8 Time: 2½ hours This question paper consists of 11 pages 127

‘Poetry is when an emotion has found its thought and the thought has found words’ Robert Frost Teach Poetic Devices and techniques  Themes – main ideas and meaning in the text.  Imagery – words and phrases that appeal to the five senses.  Rhythm – beat of the poem.  Form\Structure.  Rhyme – pattern in which rhyming sounds occur.  Figurative language – language employing one or more figures of speech.  Repetition – effect and emphasis in a poem to build a theme.  Mood – created by the setting, tone, and theme – analyse what feeling or atmosphere is evoked by these elements. Unseen Poetry  Read poem and underline poetic devices you recognise.  What is the sense of the poem?  Think of the diction. Why has the poet chosen to use these particular words and images?  What is the poet’s message?  What is the poet’s intention?  Tip: If there is a part of the poem you don’t understand move on Poetry Essay 128

Step 1: Introduction A brief summary of the poem’s contents Step 2 : Focus on the requirements of the question. What literary devices enhance meaning. Step 3 : Focus on the poet’s choice of words – themes. Step 4 : Write about emotions and feelings. Is the poet creating a feeling or mood? What kind of response does the poet want from the reader? Step 5 : Write a conclusion. Explain the poet’s intention and whether or not he\she has achieved his\her goal. Support your opinion with details from the poem. Evidence must be used to strengthen critical analysis. Answering the Contextual Questions  Analyse the extract. Read it through.  Focus on the question.  Decide what the key words and phrases are and underline.  Ensure you have defined them – at least in your own mind.  Cover every point asked in the question.  Avoid being irrelevant.  Be willing to dispute the terms of the question. Approach to the Essay  Structure using formulae.  Introduction – address or refer to the question put. Or to key debates surrounding the question. Outline how you will approach the question.  PEE - Point, Example, Explanation. You can also give counter arguments.  Conclusion – Touch upon the key debates from your essay again and any counters you find convincing. Then come to a conclusion. Create a strong opening and closing. 129

First Impression: A short controversial statement. • A relevant quotation. • A striking piece of evidence. • The main thing is to demonstrate you have thought of the question. Final Impression • Create a strong ending. • Save a bold statement for the end. • Or finish with a useful quotation. Style  Develop a fluent style.  Does it say what you mean/ Does it make a point?  Mechanics of language.  Examiners award marks for quality of language.  Essays require a formal register of language.  Use literary language eg . (image, symbol ,etc.) Substantiation  Illustrate amply with relevant material.  Do not try to get by on ignorance and waffle.  Have a thorough knowledge of the text.  Use a number of brief but relevant quotations.  Avoid repeating ideas.  When using quotations, blend them seamlessly into your sentence structure.  Make quotations work for you – themes, characters. 130

INSTRUCTIONS TO CANDIDATES 1. The question paper consists of THREE sections. SECTION A: Poetry SECTION B: Novel SECTION C: Drama 2. Follow the instructions at the beginning of each section carefully. 3. Answer FIVE QUESTIONS in all: - 3 in Section A : 2 prescribed poems and 1 unseen poem - 1 contextual in Section B - 1 essay in Section C 4. Carefully follow the instructions for each question. 5. Number your answers exactly as the questions have been numbered in the question paper. 6. Start each section on a new page. 7. Write neatly and legibly 8. Suggested time management: SECTION A: approximately 40 minutes SECTION B: approximately 55 minutes SECTION C: approximately 55 minutes 131

SECTION A: POETRY QUESTION 1: PRESCRIBED POETRY Answer ANY TWO of the following questions (1 – 4). QUESTION 1 – Essay Question FUNERAL BLUES by W.H. Auden Stop all the clocks, cut off the telephone, Prevent the dog from barking with a juicy bone, Silence the pianos and with muffled drum Bring out the coffin, let the mourners come. Let aeroplanes circle moaning overhead 5 Scribbling on the sky the message 'He is Dead'. Put crêpe bows round the white necks of the public doves, Let the traffic policemen wear black cotton gloves. He was my North, my South, my East and West, My working week and my Sunday rest, 10 My noon, my midnight, my talk, my song; I thought that love would last forever: I was wrong. The stars are not wanted now; put out every one; Pack up the moon and dismantle the sun; Pour away the ocean and sweep up the wood; 15 For nothing now can ever come to any good. 1.1 By close reference to the structure, imagery and tone of the poem, explore how the speaker describes and expresses grief in an essay of 180 – 200 words. [10] OR 132

QUESTION 2 – Contextual Question FIRST DAY AFTER THE WAR by 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 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. 2.1 Refer to lines 4 – 5. In We yourheld ownhands words, explain with a how the diction suggests a progression from doubt stranger to uncertainty. (3) We shouted across the waterfalls 15 2.2 People Refer came to line 9. from all lands What is the significance of the ‘open space’? (2) It was the first day of peace. We saw our Ancestors traveling tall on the horizon. 2.3 Describe the mood implicit in line 14: ‘We held hands with a stranger.’ (2) 2.4 Refer to line 18. In light of the poet’s intention, discuss the impact of the final line of the poem. (3) [10] 133

QUESTION 3 – Contextual Question THE ZULU GIRL by Roy Campbell When in the sun the hot red acres smoulder Down where the sweating gang its labour plies A girl flings down her hoe, and from her shoulder Unslings her child tormented by flies. She takes him to a ring of shadow pooled 5 By the thorn-tree: purpled with the blood of ticks, While her sharp nails, in slow caresses ruled Prowl through his hair with sharp electric clicks. His sleepy mouth, plugged by the heavy nipple, Tugs like a puppy, grunting as he feels; 10 Through his frail nerves her own deep languor's ripple Like a broad river sighing through the reeds. Yet in that drowsy stream his flesh imbibes And old unquenched, unsmotherable heat- The curbed ferocity of beaten tribes, 15 The sullen dignity of their defeat. Her body looms above him like a hill Within whose shade a village lies at rest, Or the first cloud so terrible and still That bears the coming harvest in its breast. 20 3.1 Refer to stanza 1. Explain how the diction used in this stanza highlights the conditions the workers had to endure. Justify your response. (3) 3.2 Discuss the effect of the repetition of the word ‘sharp’ in lines 7 – 8. (2) 3.3 Refer to stanza 3. What impression of the child is created in this stanza? Quote to substantiate your answer. (2) 3.4 Refer to lines 13 – 14: ‘… in that drowsy stream his flesh imbibes/ An old unquenched, unsmotherable heat.’ Critically discuss the contribution of this image to the central idea of the poem. (3) [10] 134

QUESTION 4 – Contextual Question MOTHO KE MOTHO KA BATHO BABANG by Jeremy Cronin By holding my mirror out of the window I see Clear to the end of the passage. There's a person down there. A prisoner polishing a doorhandle. In the mirror I see him see 5 My face in the mirror, I see the fingertips of his free hand Bunch together, as if to make An object the size of a badge Which travels up to his forehead 10 The place of an imaginary cap. (This means: A warder.) Two fingers are extended in a vee And wiggle like two antennae. (He's being watched.) 15 A finger of his free hand makes a watch-hand's arc On the wrist of his polishing arm without Disrupting the slow-slow rhythm of his work. (Later. Maybe, later we can speak.) Hey! Wat maak jy daar? 20 –a voice from around the corner. No. Just polishing baas. He turns his back to me, now watch His free hand, the talkative one, Slips quietly behind 25 – Strength brother, it says, In my mirror, A black fist. 4.1 Account for the speaker’s use of the word ‘person’ in line 3 instead of a word like ‘man’. (2) 4.2 Explain the effect of the repetition of the word ‘mirror’ in lines 5 – 6. (2) 4.3 Refer to line 22: “No. Just polishing baas.” Discuss how the tone of this line contributes to the central theme of the poem. (3) 4.4 In line 24 the prisoner’s hand is described as ‘the talkative one’. Comment on the effectiveness of the figure of speech in the context of the poem. (3) [10] 135

AND QUESTION 5: UNSEEN POEM (COMPULSORY) Answer Question 5 on a NEW page. Read the following poem carefully and answer the contextual questions that follow. DROUGHT by Barolong Seboni Heat is a blazing inferno of fury A fool's gold hung up in the sky to mock creation with scintillating laughter. A flash of dentures snapping into a silvery shine 5 Striking the subdued earth like myriads of sharp-bladed spears from attacking impis Down below on unyielding velds and lands, folks stoop low as if from the burdensome heat are forced to bend, 10 Scratching and scraping the stubborn soil Only to reap weeds from the sweat of their toil. An old woman ambles up slowly with a strain looks up at the brilliant bare sky, her eyes in pain And summons the benevolent gods of the cloudless 15 skies, When is it ever going to rain? 5.1 Discuss the tone inherent in the description of the sun as ‘A fool’s gold’ in line 2. (2) 5.2 Refer to lines 6 – 7: ‘Like myriads/of…spears’ Comment on the appropriateness of this image in the context of the poem. (3) 5.3 Refer to line 11. Explain what the phrase ‘Scratching and scraping’ conveys about the people’s attempts to farm. (2) 5.4 Read lines 15 – 17. How do the diction and imagery used in these lines contribute to our understanding of the poem? (3) SECTION A TOTAL: 30 [10] 136

SECTION B: NOVEL – THE PICTURE OF DORIAN GRAY – Oscar Wilde QUESTION 6: Contextual questions Read the extracts below and answer the questions that follow. 6.1 Extract 1 "I don't think I shall send it anywhere," he answered, tossing his head back in that odd way that used to make his friends laugh at him at Oxford. "No, I won't send it anywhere." Lord Henry elevated his eyebrows, and looked at him in amazement through the thin blue wreaths of smoke that curled up in such fanciful whirls from his heavy, 5 opium-tainted cigarette. "Not send it anywhere? My dear fellow, why? Have you any reason? What odd chaps you painters are! You do anything in the world to gain a reputation. As soon as you have one, you seem to want to throw it away. It is silly of you, for there is only one thing in the world worse than being talked about, and that is not being talked about. A portrait like this would set you far above all the 10 young men in England, and make the old men quite jealous, if old men are ever capable of any emotion." "I know you will laugh at me," he replied, "but I really can't exhibit it. I have put too much of myself into it." Lord Henry stretched himself out on the divan and laughed. 15 "Yes, I knew you would; but it is quite true, all the same." "Too much of yourself in it! Upon my word, Basil, I didn't know you were so vain; and I really can't see any resemblance between you, with your rugged strong face and your coal-black hair, and this young Adonis, who looks as if he was made out of ivory and rose-leaves. Why, my dear Basil, he is a Narcissus, and you-- well, of 20 course you have an intellectual expression, and all that. But beauty, real beauty, ends where an intellectual expression begins. Intellect is in itself a mode of exaggeration, and destroys the harmony of any face. The moment one sits down to think, one becomes all nose, or all forehead, or something horrid. Look at the successful men in any of the learned professions. How perfectly hideous they are! Except, of course, 25 in the Church. But then in the Church they don't think. A bishop keeps on saying at the age of eighty what he was told to say when he was a boy of eighteen, and as a natural consequence he always looks absolutely delightful. Your mysterious young friend, whose name you have never told me, but whose picture really fascinates me, never thinks. I feel quite sure of that. He is some brainless, beautiful creature, who 30 should be always here in winter when we have no flowers to look at, and always here in summer when we want something to chill our intelligence. Don't flatter yourself, Basil: you are not in the least like him." 137

6.1.1 Discuss how Wilde captivates the reader’s attention with the following characters at the very beginning of the novel (Support your answer with evidence from this extract): - Basil Hallward - Lord Henry Wotton - Dorian Gray (6) 6.1.2 Comment, in your own words, on the portrayal of Victorian Society inherent in the following lines: 6.1.2.1 Refer to lines 4 – 6. ‘Lord Henry elevated his eyebrows…. From his heavy opium-tainted cigarette.” (2) 6.1.2.2 Refer to lines 8 – 10. ‘It is silly of you , for there is only one thing in the world worse…not being talked about.’ (2) 6.2 Extract 2 – Chapter 3 Lord Henry went out to the garden and found Dorian Gray burying his face in the great cool lilac-blossoms, feverishly drinking in their perfume as if it had been wine. He came close to him, and put his hand upon his shoulder. “You are quite right to do that,” he murmured. “Nothing can cure the soul but the senses, just as nothing can cure the senses but the soul.” 5 The lad started and drew back. He was bareheaded, and the leaves had tossed his rebellious curls and tangled all their gilded threads. There was a look of fear in his eyes, such as people have when they are suddenly awakened. His finely chiselled nostrils quivered, and some hidden nerve shook the scarlet of his lips and left them trembling. 10 “Yes,” continued Lord Henry, “that is one of the great secrets of life— to cure the soul by means of the senses, and the senses by means of the soul. You are a wonderful creation. You know more than you think you know, just as you know less than you want to know.” Dorian Gray frowned and turned his head away. He could not help liking the tall, 15 graceful young man who was standing by him. His romantic, olive-coloured face and worn expression interested him. There was something in his low, languid voice that was absolutely fascinating. His cool, white, flower-like hands, even, had a curious charm. They moved, as he spoke, like music, and seemed to have a language of their own. But he felt afraid of him, and ashamed of being afraid. Why had it been left for 20 a stranger to reveal him to himself? He had known Basil Hallward for months, but the friendship between them had never altered him. Suddenly there had come some one across his life who seemed to have disclosed to him life’s mystery. And, yet, what was there to be afraid of? He was not a schoolboy or a girl. It was absurd to be frightened. 25 138

6.2.1 Examine the diction in this extract. Discuss Lord Henry’s strategy for introducing Dorian to a life of hedonism (4) 6.2.2 Refer to line 20: ‘But he felt afraid of him, and ashamed of being afraid.’ What does this statement suggest about the impact of Henry’s revelations on Dorian? Justify your response. (3) 6.3 Extract 3 – Chapter 4 ‘You have a new friend, I hear. Who is he? Why have you not told me about him? He means you no good.’ ‘Stop, Jim!’ she exclaimed. ‘You must not say anything against him. I love him.’ ‘Why, you don’t even know his name,’ answered the lad. ‘Who is he? I have a right to know.’ 5 ‘He is called Prince Charming. Don’t you like the name? Oh! You silly boy! You should never forget it. If you only saw him, you would think him the most wonderful person in the world. Some day you will meet him: when you come back from Australia. You will like him so much. Everybody likes him, and I… love him. I wish you could come to the theatre to-night. He is going to be there, and I am to play 10 Juliet. Oh! How I shall play it! Fancy, Jim, to be in love and play Juliet! To have him sitting there! To play for his delight! I am afraid I may frighten the company, frighten or enthral them. To be in love is to surpass one’s self. Poor dreadful Mr Isaacs will be shouting “genius” to his loafers at the bar. He has preached me as a dogma; to- night he will announce me as a revelation. I feel it. And it is all his, his only, Prince 15 Charming, my wonderful lover, my god of graces. But I am poor beside him. Poor? What does that matter? When poverty creeps in at the door, love flies in through the window. Our proverbs want re-writing. They were made in winter, and it is summer now; springtime for me, I think, a very dance of blossoms in blue skies.’ ’He is a gentleman,’ said the lad, sullenly. 20 ‘A prince!’ she cried, musically. ‘What more do you want?’ ‘He wants to enslave you.’ ‘I shudder at the thought of being free.’ ‘I want you to beware of him.’ ‘To see him is to worship him, to know him is to trust him.’ 25 ‘Sibyl, you are mad about him.’ 6.3.1 Examine the extract critically and explain how Wilde sets the reader up to expect Sybil’s inevitable heart-break and rejection. Justify your response. (4) 6.3.2 Refer to lines 17 - 18: ‘When poverty creeps in at the door, love flies in through the window.’ Comment on the significance of the vastly different circumstances between Sybil Vane and Dorian Gray. (4) [25] 139

6.3.1 Examine the extract critically and explain how Wilde sets the reader up to expect Sybil’s inevitable heart-break and rejection. Justify your response. (4) 6.3.2 Refer to lines 17 - 18: ‘When poverty creeps in at the door, love flies in through the window.’ Comment on the significance of the vastly different circumstances between Sybil Vane and Dorian Gray. (4) [25] Section B Total: 25 140

SECTION C: DRAMA QUESTION 7: HAMLET by William Shakespeare Answer EITHER Question 7.1 OR Question 7.2 7.1 “Hamlet’s delay in taking revenge is a matter of conscience, not a failure of his determination.” Critically discuss the validity of this statement in a carefully considered essay of 400 – 450 words. (25) OR 7.2 Many critics maintain that Claudius is the real villain and Hamlet is actually the real victim. Evaluate this statement critically in a well-developed essay of 400 – 450 words. (25) [25] Section C Total: 25 GRAND TOTAL: 80 141

ENGLISH HOME LANGUAGE GRADE 12 PAPER 2 LITERATURE MEMO Marks: 80 Time: 2½ hours 142

SECTION A: POETRY QUESTION 1: PRESCRIBED POETRY Answer ANY TWO of the following questions (1 – 4). QUESTION 1 – Essay Question (See Rubric attached) FUNERAL BLUES by W.H. Auden Stop all the clocks, cut off the telephone, Prevent the dog from barking with a juicy bone, Silence the pianos and with muffled drum Bring out the coffin, let the mourners come. Let aeroplanes circle moaning overhead 5 Scribbling on the sky the message 'He is Dead'. Put crêpe bows round the white necks of the public doves, Let the traffic policemen wear black cotton gloves. He was my North, my South, my East and West, My working week and my Sunday rest, 10 My noon, my midnight, my talk, my song; I thought that love would last forever: I was wrong. The stars are not wanted now; put out every one; Pack up the moon and dismantle the sun; Pour away the ocean and sweep up the wood; 15 For nothing now can ever come to any good. 143

1.1 By close reference to the structure, imagery and tone of the poem, explore how the speaker describes and expresses grief in an essay of 180 – 200 words. Funeral Blues begins with the line "Stop all the clocks, cut off the telephone." This introduction makes it clear that the narrator is depressed and a tragic event has taken place. The first half of the sentence portrays her wish for time to stand still and her unwillingness to carry on with her life. She examines aspects of her domestic life that will change. She feels that her situation will not improve in the future and she has nothing to live for or look forward to. The second half of the sentence: "cut off the telephone" shows that she is unwilling to communicate. She is inconsolable and perhaps there are many people around her trying to comfort her but they are unsuccessful. It could also show that she wants to isolate herself from the outside world and ignore the situation she is in as she cannot deal with it. The first stanza shows a wish for silence, as she wants all the objects around her that make noise to stop. This shows that the noise is stopping her from being able think properly, which is a metaphor for how the events in her life are stopping her from moving on or thinking in a rational way. The speaker then progresses to the public domain: personifying the aeroplanes with the attribute of MOANING which is onomatopoeic to emphasize her grief. Seeing the message 'HE IS DEAD' literally written in the sky would be a great shock to her and the other mourners, and it shows the shock she felt when she lost him. She also says "Let the policemen wear black cotton gloves". This is a mark of respect and she feels that everyone is sorry that he is now gone. Also, it reflects the mourning that is going on around her because of his death. In the third stanza, she describes how important his role in her life was. She says "He was my north, my south, my east and west." This shows that he was someone who provided guidance and support. Now that he is gone she has lost her way and her life is lacking direction. My working week and my Sunday rest" tells us that she spent a lot of her time with and that without him she has no longer has structure in her life and she has lost purpose and reason. The last sentence of the stanza "I thought that love would last forever: I was wrong" suggests that she sees her future as bleak and unfulfilled without her lover. This predicted bleakness progresses into more universal concepts and relates to the phrase in the third stanza "my noon, my midnight" because she has no need for the moon or the sun now because the purpose of her life is gone and there is no need to distinguish between night and day anymore. She uses HYPERBOLE to reiterate the vastness of her grief. Because of his death, her world is now falling apart. "Pour away the ocean" could convey how she feels she is drowning in her grief, and pouring away the grief will allow her to carry on with her life. These natural images are used to portray how she feels that the beauty in the world is no longer relevant, as she cannot enjoy these things on her own. Her view of the world has now changed, and it has become a sinister and lonely place. Also, the last stanza is a metaphor for how her partner's death was a waste of beauty. A world with no sunshine, oceans, and stars would be plain and useless, which is how her life seems to be now. She has lost the ability to appreciate the world and this is portrayed in the final line "For nothing now can come to any good", which shows that her mood remains pessimistic and she has lost all her faith. [10] 144

OR QUESTION 2 – Contextual Question FIRST DAY AFTER THE WAR by 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 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. 2.1 Refer to lines 4 – 5. We held In your ownhands with words, a stranger explain how the diction suggests a progression from doubt to uncertainty. (3) We shouted across the waterfalls 15 The word ‘hesitated’ implies uncertainty . This progresses to the repeated image of People came from all lands Freedom – personified as a woman – her footsteps – her face and finally her eyes – as each aspect It was of the the first of peace.is revealed , there is an increasing certainty that freedom day woman has been achieved. We saw our Ancestors traveling tall on the horizon. 2.2 Refer to line 9. What is the significance of the ‘open space’? (2) It represents the freedom of movement after the harsh apartheid laws that restricted movement – carry passes and Group Areas Act  - they could now find and gather at a suitable place for their celebrations without fear of arrest . 2.3 Describe the mood implicit in line 14: ‘We held hands with a stranger.’ (2) This line echoes a deep sense of rejoicing  of finally being able to reach out and embrace neighbours  and make friends across the spectrum of the country’s people without breaking the law. 2.4 Refer to line 18. In light of the poet’s intention, discuss the impact of the final line of the poem. (3) 145

