UMLAZI DISTRICT GR 12 REVISION RESOURCE EXAM PAPERS 1,2AND 3

FET ENGLISH HOME LANGUAGE PAPERS 1, 2 AND 3

ACKNOWLEDGEMENT: RESOURCES FOR ENGLISH HOME LANGUAGE The Provincial English Home Language unit would like to thank the following schools for making their examination papers available for revision and intervention classes: 1. Danville Park Girls High School 2. Durban Girls Secondary School 3. Durban Girls High School 4. Pinetown Boys High School -2-

PAPER 1 - LANGUAGE Marks: 70 Time: 2 hours This question paper consists of 11 pages 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. -3-

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 5 earlier 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 -4-

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 an 40 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: 1 Artefacts: made / manufactured things 2 Kindle: electronic device for reading books Word Count = 793 AND -5-

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) 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) -6-

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] 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.” -7-

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 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) -8-

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) 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] -9-

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) 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] - 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 5 car 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 looked back in my car and sure enough, there were the keys, 10 my phone, my 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) 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) 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 - 11 -

ENGLISH HOME LANGUAGE LANGUAGE PAPER 1 Marks: 70 Time: 2 hours This question paper consists of 10 pages 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. - 12 -

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 clothes people would rather see you in. meeting one of Africa’s most successful female tech 12. When people talk about feminism and the entrepreneurs. role women have to play in the 21 st century, they 2. Her presence and contributions to Africa's will tell you that empowerment is about getting technology scene have been so great and so men to see your point of view. Women cannot be indelible that everyone in the space calls her for truly empowered if the world isn’t ready for it. advice. Rebecca Enonchong is remarkable. Equality works both ways and does not mean “the 3. "For a long time, I concealed the fact that I same”. Feminism is not about hating men, but owned the company to obtain enterprise creating an equal footing in the workplace and in customers," she told me. "I never lied about it, but life. I never volunteered that information. My business 13. Your power is your own and always will be. card didn't even have a title." As long as you hold on to it no one will ever be 4. This information troubled me for weeks able to take it away. When I think of young girls after our meeting. In Africa, no matter how much going out into the world, I want them to be brave we step into the forward-thinking waves of the 21st enough to fail and whimsical enough to laugh at century, it seems that the shackles of old ideals that failure. still chain us. 14. Young women should be able to take 5. This is a big problem; women's roles in failure in their stride and rise to whatever challenge business are still not taken seriously and they are the world throws at them, regardless of how treated with little respect in the world of commerce. sartorially prepared they are. If young women I find this deeply troubling. There shouldn't be aren’t courageous enough to play for fear of being behaviours like this from a continent that touts how deemed silly, then we have done little girls ready it is to see women take their place in the everywhere a great disservice. world. 15. You are as good as you want to be. I read 6. When I first started writing about an article recently about women in Nigeria and technology, I would walk into a room and someone how they’re unable to handle the strenuous world would comment on my gender. Some people were of technology because they don’t possess the taken aback, others encouraged me. What a characteristics needed. For Africans and African brave choice I had made to go into this male- women, this kind of thinking is dangerous and dominated industry, they told me. I never saw it could easily dissuade someone from following a that way. I simply did what I loved. path they’re interested in. 7. Here is my advice to young women and 16. I have seen so many young women with girls out there. qualities that prepare them for the strenuous world 8 Always speak your mind. There are too of technology: strength, vulnerability, risk-taking, a many women afraid to speak their minds and clear intellect, honesty, courage and the ability to challenge the stale status quo. There are also too play. Because what is innovation without a little many women afraid to ask questions because they silliness and a sense of play? do not want to appear ignorant. 17. Do what you love, not just what you’re 9. These are all the boundaries that stop you good at. The modern African woman can be from greatness. There are many women that whoever or whatever she wants to be. As a young came before that thrived because success has no woman you should have the courage to dream and boundaries if you are determined. I have told their be brave enough to follow those dreams. You can stories and shared their challenges so the world find your voice whichever way you see fit and can wake up to our presence. These are the translate your power in the way most comfortable women who will take the continent into the next to you. Young women shouldn’t seek self- phase of its renaissance. affirmation but endeavour to stand out in their own 10. No one can take away your self-worth way. without your consent. I often hear young women talk about dressing “like a lady” and not a “tomboy” Mich Atagana started out life wanting to be a theoretical physicist, but soon realised that maths was required. Like because that is what is expected of them, all true dreamers, writing was the backup plan. Today she especially in the tech space. lives out her backup like it was the only plan. 11. How you feel and behave is your choice; The Big Issue: Jan 2015 let your talent speak, not your clothes or the Number of words: 781 - 13 -