This line locates the poem clearly within the African tradition of honouring one’s ancestors . It also indicates that what has happened is what generations have striven for, and that the ancestors can now rest in peace … It is a solemn and reverent ending.  [10] OR QUESTION 3 – Contextual Question THE ZULU GIRL by Roy Campbell When in the sun the hot red acres smoulder Down where the sweating gang its labour plies A girl flings down her hoe, and from her shoulder Unslings her child tormented by flies. She takes him to a ring of shadow pooled 5 By the thorn-tree: purpled with the blood of ticks, While her sharp nails, in slow caresses ruled Prowl through his hair with sharp electric clicks. His sleepy mouth, plugged by the heavy nipple, Tugs like a puppy, grunting as he feels; 10 Through his frail nerves her own deep languor's ripple Like a broad river sighing through the reeds. Yet in that drowsy stream his flesh imbibes And old unquenched, unsmotherable heat- The curbed ferocity of beaten tribes, 15 The sullen dignity of their defeat. Her body looms above him like a hill Within whose shade a village lies at rest, Or the first cloud so terrible and still That bears the coming harvest in its breast. 20 146

3.1 Refer to stanza 1. Explain how does the diction used in this stanza highlights the conditions the workers had to endure. Justify your response. (3) The speaker uses the words ‘smoulder’ and ‘sweating’ to show how hot it is . The words ‘labour’ and ‘gang’ make it sounds as if the workers are being forced to work. The girl ‘flings down her hoe’ as if in relief that she can take a break; the child on her back is ‘tormented by flies’; these images show a picture of hard, hot, exhausting work . 3.2 Discuss the effect of the repetition of the word ‘sharp’ in lines 7 – 8. (2) The word is repeated in the stanza which is describing a pleasant, relaxed episode as the mother feeds her baby – so it introduces a contrasting idea of something jagged and potentially dangerous or harmful . 3.3 Refer to stanza 3. What impression of the child is created in this stanza? Quote to substantiate. (2) The child is described as ‘sleepy’ and ‘like a puppy’ which gives us the image of a cute, harmless infant; the speaker mentions his ‘frail nerves’ which makes him sound weak and vulnerable. 3.4 Refer to lines 13 – 14: ‘… in that drowsy stream his flesh imbibes/ An old unquenched, unsmotherable heat.’ Critically discuss the contribution of this image to the central idea of the poem. (3) The image describes how the baby absorbs from his mother’s milk, an unconscious awareness of the Zulu nation’s history of fierce struggle and defeat , as well as a determination to avenge past humiliations. This symbolizes how, in the speaker’s opinion the ‘peaceful’ ‘subjugated’ Zulu are waiting for a chance to rise up and reclaim their pride and independence. 147

[10] OR QUESTION 4 – Contextual Question MOTHO KE MOTHO KA BATHO BABANG by Jeremy Cronin By holding my mirror out of the window I see Clear to the end of the passage. There's a person down there. A prisoner polishing a doorhandle. In the mirror I see him see 5 My face in the mirror, I see the fingertips of his free hand Bunch together, as if to make An object the size of a badge Which travels up to his forehead 10 The place of an imaginary cap. (This means: A warder.) Two fingers are extended in a vee And wiggle like two antennae. (He's being watched.) 15 A finger of his free hand makes a watch-hand's arc On the wrist of his polishing arm without Disrupting the slow-slow rhythm of his work. (Later. Maybe, later we can speak.) Hey! Wat maak jy daar? 20 –a voice from around the corner. No. Just polishing baas. He turns his back to me, now watch His free hand, the talkative one, Slips quietly behind 25 – Strength brother, it says, In my mirror, A black fist. 148

4.1 Account for the speaker’s use of the word ‘person’ in line 3 instead of a word like ‘man’. (2) This ties in with the title of the poem ‘A person is a person because of other people – and indicates that for the speaker, it was not just a man/individual at the end of the corridor  - it was a friend or comrade, someone who allowed him to keep his humanity in dehumanizing circumstances. 4.2 Explain the effect of the repetition of the word ‘mirror’ in lines 5 – 6. (2) This emphasizes the complicated method they have to use to communicate, looking at each other’s reflections. It also suggests that they are reflections of each other in some way – they are both ‘a person’ to each other. 4.3 Refer to line 22: “No. Just polishing baas.” Discuss how the tone of this line contributes to the central theme of the poem. (3) This response is typical of Black people when addressing Whites during Apartheid. These words, spoken to the warder, are extremely humble and placatory and show how the prisoners have to pretend to be meek and subservient to avoid anger/punishment/unwanted attention from the warder. 4.4 In line 24 the prisoner’s hand is described as ‘the talkative one’. Comment on the effectiveness of the figure of speech in the context of the poem. (3) Synecdoche – hand suggests person. The prisoner is not saying a word to the speaker, but is communicating very efficiently using signs which allow perfect understanding between the two of them - this shows that people with common goals and principles will ‘make a way’ to preserve their human interaction, and therefore their humanity, even under hugely difficult circumstances. [10] 149

AND QUESTION 5: UNSEEN POEM (COMPULSORY) DROUGHT by Barolong Seboni Heat is a blazing inferno of fury A fool's gold hung up in the sky to mock creation with scintillating laughter. A flash of dentures snapping into a silvery shine 5 Striking the subdued earth like myriads of sharp-bladed spears from attacking impis Down below on unyielding velds and lands, folks stoop low as if from the burdensome heat are forced to bend, 10 Scratching and scraping the stubborn soil Only to reap weeds from the sweat of their toil. An old woman ambles up slowly with a strain looks up at the brilliant bare sky, her eyes in pain And summons the benevolent gods of the cloudless 15 skies, When is it ever going to rain? 5.1 Discuss the tone inherent in the description of the sun as ‘A fool’s gold’ in line 2. (2) ‘Fool’s gold’ looks like gold but is worthless – so this comparison implies that the sun looks beautiful and benign  but is actually drying out the earth and causing suffering. 5.2 Refer to lines 6 – 7: ‘Like myriads/of…spears’ Comment on the appropriateness of this image in the context of the poem. (3) The sun’s rays beat down so harshly and unrelentingly  that they seem like the painful stabs of many sharp spears, wounding the earth - this emphasizes the painful effects of the drought. 5.3 Refer to line 11. Explain what the phrase ‘Scratching and scraping’ conveys to us about the people’s attempts to farm. (2) The words ‘scratching and scraping’ imply that the people’s efforts to farm the earth are weak and useless – they are merely going through the motions but no 150

real farming is being done because of the dry conditions. It gives an impression of desperation and helplessness. 5.4 Read lines 15 – 17. How do the diction and imagery used in these lines contribute to our understanding of the poem? (3) These lines use the words ‘bare’ and ‘cloudless’ which emphasize that there seems to be no chance of rain. The ‘brilliant’ sky is beautiful but useless to people. The alliteration (repetition of ‘b’) could be seen as imitating the relentless beating of the sun’s rays on the parched earth, or even the anxious heartbeats of the farmers, or the noise of their spades as they strike the dry ground. Also, the image of the ‘benevolent gods’ being summoned emphasizes how much at the mercy of the gods, or fate, or circumstances we are, and how desperately we need fate to be merciful for us to survive. [10] SECTION A TOTAL: 30 151

SECTION B: NOVEL – THE PICTURE OF DORIAN GRAY – Oscar Wilde QUESTION 6: Contextual questions Read the extracts below and answer the questions that follow. 6.1 Extract 1 "I don't think I shall send it anywhere," he answered, tossing his head back in that odd way that used to make his friends laugh at him at Oxford. "No, I won't send it anywhere." Lord Henry elevated his eyebrows, and looked at him in amazement through the thin blue wreaths of smoke that curled up in such fanciful whirls from his heavy, opium-tainted cigarette. "Not send it anywhere? My dear fellow, why? Have you any reason? What odd chaps you painters are! You do anything in the world to gain a reputation. As soon as you have one, you seem to want to throw it away. It is silly 5 of you, for there is only one thing in the world worse than being talked about, and that is not being talked about. A portrait like this would set you far above all the young men in England, and make the old men quite jealous, if old men are ever capable of any emotion." "I know you will laugh at me," he replied, "but I really can't exhibit it. I have put too much of myself into it." 10 Lord Henry stretched himself out on the divan and laughed. "Yes, I knew you would; but it is quite true, all the same." "Too much of yourself in it! Upon my word, Basil, I didn't know you were so vain; and I really can't see any resemblance between you, with your rugged strong face and your coal-black hair, and this young Adonis, who looks as if he was made out of ivory and rose-leaves. Why, my dear Basil, he is a Narcissus, and you-- well, of course you have an intellectual expression, and all that. But beauty, real beauty, ends where an intellectual expression begins. Intellect is in itself a mode of exaggeration, and destroys the harmony of any face. The moment one sits down to think, one becomes all nose, or all forehead, or something horrid. Look at the successful men 15 in any of the learned professions. How perfectly hideous they are! Except, of course, in the Church. But then in the Church they don't think. A bishop keeps on saying at the age of eighty what he was told to say when he was a boy of eighteen, and as a natural consequence he always looks absolutely delightful. Your mysterious young friend, whose name you have never told me, but whose picture really fascinates me, never thinks. I feel quite sure of that. He is some brainless, beautiful creature, who should be always here in winter when we have no flowers to look at, and always 20 here in summer when we want something to chill our intelligence. Don't flatter yourself, Basil: you are not in the least like him." 152

Accept all reasonable quotes as evidence. 6.1.1 Discuss how Wilde captivates the reader’s attention with the following characters at the very beginning of the novel (Support your answer with evidence from this extract): - Basil Hallward Painter – created a perfect painting of Dorian Gray – rugged strong face, coal black hair – proud of his work but unwilling to share it – has put too much of himself into the painting – intellectual - Lord Henry Wotton Cynical – critical – bored aristocrat – provides startling observations on Victorian values – beauty vs intellectual – judgmental. - Dorian Gray Enigmatic – Lord Henry does not know his name yet but is already enamoured with him – young Adonis – made of ivory and rose leaves (superlative beauty) – narcissistic – fascinating brainless beautiful creature. Award 2 marks per character for a well-developed and justified response. (6) 6.1.2 Comment, in your own words, on the portrayal of Victorian Society inherent in the following lines: 6.1.2.1 Refer to lines 4 – 6. ‘Lord Henry elevated his eyebrows…. From his heavy opium-tainted cigarette.” (2) Although Victorians appeared to be prudish, they indulged themselves, like Henry does – in alcohol and drugs (opium/cigarettes) quite openly. 6.1.2.2 Refer to lines 8 – 10. ‘It is silly of you , for there is only one thing in the world worse…not being talked about.’ (2) Victorian aristocracy love gossip/rumour-mongering/slander – thrive on trading information about acquaintances – currency at the dinner table. 153

6.2 Extract 2 – Chapter 3 Lord Henry went out to the garden and found Dorian Gray burying his face in the great cool lilac-blossoms, feverishly drinking in their perfume as if it had been wine. He came close to him, and put his hand upon his shoulder. “You are quite right to do that,” he murmured. “Nothing can cure the soul but the senses, just as nothing can cure the senses but the soul.” The lad started and drew back. He was bareheaded, and the leaves had tossed his rebellious curls and tangled all their gilded threads. There was a look of fear in his 5 eyes, such as people have when they are suddenly awakened. His finely chiselled nostrils quivered, and some hidden nerve shook the scarlet of his lips and left them trembling. “Yes,” continued Lord Henry, “that is one of the great secrets of life— to cure the soul by means of the senses, and the senses by means of the soul. You are a wonderful creation. You know more than you think you know, just as you know less than you want to know.” Dorian Gray frowned and turned his head away. He could not help liking the tall, 10 graceful young man who was standing by him. His romantic, olive-coloured face and worn expression interested him. There was something in his low, languid voice that was absolutely fascinating. His cool, white, flower-like hands, even, had a curious charm. They moved, as he spoke, like music, and seemed to have a language of their own. But he felt afraid of him, and ashamed of being afraid. Why had it been left for a stranger to reveal him to himself? He had known Basil Hallward for months, but the friendship between them had never altered him. Suddenly there had come some 15 one across his life who seemed to have disclosed to him life’s mystery. And, yet, what was there to be afraid of? He was not a schoolboy or a girl. It was absurd to be frightened. All points must be justified. 6.2.1 Examine the diction in this extract. Discuss Lord Henry’s strategy for introducing Dorian to a life of hedonism (4) The extract opens with Dorian indulging his senses – (burying his face…. Lilac-blossoms, feverishly drinking in their perfume – as if it had been wine) – creates a sense of excessive pleasure/decadence which reinforced by Henry (‘you are quite right…. Nothing can cure… but the sense,… but the soul’) – which he repeats – by introducing Dorian to this concept and calling him ‘a wonderful creation’ and using words such as ‘romantic’, ‘languid voice’, ‘curious charm’ etc. Dorian’s quest for a life in pursuit of personal pleasure is set in motion. 6.2.2 Refer to line 20: ‘But he felt afraid of him, and ashamed of being afraid.’ What does this statement suggest about the impact of Henry’s revelations on Dorian? Justify your response. (3) 154

Dorian is at first overwhelmed by Henry, but his understanding of Henry’s significance is almost intuitive. He knows immediately that Henry is a catalyst for great personal change in Dorian – his realisation that suddenly there had come someone across his life who seemed to have disclosed to him ‘life’s mystery’ – Dorian sees him as a sage with an unsurpassed wisdom that speaks directly to him. 6.3 Extract 3 – Chapter 4 ‘You have a new friend, I hear. Who is he? Why have you not told me about him? He means you no good.’ ‘Stop, Jim!’ she exclaimed. ‘You must not say anything against him. I love him.’ ‘Why, you don’t even know his name,’ answered the lad. ‘Who is he? I have a right to know.’ ‘He is called Prince Charming. Don’t you like the name? Oh! You silly boy! You should never forget it. If you only saw him, you would think him the most wonderful 5 person in the world. Some day you will meet him: when you come back from Australia. You will like him so much. Everybody likes him, and I… love him. I wish you could come to the theatre to-night. He is going to be there, and I am to play Juliet. Oh! How I shall play it! Fancy, Jim, to be in love and play Juliet! To have him sitting there! To play for his delight! I am afraid I may frighten the company, frighten or enthral them. To be in love is to surpass one’s self. Poor dreadful Mr Isaacs will be shouting “genius” to his loafers at the bar. He has preached me as a dogma; to- night he will announce me as a revelation. I feel it. And it is all his, his only, Prince 10 Charming, my wonderful lover, my god of graces. But I am poor beside him. Poor? What does that matter? When poverty creeps in at the door, love flies in through the window. Our proverbs want re-writing. They were made in winter, and it is summer now; springtime for me, I think, a very dance of blossoms in blue skies.’ ’He is a gentleman,’ said the lad, sullenly. ‘A prince!’ she cried, musically. ‘What more do you want?’ ‘He wants to enslave you.’ 15 ‘I shudder at the thought of being free.’ ‘I want you to beware of him.’ ‘To see him is to worship him, to know him is to trust him.’ ‘Sibyl, you are mad about him.’ 20 25 155

6.3.1 Examine the extract critically and explain how Wilde sets the reader up to expect Sybil’s inevitable heart-break and rejection. Justify your response. (4) Sybil has fallen in love with Dorian at first sight – she calls him ‘Prince Charming’ – speaks about him in glorious fantastical superlatives ‘most wonderful person in the world’ – she is caught up in a fairy tale ‘everybody likes him, and I… love him’ – she worships and deifies Dorian – ‘Prince Charming, my wonderful lover, my God of graces’ and admits herself that she pales in comparison ‘but I am poor beside him’. It is obvious that she has no real knowledge or understanding of the real person and is therefore setting herself up for despair. 6.3.2 Refer to lines 17 - 18: ‘When poverty creeps in at the door, love flies in through the window.’ Comment on the significance of the vastly different circumstances between Sybil Vane and Dorian Gray. (4) This is a comment on the social stratification in Victorian Society based rigidly on class. It serves to illustrate how different their world views would be. Furthermore, they would have very little in common – social circles – education, life experiences etc. This incompatibility would rear its ugly head and destroy their relationship. [25] Section B Total: 25 156

SECTION C: DRAMA QUESTION 7: HAMLET by William Shakespeare Answer EITHER Question 7.1 OR Question 7.2 7.1 “Hamlet’s delay in taking revenge is a matter of conscience, not a failure of his determination.” Critically discuss the validity of this statement in a carefully considered essay of 400 – 450 words. (25) Candidates should consider some of the following points, amongst others: 1. The appearance of the Ghost gives Hamlet the spur to take revenge. 2. He is embittered when he learns that his uncle, Claudius, was his father's murderer and had seduced his mother; that his mother has been having an adulterous and incestuous relationship with his uncle. 3. Whilst Hamlet has knowledge of these facts, he is cautious in rushing to take revenge. 4. He does not entirely disbelieve the Ghost, but wants to satisfy his conscience that he is rightfully taking revenge. 5. He asks the players to stage a play - The Murder of Gonzago', the plot of which was parallel to his own situation - to observe the reactions of his mother and the . King. 6. Even though the King walked out of the show at a crucial scene in the play, almost confirming his guilt, he does not take immediate action. 7. He finds the King at prayer but although he could have taken revenge at that point he did not take advantage of his vulnerable situation - fearing that he might dispatch the king to heaven if he killed him at prayer. 8. Hamlet feigns madness to hide his intentions and throws the courtiers, especially Claudius, off guard. 9. All this while Hamlet demonstrates circumspection, control and discretion. 10. Hamlet does not show himself as a failure. 11. Candidates may compare him to the rashness with which Laertes sought instant revenge. 12. The Ghost re-appears to him to remind him, should his determination to take revenge have been dulled. 13. Hamlet does not lose sight of his ultimate goal - to seek revenge. 14. All the while he is ascertaining whether the King is, in fact, his father's murderer, his determination to take revenge is actually gaining momentum. Candidates may take another view - disagreeing with the statement. 1. Hamlet is aware of his mother's hasty marriage to the King. 2. He is uneasy in the presence of the King whose attitude towards him was saccharine and patronising. 3. The King's uneasiness in his presence is overt. 4. The Ghost appears and confirms the King's guilt. 5. He has the opportunity to kill the King while he is at prayer, but does not take it. 6. His mother's remarriage and the presence of the King are a constant reminder that he is doing the correct thing, which is to take revenge on the King. 157

7. Hamlet is aware that he is delaying - he sees the actions of Fortinbras and Laertes whose father had been wronged. 8. It can be argued that Hamlet's delay is not a matter of conscience but a matter of a failure of his determination. OR 7.2 Many critics maintain that Claudius is the real villain and Hamlet is actually the real victim. Evaluate this statement critically in a well-developed essay of 400 – 450 words. (25) [25] In assessing the essay, pay attention to the following points: 1. Interpretation of the rubric. 2. Relevance of content. 3. Pointed reference to the text to substantiate an argument. 4. Focusing on the rubric in the course of the essay. 5. The degree to which candidates use the plot to respond to the question. 6: Systematic development of the argument. 7. Structural aspects of the essay such as paraqraphinq, coherence and linkage. Note that each essay must be judged on its own merits, taking into account the individual style of the candidate. Some points, amongst others, that candidates should consider in the course of their essays: 1. Claudius is responsible for the death of King Hamlet. 2. He seduces his brother's wife, Gertrude, and marries her. 3. He takes over the throne and in a way robs young Hamlet of the Kingship. 4. His relationship with the Queen is adulterous and incestuous. 5. His murder of the King and his marrying the Queen is the cause of Hamlet's melancholy. 6. Hamlet's accidental slaying of Polonius and his feigned madness frighten Claudius. 7. He plans and plots to get rid of Ham let. 8. In the process Rosencrantz and Guildenstern are eliminated. 9. Laertes returns to avenge his father's death. 10. Ophelia loses her wits at the death of her father. 11. He turns Laertes against Hamlet. 12. He finally devises a plan to kill Hamlet - poisons the wine set for the duel which the Queen drinks and dies. 13. Hamlet bore the brunt of Claudius's deeds. 14. He became the real victim. 15. Candidates can also argue that Hamlet was the real villain - he brought about the deaths of Polonius, Laertes, Rosencrantz and Guildenstern and the madness of Ophelia. 16. Candidates can argue that Gertrude, Polonius, Ophelia, Laertes, Rosencrantz and Guildenstern were the real victims - Credit them according to the presentation of their arguments. Section C Total: 25 GRAND TOTAL: 80 158

ENGLISH HOME LANGUAGE GRADE 12 PAPER 2 LITERATURE TASK 10 Marks: 80 Time: 2½ hours No. of pages: 14 159

INSTRUCTIONS TO CANDIDATES 9. The question paper consists of THREE sections. SECTION A: Poetry SECTION B: Novel SECTION C: Drama 10. Follow the instructions at the beginning of each section carefully. 11. Answer FIVE QUESTIONS in all: - 3 in Section A : 2 prescribed poems and 1 unseen poem - 1 contextual in Section B - 1 essay in Section C 12. Carefully follow the instructions for each question. 13. Number your answers exactly as the questions have been numbered in the question paper. 14. Start each section on a new page. 15. Write neatly and legibly 16. Suggested time management: SECTION A: approximately 40 minutes SECTION B: approximately 55 minutes SECTION C: approximately 55 minutes 160