GLOSSARY: 1. Renaissance – Cultural rebirth 2. Whimsical – Playful 3. 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) 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) - 14 -

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] - 15 -

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 And there it was: the assumption that I cannot hashtag #ICanBeBoth sees women claiming their cook simply because I choose to dress up and right to be multifaceted people. wear make-up regularly. This social media campaign originated in the The dichotomisation of women into “good girls” or United States to show that women, particularly “bad girls” is a way of assigning respectability that women of colour, can be sexy and fun but also goes beyond someone thinking I cannot cook professionals and career-focused. because I have manicured nails. This notion also Women have been participating in the campaign determines what “kind” of women will gain by posting pictures of themselves at social sympathy in certain situations and leaves them in gatherings, donning short dresses and wearing a place of vulnerability and danger: it suggests make-up, alongside photos of themselves in their there is something that they can do to ensure they professional capacities. are not 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 deciding what we can and cannot do, who is career and financially stable lacks a social life and worthy to be respected and who isn’t – and, is perpetually unsuccessful in love – or the one ultimately, who can and cannot be “legitimately who is sexy and adventurous is considered raped”. promiscuous or is stuck in a dead-end job. As writer Danielle Bowler says: “We own our The entertainment world often offers us female bodies. We decide how to dress, accessorise them characters who have to choose one desire over and adorn them; we decide whether we would like the other, but this phenomenon also extends to body art, or who gets to share our bodies. We the banal activities of our daily lives. make decisions about sex and sexuality, and how we will ultimately present our bodies to the world. I once posted a video on social media of myself But these decisions don’t happen in a vacuum. stirring a size 25 three-legged cast-iron pot of pap Once you put these bodies into the context of the over a fire at my family’s annual Christmas world we live in, permeated by pervasive rape gathering. Although many of my Instagram culture, that ownership and agency is followers were impressed by my ability to master complicated.” this task, which is often reserved for the older 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 more important issue in our society. He simply did not believe that I had actually been 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 woman – whether she is in the club, on the street Instagram – which is quite possible, considering corner, in the kitchen or in church praying for her our preoccupation with looking good on the family – is determined by her actions. In simple internet. terms, #ICanBeBoth is there to celebrate the full 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.” [10] - 16 -

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] - 17 -

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study TEXT E and answer the set questions. TEXT E Cartoon 1 2 3 4 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] - 18 -

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

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] 20

SUBJECT: English GRADE: 12 PAPER: I TIME: 2 hours 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 21

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 humankind 2 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 ever. 20 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 all 7 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 of vitamin D in the 1920s, meaning that the birds could be housed indoors all year 22

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. 23

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) 24

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 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 25

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 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 26

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? (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) 27

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] 28

TEXT F 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] 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 If you really want to understand a society, don’t turn to their national museums or 1 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 worries we have not grasped the fundamental problem with our materials economy. 5 3 “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 life depends upon.” 4 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 10 29

film telling the story of our love affair with stuff and how it is quite literally trashing the planet. 5 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 15 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. 6 “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) 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 30

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. 31

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? 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. 32

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 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) 33

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 34

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. 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] 35

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] 36

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] 37

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 38

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. 39

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. 8 Before 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. 40

9 Take 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. 10 What 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. 13 Let’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. 14 The 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 AND 41