INSTRUCTIONS AND INFORMATION SECTION A: POETRY Prescribed Poetry: Answer ANY TWO questions. QUESTION NO. QUESTION PAGE NO. 1. Remember Essay question 4 2. An African Thunderstorm Contextual question 5 3. A Hard Frost Contextual question 6 4. Garden of Love Contextual question 7 AND Unseen Poetry: COMPULSORY question. 5. Contextual question 8 SECTION B : NOVEL Answer ONE question. 6.1 The Picture of Dorian Gray Essay question 9 6.2 The Picture of Dorian Gray Essay question 9 7. The Picture of Dorian Gray Contextual question 10 – 11 SECTION C: DRAMA Answer ONE question. 8.1 Hamlet Essay question 12 8.2 Hamlet Essay question 12 9. Hamlet Contextual question 13 - 14 NOTE: In SECTIONS B and C, answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION. If you answer an essay question from SECTION B, you must answer a contextual question from SECTION C. If you answer a contextual question from SECTION B, you must answer an essay question from SECTION C. CHECKLIST Use this checklist to ensure that you have answered the correct number of questions. SECTION QUESTION NO. OF QUESTIONS TICK NUMBERS ANSWERED A. Poetry (Prescribed Poetry) 1–4 2 A. Poetry (Unseen Poem) 5 1 B. Novel (Essay or Contextual) 6 1 C. Drama (Essay or Contextual) 7 1 NOTE: In SECTIONS B and C, ensure that you have answered ONE ESSAY question and ONE CONTEXTUAL question. 161

SECTION A: POETRY QUESTION 1: PRESCRIBED POETRY Answer ANY TWO of the following questions (1 – 4). QUESTION 1 – Essay Question REMEMBER Remember me when I am gone away, Gone far away into the silent land; When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day 5 You tell me of our future that you plann'd: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve: 10 For if the darkness and corruption leave A vestige of the thoughts that once I had, Better by far you should forget and smile Than that you should remember and be sad. Christina Rossetti 1.1 In an essay of 250 – 300 words discuss the progression of the speaker’s feelings throughout the development of the poem ‘Remember’ by Christina Rossetti. In your essay refer to diction, structure and tone. [10] 162

QUESTION 2 – Poetry Contextual Question AN AFRICAN THUNDERSTORM From the west Clouds come hurrying with the wind Turning sharply Here and there Like a plague of locusts 5 Whirling, Tossing up things on its tail Like a madman chasing nothing. Pregnant clouds Ride stately on its back, 10 Gathering to perch on hills Like sinister dark wings; The wind whistles by And trees bend to let it pass. In the village 15 Screams of delighted children, Toss and turn In the din of the whirling wind, Women, Babies clinging on their backs 20 Dart about In and out Madly; The wind whistles by Whilst trees bend to let it pass. 25 Clothes wave like tattered flags Flying off To expose dangling breasts As jagged blinding flashes Rumble, tremble and crack 30 Amidst the smell of fired smoke And the pelting march of the storm. David Rubadiri 2.1 Comment critically on the poet’s use of language to describe the thunderstorm. (3) 2.2 Discuss the effectiveness of the figure of speech in line 5. (3) 2.3 Account for the poet’s use of ‘pregnant’ in line 10. (2) 2.4 What is the mood of the poem? Give a reason for your answer. (2) [10] 163

QUESTION 3 – Poetry Contextual Question A HARD FROST A frost came in the night and stole my world And left this changeling for it - a precocious Image of spring, too brilliant to be true: White lilac on the window-pane, each grass-blade Furred like a catkin, maydrift loading the hedge. 5 The elms behind the house are elms no longer But blossomers in crystal, stems of the mist That hangs yet in the valley below, amorphous As the blind tissue whence creation formed. The sun looks out and the fields blaze with diamonds 10 Mockery spring, to lend this bridal gear For a few hours to a raw country maid, Then leave her all disconsolate with old fairings Of aconite and snowdrop! No, not here Amid this flounce and filigree of death 15 Is the real transformation scene in progress, But deep below where frost Worrying the stiff clods unclenches their Grip on the seed and lets the future breathe. 20 Cecil Day-Lewis 3.1 Explain fully what the speaker means by the ‘real transformation’ in line 16. (3) 3.2 Identify an example of personification in stanza 1 and explain its effectiveness. (3) 3.3 Account for the poet’s use of ‘precocious’ in relation to the poem. (2) 3.4 What is the tone of the poem? Justify your answer. (2) [10] 164

QUESTION 4 – Poetry Contextual Question THE GARDEN OF LOVE I went to the Garden of Love, And saw what I never had seen: A Chapel was built in the midst, Where I used to play on the green. And the gates of this Chapel were shut, 5 And Thou shalt not. writ over the door; So I turn'd to the Garden of Love, That so many sweet flowers bore. And I saw it was filled with graves, And tomb-stones where flowers should be: 10 And Priests in black gowns, were walking their rounds, And binding with briars, my joys & desires. William Blake 4.1 Why are ‘Garden’, ‘Love’, ‘Chapel’ and ‘Priests’ capitalized? (1) 4.2 Critically comment on Blake’s use of contrast to enhance his message. (3) 4.3 What is the speaker’s attitude towards religion and how is this expressed in the poem? (3) 4.4 What is the effect of Blake’s use of poetic devices in the final line? (3) [10] 165

QUESTION 5: UNSEEN POEM – COMPULSORY QUESTION Answer Question 5 on a NEW page. Read the following poem carefully and answer the contextual questions that follow. I WRITE TO RE-DISCOVER LOST TERRITORY IN ME I write to re-discover lost territory in me To uncover the power Flowing Stirring Boiling 5 Beneath my shell I write for my well-being I write to cleanse my inner space To quiet the traffic in my head I write so I can actually sleep when I fall into bed 10 I write to remember the reasons I am here To see the lessons In the choices I’ve made I write to offer the best of myself My truth 15 My creativity The music in me I write to express my love My meaning To navigate into the unknown 20 I write to be honest with myself And with you Which if I say out loud I am sometimes unable to do I write in answer to a longing 25 That lives with me each day A yearning for balance For equilibrium For re-union I write to feel my way along the path 30 I write to free the language of my heart Malike Ndhlovu 5.1 Discuss the effectiveness of the imagery in line 9. (3) 5.2 Comment on the structure of the poem in relation to its central theme. (3) 5.3 Discuss the suitability of the title of the poem. Substantiate your answer. (2) 5.4 What motivates you to write? (2) [10] SECTION A TOTAL: 30 166

SECTION B : NOVEL - A Portrait of Dorian Gray by Oscar Wilde Answer EITHER the Essay Question 6.1 OR 6.2 OR the Contextual Question (Question 7) in this section. QUESTION 6 – ESSAY QUESTION ANSWER EITHER 6.1 OR 6.2 6.1 Consider in what ways Oscar Wilde set out to expose the hypocrisy of the time in which he lived in ‘The Picture of Dorian Gray’. OR 6.2 ‘Dorian Gray’s attempt to become a living work of art is doomed to failure’. In the light of this comment, discuss Wilde’s presentation of life and art in the novel. [25] 167

QUESTION 7: Contextual questions Read the extracts below and answer the questions that follow. Extract 1: Chapter 7 – 97/101 Dorian Gray grew pale as he watched her. He was puzzled and anxious. Neither of his friends dared to say anything to him. She seemed to them to be absolutely incompetent. They were horribly disappointed. When the second act was over, there came a storm of hisses, and Lord Henry got up from his chair and put on his coat. “She is quite beautiful, Dorian,” he said, “but she can’t act. Let us go.” “I am going to see the play through,” answered the lad, in a hard bitter voice. “I am awfully sorry that I have made you waste an evening, Harry. I apologize to you both.” “My dear Dorian, I should think Miss Vane was ill,” interrupted Hallward. “We will come some other night.” “I wish she were ill,” he rejoined. “But she seems to me to be simply callous and cold. She has entirely altered. Last night she was a great artist. This evening she is merely a commonplace mediocre actress.” “Don’t talk like that about any one you love, Dorian. Love is a more wonderful thing than art.” “They are both simply forms of imitation,” remarked Lord Henry. * When he entered, she looked at him, and an expression of infinite joy came over her. “How badly I acted to-night, Dorian!” she cried. “Horribly!” he answered, gazing at her in amazement – “horribly!” The girl smiled, “Dorian.” She answered, lingering over his name with a long-drawn music in her voice, as though it were sweeter than honey to the red petals of her mouth - “Dorian, you should have understood. But you understand now, don’t you? “Understand what?” he asked, angrily. “Dorian, Dorian,” she cried, “before I knew you, acting was the one reality of my life. It was only in the theatre that I lived. I thought that it was all true. … You taught me what reality really is. To-night, for the first time in my life, I saw through the hollowness, the sham, the silliness of the empty pageant in which I had always played. …You had brought me something higher, something of which all art is but a reflection. You have made me understand what love really is. “My love! My love! Prince Charming! Prince of life! I have grown sick of the shadows. You are more to me than all art can ever be. 7.1 Briefly place the extract in context. (2) 7.2 What is the connection between Basil Hallward and Dorian Gray? (1) 7.3 With reference to the theme of Art and Life, discuss the characters of Lord Henry and Basil Hallward and their differing response to Sybil’s performance. Use quotations to justify your answer. (4) 7.4 What is ironic about Sybil naming Dorian ‘Prince Charming’? (2) 7.5 What does Sybil mean by ‘I have grown sick of the shadows.’? Answer in full. (3) 168

Extract 2: Chapter 7 - Page 105/6 …He threw himself into a chair and began to think. Suddenly there flashed across his mind what he had said in Basil Hallward’s studio the day the picture had been finished. Yes, he remembered it perfectly. He had uttered a mad wish that he himself might remain young, and the portrait grow old; that his own beauty might be untarnished, and the face on the canvas bear the burden of his passions and his sins; that the painted image might be seared with the lines of suffering and thought, and that he might keep all the delicate bloom and loveliness of his then just conscious boyhood. Surely his wish had not been fulfilled? Such things were impossible. It seemed monstrous even to think of them. And, yet, there was the picture before him, with the touch of cruelty in the mouth. Total 525 words 7.6. How does Dorian’s wish both trap and free him. Refer to the entire novel in your answer. (4) 7.7 Identify elements of Gothic fiction in the above extract and their impact on the reader. (3) 7.8 In what way does extract 2 convey Dorian’s inner conflict? (3) 7.9 In the Preface, Wilde states that “All art is useless. Discuss this epigram in relation to Dorian and the portrait. (3) [25] Section B Total: 25 169

SECTION C: DRAMA QUESTION 7: HAMLET by William Shakespeare Answer EITHER Question 7.1 OR Question 7.2 7.1 Hamlet claims that he is: “… but mad north-north-west: when the wind is southerly, I know not a hawk from a handsaw. (2.2.402-403) Critically discuss the validity of this statement in a carefully considered essay of 400 – 450 words. OR 7.2 “Hamlet sees Gertrude give way to Claudius, [and] Ophelia give way to Polonius…” David Leverenz In an well-developed essay of 400 – 450 critically examine the role of women in Shakespeare’s Hamlet. [25] 170

SECTION C: DRAMA QUESTION 8: HAMLET CONTEXTUAL Act 4, Scene 1 Denmark, A room in the castle. Enter King, Queen, Rosencrantz and Guildenstern KING (to the Queen) There’s matter in these sighs, these profound heaves, You must translate. ’Tis fit we understand them. Where is your son? QUEEN Bestow this place on us a little while. Rosencrantz and Guildenstern off Ah, mine own lord, what have I seen to-night! 5 KING What, Gertrude? How does Hamlet? QUEEN Mad as the sea and wind when both contend Which is the mightier. In his lawless fit, Behind the arras hearing something stir, Whips out his rapier, cries ‘A rat, a rat!’ 10 And in this brainish apprehension kills The unseen good old man. KING O heavy deed! It had been so with us had we been there. His liberty is full of threats to all, 15 To you yourself, to us, to every one. Alas, how shall this bloody deed be answered? It will be laid to us, whose providence Should have kept short, restrained, and out of haunt This mad young man. But so much was our love, 20 We would not understand what was most fit, But like the owner of a foul disease, To keep it from divulging, let it feed Even on the pith of life. Where is he gone? QUEEN To draw apart the body he hath killed, 25 O’er whom his very madness, like some ore Among a mineral of metals base, Shows itself pure. He weeps for what is done. KING O, Gertrude, come away! The sun no sooner shall the mountains touch, 30 But we will ship him hence, and this vile deed We must with all our majesty and skill Both countenance and excuse. Ho! Guildenstern! Rosencrantz and Guildenstern enter 171

Friends both, go join you with some further aid. Hamlet in madness hath Polonius slain, 35 And from his mother’s closet hath he dragged him. Go, seek him out, speak fair, and bring the body Into the chapel. I pray you, haste in this. Rosencrantz and Guildenstern off Come, Gertrude, we’ll call up our wisest friends, And let them know both what we mean to do 40 And what’s untimely done. (So haply slander) Whose whisper o’er the world’s diameter, As level as the cannon to his blank Transports his poisoned shot, may miss our name, And hit the woundless air. O, come away! 45 My soul is full of discord and dismay. Off 8.1 Gertrude is visibly upset. Suggest three valid reasons for her emotional state. (3) 8.2 ‘Tis fit we understand them.’ (line 2) With reference to line 2, do you think Claudius is genuinely concerned about Gertrude’s well-being? Justify your answer. (2) 8.3 The king refers to Hamlet as ‘your son’ (line 3). Why does he not refer to Hamlet by name? (2) 8.4 In response to Claudius’s ‘How does Hamlet’ (line 6), Gertrude says, ‘Mad as the sea and wind when both contend/Which is the mightier’ (lines 7 – 8). Explain why she provides this response. (4) 8.5 Why would ‘a rat’ (line 10) be an apt description of Polonius? (2) 8.6 Suggest an explanation for Gertrude’s calling Polonius an ‘unseen good old man’ (line 12). (2) 8.7 Quote in full the line in which Claudius shows that he realizes he is in mortal danger. (1) 8.8 What reason do you think Claudius has for saying, ‘His liberty is full of threats to all’ (line 15)? (1) 8.9 ‘But like the owner of a foul disease,/ To keep it from divulging' (lines 22 – 23). Explain the irony in Claudius’s words. (3) 8.10 Provide one word for the tone of Claudius’s 'O, Gertrude, come away!' (line 29). Justify your answer. (2) 8.11 Do you think Claudius’s soul is at this point indeed ‘full of discord and dismay’ (line 46)? (3) [25] Section C Total: 25 172

s ENGLISH HOME LANGUAGE GRADE 12 MEMO LITERATURE Marks: 80 Time: 2½ hours 173

SECTION A: POETRY QUESTION 1: PRESCRIBED POETRY Answer ANY TWO of the following questions (1 – 4). QUESTION 1 – Essay Question REMEMBER Remember me when I am gone away, Gone far away into the silent land; When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day 5 You tell me of our future that you plann'd: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve: 10 For if the darkness and corruption leave A vestige of the thoughts that once I had, Better by far you should forget and smile Than that you should remember and be sad. Christina Rossetti 1.2 In an essay of 250 – 300 words discuss the progression of the speaker’s feelings throughout the development of the poem ‘Remember’ by Christina Rossetti. In your essay refer to diction, structure and tone. Key Points: Poem begins with the speaker’s imperative verb: ‘Remember me”, she tells her beloved, when she has gone to a ‘silent land’ – a euphemism for death. She encourages him to remember her when he ‘can no more… hand’, or when he can no longer speak to her of the ‘future that he [you] planned’. Her feelings, conveyed through the repetition of ‘remember me’, are insistent and demanding throughout the octave of abba, abba. However, the beginning of the sestet signals a change in tone as line 9 begins, ‘Yet’. This volta, the break between the octave and sestet, precedes ‘If you should forget…’, suggests a shift in the speaker’s feelings, a shift towards 174

acceptance and moving on, as she tells her beloved that it is better he ‘should forget and smile’ that ‘remember and be sad’. Clearly, it can be seen that through Rossetti’s choice of diction, structure and tone, the speaker’s feelings have changed as the tone moves from mournful and sad at the beginning of the poem - as she remembers shared memories - to a sense of acceptance at the end. [ 1 0 ] 175

QUESTION 2 – Poetry Contextual Question AN AFRICAN THUNDERSTORM From the west Clouds come hurrying with the wind Turning sharply Here and there Like a plague of locusts 5 Whirling, Tossing up things on its tail Like a madman chasing nothing. Pregnant clouds Ride stately on its back, 10 Gathering to perch on hills Like sinister dark wings; The wind whistles by And trees bend to let it pass. In the village 15 Screams of delighted children, Toss and turn In the din of the whirling wind, Women, Babies clinging on their backs 20 Dart about In and out Madly; The wind whistles by Whilst trees bend to let it pass. 25 Clothes wave like tattered flags Flying off To expose dangling breasts As jagged blinding flashes Rumble, tremble and crack 30 Amidst the smell of fired smoke And the pelting march of the storm. David Rubadiri 2.1 Comment critically on the poet’s use of language to describe the thunderstorm. (3 )  Onomatopoeic words to hear the sound of thunder  The pace of the words replicate the strength of the wind  The number of words on each line form the shape of a spiralling wind 2.2 Discuss the effectiveness of the figure of speech in line 5. 176

(3) By comparing the storm to a ‘plague of locusts’ the poet effectively shows the destructive and overwhelming nature of the storm. A plague of locusts come in great numbers, unexpectedly and cause a lot of destruction. 2.3 Account for the poet’s use of ‘pregnant’ in line 10. (2) It suggests that the clouds are full and ready to give birth to something: rain 2.4 What is the mood of the poem? Give a reason for your answer. (2) The mood is one of tension and anticipation: the adults are worried and the children are excited by the wind. 177

QUESTION 3 – Poetry Contextual Question A HARD FROST A frost came in the night and stole my world And left this changeling for it - a precocious Image of spring, too brilliant to be true: White lilac on the window-pane, each grass-blade Furred like a catkin, maydrift loading the hedge. 5 The elms behind the house are elms no longer But blossomers in crystal, stems of the mist That hangs yet in the valley below, amorphous As the blind tissue whence creation formed. The sun looks out and the fields blaze with diamonds 10 Mockery spring, to lend this bridal gear For a few hours to a raw country maid, Then leave her all disconsolate with old fairings Of aconite and snowdrop! No, not here Amid this flounce and filigree of death 15 Is the real transformation scene in progress, But deep below where frost Worrying the stiff clods unclenches their Grip on the seed and lets the future breathe. 20 Cecil Day- Lewis 3.1 Explain fully what the speaker means by the ‘real transformation’ in line 16. (3)  The real transformation from death to life/winter to spring  Not the ‘changeling’ or the ‘precocious image of spring’ that ‘mocks[ery] spring’  The real transformation is happening ‘deep below’ where the seeds of spring are growing beneath the earth  P.E.E. 3.2 Identify an example of personification in stanza 1 and explain its effectiveness. (3) There are many examples to choose from but must be explained with reference to the poem’s meaning/s. P.E.E. 3.3 Account for the poet’s use of ‘precocious’ in relation to the poem. (2) Precocious refers to something/someone who develops early; in this case, the image of spring is too early as it is still winter. 178

3.4 What is the tone of the poem? Justify your answer. (2)  Accusatory: A frost came… my world.  Critical: Mockery spring.  Disapproving: … flounce and filigree of death.  Hopeful: …lets our future breath. [ 1 0 ] 179

QUESTION 4 – Poetry Contextual Question THE GARDEN OF LOVE I went to the Garden of Love, And saw what I never had seen: A Chapel was built in the midst, Where I used to play on the green. And the gates of this Chapel were shut, 5 And Thou shalt not. writ over the door; So I turn'd to the Garden of Love, That so many sweet flowers bore. And I saw it was filled with graves, And tomb-stones where flowers should be: 10 And Priests in black gowns, were walking their rounds, And binding with briars, my joys & desires. William Blake 4.1 Why are ‘Garden’, ‘Love’, ‘Chapel’ and ‘Priests’ capitalized? (1) To show their importance and power. 4.2 Critically comment on Blake’s use of contrast to enhance his message. (3) Blake uses contrast effectively to show the gap between religion and spirituality. He compares the natural Garden with the man build Chapel; he compares the natural living flowers with the man-made stones for the dead. Accept any other implied or explicit comparisons. 4.3 What is the speaker’s attitude towards religion and how is this expressed in the poem? (3) The speaker is critical of religion, its controlling power and restrictions on the natural joys and beauty in life. This is shown by the ‘Thou shalt not’ above the chapel door showing that religion controls by creating rules for people to follow. It’s also shown by the closed door which restricts and controls who can enter the church, and when they can enter. 4.4 What is the effect of Blake’s use of poetic devices in the final line? (3) Blake’s use of alliteration in ‘binding’ and ‘briars’ makes a connection between the two words which is effective as it relates to the theme of restriction and control. The internal rhyme of ‘briars’ and ‘desires’ likewise connects the two words and relates to the theme of one’s natural desires being restricted (by religion). 180

Accept any cogent answer that shows understanding. [10] 181

QUESTION 5: UNSEEN POEM – COMPULSORY QUESTION I WRITE TO RE-DISCOVER LOST TERRITORY IN ME I write to re-discover lost territory in me To uncover the power Flowing Stirring Boiling 5 Beneath my shell I write for my well-being I write to cleanse my inner space To quiet the traffic in my head I write so I can actually sleep when I fall into bed 10 I write to remember the reasons I am here To see the lessons In the choices I’ve made I write to offer the best of myself My truth 15 My creativity The music in me I write to express my love My meaning To navigate into the unknown 20 I write to be honest with myself And with you Which if I say out loud I am sometimes unable to do I write in answer to a longing 25 That lives with me each day A yearning for balance For equilibrium For re-union I write to feel my way along the path 30 I write to free the language of my heart Malike Ndhlovu 5.1 Discuss the effectiveness of the imagery in line 9. (3) Effective metaphor that compares the busy thoughts in her head to traffic which conveys a sense of constant movement like an unbroken line of cars travelling at speed. Writing quietens this business in her head and allows her to organize her thoughts. 5.2 Comment on the structure of the poem in relation to its central theme. (3) Poem is written in free verse and reflects the free flow of creative thinking; 182

5.3 Discuss the suitability of the title of the poem. Substantiate your answer. (2) Metaphor She may mean that her writing leads her to thoughts and ideas that she has never had before, and so takes her into the ‘unknown’. 5.4. What motivates you to write? (2) Open answer. But should be relevant and logical. [10] SECTION A TOTAL: 30 183

SECTION B : NOVEL - A Portrait of Dorian Gray by Oscar Wilde Answer EITHER the Essay Question 6.1 OR 6.2 OR the Contextual Question (Question 7) in this section. QUESTION 6 – ESSAY QUESTION 6.1 Consider in what ways Oscar Wilde set out to expose the hypocrisy of the time in which he lived in ‘The Picture of Dorian Gray’.  Social and historical context  Victorian England/didactic/moralizing  Strict moral social conventions  Reputation and respectability paramount from upper classes downwards  Morality, amorality, and immorality  Everything had a moral purpose – even art  Wilde saw the hypocrisy in upper classes  Conveyed through flat characters  Opium dens/affairs/debauchery/hedonism  Conveyed through creation of Dorian Gray, the aesthete  Theme of art and life  Juxtaposition of Basil Hallward and Lord Henry Wootton  Theme of appearance and reality  Dorian Gray and the picture OR 6.2 ‘Dorian Gray’s attempt to become a living work of art is doomed to failure’. In the light of this comment, discuss Wilde’s presentation of life and art in the novel. [25]  The novel opens with a theory of the purpose of art, which Wilde reasons out until he reaches that “all art is quite useless”.  It presents art in many forms and the danger of it when it is taken too literally or believed too deeply.  The painting is made to serve a moral purpose, being transformed from an object of beauty into a vile record of guilt.  Once Basil has attributed to the painting the power of capturing the spirit of Dorian Gray, and once Dorian has attributed to it the power to host and represent his own soul, the painting has a dangerous life of its own. 184

 The picture of Dorian serves as a metaphor for the state of his soul, or his conscience.  This haunts him until eventually he cannot bear to look at. This separation of body and soul is doomed to failure.  Lord Henry encourages Dorian to treat his own life as if it were a work of art. He must experience it fully, as one would a piece of art, but at the same time remain detached from it, in the way that one might appreciate a great painting or a play.  The danger of seeing life only through the lens of art is that one must stay at a distance or risk ruining the illusion, just like a mirage.  This involves a paradox: he must be at once involved and uninvolved, fully participating, not drawing back from anything, but always remaining a spectator. An untenable position that is doomed to failure.  This is Dorian’s trouble, and Basil’s trouble, and through these examples we learn that the closer one comes to art, the closer one comes to some kind of death or destruction.  Dorian’s world in society and in his own home is full of art - pictures and images through which we see life frozen or from a distance.  Whether portraits, tapestries, or scenes, these images build up in the novel until Dorian’s climactic act of stabbing his own painting.  The novel presents a contrast between art and life. Art possesses beauty and form; it is contrasted with the ugliness and shapelessness of real life.  Life and art is also presented by Wilde through Dorian’s romance with the actress Sybil Vane.  She portrays various romantic characters at each performance in the theatre that Dorian visits. To see the girl die on stage and then find her backstage alive and beautiful is a supernatural kind of existence that is also doomed.  Her value to him is that she enables him to live out Henry's creed. When she ceases to show an interest in art, Dorian ceases to be interested in her.  The painting is made to serve a moral purpose, being transformed from an object of beauty into a vile record of guilt. This tainting of the picture perhaps constitutes, for the aesthete, Dorian’s greatest crime – namely the destruction of a beautiful artwork.  It is the ever-present pressure of art—of being a piece of living art himself, and of seeing real life mirrored in the portrait—that destroys Dorian. 185

OR QUESTION 7: Contextual questions Dorian Gray grew pale as he watched her. He was puzzled and anxious. Neither of his friends dared to say anything to him. She seemed to them to be absolutely incompetent. They were horribly disappointed. When the second act was over, there came a storm of hisses, and Lord Henry got up from his chair and put on his coat. “She is quite beautiful, Dorian,” he said, “but she can’t act. Let us go.” “I am going to see the play through,” answered the lad, in a hard bitter voice. “I am awfully sorry that I have made you waste an evening, Harry. I apologize to you both.” “My dear Dorian, I should think Miss Vane was ill,” interrupted Hallward. “We will come some other night.” “I wish she were ill,” he rejoined. “But she seems to me to be simply callous and cold. She has entirely altered. Last night she was a great artist. This evening she is merely a commonplace mediocre actress.” “Don’t talk like that about any one you love, Dorian. Love is a more wonderful thing than art.” “They are both simply forms of imitation,” remarked Lord Henry. * When he entered, she looked at him, and an expression of infinite joy came over her. “How badly I acted to-night, Dorian!” she cried. “Horribly!” he answered, gazing at her in amazement – “horribly!” The girl smiled, “Dorian.” She answered, lingering over his name with a long-drawn music in her voice, as though it were sweeter than honey to the red petals of her mouth - “Dorian, you should have understood. But you understand now, don’t you? “Understand what?” he asked, angrily. “Dorian, Dorian,” she cried, “before I knew you, acting was the one reality of my life. It was only in the theatre that I lived. I thought that it was all true. … You taught me what reality really is. To-night, for the first time in my life, I saw through the hollowness, the sham, the silliness of the empty pageant in which I had always played. …You had brought me something higher, something of which all art is but a reflection. You have made me understand what love really is. “My love! My love! Prince Charming! Prince of life! I have grown sick of the shadows. You are more to me than all art can ever be. 7.1 Briefly place the extract in context. (2) Dorian takes Lord Henry Wootton and Basil Hallward to the theatre to watch Sybil Vane perform. 7.2 What is the connection between Basil Hallward and Dorian Gray? (1) Basil painted Dorian’s portrait. 7.3. With reference to the theme of Art and Life, discuss the characters of Lord Henry and Basil Hallward and their differing response to Sybil’s performance. Use quotations to justify your answer. (4) 186

Basil serves as a foil to Lord Henry’s pernicious influence on Dorian and his cynical attitude to Art and Life. As an aesthete, LH’s main interests in life are beauty and art so whilst he recognizes Sybil’s beauty, he is heartless in his criticism of her performance/art, saying bluntly, ‘… she can’t act.’, and insists on leaving the theatre. BH, however, is an artist who values beauty and love, (both of which are personified for him in Dorian) as intrinsic to living/life. His response to Dorian’s outburst against Sybil is that ‘Love is a more wonderful thing than art.’, which suggests that aesthetic judgements are not enough. 7.4 What is ironic about Sybil naming Dorian ‘Prince Charming’? (2) Answer must show connotations attached to the title, none of which are applicable to Dorian. Ironically, what he appears to be and what he is in reality are diametrically opposed. 7.5 What does Sybil mean by ‘I have grown sick of the shadows.’? Answer in full. (3) She means she has not been living an authentic life; she has been acting her life and love, - like a life lived in the shadows not in the light - now she will experience real love because she has fallen in love with Dorian. …He threw himself into a chair and began to think. Suddenly there flashed across his mind what he had said in Basil Hallward’s studio the day the picture had been finished. Yes, he remembered it perfectly. He had uttered a mad wish that he himself might remain young, and the portrait grow old; that his own beauty might be untarnished, and the face on the canvas bear the burden of his passions and his sins; that the painted image might be seared with the lines of suffering and thought, and that he might keep all the delicate bloom and loveliness of his then just conscious boyhood. Surely his wish had not been fulfilled? Such things were impossible. It seemed monstrous even to think of them. And, yet, there was the picture before him, with the touch of cruelty in the mouth. Total 525 words 7.6 How does Dorian’s wish both trap and free him. Refer to the entire novel in your answer. (4) The painting freed Dorian to live a life of debauchery and hedonism without considering the effect on his conscience or soul. However, the price of remaining beautiful forever whilst the picture absorbed and reflected his moral disintegration was high. Ironically the freedom allowed him to follow a self- destructive path which eventually destroyed him. 187

7.7 Identify elements of Gothic fiction in the above extract and their impact on the reader. (3) The reference to ‘mad’, ‘monstrous’ and ‘cruelty’ typify diction used to express the Gothic elements of darkness, or malevolence; the wish that ‘he himself might remain young’ is an example of the supernatural – another typical Gothic feature. These add to the grotesque and unnatural aspects of the narrative/passage to which reader may respond either with a sense of fear, awe, or revulsion. Accept any answer which shows understanding of features of language on reader’s emotions. 7.8 In what way does extract 2 convey Dorian’s inner conflict? (3) Dorian’s inner conflict is reflected when he ‘… began to think.’ His cruel words directed at Sybil have made him question his behaviour. Remembering his wish, he begins to realise that he ‘might remain young’ whilst the ‘portrait [will] grow old’. He doubts this is possible, even ‘monstrous’ which suggests he believes that it would be wrong, but the picture’s ‘cruel mouth’ reveals the truth and the reality of his alter-ego. 7.9 In the Preface, Wilde states that “All art is useless. Discuss this epigram in relation to Dorian and the portrait. (3) Open answer: E.g. The novel is a moral story about the dangers of unfettered freedom from one’s conscience; hedonism/debauchery, etc. The protagonist, Dorian Gray, is unhappy and loses his life. P.E.E. The novel is immoral as it centres on immoral behaviour. It is about homoeroticism and hedonism; its gothic elements convey a sense of supernatural activity, as well as a protagonist who participates in blackmail, murder, and debauchery. – P.E.E. [25] Section B Total: 25 188

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SECTION C: DRAMA QUESTION 7: HAMLET by William Shakespeare 7.1 Hamlet claims that he is: “… but mad north-north-west: when the wind is southerly, I know not a hawk from a handsaw. (2.2.402-403) Critically discuss the validity of this statement in a carefully considered essay of 400 – 450 words.  Hamlet is perceived to be mad by Polonius, R & G, and the King and Queen. The first character to comment on Hamlet's odd behaviour is Polonius.  Polonius tells the King (Claudius) and Queen that their "noble son is mad." Give Polonius’s reasons: anguish over his father’s death and Hamlet’s relationship ship Ophelia: "And he, repelled, fell into a sadness, then into a fast, thence to a watch, thence into weakness, thence to (a) lightness, and, by this declension, into the madness wherein now he raves, and all we mourn for."  In conversations with Hamlet, Polonius notes that Hamlet makes replies with "a happiness that often madness hits on, which reason and (sanity) could not so prosperously be delivered of." Polonius concludes that Hamlet is insane with love.  Ophelia also believes that Hamlet is going mad. Many examples. He tells her he loves her, but later calls her a whore. He is irrational and illogical. In a letter to Ophelia, he tells her, "doubt thou the stars are fire, doubt that the sun doth move, doubt truth to be a liar, but never doubt I love."  Yet, he treats her coldly at their next meeting, telling her "I did love you once...I love you not...if thou dost marry, I'll give thee this plague for thy dowry: be thou as chaste as ice, as pure as snow, thou salt not escape calumny. Get thee to a nunnery (brothel), farewell."  Hamlet's changed behaviour is the major reason why the people around Hamlet fear he is losing his sanity. They speculate that Hamlet's loss of his father and his love for Ophelia has pushed him over the edge.  Claudius and the Queen are sure that Hamlet is insane.  They ask Rosencrantz and Guildenstern to talk with Hamlet to ascertain the cause of his insanity.  Rosencrantz and Guildenstern talk with Hamlet, but "with a crafty madness [Hamlet] keeps aloof," and they are unable to find the cause for his odd behaviour.  Gertrude believes her son is mad when he kills Polonius and begins talking to a ghost. She describes Hamlet as being "mad as the sea and wind when both contend which is mightier."  However… Hamlet plays mental games with those he does not like, such as Polonius and later, R & G.  Hamlet’s ability to reason and use logic are quite sound throughout the play. Hamlet acts out of grief and passion, but always with reason as the foundation of his actions. Lots of examples. 190

 Hamlet employs a company of actors to re-enact his father's death for the royal assembly. By watching the reaction of Claudius, Hamlet reasons that he will be able to conclusively determine his uncle's part in the murder. He enlists the help of Horatio so ensure that his judgements are correct.  Hamlet does not want to condemn Claudius without a second opinion. All these plans and safeguards which Hamlet so craftily puts into place are clear evidence of an individual whose mental facilities are in good order.  If Hamlet was "utterly senseless, and irrational" he would have simply killed Claudius without a second thought. He would not have bothered making sure that the ghost was telling the truth.  Hamlet comes upon Claudius at prayer, sees his chance to avenge his father, but in an act of clear logic, he stops to think about his actions. "Now might I do it (pat,) now he is a-praying, and now Ill do it". [He draws his sword] And so he goes to heaven, and so am I (revenged). That would be scanned: A villain kills my father, and for that, I, his sole son, do this same villain send to heaven. Why, this is (hire) and (salary,) not revenge."  Hamlet plainly sees that the only way to send Claudius to "hell" is to catch him in the act of sin. This would not be the conclusion and action of an irrational man.  But… how could a rational person treat Ophelia as Hamlet does? One minute he says he loves her, and will love her forever, while the next minute he tells her she is a whore, and he loves her not.  Unlike Ophelia in her state of madness, Hamlet speaks in regular sentences, and is able to converse normally with those around him. With careful planning, Hamlet searches for evidence to determine the truth about his father's murder. He plans revenge in a reasonable and rational manner. OR 7.2 “Hamlet sees Gertrude give way to Claudius, [and] Ophelia give way to Polonius…” David Leverenz In an well-developed essay of 400 – 450 critically examine the role of women in Shakespeare’s Hamlet. [25] The women of William Shakespeare's "Hamlet", Gertrude and Ophelia, appear to be pawns of men: Claudius and Polonius.  A closer inspection reveals that the true roles these female characters took on had purpose; these women were not as passive as they seem at first glance. 191

 Gertrude is conflicted by the roles different men wish her to play. She feels somewhat guilty about her son's disappointment in her. Claudius also has expectations of her, including his wish that she disregard Hamlet and remain loyal only to him.  There is no evidence that she knows of the murder Claudius has committed.  Gertrude is also influenced by Hamlet's response to learning she has married her brother-in-law after he has murdered her husband. Hamlet shows anger and disillusionment toward her, believing that she should remain loyal to the memory of his father the king.  Is Gertrude fickle and weak? In Act II, scene IV, she shows concern for Hamlet's welfare and makes plans to speak with him in her chamber, or he she merely following Claudius’ instructions?  When Hamlet accuses her of incestuous lust, she does not make excuses for herself; she openly admits her shortcoming.  When Claudius pours the poisoned wine, Gertrude reaches for the goblet. Claudius warns her not to drink, but she disobeys him with ‘I will, my lord, I pray you pardon me.’  Perhaps she is aware of the poison and her final act is one of loyalty to her son, or she may be unaware of Claudius’ intention to kill Hamlet.  Hamlet’s concern for his mother, ‘How is the queen?, is disregarded by Claudius when he lies and says, ‘She swoons to see them bleed.’ ***  Ophelia is presented as a gentle, loyal, obedient young woman who is meant to be the love of Hamlet's life.  Ophelia is an example of a perfect daughter who obeys her father without argument. Even when she is asked to reject Hamlet whom she believes is the love of her life, she responds subserviently.  Ophelia tells her father that Hamlet appears to her to be acting like a crazy man.  She meets with Hamlet to deceive him.  Polonius also uses his daughter for his own reasons - to spy on Hamlet.  She is overcome when Hamlet tells her, "Get thee to a nunnery: why wouldst thou be a breeder of sinners?"  Ophelia's perfection also becomes her downfall, unfortunately she has no "voice" nor does she seem to have any obvious heroine qualities.  However, Ophelia's life and death have a profound influence on some of the most important characters in the play, including Hamlet.  Her own madness has importance in the play. It gives Ophelia the freedom to do and say what she could not before. 192

 Ophelia is not as passive a character as originally thought. She is obviously a tool for Shakespeare, but also for Hamlet and Polonius, as the plot thickens around her.  After Ophelia's death Hamlet is reminded of his deep feelings for her, which had been hidden due to his obsession with vengeance and his lack of trust in women.  Ophelia's death also deepens Laertes' need for vengeance. He already has much reason to kill Hamlet, since Hamlet had murdered his father and driven his sister mad, but Ophelia's suicide drives and justifies his revenge.  Ophelia is the common factor that brings together Hamlet and Laertes.  Both Gertrude and Ophelia are passive characters who motivate and affect the men in the play to further advance the play's central action. Although pawns of men, both women contribute to the tragic events of the play. QUESTION 8: HAMLET CONTEXTUAL Act 4, Scene 1 Denmark, A room in the castle. Enter King, Queen, Rosencrantz and Guildenstern KING (to the Queen) There’s matter in these sighs, these profound heaves, You must translate. ’Tis fit we understand them. Where is your son? QUEEN Bestow this place on us a little while. Rosencrantz and Guildenstern off Ah, mine own lord, what have I seen to-night! 5 KING What, Gertrude? How does Hamlet? QUEEN Mad as the sea and wind when both contend Which is the mightier. In his lawless fit, Behind the arras hearing something stir, Whips out his rapier, cries ‘A rat, a rat!’ 10 And in this brainish apprehension kills The unseen good old man. KING O heavy deed! It had been so with us had we been there. His liberty is full of threats to all, 15 To you yourself, to us, to every one. 193

Alas, how shall this bloody deed be answered? It will be laid to us, whose providence Should have kept short, restrained, and out of haunt This mad young man. But so much was our love, 20 We would not understand what was most fit, But like the owner of a foul disease, To keep it from divulging, let it feed Even on the pith of life. Where is he gone? QUEEN To draw apart the body he hath killed, 25 O’er whom his very madness, like some ore Among a mineral of metals base, Shows itself pure. He weeps for what is done. KING O, Gertrude, come away! The sun no sooner shall the mountains touch, 30 But we will ship him hence, and this vile deed We must with all our majesty and skill Both countenance and excuse. Ho! Guildenstern! Rosencrantz and Guildenstern enter Friends both, go join you with some further aid. Hamlet in madness hath Polonius slain, 35 And from his mother’s closet hath he dragged him. Go, seek him out, speak fair, and bring the body Into the chapel. I pray you, haste in this. Rosencrantz and Guildenstern off Come, Gertrude, we’ll call up our wisest friends, And let them know both what we mean to do 40 And what’s untimely done. (So haply slander) Whose whisper o’er the world’s diameter, As level as the cannon to his blank Transports his poisoned shot, may miss our name, And hit the woundless air. O, come away! 45 My soul is full of discord and dismay. Off 8.1 Gertrude is visibly upset. Suggest three valid reasons for her emotional state. (3) She now believes Hamlet and is aware of the wrong she committed; she is concerned for his safety; she distrusts Claudius; she is upset over the death of Polonius. 8.2 ‘Tis fit we understand them.’ (line 2) With reference to line 2, do you think Claudius is genuinely concerned about Gertrude’s well-being? Justify your answer. 194

(2) Probably not: he is suspicious about the relationship between Hamlet and his mother; he also feels vulnerable and wants to know everything this is happening at court. 8.3 The king refers to Hamlet as ‘your son’ (line 3). Why does he not refer to Hamlet by name? (2) By doing so he reveals how distant he is from Hamlet. His pretence of being a father to Hamlet is revealed by these words. Hamlet is connected to Gertrude, not him. Any responsibility lies with her. 8.4 In response to Claudius’s ‘How does Hamlet’ (line 6), Gertrude says, ‘Mad as the sea and wind when both contend/Which is the mightier’ (lines 7 – 8). Explain why she provides this response. (4) Gertrude is protecting her son. She is attributing the murder of Polonius by Hamlet to his madness to mitigate the crime he has committed. In doing so she is defending her son whom she now knows is not mad but mere ‘mad in craft’ – pretending to be so. 8.5 Why would ‘a rat’ (line 10) be an apt description of Polonius? (2) He is cautious, hides in the shadows, conceals his movements – like a rat. 8.6 Suggest an explanation for Gertrude’s calling Polonius an ‘unseen good old man’ (line 12). (2) She is telling Claudius that the old man (Polonius) was hiding (unseen) when Hamlet killed him. Also that he remains ‘hidden’ because no–one but Hamlet knows where he is. 8.7 Quote in full the line in which Claudius shows that he realizes he is in mortal danger. (1) “It had been so with us had we been there.” 8.8 What reason do you think Claudius has for saying, ‘His liberty is full of threats to all’ (line 15)? (1) 195

Claudius is aware that Hamlet is a threat to him and his kingship as long as he is not under Claudius’ control. 8.9 ‘But like the owner of a foul disease,/ To keep it from divulging' (lines 22 – 23). Explain the irony in Claudius’s words. (3) The ‘disease’ in Denmark is because of Claudius’s lies, deceit and corruption: ‘there is something rotten in the state of Denmark’. However, Claudius likens Hamlet to a ‘foul disease’, whilst, ironically, he is trying to uncover the truth [of his father’s death]. 196