TEXT B IS YOUR TEENA GOOD DIGITAL CITIZEN? Tin 5 teens admits to having cyber bullied others lim 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 INTERATT SOCMGETY AWARENESS. CTMTIVE 5 BROUGHT TO TOU BF cQGNNeEcT BROADBAND 42

QUESTIONS: TEXT A 1.1. What are two disadvantages of irresponsible social media conduct according to the passage? (2) 1.2. Refer to paragraph 3. Explain why the writer says that social media conduct rules can never be as simple as "be responsible." or “never as finite as ‘don't friend your teacher on Facebook’." (3) 1.3. According to the passage, why are privacy settings not a safe method of hiding one’s activities? (2) 1.4. Refer to paragraph 5. Comment on the effectiveness of the rhetorical question, ‘Scary thought, isn’t it?’ in conveying the response to the influence social media has on employers and the way theyhire employees. (3) 1.5. Refer to paragraph 6. 1.5.1. What is the attitude of teenagers’ to social media safety in this paragraph? (2) 1.5.2. Comment on how the diction in these lines effectively convey this attitude. (2) 1.6. Discuss TWO negative consequences employees could face for poor social media conduct. (2) 1.7 .Refer to paragraph 11. Explain in your own words what is meant by ‘challenging the veracity’ (line 2). (2) 1.8. Comment on the effectiveness of the tone in the title, “BEFORE YOU POST THAT STATUS ON YOUR SICK DAY...”, to convey the message of the extract. (3) 1.9. Refer to paragraph 15. Do you think this paragraph is a fitting conclusion to the passage? Explain fully. (3) QUESTION: TEXT B 1.10. Explain how the headline “Is Your Teen a Good Digital Citizen?” is reinforced by the image and text in the advertisement. (3) QUESTION: TEXT A AND TEXT B 1.11. Does TEXT B support the writer’s view as expressed in paragraph 6 of TEXT A? Justify your response with reference to both texts. (3) TOTAL SECTION A: 30 43

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. “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] 44

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 “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] 45

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) 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] 46

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 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 47

ENGLISH HOME LANGUAGE GRADE 12 PAPER 2 LITERATURE Time: TASK 10 2½ hours Marks: 80 No. of pages: 14 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 48

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. 49

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] 50

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] 51

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] 52

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] 53

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 54

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 sets 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] 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? 55

“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) 56

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 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] 57

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 58

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) 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 59

ENGLISH HOME LANGUAGE GRADE 12 PAPER 2 LITERATURE Marks: 80 TASK 8 Time: 2½ hours This question paper consists of 11 pages INSTRUCTIONS TO CANDIDATES 1The question paper consists of THREE sections. SECTION A: Poetry SECTION B: Novel SECTION C: Drama 1.Follow the instructions at the beginning of each section carefully. 2.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 3.Carefully follow the instructions for each question. 4.Number your answers exactly as the questions have been numbered in the question paper. 5.Start each section on a new page. 6.Write neatly and legibly 7.Suggested time management: SECTION A: approximately 40 minutes SECTION B: approximately 55 minutes SECTION C: approximately 55 minutes 60

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 61

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. We held hands with a stranger We shouted across the waterfalls 15 People came from all lands It was the first day of peace. We saw our Ancestors traveling tall on the horizon. 2.1 Refer to lines 4 – 5. In your own words, explain how the diction suggests a progression from doubt to uncertainty. (3) 2.2 Refer to line 9. What is the significance of the ‘open space’? (2) 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] OR 62

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] OR 63

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] 64

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) [10] SECTION A TOTAL: 30 65

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 5 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 of you, for there is only one thing in the world worse than being 10 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." 15 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 20 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 25 successful men 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 30 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 here in summer when we want something to chill our intelligence. Don't flatter yourself, Basil: you are not in the least like him." 66

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 15 tall, 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 20 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 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 67

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 10 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. 15 And it is all his, his only, Prince 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.’ 20 ’He is a gentleman,’ said the lad, sullenly. ‘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.’ 25 ‘To see him is to worship him, to know him is to trust him.’ ‘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] 68