8.10 Provide one word for the tone of Claudius’s 'O, Gertrude, come away!' (line 29). Justify your answer. (2) Decisive. He takes control of the situation and decides what must be done: Hamlet must be shipped quickly to England. 8.11 Do you think Claudius’s soul is at this point indeed ‘full of discord and dismay’ (line 46)? (3) He feels this way because he is concerned about his name and his image as king. Earlier he tells Gertrude that they will speak to their ‘wisest friends’ to try and limit the damage to his reputation, so ‘haply slander’ will ‘miss our name’. Open to interpretation… concerns [25] Section C Total: 25 197

SUBJECT: English GRADE: 12 PAPER: II TIME: 2½ Hours MARKS: 80 No. of pages: 11 (incl. cover) INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE sections: SECTION A: Poetry (30 marks) SECTION B: Novel (25 marks) SECTION C: Drama (25 marks) 2. Answer FIVE QUESTIONS in all: THREE in SECTION A, ONE in SECTION B and ONE in SECTION C as follows: SECTION A: POETRY PRESCRIBED POETRY – Answer TWO questions. UNSEEN POETRY – COMPULSORY question. SECTION B: NOVEL Answer ONE question. SECTION C: DRAMA Answer ONE question. 3. CHOICE OF ANSWERS FOR SECTIONS B (NOVEL) AND C (DRAMA): Answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION. If you answer the essay question in SECTION B, you must answer the contextual question in SECTION C. If you answer the contextual question in SECTION B, you must answer the essay question in SECTION C. 4. LENGTH OF ANSWERS: - The essay question on Poetry should be answered in about 250–300 words. - Essay questions on the Novel and Drama sections should be answered in 400–450 words. - The length of answers to contextual questions should be determined by the mark allocation. Candidates should aim for conciseness and relevance. 5. Follow the instructions at the beginning of each section carefully. SECTION A: POETRY 198

PRESCRIBED POETRY Answer any TWO of the following questions. QUESTION 1: POETRY – ESSAY QUESTION Read the poem below and then answer the question that follows. MOTHO Answer KE MOTHO any KA TWOBATHO following –questions. of the BABANG Jeremy Cronin (A person is a Person because of Other People) By holding my mirror out of the window I see 1 Clear to the end of the passage. There’s a person down there. A prisoner polishing a doorhandle. In the mirror I see him see 5 My face in the mirror, I see the fingertips of his free hand Bunch together, as if to make An object the size of a badge Which travels up to his forehead 10 The place of an imaginary cap. (This means: A warder.) Two fingers are extended in a vee And wiggle like two antennae. (He’s being watched.) 15 A finger of his free hand makes a watch-hand’s arc On the wrist of his polishing arm without Disrupting the slow-slow rhythm of his work. (Later. Maybe later we can speak.) Hey! Wat maak jy daar? 20 a voice from around the corner. No. Just polishing baas. He turns his back to me, now watch His free hand, the talkative one, Slips quietly behind 25 - Strength brother, it says, In my mirror, 1.1 In ‘Motho ke Motho Ka Batho Babang’, the speaker suggests, that even in inhumane A blackconnection circumstances, a human fist. offers comfort and strength. By close reference to diction, imagery and tone, critically discuss this statement. [10 199

Your response should take the form of a well-constructed essay of 250 – 300 words (about ONE page). QUESTION 2: CONTEXTUAL QUESTION Read the poem below and then answer the questions that follow. THE GARDEN OF LOVE – William Blake I went to the Garden of Love, 1 And saw what I never had seen: A Chapel was built in the midst, Where I used to play on the green. And the gates of this Chapel were shut, 5 And Thou shalt not writ over the door; So I turn’d to the Garden of Love, That so many sweet flowers bore, And I saw it was filled with graves, And tomb-stones where flowers should be: 10 And Priests in black gowns were walking their rounds, And binding with briars my joys & desires. 2.1 Refer to line 4: ‘Where I used to play on the green.’ Comment on the appropriateness of this image in the context of the poem. (3) 2.2 What do the words ‘Thou shalt not’ (line 6) suggest about the chapel? (2) 2.3 Explain the effect of the word, ‘turn’d’ (line 7) in the context of the poem. (2) 2.4 Blake condemns the restrictive nature of organised religion. Do you agree with this statement? Justify your response by referring to imagery and/or diction from stanza 3 (lines 9 – 12: ‘And I saw … joys & desires.’) (3) [10] 200

QUESTION 3: CONTEXTUAL QUESTION Read the poem below and then answer the questions that follow. A HARD FROST – Cecil Day Lewis A frost came in the night and stole my world And left this changeling for it – a precocious Image of spring, too brilliant to be true: White lilac on the windowpane, each grass-blade Furred like a catkin, maydrift loading the hedge. 5 The elms behind the house are elms no longer But blossomers in crystal, stems of the mist That hangs yet in the valley below, amorphous As the blind tissue whence creation formed. The sun looks out, and the fields blaze with diamonds. 10 Mockery spring, to lend this bridal gear For a few hours to a raw country maid, Then leave her all disconsolate with old fairings Of aconite and snowdrop! No, not here Amid this flounce and filigree of death 15 Is the real transformation scene in progress But deep below where frost Worrying the stiff clods unclenches their Grip on the seed and lets our future breathe. 3.1 What impression of the frosty scene is conveyed by the word ‘changeling’ (2) in line 2? 3.2 Refer to lines 8 - 9: ‘…amorphous/ As the blind tissue whence creation formed.’ (2) 3.3 Explain what the description conveys about nature. Refer to lines 11-14: ‘Mockery spring…aconite and snowdrop!’ (3) 201

3.4 Comment on the appropriateness of this image in the context of the poem. The poet expresses his mistrust of the beautiful appearance created by (3) the frost. [10] Do you agree with this statement? Justify your response by referring to imagery and/or diction. QUESTION 4: CONTEXTUAL QUESTION Read the poem below and then answer the questions that follow. FIRST DAY AFTER THE WAR – Mazisi Kunene We heard the songs of a wedding party. 1 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 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 travelling tall on the horizon. 4.1 Describe the setting of the poem. Quote to support your answer. (2) 4.2 Explain how a celebratory atmosphere is created in the poem. (2) 4.3 Identify and comment on the effectiveness of the image in ‘We saw a soft light / Coiling round the young blades of grass’ (lines 2 - 3). (3) 4.4 This poem is a reminder of the role the past plays in shaping our future. 202

Critically discuss how the poet conveys this message. (3) [10] UNSEEN POETRY (COMPULSORY) QUESTION 5: CONTEXTUAL QUESTION Read the poem below and then answer the questions that follow. BOY ON A SWING - Mbuyiseni Oswald Mtshali Slowly he moves to and fro, to and fro, then faster and faster he swishes up and down. His blue shirt 5 billows in the breeze like a tattered kite. The world whirls by: east becomes west, north turns south; 10 the four cardinal points meet in his head. Mother! Where did I come from? When will I wear long trousers? 15 Why was my father jailed? 5.1 Refer to lines 1 – 4: ‘Slowly he … and down.’ Explain how the poet uses diction and rhythm to convey the boy’s (3) movements. 203

5.2 (2) Comment on the effectiveness of the simile in lines 5 – 7. 5.3 Refer to stanza 2 (lines 8 – 12): ‘The world … his head.’ (3) With close reference to these lines, describe the boy’s state of mind. 5.4 (2) Discuss the appropriateness of the title, in light of the poet’s message. [10] TOTAL SECTION A: 30 SECTION B: NOVEL Answer EITHER QUESTION 6 (Essay Question) OR QUESTION 7 (Contextual Question). QUESTION 6: LIFE OF PI - ESSAY QUESTION It is the “better story” rather than the “dry, yeastless factuality” that, according to Pi Patel, leads to “moral exaltation”. Critically discuss the validity of this statement with reference to Life of Pi. [25] OR QUESTION 7: LIFE OF PI - CONTEXTUAL QUESTION Read the extracts below and then answer the questions that follow. EXTRACT A Then Richard Parker, companion of my torment, awful fierce thing that kept me 1 alive, moved forward and disappeared forever from my life. I struggled to shore and fell upon the sand. I looked about. I was truly alone, orphaned not only from my family, but now of Richard Parker, and nearly, I thought, of God. Of course, I wasn’t. This beach, so soft, firm and vast, was 5 like the cheek of god, and somewhere two eyes were glittering with pleasure and a mouth was smiling at having me there. After some hours a member of my own species found me. He left and returned with a group. They were six or seven. They came upon me with their hands covering their noses and mouths. I wondered what was wrong with them. 10 204

They spoke to me in a strange tongue. They pulled the lifeboat onto the sand. They carried me away. The one piece of turtle meat I had brought from the boat they wrenched from my hand and threw away. I wept like a child. It was not because I was overcome at having survived my ordeal, though I was. Nor was it the presence of my brothers and sisters, though that too was very moving. I was weeping because Richard Parker had left me so unceremoniously. 7.1.1 What does the fact that they came upon Pi ‘with their hands covering their noses and mouths’ (lines 8 – 9), suggest about his condition? (2) 7.1.2 “I wondered what was wrong with them.” (line 9) Describe Pi’s state of mind. (2) 7.2 With close reference to diction in the above extract, comment on Pi’s ambivalent relationship with Richard Parker. (4) EXTRACT B “You’re welcome. But before you go, I’d like to ask you something.” 1 “Yes?” “The Tsimtsum sank on July 2nd, 1977.” “Yes.” “And I arrived on the coast of Mexico, the sole human survivor of the Tsimtsum, 5 on February 14th, 1978.” “That’s right.” “I told you two stories that account for 227 days in between.” “Yes, you did. “Neither explains the sinking of the Tsimtsum.” 10 “That’s right.” “Neither makes a factual difference to you.” “That’s true.” “You can’t prove which story is true and which is not. You must take my word for it.” 15 “I guess so.” “In both stories the ship sinks, my entire family dies and I suffer.” “Yes, that’s true.” “So tell me, since it makes no factual difference to you and you can’t prove the question either way, which story do you prefer? Which is the better story, the 20 story with animals or the story without animals?” Mr Okamoto: “That’s an interesting question...” Mr Chiba: “The story with animals.” 205

Mr Okamoto: “Yes. The story with animals is the better story.” Pi Patel: “Thank you. And so it goes with God.” 25 [Silence] Mr Okamoto: “You’re welcome.” Mr Chiba: “What did he just say?” Mr Okamoto: “I don’t know.” Mr Chiba: “Oh look – he’s crying.” 30 [Long silence] Mr Okamoto: “We’ll be careful when we drive away. We don’t want to run into Richard Parker.” Pi Patel: “Don’t worry, you won’t. He’s hiding somewhere you’ll never find him.” Mr Okamoto: “Thank you for taking the time to talk to us, Mr Patel. We’re 35 grateful. And we’re really very sorry about what happened to you.” “Thank you.” “What will you be doing now?” “I guess I’ll go to Canada.” “Not back to India?” “No there’s nothing there for me now. Only sad memories.” 7.3 Account for the change in narrative style in Extract A and Extract B. (3) 7.4 “Which is the better story, the story with animals or the story without animals?” (lines 19 – 20) Explain the thematic function of the Japanese investigators in the novel. (3) Pi Patel: “Don’t worry, you won’t. He’s hiding somewhere you’ll never 7.5 find him.” (line 32) (3) Discuss the symbolic significance of Richard Parker in the story. 7.6 Mr Okamoto: “Yes. The story with animals is the better story.” Pi Patel: “Thank you. And so it goes with God.” (lines 23 – 24) To what extent do you agree that Pi would not have survived his ordeal (5) at sea were it not for his imagination and faith? 7.7 Despite being rescued there is a deep sense of Pi’s loneliness and loss (3) in this extract. Describe how the writer creates this mood. [25] TOTAL SECTION B: 25 SECTION C: DRAMA Answer EITHER QUESTION 8 (Essay Question) OR QUESTION 9 (Contextual Question). QUESTION 8: HAMLET - ESSAY QUESTION 206

Hamlet is inadequate as a tragic hero. Do you consider this a fair comment on Hamlet? Discuss critically in an essay of 400 – 450 words (2 – 2½ pages) . [25] OR QUESTION 9: HAMLET - CONTEXTUAL QUESTION Read the extract below and then answer the questions that follow. ACT 5 SCENE 1 Hamlet What, the fair Ophelia! 202 Queen (Scattering flowers) Sweets to the sweet. Farewell! I hoped thou shouldst have been my Hamlet’s wife. I thought thy bride-bed to have decked, sweet maid, 205 And not have strewed thy grave. Laertes O, treble woe Fall ten times treble on that cursed head Whose wicked deed thy most ingenious sense Depriv'd thee of! Hold off the earth awhile, 210 Till I have caught her once more in mine arms. 207

[Leaps in the grave.] Now pile your dust upon the quick and dead Till of this flat a mountain you have made T' o'ertop old Pelion or the skyish head Of blue Olympus. 215 Hamlet [comes forward] What is he whose grief Bears such an emphasis? Whose phrase of sorrow Conjures the wand'ring stars, and makes them stand Like wonder-wounded hearers? This is I, Hamlet the Dane. 220 [Hamlet leaps in after Laertes.] Laertes [Grappling with him.] The devil take thy soul! Hamlet Thou pray'st not well. I prithee take thy fingers from my throat; For, though I am not splenitive and rash, Yet have I in me something dangerous, 225 Which let thy wisdom fear. Hold off thy hand! Claudius Pluck them asunder. Gertrude Hamlet, Hamlet! All Gentlemen! Horatio Good my lord, be quiet. 230 [The Attendants part them, and they come out of the grave.] Hamlet Why, I will fight with him upon this theme Until my eyelids will no longer wag. Gertrude O my son, what theme? Hamlet I lov'd Ophelia. Forty thousand brothers Could not (with all their quantity of love) 235 Make up my sum. What wilt thou do for her? Claudius O, he is mad, Laertes. Gertrude For love of God, forbear him! Hamlet 'Swounds, show me what thou't do. Woo't weep? woo't fight? woo't fast? woo't tear thyself? 240 Woo't drink up esill? eat a crocodile? I'll do't. Dost thou come here to whine? To outface me with leaping in her grave? Be buried quick with her, and so will I. 208

… Gertrude 245 This is mere madness; And thus a while the fit will work on him. Anon, as patient as the female dove When that her golden couplets are disclos'd, His silence will sit drooping. Hamlet 250 Hear you, sir! What is the reason that you use me thus? I lov'd you ever. But it is no matter. Let Hercules himself do what he may, The cat will mew, and dog will have his day. Exit. 9.1 Explain how Ophelia’s death is a result of her inability to stand up to the patriarchal society in which she lived. (4) 9.2 “This is I, Hamlet the Dane.” (lines 219-220). By referring to tone, comment on how Hamlet sees himself at this stage of the play. (3) 9.3 “The devil take your soul.’’ (line 221). Account for this statement by Laertes. (2) 9.4 “I loved Ophelia … Make up my sum.” (lines 234-236) Some critics claim that Hamlet’s declaration in these lines is insincere. Do you agree? Justify your response with reference to the entire play. (3) 9.5 Discuss the dramatic significance of Claudius’s words to Laertes: “O, he is mad, Laertes.” (line 237) (4) 9.6 Comment on the dramatic impact of this statement: “The cat will mew, and dog will have his day.” (line 254) (3) 9.7 Consider Gertrude’s responses in this extract carefully. To what extent is there a shift in the audience’s reaction to Gertrude at this stage of the play? Substantiate your answer. (3) 9.8 Laertes is seen as a foil to Hamlet. How is that evident in this extract? (3) [25] TOTAL SECTION B: 25 GRAND TOTA 209

SECTION A: POETRY PRESCRIBED POETRY Answer any TWO of the following questions. QUESTION 1: POETRY – ESSAY QUESTION Read the poem below and then answer the question that follows. 1.1 In ‘Motho ke Motho Ka Batho Babang’, the speaker suggests, that even in inhumane circumstances, a human connection offers comfort and strength. By close reference to diction, tone and imagery, critically discuss this statement. Your response should take the form of a well-constructed essay of 250 – 300 words (about ONE page). [10] Refer to rubric inhumance circumstances - solitary confinement - “my mirror” vs “the window”: holding onto precious possession in alien space, dispossessed - “A warder.”: not there to protect, need to be warned about, prison context - “baas”: need for deference / subservience human connection - “By holding my mirror out of the window…”: seeking contact with others, rather than needing to see self needs to see someone else / be seen in order to recognize / strengthen sense of self - “I see him see / My face in the mirror”: recognition, verification of existence - “person” vs “prisoner”: sense of identity - need for connection / communication has led to development of secret language comfort and strength - “Strength brother”: support, solidarity - “A black fist”: universal sign opposition oppression, power, resistance - title: belonging, collaboration, community, ubuntu 210

QUESTION 2: CONTEXTUAL QUESTION: THE GARDEN OF LOVE 2.1 Refer to line 4: ‘Where I used to play on the green.’ Comment on the appropriateness of this image in the context of the poem. (LEVEL 3) (3) The image is appropriate as Blake is reflecting on a carefree life that has been lost. The green is a place where children used to be able innocently play, leading to their positive growth and development. It was also common land over which no-one had any authority. The freedom of this natural space has been compromised by the man-made construction of a chapel. 2.2 What do the words ‘Thou shalt not’ (line 6) suggest about the chapel? (LEVEL 1) (2) ‘Thou shalt not’ suggests the chapel is a place of rules and regulations which demands obedience. It aims to restrict and control behaviour and does this though negative commands and shame should you not conform. 2.3 Explain the effect of the word, ‘turn’d’ (line 7) in the context of the poem. (LEVEL 2) (2) ‘turn’d indicates the speaker’s growing distress – he has been turned away from the chapel and now turns to the Garden of Love as he looks for any remnants of the freedom of his youth. There is an unsettled sense of despair as he cannot find that for which he is looking no matter where he turns. 2.4 Blake condemns the restrictive nature of organised religion. Do you agree with this statement? Justify your response by referring to imagery and/or diction from stanza 3 (lines 9 – 12: ‘And I saw … joys & desires.’) (LEVEL 4 & 5) (3) - “…graves, / And tomb-stones where flowers should be…”: innocence / beauty / nature has been replaced with fear of death as a means of control - “binding”: all “joys & desires” are limited / restricted / prohibited - “briars”: pain, as Christ suffered so must we - “…Priests in black gowns were walking their rounds…”: bleak, joyless, unfulfilled, unproductive, foreboding [10] 1/2 3 4/5 2.1 3 2.2 2 2.3 2 3 2.4 3 4 (4) 3 (4) 3 (2) 211

QUESTION 3: CONTEXTUAL QUESTION – A HARD FROST 3.1 What impression of the frosty scene is conveyed by the word ‘changeling’ (2) in line 2? (LEVEL 1) This word gives the impression of something that cannot be trusted, and something that is not what it seems to be as a changeling is something exchanged secretly. 3.2 Refer to lines 8 - 9: “…amorphous/ As the blind tissue whence creation formed”. (2) Explain what the description conveys about nature. (LEVEL 1) This describes how all of life evolved from ‘amorphous’ ‘blind’ matter. It 3.3 creates the impression of nature as an unseeing, rather frightening force. Refer to lines 11-14: ‘Mockery spring…aconite and snowdrop!’ (3) Comment on the appropriateness of this image in the context of the poem. (LEVEL 3) The beauty of the illusory ‘spring’ created by the frost is compared to cruel seducer, allowing a simple rural girl to believe the seriousness of his intentions for a while, before leaving her with a broken heart and a few worthless trinkets (1). This emphasizes the fact that the real effects 3.4 of the frost are not what they seem to be- this ‘beauty’ is deceptive and temporary (1). It also makes the point that the frost actually causes harm to the plants it is decorating so prettily (1) (3) The poet expresses his mistrust of the beautiful appearance created by the frost. Do you agree with this statement? Justify your response by referring to imagery and/or diction. (LEVEL 4 & 5) Yes, the statement is correct, Day Lewis describes the frost as a ‘changeling’ and a ‘precocious image of spring, too brilliant to be true’ which clearly shows that he distrusts the beauty of the frost (1). He also uses the phrase ‘flounce and filigree of death’ which indicates that the pretty decorative ice crystals will, in fact, harm or even kill the plants (1). He also uses the image of the ‘raw country maid’ who is allowed to dream of being a bride for a short time, and is then left ‘disconsolate’ – this image shows the frost as being untrustworthy (1) [10] 212

No. Although the speaker is critical and distrusting of the superficial, illusory beauty that the frost presents, he does demonstrate the hidden positives and valuable work of frost. It is important to release the dormant “seed” and promote productivity. It is not the frost that the speaker disapproves of but the superficial nature of the ‘frost’ that is ‘too brilliant to be true’. 1/2 3 4/5 3.1 2 3.2 2 3.3 3 3.4 3 4 (4) 3 (4) 3 (2) QUESTION 4: CONTEXTUAL QUESTION – FIRST DAY AFTER THE WAR 4.1 Describe the setting of the poem? Quote to support your answer. (LEVEL (2) 1 & 2) Rural/ Countryside. “We ran to the open space”, Ululating to the mountains and pathways”, “Across the waterfalls”. 4.2 (2) Explain how a celebratory atmosphere is created in the poem. (LEVEL 2) The poem begins with celebratory songs and the association of sound and joy is carried through the poem from the onomatopoeia of “ululating” (line 10) to shouts of enthusiasm that compete with nature’s music as the people ‘shouted across the waterfalls”. Helps build a mood of jubilation. 4.3 Identify and comment on the effectiveness of the image in “We saw a soft (3) light coiling round the young blades of grass” (lines 2 - 3). (LEVEL 3) The coming of light is compared to the power of a spring or a snake. There is initial uncertainty and hesitation as what the light may be indicating, as one will be cautious at the sight of a snake. The image drawn from nature is effective in the reference to “young blades of grass”. The hope of a new life is implied in the “soft light” that has been heralded 4.4 in. This poem is a reminder of the role the past plays in shaping our future. (3) Critically discuss how the poet conveys this message. (LEVEL 4 & 5) The poet uses free verse which is appropriate in conveying the new – found freedom. The repetitive form of line structure in lines 12-15 implies how the overwhelming joy prompted an unrestrained physical response. Simple diction adds to the spontaneous nature of the excitement. “It is the first day after the war” draws an analogy between the turbulent past, associated with war and battle and the “first day of peace”. The use 213

of contrast follows as “without waiting”, the celebration begins that unifies [10] humanity “from all lands”. The “Ancestors” have renewed stature as they are “travelling tall on the horizon”. 1/2 3 4/5 4.1 2 4.2 2 4.3 3 4.4 3 4 (4) 3 (4) 3 (2) UNSEEN POETRY (COMPULSORY) QUESTION 5: CONTEXTUAL QUESTION 5.1 Refer to lines 1 – 4: ‘Slowly he … and down.’ Explain how the poet uses diction and rhythm to convey the boy’s (3) movements. (LEVEL 2) The boy starts slowly and then swings faster and higher . ‘slowly he moves’ shows how he begins and the repetition of ‘to and fro’ emulates the steady , back and forth movement of the swing. The words ‘faster and faster’ create an understanding that the swing’s movements have become wider and ‘swishes’ might copy the sound of the wind as the swing becomes higher with ‘up and down’ 5.2 suggesting the wide arcs of the swing. (2) Comment on the effectiveness of the simile in lines 5 – 7. (LEVEL 2 & 3) This is effective as we can picture the flapping, blue shirt which is similar to a kite flapping in the wind and it also reveals that the shirt is torn 5.3 ‘tattered’ which gives a better understanding of his social position. Consider fragility, vulnerability,neglect. (3) Refer to stanza 2: ‘The world … his head.’ (LEVEL 3) With close reference to these lines, describe the boy’s state of mind. 214

The boys seems to be confused or have many jumbled ideas/thoughts going through his mind. ‘world whirls by’ suggests the boy’s confused 5.4 state and the mixing of the compass points reveals that he does not have (2) a clear direction in his mind. The ‘cardinal’ points meet in his mind suggesting different ideas/thoughts converging together which is disconcerting. Discuss the appropriateness of the title, in light of the poet’s message. (LEVEL 4) [10] Appropriate: is literally on a swing but this also figuratively reflects the turbulence of his youthful emotions and the many questions that unsettle him, his life is not one of stability and constancy Marker’s discretion 1/2 3 4/5 5.1 3 5.2 1 1 5.3 3 5.4 2 4 (4) 4 (4) 2 (2) TOTAL SECTION A: 30 SECTION B: NOVEL QUESTION 6: LIFE OF PI - ESSAY QUESTION It is the “better story” rather than the “dry, yeastless factuality” that, according to Pi Patel, leads to “moral exaltation”. Critically discuss the validity of this statement with reference to Life of Pi. Refer to rubric QUESTION 7: LIFE OF PI - CONTEXTUAL QUESTION EXTRACT A 7.1.1 What does the fact that they came upon Pi ‘with their hands covering (2) their noses and mouths’ (lines 8 – 9) suggest about his condition? (LEVEL 1 / 2) Pi smells foul. He is filthy/dirty/grimy from living in squalid/unhygienic/unclean conditions on the lifeboat. Marker’s 7.1.2 discretion. 215

“I wondered what was wrong with them.” (line 8) (2) Describe Pi’s state of mind. (LEVEL 1 / 2) Pi has lost his grip on reality. He does not realise the extent of his 7.2 degradation. Marker’s discretion. (4) With close reference to diction in the above extract, comment on Pi’s ambivalent relationship with Richard Parker. (LEVEL 3)  Pi’s attitude to Richard Parker is ambivalent: he feared him yet felt deep gratitude that Richard Parker helped him to survive.  Pi describes Richard Parker as a ‘companion of [his] torment’. The word ‘companion’ suggests that they shared the torturous ordeals on the boat as brothers/friends/allies. He accepted Richard Parker as a fellow travelling companion. They co-existed on the boat.  Describes him as an ‘awful fierce thing that kept [him] alive’ which suggests that although he feared his ferocity/brutality he recognises that it was Richard Parker who kept him alive. He has a healthy fear of Richard Parker – instilled in him as a young boy when he watched Mahisha devour a goat.  The word ‘orphaned’ implies that Pi felt Richard Parker was family and now that Richard Parker has left he is abandoned and truly alone. It has powerful associations of loss, loneliness, insecurity, vulnerability and extreme grief. It illustrates his intense attachment to Richard Parker and dependence on the tiger.  Pi feels deep regret/remorse and ‘wept like a child’ because he did not get to say goodbye to Richard Parker who left him ‘so unceremoniously’ on the Mexico beach. Implies an affection/love for him. EXTRACT B 7.3 Account for the change in narrative style in Extract A and Extract B. (3) (LEVEL 1 / 2) Extract A – narrative style is emotive and descriptive as it recounts Pi’s arrival on Mexico beach. Extract B – narrative style is more formal and factual as it is an interview. 7.4 “Which is the better story, the story with animals or the story without animals?” (lines 19 – 20) (3) Explain the thematic function of the Japanese investigators in the novel. (LEVEL 1 / 2) 216

The investigators question the credibility of ‘the story with animals’. They want facts and reality. The reader is called to question the story presented in parts 1 & 2 and to choose which story s/he prefers. The reader is asked to take a leap of faith and believe the unbelievable. Pi states that the stories make no ‘factual difference’ – they offer similar conclusions. He believes that the complex story is the better story – believes it has the 7.5 power to inspire and to communicate truth and values in a way that the dry, factual account cannot. Those who want confirmation and conclusive evidence lack the imagination to lead better lives. (3) Pi Patel: “Don’t worry, you won’t. He’s hiding somewhere you’ll never find him.” (line 32) Discuss the symbolic significance of Richard Parker in the story. (LEVEL 3) Richard Parker is what Pi doesn’t want to become; he represents Pi’s id. In the beginning, Pi is afraid of Richard Parker, which shows us that the id/evil can take over our mind and body but later on, Pi learns to combat 7.6 these instincts and soon trains Richard Parker. The challenges we face in life. If we don’t overcome (tame) them, they can get the best of us. Richard Parker enables him to compartmentalize his animalism and cope with his loss of innocence, dignity and humanity. Pi creates Richard Parker as a way of dealing with the bestiality within himself. Pi keeps (5) himself sane and human by symbolically cutting off the animal part of his nature. Marker’s discretion. Mr Okamoto: “Yes. The story with animals is the better story.” Pi Patel: “Thank you. And so it goes with God.” (lines 23 – 24) To what extent do you agree that Pi would not have survived his ordeal at sea were it not for his imagination and faith? (LEVEL 4 / 5) Marker’s discretion. Learner should consider:  The significance of the better story (imagination). Pi imagines scenes, conversations and actions which help him to remain sane. The more palatable story feeds his will to live, nurtures his determination and enables him to overcome his fear and tame adversity. Sustains dignity, moral strength, and ability to love and care for another. The story without animals focuses on greed, cruelty, ruthlessness and envy.  The importance of God. Pi’s deep faith helped him cope with the challenges he faced at sea and to survive. Allows him to hope. Pi wants the reader to choose which story they prefer - the story where we are aided by something greater than ourselves (regardless of which version of ‘God’ we may accept). Allows him to focus on positive aspects of journey. Protects his humanity.  Pi’s character: he is resourceful, practical, analytical and 7.7 developed strategies to survive. Focuses on small but important 217

details, learns to improvise, uses tools at hand, adapts. Intuitive. (3) Resilient. Heroically determined.  Pi’s knowledge of animal behaviour and their characteristics helped him cope with the challenges he faced at sea and to survive.  Uses his ingenuity and previous scientific knowledge to develop the practical skills he needs to survive  The will to survive is so strong in Pi that he is prepared to let go of lifelong beliefs: pacifism and vegetarianism. Refused to give in and die. Despite being rescued there is a deep sense of Pi’s loneliness and loss in this extract. Describe how the writer creates this atmosphere/mood/impression. (LEVEL 1 / 2)  the silences  Pi crying  there are only sad memories for him in India – he has no sense of home/place where he belongs in the world  alone, sole human survivor – lost his entire family  investigators show little sympathy and understanding  suffered emotionally & physically 1/2 3 4/5 7.1.1 2 7.1.2 2 7.2 4 7.3 2 1 7.4 3 7.5 3 7.6 5 7.7 3 12 (10) 8 (10) 5 (5) TOTAL SECTION B: 25 SECTION C: DRAMA QUESTION 8: HAMLET - ESSAY QUESTION Hamlet is inadequate as a tragic hero. 218

Do you consider this a fair comment on Hamlet? Discuss critically in an essay of 400 – 450 words (2 – 2½ pages). Refer to rubric QUESTION 9: HAMLET - CONTEXTUAL QUESTION 9.1 Explain how Ophelia’s death is a result of her inability to stand up to the patriarchal society in which she lived. (LEVEL 2 & 3) (4) Ophelia is the stereotypical Elizabethan woman, obedient to her father. She is naïve and is guided by his demands to keep Hamlet at a distance because he will not marry her. She allows herself to be used by her father to determine the reason for Hamlet madness and thus exposes herself to Hamlet’s savage attack on her character. Her devastation at Hamlet’s treatment of her and intense grief she feels at the death of her father ultimately lead to her death – it is therefore true to say her death is caused by the patriarchal society in which she lived. 9.2 “This is I, Hamlet the Dane.” (lines 219-220) By referring to tone, (3) comment on how Hamlet sees himself at this stage of the play. (LEVEL 3) Hamlet’s tone is confident and assertive –he is reclaims his nobility by referring to his royal title. This contrasts with the ‘antic disposition’ he 9.3 had assumed to hide his true self. (2) “The devil take your soul.’’ (line 221) Account for this statement by Laertes. (LEVEL 1) 9.4 Laertes curses Hamlet – he sees Hamlet as the reason for Ophelia’s death and Hamlet killed his father. “I loved Ophelia … Make up my sum.” (lines 234-236) (3) Some critics claim that Hamlet’s declaration in these lines is insincere. Do you agree? Justify your response with reference to the entire play. (LEVEL 4) Hamlet does love Ophelia- he is upset when she allows herself to be manipulated by her father. His violent outburst to her to ‘get [thee] to a nunnery’ is because he sees her behaviour as a betrayal of him. He was already angry at his mother’s lack of loyalty to his father when she married Claudius so soon after King Hamlet’s death. Ophelia’s lack of loyalty becomes too much for him to bear 9.5 219

Consider agreement: dramatic, exaggerated response; previous harsh (4) treatment of Ophelia Discuss the dramatic significance of Claudius’s words to Laertes: “O, he is mad, Laertes.” (line 237) (LEVEL 2 & 3) 9.6 Realizing that Hamlet is a threat, Claudius is determined to use Laertes to get rid of him. Claudius uses this assertion to heighten Laertes’s (3) anguish and anger. Laertes is so enraged that he is persuaded to agree to kill Hamlet in a duel arranged by Claudius, to avenge both his sister’s and father’s deaths. He even dips his sword in poison to ensure his plan is successful. Comment on the dramatic impact of this statement: “The cat will mew, and dog will have his day.” (line 254) (LEVEL 2 & 3) 9.7 The line is dramatically significant. Claudius has plotted and schemed to ensure he remains the king; he has had Hamlet watched and eventually (3) arranges for him to be killed in England; Hamlet himself has assumed an 'antic disposition ' to assess the veracity of the ghost's statement; he has procrastinated in avenging his father's murder; he has been faced with the conflict between filial duty and moral integrity. However at the end the truth will be revealed - despite all efforts to keep it concealed. Consider Gertrude’s responses in this extract carefully. To what extent is there a shift in the audience’s reaction to Gertrude at this stage of the play? Substantiate your answer. (LEVEL 4) 9.8 (3) Gertrude reveals herself in this extract to be a loving mother, protective of her son. At the beginning of the play the audience would have been critical of Gertrude's marriage to Claudius so soon after her husband's death. Her reaction to Hamlet's mourning showed her to be insensitive and shallow. There will be a shift in audience opinion due to her [25] responses her. There is sincere mourning Ophelia; real concern for Hamlet and excuses made for him to cover up his actions. Laertes is seen as a foil to Hamlet. How is that evident in this extract? (LEVEL 2 & 3) Laertes is driven by passion and his responses are emotional. Hamlet's passion is tempered by reason and rational thought. While he declares his love for Ophelia, he is scornful of Laertes’s grief and suggests Laertes is being hypocritical , there is also a calm acceptance that the truth will be revealed. 220

1/2 3 4/5 9.1 2 2 9.2 3 9.3 2 9.4 3 9.5 2 2 9.6 2 1 9.7 3 9.8 2 1 10 (10) 9 (10) 6 (5) TOTAL SECTION B: 25 GRAND TOTAL: 80 221

ENGLISH HOME LANGUAGE PAPER 2 GRADE 12 MARKS: 80 TIME: 2½ hours INSTRUCTIONS AND INFORMATION 1. Please read this page carefully before you begin to answer the questions. 2. This question paper consists of THREE sections: SECTION A: Poetry (30 marks) SECTION B: Novel (25 marks) SECTION C: Drama (25 marks) 3. Follow the instructions at the beginning of each section carefully. 4. Answer FIVE QUESTIONS in all: THREE in SECTION A (the UNSEEN POEM is COMPULSORY), ONE in SECTION B and ONE in SECTION C. 5. Number your answers correctly according to the numbering system used in this question paper. 6. Start each section on a NEW page. 7. Write neatly and legibly. 8. Suggested time management: SECTION A: approximately 40 minutes SECTION B: approximately 55 minutes SECTION C: approximately 55 minutes 9. LENGTH OF ANSWERS: • Essay questions on Poetry should be answered in about 250 – 300 words. • Essay questions on the Novel and Drama sections should be answered in 400 – 450 words. • The length of answers to contextual questions should be determined by the mark allocation. Candidates should aim for conciseness and relevance. 10. CHOICE OF ANSWERS FOR SECTIONS B (NOVEL) AND C (DRAMA). • Answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION. If you answer the essay question in SECTION B, you must answer the contextual question in SECTION C. If you answer the contextual question in SECTION B, you must answer the essay question in SECTION C. 11. This paper comprises of 9 questions and 12 pages. 222

SECTION A: POETRY PRESCRIBED POETRY – Answer any TWO of the following questions. QUESTION 1: POETRY ESSAY QUESTION The Zulu Girl – Roy Campbell When in the sun the hot red acres smoulder Down where the sweating gang its labour plies A girl flings down her hoe, and from her shoulder Unslings her child tormented by flies. She takes him to a ring of shadow pooled 5 By the thorn-tree: purpled with the blood of ticks, While her sharp nails, in slow caresses ruled Prowl through his hair with sharp electric clicks. His sleepy mouth, plugged by the heavy nipple, Tugs like a puppy, grunting as he feels; 10 Through his frail nerves her own deep languor’s ripple Like a broad river sighing through the reeds. Yet in that drowsy stream his flesh imbibes And old unquenched, unsmotherable heat- The curbed ferocity of beaten tribes, 15 The sullen dignity of their defeat. Her body looms above him like a hill Within whose shade a village lies at rest, Or the first cloud so terrible and still That bears the coming harvest in its breast. 20 The Zulu girl highlights how oppression and prejudice are passed down through generations. In well-constructed essay of 250-300 words, critically comment on the above statement making reference to the diction, imagery and structure of the poem. [10] 223

OR QUESTION 2: POETRY CONTEXTUAL QUESTION THE GARDEN OF LOVE - William Blake I went to the Garden of Love And saw what I never had seen: A Chapel was built in the midst, Where I used to play on the green. And the gates of this Chapel were shut, 5 and Thou shalt not. writ over the door; So I turn’d to the Garden of Love, That so many sweet flowers bore, And I saw it was filled with graves, And tomb-stones where flowers should be: 10 And Priests in black gowns were walking their rounds, And binding with briars my joys and desires. 2.1. Comment on the appropriateness of the title. (3) 2.2. Refer to stanza 2, lines 5-6, “And the gates of this Chapel …. writ over the door;” Explain how these lines create a change in the mood of the poem. (3) 2.3. Refer to the last two lines of the poem. “And priests in black gowns…my joys and desires” (lines 11-12) 2.3.1. How do the above lines reinforce Blake’s views on organized religion? (2) 2.3.2. Discuss how these lines form a fitting conclusion to the poem. (2) [10] 224

Question 3 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 sinister dark 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 the whirling wind, Women - 20 Babies clinging on their backs - Dart about In and out Madly The wind whistles by Whilst trees bend to let it pass. 25 Clothes wave like tattered flags Flying off To expose dangling breasts As jagged blinding flashes Rumble, tremble and crack 30 Amidst the smell of fired smoke And the pelting march of the storm. 3.1. Refer to stanza 1. In Africa an approaching rain storm is usually seen as a blessing. Discuss how the imagery in this stanza conveys a negative attitude to the approaching storm. (3) 3.2. ‘ And the trees bend to let it pass.’ (stanza 2, line 15 & stanza 3, line 25) Explain how the above lines effectively convey the power of the wind. (2) 3.3. Refer to stanza 3. Comment on poet’s intention in contrasting the reactions of the women and children to the approaching storm. (2) 3.4. Refer to stanza 4. How does the diction in this stanza reinforce the tone of the poem? (3) 225

[10] OR QUESTION 4: POETRY CONTEXTUAL QUESTION REMEMBER- Christina Rossetti Remember me when I am gone’ Gone far away into the silent land; When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day 5 You tell me of our future that you planned: Only remember me; understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve: 10 For if the darkness and corruption leave A vestige of the thought that once I had, Better by far you should forget and smile Than you should remember and be sad. 4.1. “Gone far away into the silent land;” (line 2) Identify and comment on the effectiveness of the figure of speech in the above line. (2) 4.2. “ When you can no more hold me by the hand,” ( line 3) What do these lines reveal about the nature of the relationship between the speaker and her loved one? (2) 4.3. Critically comment on the repetition of the word ‘remember’ in the poem to convey the speaker’s fears about her approaching death. (3) 4.4. How does the sestet effectively convey the poet’s change in attitude to death? (3) [10] 226

AND UNSEEN POETRY (COMPULSORY) QUESTION 5: UNSEEN POETRY – CONTEXTUAL QUESTION Read the poem below and then answer the questions that follow. SEAMS - Megan Hall For my grandmother Her love is in the seams, the lengths of lace, the afternoons spent being patient, while I wasted another length of material, attempting a pattern beyond my skill. Her love is in the dresses I’ve outgrown but can’t toss out, 5 each piece of each finished dress, cut out on the floor as she bent over from the waist, flat feet padding over fabric, rustling pattern paper. In this demure dove-grey, made for my first job, thin black ribbon at the collar, tied in a bow. 10 In the last dresses she made me, crepe-chiffon, with full-circle sleeves and rolled necklines, one a dusky faded pink, the other Autumn-yellow, falling leaves. 5.1. Refer to Stanza 1 (lines 1-4) “Her love is in the seams…beyond my skill.” What does the diction in these lines convey about the grandmother’s attitude to the speaker? (3) 5.2. “Her love is in the dresses I’ve outgrown but can’t toss out,” (line 5) Identify and account for the poet’s emotions as conveyed by these lines. (2) 227

5.3. The poem is dedicated to the speaker’s grandmother. Explain how stanza 3 reinforces the idea that the grandmother played an important role in the speaker’s life. (2) 5.4. Comment on how the tone and imagery in the last stanza prepare us for the grandmother’s death. (3) [10] SECTION B: THE NOVEL Life of Pi QUESTION 6: Essay – Life of Pi “It is true that those we meet can change us, sometimes so profoundly that we are not the same afterwards” (Chapter 5) In a well-constructed essay of 2 -2 ½ pages (400- 450 words) discuss how the individuals and experiences Pi encounters in his early life impact on his identity and, ultimately, his ability to survive on the Pacific Ocean. [25] OR QUESTION 7: Life of Pi CONTEXTUAL QUESTION Read the extracts below and answer the questions that follow. EXTRACT A It was my turn. Time to put down Satan. Medina, here I come. I got up from my desk and hurried to the blackboard. Before the teacher could say a word, I picked up a piece of chalk and said as I wrote: My name is Piscine Molitor Patel, known to all as -I double underlined the first two letters of my given name- Pi Patel. For good measure I added Pi=3.14 and I drew a large circle, which I then sliced in two with a diameter, to 5 evoke that basic lesson of geometry. There was silence. The teacher was staring at the board. I was holding my breath. Then he said, "Very well, Pi. Sit down. Next time you will ask permission before leaving your desk." "Yes, sir." He ticked my name off. And looked at the next boy. 10 "Mansoor Ahamad," said Mansoor Ahamad. I was saved. "Gautham Selvaraj," said Gautham Selvaraj. I could breathe. "Arun Annaji," said Arun Annaji. 15 A new beginning. I repeated the stunt with every teacher. Repetition is important in the training not only of animals but also of humans. Between one commonly named boy and the next, I rushed forward and emblazoned, sometimes with a terrible screech, the details of my rebirth. It got to be that after a few times the boys sang along with me, a crescendo that climaxed, after a quick intake of228 air while I underlined the proper note, with such a 20 rousing rendition of my new name that it would have been the delight of any choirmaster. A few boys followed up with a whispered, urgent "Three! Point! One! Four!" as I wrote as fast as I could, and I ended the concert by slicing the circle with such vigour that bits of chalk went flying. When I put my hand up that day, which I did every chance I had, teachers granted me the right to speak with a single syllable that was music to my ears. 25 [CHAPTER 5]