Section B Total: 25 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 69

SUBJECT: English GRADE: 12 PAPER: II TIME: 2½ hours DATE: 4 September 2017 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. 70

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. Answer MOTHOany KETWO of the MOTHO KAfollowing questions. BATHO 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. 1.1 In ‘Motho ke Motho Ka Batho (He’s Babang’, beingthewatched.) speaker suggests, that even in inhumane 15 circumstances, a human connection offers A finger of his free hand makes a watch-hand’s arc comfort and strength. On the wrist of his polishing arm without By close Disrupting thereference slow-slowtorhythm diction,ofimagery his work.and tone, critically discuss this statement. (Later. Maybe later we can speak.) Your response Hey! Wat maak should take the form of a well-constructed essay of 250 – 30020 jy aar? words (about ONE page).from around the corner. - a voice [10] 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, QUESTION 2: CONTEXTUAL QUESTION A black fist. 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 71

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] 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. 72

3.1 What impression of the frosty scene is conveyed by the word ‘changeling’ in line 2? (2) 3.2 Refer to lines 8 - 9: ‘…amorphous/ As the blind tissue whence creation formed.’ Explain what the description conveys about nature. (2) 3.3 Refer to lines 11-14: ‘Mockery spring…aconite and snowdrop!’ Comment on the appropriateness of this image in the context of the poem. (3) 3.4 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. (3) [10] 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. Critically discuss how the poet conveys this message. (3) [10] 73

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 movements. (3) 5.2 Comment on the effectiveness of the simile in lines 5 – 7. (2) 5.3 Refer to stanza 2 (lines 8 – 12): ‘The world … his head.’ With close reference to these lines, describe the boy’s state of mind. (3) 5.4 Discuss the appropriateness of the title, in light of the poet’s message. (2) [10] TOTAL SECTION A: 30 74

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 alive, 1 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 like the cheek of god, and 5 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. They spoke to me in a strange 10 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, on 5 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.” 75

“I guess so.” 15 “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 story with animals or the story without animals?” 20 Mr Okamoto: “That’s an interesting question...” Mr Chiba: “The story with animals.” Mr Okamoto: “Yes. The story with animals is the better story.” Pi Patel: “Thank you. And so it goes with God.” [Silence] 25 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.” [Long silence] 30 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 grateful. And we’re really very sorry about what happened to you.” 35 “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) 7.5 Pi Patel: “Don’t worry, you won’t. He’s hiding somewhere you’ll never 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 at sea (5) were it not for his imagination and faith? 7.7 Despite being rescued there is a deep sense of Pi’s loneliness and loss in this (3) 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 Hamlet is inadequate as a tragic hero. 76

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. [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? 77

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. … Gertrude This is mere madness; 245 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 Hear you, sir! 250 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 TOTAL: 80 78

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. 79

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 reference to the diction, imagery and structure of the poem. [10] OR 80

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] OR 81

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) [10] OR 82

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] AND 83

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) 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] 84

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 5 diameter, to 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 of 20 air while I underlined the proper note, with such a 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 25 to speak with a single syllable that was music to my ears. [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) 85

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. 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] 86

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) 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] 87

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 A EXTRACT not proceed unless you are prepared to believe me if I should find no bruise of hell upon her. [25] 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. To Parris.) Now, sir, what were your first warning 5 of this strangeness? TOTAL : 80 Parris: Why, sir – I discovered her – (indicating Abigail) – and my niece and ten or twelve of the other girls, 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 aHale 9.1. natural work says: ThetoDevil lose is seven children precise; the before they marks of hislive a day? are definite as stone (lines 1-2) presence Parris:Discuss Sssh! the validity of the above statement in the context of the play as a whole. In your (Rebecca, with great pain turns her face away. answer There is a make reference to at least 2 examples from the play. pause.) (3) 20 Hale: Seven dead in childbirth. 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) 88