7.1. “It was my turn. Time to put down Satan. Medina, here I come.” (line 1) In these lines Pi compares himself to the Prophet Mohammed who underwent great persecution before his escape to Medina. 7.1.1. Briefly describe the experiences at this stage in Pi’s life that cause him to make this comparison. (2) 7.1.2. In this extract, Pi devises a plan of action to overcome the challenges surrounding his name. Comment on how this ability to plan and devise aids him later in the novel. (2) 7.2. “My name is Piscine Molitor Patel, known to all as -I double underlined the first two letters of my given name- Pi Patel. For good measure I added Pi=3.14” (lines 3-5) The main character is identified by two names. Explain the significance of both these names to the character and the novel as a whole. (3) EXTRACT B There is a photo taken at the zoo during the visit of a V.I.P. In black and white another world is revealed to me. The photo is crowded with people. A Union cabinet minister is the focus of attention. There's a giraffe in the background. Near the edge of the group, I recognize a younger Mr. Adirubasamy. "Mamaji?" I ask, pointing. "Yes," he says. 5 There's a man next to the minister, with horn-rimmed glasses and hair very cleanly combed. He looks like a plausible Mr. Patel, face rounder than his son's. "Is this your father?" I ask. He shakes his head. "I don't know who that is." There's a pause of a few seconds. He says, "It's my father who took the picture." 10 On the same page there's another group shot, mostly of schoolchildren. He taps the photo. "That's Richard Parker," he says. I'm amazed. I look closely, trying to extract personality from appearance. Unfortunately, it's black and white again and a little out of focus. A photo taken in better days, casually. Richard Parker is looking away. He doesn't even realize that his picture is being taken. 15 The opposing page is entirely taken up by a colour photo of the swimming pool of the Aurobindo Ashram. It's a nice big outdoor pool with clear, sparkling water, a clean blue bottom and an attached diving pool. The next page features a photo of the front gate of Petit Seminaire school An arch has the school's motto painted on it: Nil magnum nisi bonum. No greatness without goodness. 229

And that's it. An entire childhood memorialized in four nearly irrelevant photographs. 20 He grows sombre. "The worst of it," he says, "is that I can hardly remember what my mother looks like any more. I can see her in my mind, but it's fleeting. As soon as I try to have a good look at her, she fades. It's the same with her voice. If I saw her again in the street, it would all come back. But that's not likely to happen. It's very sad not to remember what your mother looks like." 25 [CHAPTER 10] 7.3. “There is a photo taken at the zoo during the visit of a V.I.P.” (line 1) Discuss how the experiences and lessons gained from living and working in the Pondicherry Zoo provided skills or knowledge that later helped Pi to survive. Justify your answer with at reference to at least two incidents from the novel. (4) 7.4. “Near the edge of the group, I recognize a younger Mr. Adirubasamy. "Mamaji?" I ask, pointing. "Yes," he says.” (lines 3-5) Comment on the importance of the character, Mamaji, to the narrative. (2) 7.5. “That's Richard Parker," he says. I'm amazed. I look closely, trying to extract personality from appearance. Unfortunately, it's black and white again and a little out of focus. A photo taken in better days, casually. Richard Parker is looking away. He doesn't even realize that his picture is being taken.” (lines 12-15) 7.5.1. Explain the significance of Richard Parker in Pi’s life. (3) 7.5.2. The author expresses disbelief that Richard Parker looks away and ‘doesn’t even realize his picture is being taken. Comment on the irony of this reaction. (2) 7.5.3. Explain how these lines reinforce the theme of anthropomorphism in the novel. In your answer refer to one other example of this theme from elsewhere in the novel. (4) 7.6 “It's very sad not to remember what your mother looks like." (lines 24-25) 230

7.6.1. Account for Pi’s remorse at not being able to remember his mother. In your answer make reference to why the loss of his mother has affected him more than the loss of his other family members. (3) [25] SECTION C – DRAMA: The Crucible ANSWER either QUESTION 8 OR QUESTION 9 QUESTION 8 – Essay Question: The Crucible Proctor says: 'Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name!' [Act 4] In an essay of 400–450 words (2–2½ pages), critically discuss the significance of reputation in The Crucible. [25] OR QUESTION 9 –CONTEXTUAL QUESTION: The Crucible EXTRACT A Hale (holding up his hands): No, no. Now let me instruct you. We cannot look to superstition in this. The Devil is precise; the marks of his presence are definite as stone, and I must tell you all that I shall not proceed unless you are prepared to believe me if I should find no bruise of hell upon her. EXTRACT A Parris: It is agreed, sir – it is agreed – we will abide by your judgement. Hale: Good then. (He goes to the bed, looks down at Betty. [25]To Parris.) Now, sir, what were your first warning 5 of this strangeness? Parris: Why, sir – I discovered her – (indicating TOTAL : 80– and my niece and ten or twelve of the other girls, Abigail) dancing in the forest last night. Hale (surprised): You permit dancing? Parris: No, no, it were secret – 10 Mrs Putnam (unable to wait): Mr Parris's slave has knowledge of conjurin', sir. Parris (to Mrs Putnam): We cannot be sure of that, Goody Ann – Mrs Putnam (frightened, very softly): I know it, sir. I sent my child – she should learn from Tituba who murdered her sisters. Rebecca (horrified): Goody Ann! You sent a child to conjure up the dead? 15 Mrs Putnam: Let God blame me, not you, not you, Rebecca! I'll not have you judging me anymore! (To Hale) Is it a natural work to lose seven children before they live a day? Parris: Sssh! (Rebecca, with great pain turns her face away. There is a pause.) 20 Hale: Seven dead in childbirth. 9.1. Hale says: The Devil is precise; the marks of his presence are definite as stone (lines 1-2) 231

Discuss the validity of the above statement in the context of the play as a whole. In your answer make reference to at least 2 examples from the play. (3) 9.2. “It is agreed, sir – it is agreed – we will abide by your judgement.” (line 4) Discuss the irony of the above promise made by Parris to Hale in view of later events. (2) 9.3. “ Why, sir – I discovered her – (indicating Abigail) …dancing in the forest last night.” (lines 7-8) From Parris’ words, we are able to gather that Abigail is seen as the leader of the young girls in Salem. Give two examples from the play of her ability to control and manipulate the other girls. (4) 9.4. “Rebecca (horrified): Goody Ann! You sent a child to conjure up the dead? “(line 15) Explain why Rebecca utters the words in a horrified tone? (2) 9.5. “Mrs Putnam: Let God blame me, not you, not you, Rebecca! I'll not have you judging me anymore! (To Hale) Is it a natural work to lose seven children before they live a day?” (lines 16-17) 9.5.1. Explain Goody Anne’s attitude to Rebecca in these lines? (2) 9.5.2. Discuss how Goody Anne’s attitude motivates her actions against Rebecca later in the play. (3) AND EXTRACT B Elizabeth of young girls. (delicately): There is a John – promise grantmade me in this.any Youbed have – a faulty understanding 10 Proctor of young girls. (striving There against is a his promise anger): madeWhat in any promise? bed – 10 Elizabeth(striving Proctor Spoke oragainst silent,his a promise anger): is What surely promise? made. And she may dote on it Elizabeth now – I amSpoke sure or shesilent, does a– and promise thinks is to surely kill me, made. then And toshe takemay my dote place.on it 15 Proctor’s now – I am anger sureishe rising; doeshe– and cannot thinks speak. to kill me, then to take my place. 15 Elizabeth It Proctor’s anger is her is rising; dearesthehope, cannot John, speak. I know it. There be a thousand names; Elizabeth why does It sheis her call mine? dearestThere hope,be a John, I certain know it. danger There in be calling a such thousand a name names; – I am no Goody Good that sleeps in ditches, nor Osburn, why does she call mine? There be a certain danger in calling such a name – drunknoand I am Goody halfwitted. Good that She’d sleeps dareinnot ditches, call outnor such a Osburn, farmer’s wife but there be monstrous profit in it. She thinks to take my place, John. 20 drunk and halfwitted. She’d dare not call out such a farmer’s wife but there Proctor be monstrous She cannot profit in think it. it! She(He thinks knows to it take is my true.)place, John. 20 ElizabethShe cannot Proctor (reasonably): think John, it! (He have knows you it ever is true.) shown her somewhat of contempt? She Elizabeth (reasonably): cannot pass John,you have in the you ever church shown but you herwill somewhat blush – of 25 232 contempt? Proctor I may Sheblush cannot for my passsin. you in the church but you will blush – 25 ElizabethI Imay Proctor think blush shefor sees my sin. another meaning in that blush. ElizabethAnd Proctor I think whatshe seesees you?another What see meaning you, in Elizabeth? that blush. ElizabethAnd what Proctor (conceding): see Iyou? think What you be see you, somewhat Elizabeth? ashamed, for I am there, and Elizabeth she so close. (conceding): I think you be somewhat ashamed, for I am there, and

9.6. Discuss the significance of Tituba, Goody Good and Goody Osburn being the first to be accused and convicted of witchcraft? (3) 9.6. Discuss the significance of Tituba, Goody Good and Goody Osburn being the first to be accused and convicted of witchcraft? (3) 9.7. “Elizabeth: She’d dare not call out such a farmer’s wife but there be monstrous profit in it. She thinks to take my place, John.” (lines 19-20) Comment on the validity of Elizabeth’s statement with reference to at least two events in the novel. (3) 9.8. Proctor: When will you know me, woman? Were I stone I would have cracked for shame this seven month! (lines 31-32) Briefly discuss how Proctor’s shame motivates his actions throughout the play. (3) [25] TOTAL SECTION C: [25] GRAND TOTAL: [80] 233

Memorandum English (HL) P2 TOTAL: 80 MARKS TIME:2 HOURS SECTION A: POETRY -PRESCRIBED POETRY Question 1- Zulu Girl: Essay Question Suggested Answers: • As the mother is forced to endure the hardships of physical labour in the heat, the child, too, is forced to endure this- ‘ child tormented by flies’ he has ticks in his hair- ‘prowl through his hair in sharp electric clicks’ He is made tired by the sun- like affected by heatstroke ‘his sleepy mouth’ ‘frail nerves’ • He also inherits the need to avenge the injustices against his tribe and family: ‘ his flesh imbibes’ takes their fears and hatreds in along with the milk coming from his mother, feeds on it. • ‘unquenched heat’ shows he born with a need for justice for the tribe and his people. ‘dignity of the beaten tribe and curbed ferocity’ he must become the hero to his people and avenge the oppression they have endured. • ‘In whose shadow a village lies at rest’ indicates that once the child reaches manhood he will be feared by his enemies. • The poem aims to examine the idea that the fears and oppressions of the parent are inherited by their children who are trained or nurtured to bring their parents out of their oppression. The poem gives the impression that mothers give birth to future heroes ‘bears the coming harvest in its breast. [10] QUESTION 2: GARDEN OF LOVE 2.1. The title is appropriate as it highlights the irony of what the garden has become. It is no longer a place of freedom or love. Using this title creates an expectation of a place of warmth and welcome and reality of the garden being the opposite upsets us and goes against nature. Thus reinforcing the message of the poem. (3) 2.2. The words ‘shut’ put an end to the picture of children playing freely in the garden. The garden is no longer a place of freedom and welcome. Immediately we feel the restriction from the images used ‘gates of this Chapel were shut’ not just closed. The commandments written are also restrictive ‘thou shalt not’ giving a sense of oppression and restrictiveness that differs from the carefree spirit of what the garden used to be. (3) 2.3.1. Blake believes organised religion to be restrictive and unnatural by imposing laws and commands on their free will and desires. These lines reinforce this by showing an image of ‘priests in black gowns’ sombre and in mourning who put an end to the celebrations and pleasures of human beings. ‘ walking their rounds’ – like guards or prison wardens in order to forbid joy and liberated activity.. ‘binding with briars my joys and desires’ shows again the restrictive nature of these rules imposed by these religions that rob the poet of joy and desires. ‘briars’ are thorny plants – a reference to the controversial laws of the church ‘thorny issues’ that Blake felt were not truly biblical yet brought much pain, oppression and suffering. (any 2) (2) 2.3.2 Yes they do. They convey the sombre mood of the poet as the priests walk in black gowns emphasising the poet being in mourning for all that the garden once represented. The poet accepts that he has been bound by the briars ‘ rules’ of the church. (2) 234

QUESTION 3: AN AFRICAN THUNDERSTORM 3.1. The destruction and chaos that will be brought by the coming storm will not be welcomed. ‘like a plague of locusts’ – shows the destruction of the wind and rain. Plague indicates an affliction that will bring harm and pain. ‘like a madman chasing nothing’ indicates that the wind and storm like the mad man have no purpose and bring chaos. This storm does not like other rainstorms bring rain which will serve the purpose of enriching the land. Brings chaos. (any one) with explanation of imagery. (3) 3.2. Personification, used to indicate the bowing action of the trees to the wind. A picture of loyal subjects bowing to and clearing the path for a royal personage is created. This image emphasises the idea that the wind is powerful and has authority even over the mighty, deep rooted trees. Such is its greatness that even nature must make way for it. (2) 3.3. The poet’s seeks to show the different perceptions adults and children have to life through their reactions to the storm. The children who are carefree and have no responsibility view the storm in excitement and are able to enjoy it as a fascinating show of nature. The women, however, see the destruction this show leaves in its wake and scramble to protect what they can from it. The women bear the responsibility of clearing up and dealing with the destruction from the storm. They see it for what it is – dangerous and destructive. (2) 3.4. The tone is one of apprehension and fear for the destruction the approaching storm will bring. This is emphasised in the following ways:  use of the present continuous tense with suffix ‘ing’ to bring about suspense e.g. flying, dangling, blinding, etc.  clothes wave like tattered flags- flags usually used to indicate or warn of danger.  rumble, tremble, crack, - onomatopoeias that are used to indicate breaking and destruction emphasise the destructive nature of the storm.  ‘march of the storm’ – comparison to a marching army that brings destruction. Unstoppable, inevitable. (any 2) (3) [10 ] QUESTION 4: REMEMBER 4.1. Euphemism, the poet refers to the place she will go after death as ‘the silent land’. This emphasises that she will no longer have communication with her love. It also reinforces the idea that death brings silence. (2) 4.2. They are very close and play a pivotal role in each other’s lives. ‘No more hold me by the hand’ indicates the lover has been both a comfort in her illness and a guide in the path of 235

her life. She relies upon him and knows that in death she will no longer have his guidance or comfort. (2) 4.3. The poet is afraid that her beloved will forget her and their love. She wants to be remembered by him as a way to establish that she and their love existed. She uses repetition to reinforce this instruction to remember. The word is repeated almost as she hopes his mind will remember and replay the memories of her daily. The plea to remember is her last and most important request to him. (3) 4.4. She realises that in asking him to remember her, she is forcing him to relive the pain of losing her, ‘then you should remember and be sad’. She also realises that time, which heals all wounds, will inevitably cause him to forget her sometimes and her request will leave him feeling guilt for failing to remember her as she requested, ‘if you should forget me for a while and afterwards remember, do not grieve:’ In the sestet she realises that cannot hold him to his promise to remember her when it is unnatural as she has passed on and cannot be a part of his life anymore. She realises she is being selfish as her request will cause her lover pain and guilt. She releases him from her promise and realises that it is more important for him to be happy than for her to be remembered in death. (3) [10] QUESTION 5: UNSEEN POEM -SEAMS 5.1.  Conveys the impression of the grandmother being a very loving and patient person. She was ‘being patient’ teaching her granddaughter how to sew.  She sacrificed much of her time to do this as indicated by ‘the afternoons spent’.  She was such a gentle teacher that she did not reprimand the child for ‘wasting another length of material’  She also did not discourage her granddaughter by keeping her from challenges as evidenced by ‘attempting a pattern beyond my skill’ instead she pushed/motivated her to improve in skill. (any 2 examples of diction) (do not award marks for mere list of characteristics without discussion) (3) 5.2. The poet is sentimental/confused/remorseful as she cannot wear/fit into the garments her grandmother made but she does not want to throw them away as they are examples of the grandmothers love for her. ( 1 for stating emotion and 1for brief explanation) (2) 5.3. The granny played an pivotal role in the speaker’s life not only as her teacher and seamstress but also as her cheerleader and motivator. She makes her a special outfit for her first job to give her a boost of confidence as well as look the part. ‘demure dove- grey made for my first job’ – the grandmother provided confidence and support for the poet at her first job. The dress provides comfort in a scary situation –first day at a job- a piece of her grandmother’s love that reminds her grandmother believes in her. (2) 236

5.4. The last stanza conveys the poet’s sadness or regret (1) that her granny is no longer with her/ no longer able to sew for her anymore. This sadness is conveyed through the following diction and imagery that emphasise the poet’s sorrow that the granny is nearing the end of her life (autumn) or has passed on:  ‘Crepe chiffon’ is a sheer and fragile fabric that reflects the fragility of the grandmother.  ‘last dresses she made me’ show finality and loss of these loving gifts from her grandmother.  ‘full circle sleeves’ is a reference to the grandmother coming full circle in her life and now approaching death.  ‘rolled necklines’ indicative of the rolled and wrinkled chins and skin of the elderly grandmother.  ‘dusky faded pink’ and Autumn-yellow’ convey the fading of the grandmother’s life like the fading and falling leaves in the Autumn. (any 2) (2) (3) [10] 237

QUESTION 6 : ESSAY – LIFE OF PI – Individuals and experiences in Pi’s early life and how they helped him survive.  Mamaji – named him Piscine Molitar. Helped in the creation of his identity. Purity and holiness.  Mamaji – taught him to swim in the ocean and instilled a love for the ocean and water. These swimming skills were essential to Pi’s survival after the shipwreck and more specifically in his daily journeys to his raft from the life boat to create a healthy distance between Richard Parker and himself.  Santosh – his father- taught him about the animals and their habits as well as training of them. Also as a zookeeper, instils within Pi a deep need to look after and preserve nature. This causes Pi to save Richard Parker on numerous occasions and prevents him getting rid of him when he has the opportunity to do so. This results in Richard Parker in turn keeping Pi alive by making him alert and providing him with purpose.  The incident with the Bengal tiger at the zoo allows Pi to realize the dangers of living with a tiger. This gruesome scene leaves a lasting impression on Pi causing him to be less complacent in his interactions with Richard Parker due to the anthropomorphism that occurs and makes him remember and take precautions when dealing with the tiger.  Territory – Pi’s interactions at the zoo allow him to understand the significance of territory in the animal kingdom and how its impacts animal behaviour. This is of great aid to him when he has to establish territory between himself and the tiger in order to survive. It also gives him the knowledge needed to train Richard Parker and establish himself as Alpha male on the boat.  The Priest – teaches him about humility and the sacrifice of Christ. This faith allows him to sacrifice his own needs to help feed the tiger on some occasions. Also buoys his strength. He is able to show love as Christ did even for those that pose a threat to him.  The Baker – Satish Kumar teaches him about the unity and brotherhood of Islam and shares bread with him. This impresses Pi and allows him to have establish a brotherhood of sharing with others even with Richard Parker.  Aunty Rohini introduces Pi to Hinduism which allows him to understand the universe and the place everything has in it. This provides him with faith in the midst of the struggles in the lifeboat. It also allows him to see the beauty and purpose of the things around him- even Richard Parker.  His religions – allow him to have purpose, and faith in God. He believes that God is on the boat with him. This faith and practice of religions: mass, darshan and puja fill the time on the boat and give him renewed hope. 238