9.5.2. Discuss how Goody Anne’s attitude motivates her actions against Rebecca later in the play. (3) AND EXTRACT B of young girls. Elizabeth There is (delicately): Johna – grant promise memade this. in Youany bed have a – faulty understanding 10 of young girls. There is a promise made in any bed – 10 Proctor (strivingagainst Proctor (striving againsthishisanger): anger):What Whatpromise? promise? Elizabeth Spoke Elizabeth Spoke oror silent, silent, a promise a promise is surely is surely made. made. And And she shedote may mayondote it on it now – I amnowsure shesure – I am does – and she doesthinks to killtome, – and thinks killthen to take me, then my place. to take my place. 15 15 Proctor’s anger is rising; he cannot speak. Proctor’s anger is rising; he cannot speak. Elizabeth It is her dearest hope, John, I know it. There be a thousand names; Elizabeth It is her dearest hope, John, I know it. There be a thousand names; why does she call mine? There be a certain danger in calling such a name – why doesI she callGoody am no mine?GoodThere besleeps that a certain dangernor in ditches, in Osburn, calling such a name – I am no Goody Good that sleeps in ditches, nor Osburn, drunk and halfwitted. She’d dare not call out such a farmer’s wife but there drunk and behalfwitted. She’din monstrous profit dare notthinks it. She call out suchmy to take a farmer’s wife but there place, John. be monstrous profit in it. She thinks to take my place, John. 20 20 Proctor She cannot think it! (He knows it is true.) Proctor She cannot think it! (He knows it is true.) Elizabeth (reasonably): John, have you ever shown her somewhat of Elizabeth (reasonably): John, have you ever shown her somewhat of contempt? She cannot pass you in the church but you will blush – 25 contempt? She cannot pass you in the church but you will blush – Proctor I may blush for my sin. 25 Elizabeth I think she sees another meaning in that blush. Proctor I may blush for my sin. Proctor And what see you? What see you, Elizabeth? Elizabeth I think she sees another meaning in that blush. Elizabeth (conceding): I think you be somewhat ashamed, for I am there, and Proctor And what see you? What see you, Elizabeth? she so close. Elizabeth (conceding): I think you be somewhat ashamed, for I am there, and Proctor When will you know me, woman? Were I stone I would have cracked for shame she so close. this seven month! Proctor When will you know me, woman? Were I stone I would have Elizabeth Then go and tell her she’s a whore. Whatever promise she may sense – break it, cracked forJohnshame breakthis it. seven month! Elizabeth Proctor Then go (between hisand tell her teeth.): she’s Good, a I’ll then. whore. Whatever go. (He starts promise for his rifle.)she may 35 sense – break it, John break it. 9.6. (between Proctor Discuss the significance his teeth.): of then. Good, Tituba, I’llGoody Good go. (He and starts forGoody Osburn being the his rifle.) 35first to be accused and convicted of witchcraft? (3) 9.7. Discuss the significance of Tituba, Goody Good and Goody Osburn being the first to be accused and convicted of witchcraft? (3) 9.8. “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) 89

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] 90

ENGLISH HOME LANGUAGE GRADE 12 Marks: 80 Time: 2½ hours No. of pages: 14 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 91

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 TICK NUMBERS QUESTIONS 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. - 92 -

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. [10] - 93 -

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] - 94 -

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] - 95 -

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] - 96 -

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 - 97 -

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] 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 - 98 -

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) 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 - 99 -

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] - 100 -

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! - 101 -

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) 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 - 102 -

ENGLISH HOME LANGUAGE GRADE 12 PAPER 3 CREATIVE WRITING TASK 10 Marks: 100 Time: 2½ hours 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. - 103 -

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 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 - 104 -

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. 1.8.1 OR 1.8.2 [50] - 105 -

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 - 106 -

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 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. - 107 -

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) 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) - 108 -

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. (50) 1.7.2. (50) TOTAL SECTION A: [50] - 109 -

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. Write the formal report that you will present. (25) - 110 -

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. TOTAL SECTION B (50) GRAND TOTAL [100] - 111 -