Also strengthens his ability to see the positive even in setbacks- the flare although useless reminds him of Cumin spice and home. He thanks God for each creature he catches and prays for their soul. He tells himself ‘ As long as God is with me, I will not die.’ (p148)  He learns the ability to survive from nature – like the sloth and the other animals adapt to their situations in order to survive. Pi also adapts by changing his eating practices from vegetarian to fish and even later desperate to survive eating human flesh from the dead Frenchman. He becomes ruthless in order to survive.  Pi learns early in life from being teased about his name that it is up to you if you want to accept your fate or do something to change it. Piscine reinvents himself as Pi and stops the teasing. This drive to change his fate helps him to survive on the boat despite numerous failures and difficulties. If one plan fails he makes another. If he can’t get on the lifeboat he makes a raft so as to provide distance between himself and Richard Parker. [25] Question 7 – Contextual – Life of Pi 7.1.1. He was teased mercilessly about his name Piscine. Children called him ‘pissing’ a slang for urinating. This persecution hurt him deeply. (2) 7.1.2. He is always coming up with new plans to survive and change his situation. When his plan to tame Richard Parker fails, he invents more. He also comes up with the plan to build a raft in order to put distance between him and the tiger. (any one or similar) (2) 7.2. These names symbolised the different aspects of Pi’s character and his ability to embrace both God and science.  Piscine Molitar – is a swimming pool in France that was considered the best swimming pool in the world by Mamaji his guru. -Like the pool is described as pure and so beautiful that the gods would swim in it, the character Piscine is also a pure soul who seeks to be filled by gods and their love. -His ability to see God in all creatures and study of religion as a major are examples of this.  Pi – is a mathematical symbol. -This name is a sanctuary to Pi just as the symbol itself looks like the door to a house or shack. He is able to hide from his teasing reinventing himself as Pi. - Pi is symbolic of infinity. Pi is a character that does not allow his circumstances to limit him. - Pi is a symbol that scientists use to understand the universe. Likewise Pi seeks to know more about nature through his study of zoology. (any one for each name with explanation) (3) 7.3. 239

 animal behaviour and habits- From the zoo he learnt how the animals usually behaved and what they required. This helped him in his care of Richard Parker. Also helped in knowing when the animals were seasick or ill.  territory – he learnt that animals are territorial and can attack due to the need to protect their territory. This knowledge helps him maintain boundaries with the tiger and prevents him being attacked.  Taming and training – the lessons on training animals helps him gain knowledge which he uses to establish himself as alpha male and train Richard Parker.  The killing instincts of animals – the killing of the goat by the tiger which his father forced him to watch taught him that animals are ruthless and not friends to humans. This lesson kept him alert on the lifeboat and made him exercise caution with Richard Parker. (any 2) (4) 7.4.  He launches the story by telling the author to listen to and write Pi’s story.  He provides the description of the pool Piscine Molitar that inspires Santosh to name his son Pi.  He teaches Pi to swim and this skill is pivotal to his survival on the boat.  He is the only surviving member of Pi’s ‘family’ from Pondicherry. Serves as a link to the life he lost.  As an honorary member of the family and link to the past, he provides a sense of credibility to Pi’s story and the events of his past. ‘This story will make you believe in God.’ is so convincing that the author makes the trip to see Pi and write the story. (any 2) (2) 7.5.1.  Richard Parker is symbolic of the family Pi has lost on board the ship and a link to his father’s legacy of zoo keeper. He becomes his new family. He looks after him and shares his sorrows and joys with him. He anthropomorphises him becomes devastated when he leaves him without a backward glance- sees this as a betrayal of their kinship or brotherhood.  The tiger is Pi’s saviour as he provides him with purpose and keeps him alert and thus alive. Also rescues him from the hyena and the Frenchman who want to attack Pi  Richard Parker, if the second version of events of the book is to be believed, is an allegory of Pi himself. The tiger represents the ruthless, daring person Pi becomes in order to survive. It is a representation of the primal instinct within Pi that allows him to abandon his old character and humanity in some instances to survive. It is an extension of himself. 240

His sadness at his desertion by the tiger can be explained as a loss of a part of himself that will not return as he no longer needs it in civilised society. (any 2 with explanation) (3) 7.5.2. It is ironic as this is typical tiger behaviour. It is humans who pose and react to their pictures being taken. The writer’s reaction shows that he has also has begun to expect human characteristics and behaviour from the tiger after listening to Pi’s story. (2) 7.5.3 The reaction of the writer shows that Pi’s story has caused him to anthropomorphise Richard Parker as well and expect human reactions from him. He sees the tiger as a human ‘trying to extract personality from appearance’- he has come to believe Pi’s version of the story. (2)  Pi anthropomorphises the animals of the lifeboat – Orange Juice is seen as motherly and caring. Dies trying to defend Pi and the zebra.  At the zoo Pi imagines the pheasants to be British tea party attendees and the baboons as American gangsters planning to rob a bank.  At the beginning of Part 2, Pi talks to Richard Parker and encourages him to survive as if he is a fellow human passenger from the shipwreck. It is only after he comes aboard that we realise he is talking to a tiger.  Pi describes the tiger with human features e.g. a goatee and formidable sideburns.  On board the boat he talks to Richard Parker as if he is human and even creates dialogue between them about the food they have eaten.  Pi seeing Orange Juice and Richard Parker as human is further emphasised by the use of human pronouns ‘she’ and ‘he’ to refer to them, whereas the hyena and zebra are referred to as it. (any one with explanation) (2) (4) 7.6.1. Pi sees his mother as his comfort and protector. Orange Juice is an allegory of his mother and this means she survived the shipwreck only to die at the hands of the cook.  She is his protector and saviour. His inability to hold on to the sea turtle causes the cook to hit him and makes the mother attack the cook in order to protect him. She also pushes him onto the raft and saves him from the cook.  Pi probably feels guilt that he was the reason for her death as well as the fact that he could not protect her from the cook.  She also serves as his motivation to release the animal instincts in himself in order to survive and defeat the cook.  His mother is also a symbol of purity for him. Despite the desperate situation they are faced with she, unlike the cook and Pi, does not succumb to the beastliness in her nature and does not eat human flesh or kill. (any one with explanation) (3) 241

[25] QUESTION 8: THE CRUCIBLE: ESSAY Proctor says: 'Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name!' [Act 4] In an essay of 400–450 words (2–2½ pages), critically discuss the significance of reputation in The Crucible. • Proctor - He has a clear understanding of truth. He knows when he has behaved in a manner that compromises the truth. - He judges himself against standards rather than abiding by the judgements of others – either the law or the church. ‘I cannot mount the gibbet like a saint. It is a fraud. I am not that man.’ He believes in justice that is fair rather than punitive. - He believes in the truth but has compromised his situation by committing adultery. Having confessed, he feels he is still a moral man. - There is difference in his own perception of truth and justice. The rest of the community does not need to know of his transgression. He fears not the judgement of others, but only that he retains his integrity. - Although at the beginning Proctor hides the truth to save face by maintaining the fraud of being a man of good reputation, by the end of the play we see the transformation to a man who sees a name as a thing of integrity and nobility to be left as a legacy to one’s children ‘I have three children—how may I teach them to walk like men in the world and I sold my friends?’ • Elizabeth - We are told that Elizabeth does not lie: Proctor: ‘In her life, sir, she never lied. There are them that cannot sing, and them that cannot weep – my wife cannot lie. I have paid much to learn it, sir.’ - Yet when asked why she put Abigail out of her house, she skirts around the truth to protect what she knows is of value to her husband – his name; and possibly to save his life. - And she eventually lies in answer to the direct question if her husband is a lecher. She says faintly, ‘No, sir.’ - When John Proctor is struggling with his conscience about whether or not to ‘confess’ to witchcraft so that he can live, he asks her: ‘Would you give them such a lie? Say it. Would you ever give them this? (She cannot answer.) You would not; if tongs of fire were singeing, you would not! It is evil.’ - Elizabeth believes in God’s judgement and justice. She urges John to follow what his conscience tells him is right, at the end of the play, when he is ready to tell lies and ‘confess’ to witchcraft. - As he is deciding, she urges him: ‘Do what you will. But let none be your judge. There be no higher judge under Heaven than Proctor is!’ • Hale - In response to the knowledge that Elizabeth has told a lie to protect her husband’s name, he says, ‘…it is a natural lie to tell.’ He appears to understand that while lying is a sin, people sometimes do tell lies for reasons of their own. - He is a good man who believes in God’s justice. In the beginning of the play, he yells at the people of Salem that there can be no hint of superstition in the witchhunt – he implies that 242

he comes in God’s name. He is also sure of his role and his knowledge of God’s truth when he visits John and Elizabeth Proctor in their home. He has come to judge their relationship with God and the church,and he believes that he is equipped to do so. Later, when it is clear that things have gotten out of hand, it is he who spends his time with the condemned, horrified at his part in their fate. - He tells Danforth that he has ‘come to do the Devil’s work. I come to counsel Christians they should belie themselves.’ He is trying to persuade those condemned to tell the lie that they were consorting with witches so that they can save their lives. Hale knows that this is the fact that something sinful is occurring. - He understands God’s justice, and man’s sometimes ambivalent relationship with the truth. • Parris - He believes that he has a special relationship with God because he is the minister of the Salem congregation. - He twists the truth to suit his purposes. - He believes in the God of fire and brimstone. - He is known for preaching about a punitive God. For him, God’s justice is swift and harsh. And so he feels that sin is everywhere. - At the end of the play, he above all, needs the signature of John Proctor’s guilt of consorting with witches to reassure himself and the community of the righteousness of his crusade against witchcraft and sin. • Danforth - Believes himself to be God’s emissary and therefore cannot be contradicted. - His reputation of being seen as the highest authority cannot be impugned. Thus he refuses to allow the postponement of the hangings as he sees this as a sign of weakness to his reputation of authority. - Over inflated sense of self importance. ‘You are either with this court or against it’ ‘And do you know that near to four hundred are in the jails from Marblehead to Lynn, and upon my signature?’ - Believes that he cannot be deceived - Concerned about the public’s reaction to his decision – asks Proctor : ‘Tell me, Mister Proctor, have you given out this story in the village?’ - Would rather commit more hangings of the innocent than admit he was wrong to hang the ones before them. ‘Postponement, now, speaks a… a floundering on my part; reprieve or pardon must cast doubt upon the guilt of them that died till now’ • Rebecca and Martha Corey- upright and God- fearing women. Would rather lose their lives than add their names to confession to a lie. Reputation of goodness. Esp. Rebecca ‘ goodness known in Beverly’ . Francis and Nurse bring a petition from neighbours attesting to their good reputation. [25] QUESTION 9- CRUCIBLE CONTEXTUAL 9.1. This statement by Hale is not valid and even proves ironic in some instances as he fails to recognize the marks of the Devil’s presence himself and at the end of the play is left a wretched, confused man who has lost faith in God and himself. - the yellow bird is clearly an act by the girls to scare Mary Warren but is seen as definite evidence of witchcraft. – the evidence regarding the needle in the poppet is used to convict Elizabeth even though Hale the expert doesn’t know what a poppet signifies. – etc. ( accept any 2 events from play provided learner links to point fully.) (3) 243

9.2. Parris, ironically promises to abide by Hale’s judgment here at the beginning of the play but later when the hysteria of the witch trials take over he follows his own judgment in an attempt to uplift his status in the community and take vengeance against those he believes have been persecuting him. Hale is brought in as the authority on witchcraft but he is unwarily used by the Putnams, Parris and Danforth and the other judges. Later when he insists on the innocence of the Proctors and the nurses, Parris and the other inhabitants of Salem refuse to listen to him. (2) 9.3.  She leads the other girls to the proceedings in the forest and encourages them in dancing and other things that are prohibited in Salem society.  she convinces the other girls to lie about the happenings in the forest by threatening them.  she is able to convince the other girls act as if they have been attacked by the spirits of women they point out as witches  she stages the drama of the yellow bird to force Mary Warren to deny/refute her evidence against them. (any 2) (4) 9.4. As a Salemite and Christian, Rebecca knows that conjuring of spirits and conversing with the dead are links to witchcraft and evil and are sinful. To hear Goody Putnam, casually discuss how she deliberately sent her daughter, an innocent child, to engage in this evil activity is horrifying to Rebecca as Goody Putnam should not be involved in this type of evil activity and most of all be protecting her child from it. (2) 9.5.1. She feels intimidated and judged by Rebecca even though Rebecca has done nothing to her. As she is unable to bear healthy children, she resents the fact that Rebecca is able to perform this easily as evidenced by her many children and grandchildren. She is jealous of Rebecca while at the same time feels inadequate or inferior next to her. (2) 9.5.2. Because Ann Putnam feels jealous of Rebecca she directs her anger and accusation for the loss of her babies toward her. Because Rebecca stands as a painful reminder of all Ann is not capable of she attempts to get rid of her by accusing her of using witchcraft to get rid of her babies. In this way she rids herself of the reminder of her failure as a wife and mother and provides an excuse for her failings. (3) 9.6. These women represent the outcasts of society. They are the ones easily used as scapegoats as they have no one to defend them and people are used to unusual behaviour from them- not respected. Tituba- a slave – no rights- owned by Parris – whipped for not agreeing with master – confesses to witchcraft as a survival mechanism. Goody Osburn – old and strange customs – smokes pipe – probably due to old age resembles the stereotypical image of witch- alone. Goody Osburn – sleeps in ditches – not mentally stable – confesses as does not understand what she is confessing to – Salemites see disability and difference as evil. (3) 9.7. Elizabeth is correct that Abigail aims to take her place and is willing to risk everything for it.  involves herself in witchcraft to get rid of Elizabeth-‘drinking a charm in the forest to kill her’ 244

 openly accusing her in court-not afraid that rumours of her affair with Proctor can be used against her.  Using Mary’s poppet to suggest that Elizabeth was performing voodoo on her- She fakes falling to the floor at dinner with a needle in her side in the exact position Mary left it in the doll – causing great physical harm to herself in the process – dangerous attempt could have been fatally wounded. (3) 9.8. His shame motivates his actions in the following ways:  he is unable to forgive himself and cannot reconcile with his wife as a result- believes her to be sitting in judgement of him.  He is reluctant to firmly break off the relationship or any promise of further relationship with Abigail as he is ashamed of his taking advantage of her innocence.  His shame causes him to lie about his affair and as a result gives Abigail free reign to manipulate Salemites with her witch accusations because he is too ashamed to speak out against her in the beginning.  Later his shame brings him close to making a false confession as he feels that he cannot compare to the innocence of other accused – Rebecca, Giles, Martha etc. (any 2 or 3 with full explanation) (3) [25] GRAND TOTAL : 80 245

ENGLISH HOME LANGUAGE GRADE 12 PAPER 3 CREATIVE WRITING TASK 10 Marks: 100 Time: 2½ hour This question paper consists of 6 pages 246

INSTRUCTIONS TO CANDIDATES 1. This question paper consists of TWO SECTIONS: SECTION A: Essay 50 marks SECTION B: Transactional Texts: (2 x 25 = 50 marks) NOTE: Candidates are required to answer TWO questions from Section B. 2. Answer ONE question from SECTION A and TWO questions from SECTION B. 3. Write in the language in which you are being assessed. 4. Start EACH section on a NEW page. 5. Do NOT separate your pages. 6. You must plan (using a mind map / diagram / flow chart / key words etc.), edit and proof-read your work. The plan must appear BEFORE the essay. 7. All planning must be clearly indicated as such. Please draw a line through all planning. 8. You are strongly advised to spend your time as follows: SECTION A: Approximately 80 minutes SECTION B: Approximately 2 x 35 minutes 9. Number the answers correctly according to the numbering system used in this question paper. 10. The title/heading must not be considered when doing a word count. 11. Write neatly and legibly. 12. Pay attention to spelling, sentence construction and language. 247

SECTION A: ESSAY Write an essay of between 400 – 450 words on ONE of the following topics: [50]  Write down the number and title/heading of your essay.  Show evidence of planning and editing. 1.1 We have become slaves to technology... OR 1.2 People need to be reminded of how wonderful they are. OR 1.3 “Truth is so rare, it is delightful to tell.” (Emily Dickenson) OR 1.4 #DARETOBEDIFFERENT. OR 1.5 “I am strong, I am invincible, I am woman…” (Helen Reddy) OR 248

1.6 Of all the books in the world, the best stories are to be found between the pages of a passport. (Saber Ben Hassen) OR 1.7 “You give but little when you give of your possessions It is when you give of yourself that you truly give.” Kahlil Gibran: THE PROPHET OR 1.8 The pictures reproduced below may evoke a reaction or feeling in you, or stir your imagination. Select ONE picture and write an essay in response. Write the question number of your choice and give your essay a title. Note: There must be a clear link between your essay and the picture you choose. 249

1.8.1 OR 1.8.2 250

[50] SECTION B: TRANSACTIONAL TEXTS The body of your response should be 180 – 200 words. [2 x 25] Pay careful attention to:  Audience, purpose and format  Tone and register  Spelling, punctuation and grammar You are required to show ALL aspects of the writing process: planning, writing, proofreading and editing. Respond to TWO of the following topics: 2.1 Letter to the Editor The following letter appeared recently in your local newspaper. Write to the editor of the newspaper concerned expressing your own feelings on the issue. TIME TO TAKE A FIRM STAND AGAINST TAXIS So the taxi industry is now threatening to “close South Africa down” on July 15 2017. (The Mercury, June 20). Not only are they planning to target government institutions but also to stop innocent people from getting to their place of employment and school children from attending classes. This is surely tantamount to treason. The government needs to take a firm stand on this. Call in the military and stamp out this scourge which will undoubtedly be accompanied by the normal violence and looting. The taxi industry for far too long have been making demands on all and sundry and must not be allowed to carry on. Not all taxi drivers are in agreement with these protests, but they will be stopped from operating as normal to suit the demands of the industry leaders. Although they will not be missed by law-abiding road users who are sick and tired of their arrogance, the ordinary worker and man in the street will be impeded by the chaos caused by these lawless taxi drivers. Impound their vehicles and prosecute the perpetrators immediately – they will soon learn. Assagay 251

2.2 Formal Letter The following article was published in The Mercury (21 June 2017) DIVERSE KEN DOLLS NEW YORK: The Ken doll, a companion for Mattel’s Barbie is to have a makeover. Mattel is introducing 15 new looks for the male doll. Barbie had a similar makeover more than a year ago, both part of the toy company’s plan to make its dolls more diverse and appealing to today’s kids. Ken will be sold in three body shapes: “slim”, “broad” and “original” and have modern hairdos, such as cornrows and man buns, and will come in seven skin tones. AP Write a letter to MATTEL commending them on their progressive views from the perspective of a young girl who understands the impact that playing with dolls has on gender stereotyping. 2.3 Book Review Write a review of a truly inspirational book that you read recently and would like to motivate your peers to read. 2.4 Formal Speech You have been invited to address a group of global ambassadors about some of the problems that affect children throughout the world. You welcome the opportunity to enlist help and proposed solutions to some of the problems. Write the speech that you will deliver. 2.5 Curriculum Vitae and Covering Letter You have been offered the opportunity to teach English as a Second Language to learners at an International School in China. Write the covering letter stating why you are so well-suited to the position and attach your curriculum vitae. 2.6 Newspaper Article 252

As a deeply concerned citizen of South Africa, write an article for a national newspaper highlighting the challenges experienced in improving the standard of living and quality of life for youth in South Africa. Recommend strategies to overcome some of these challenges. ENGLISH HOME LANGUAGE –PAPER 3 GRADE 12 TOTAL MARKS: 100 TIME: 2 ½ HRS INSTRUCTIONS AND INFORMATION: 1. This question paper consists of TWO sections, namely Section A and Section B:  SECTION A: One Essay (50 marks)  SECTION B: Two Transactional Texts (25 marks x 2) 2. You are required to answer ONE question from SECTION A and TWO questions from SECTION B. 3. Start each QUESTION on a NEW page. 4. You must plan (e.g. mind map/diagram/flow chart/key words etc.), edit and proofread your work. 5. All planning must be clearly marked as such. 6. Spend approximately 80 minutes on Section A and 35 minutes on each of the transactional questions in Section B. 7. Number each response as the topics are numbered in the question paper. 8. Give each response a suitable title/heading, as indicated by the question. These titles are not considered part of the word count. 9. Write neatly and legibly. 10. Provide word totals at the end of each response. SECTION A: ESSAY QUESTION 1 Write an essay of 400 –450 words (2 - 2½pages) on ONE of the following topics. Write down the NUMBER and HEADING of your essay. 1.1. A world without borders. (50) 1.2. “ We do not need magic to change the world - we carry all the power we need inside ourselves. We already have the power to imagine better.” -J. K Rowling (50) 253

1.3. In search of paradise. (50) 1.4. “Our lives begin to end the day we become silent about things that matter.” - Dr. Martin Luther King Jnr. (50) 1.5. “Circumstance does not make the man. Circumstance reveals man to himself. - Emerson (50) 1.6. “Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.” Plato (50) 1.7. The images/pictures below may evoke a reaction or feeling in you or stir your imagination. Select ONE picture and write an essay in response. Write the question number (1.7.1 or 1.7.2) and give the essay a title. NOTE: There must be a clear link between your essay and the picture you have chosen. 1.7.1. 254

(50) 1.7.2. (50) TOTAL SECTION A: [50] 255

SECTION B: TRANSACTIONAL TEXTS QUESTION 2 Respond to TWO of the following topics. The body of your answer should be 180-200 words (20-25 lines). Pay careful attention to the following:  audience  choice of words and language structure.  format. Write down the NUMBER and HEADING of each of the texts you have chosen. e.g. 2.1. INTERVIEW 2.1. INTERVIEW You have been short-listed for one of the positions offered by Mirage, a holiday resort/restaurant, during the Summer Vacation. Using the dialogue format, write the interview that takes place between you and a representative of Mirage. The advertisement for the positions appears below. (25) 2.2. FORMAL REPORT A serious incident occurred at a recent school event. As the RCL chairperson, you have been requested by the Principal to submit a report on the incident. 256

Write the formal report that you will present. (25) 2.3. LETTER TO THE EDITOR “A new era begins as those heavy chains fall off your ankles. Slowly you begin to see your life as an adventure that’s yours to command. And if you want to sail round the world, or live in a tree, there’s no one around to stop you.” [Life after School, Fairlady, June 2014] Write a letter to the editor of your local newspaper giving your response to the issues raised in the above article (25) 2.4. Minutes of Meeting A meeting was recently held at your school hall by the Matric Dance Committee to discuss the upcoming 2017 DGSS Matric Dance. The Agenda was as follows: 1. Welcome 2. Apologies 3. Venue 4. Theme/Décor 5. General 6. Closure Write the minutes of the meeting. (25) 2.5. Letter of Request You were intrigued by the following picture as a possible holiday destination whilst paging through Top Billing Travel, a popular travel magazine. Write a letter to the Top Billing Travel Agency to request further information on the location in the picture below. 257

TOTAL SECTION B (50) GRAND TOTAL [100] 258