NATIONAL SENIOR CERTIFICATE GRADE 12

GRAAD 12

NATIONAL SENIOR CERTIFICATE

GRADE 12

ENGLISH FIRST ADDITIONAL LANGUAGE P2 AUGUST 2017 MARKING GUIDELINES

MARKS: 70

This marking guideline consists of 21 pages.

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English First Additional Language/P2

2 Marking guidelines

FS/AUGUST 2017

INSTRUCTIONS AND INFORMATION 1. Candidates are expected to answer questions on TWO sections. 2. A candidate may not answer more than ONE question on the same genre. 3. If a candidate gives two answers where the first one is wrong and the next one correct, mark the first answer and ignore the rest. 4. If answers are incorrectly numbered, mark according to the memo. 5. If a spelling error affects the meaning, mark incorrect. If it does not affect the meaning, mark correct. 6. If a candidate does not use inverted commas when asked to quote, do not penalise. 7. For open-ended questions, no marks should be awarded for YES/NO or I AGREE/DISAGREE. The reason/substantiation/motivation is what should be considered. 8. No marks should be awarded for TRUE/FALSE or FACT/OPINION. The reason/ substantiation/motivation is what should be considered. 9. Candidates’ responses should be assessed as objectively as possible.



FS/AUGUST 2017

SECTION A: NOVEL NOTE: Candidates are required to answer ONE question on the novel they have studied. QUESTION 1 CRY, THE BELOVED COUNTRY Candidates are required to answer BOTH questions, i.e. QUESTIONS 1.1 and 1.2. 1.1

1.1.1

(a) (b) (c) (d)

D/ humble priest and traditionalist E/ naive and reckless young man A/ wealthy and conservative farmer B/ upright and moral engineer

(4)

1.1.2

Reverend Stephen Kumalo and his wife.

(2)

1.1.3

Reverend Kumalo does not want to spend the money that he saved from Absalom on travelling to Johannesburg. His wife feels he should and they argue as a result. He is upset that his wife has given up on their son furthering his education and her disbelief that their son will come back from Johannesburg. 

(2)

Reverend Kumalo and his wife fear that they might have lost their son, his sister and brother to Johannesburg.They fear that their son might have become involved in a life of crime and that the prospects of securing a good future for him through education might be lost. There is a pervasive fear among villagers that young people migrate to Johannesburg with no prospect of them coming back home.

(3)

1.1.4

For full marks, the response must be well-substantiated. A candidate can score 1 – 2 marks for a response which is not wellsubstantiated. The candidate's interpretation must be grounded in the text of the novel. 1.1.5

1.1.6

When he says people who go to Johannesburg do not write, (implying that writing of letters was the primary means of communication for those who lived far apart.)

(1)

Despair/sadness. There is a sense of despair in his tone as he feels all his sacrifice for his son’s future, all the money he has saved for him is not going to serve the purpose it was intended for, his education.

(2)


1.1.7


FS/AUGUST 2017

Open-ended: City life has had a very sad and devastating impact on the Kumalo family. The family is torn apart when the family members, one by one, are swallowed by Johannesburg. Reverend Kumalo’s brother and sister go first and do not return. Their son goes to Johannesburg to look for them and he too does not return. The Reverend is at first in denial about their son not returning home, but is convinced by his wife that he is not coming back. The family is hurting as a result of these developments. The son is lured by the city into a life of crime, and Gertrude becomes gravely ill while in Johannesburg city. For full marks, the response must be well-substantiated. A candidate can score 1 – 2 marks for a response which is not wellsubstantiated. The candidate's interpretation must be grounded in the text of the novel.

(3) [17]

1.2 1.2.1

Reverend Stephen Kumalo.

1.2.2

Reverend Kumalo’s son, Absalom, killed James Jarvis’ son/Arthur Jarvis Absalom is in prison and his father fears the outcome of the court case. Absalom had become a petty criminal, but had graduated to more serious crime when he carried a gun with which he killed Arthur Jarvis in an armed robbery. 

(1)

NOTE: Accept any TWO of the above answers.

(2)

He came to enquire about his neighbour, Sibeko’s daughter  who had left their village ,Ndotsheni and had not been heard from for twelve months. She had moved to Springs with the Smith family. 

(2)

1.2.4

D/ grave

(1)

1.2.5

He sees that the Reverend is suffering and in distress and wants to reassure him. He sees the fear in reverend Kumalo’s face and wants to put him at ease. He comes to understand that Reverend Kumalo is Absalom’s father and that they have a shared past from the village.

(3)

1.2.3

1.2.6

(a) Jarvis is at first polite but distant and is somewhat reluctant to get too involved with this old man in the not-too-clean clothes.  (b) Jarvis is moved by the enormous fear in Kumalo and his trembling response to meeting with the father of the man his son killed. He treats him gently and with compassion.

(1)

(1)


1.2.7

1.2.8


FS/AUGUST 2017

Reverend Kumalo is a compassionate and caring person who sets out to look for his neighbour, Sibeko’s daughter. The extract also shows that he is a loving father who cares about his son despite what has happened. James goes to his son’s study and discovers images and documents that show him as a man who stood on the side of justice and freedom. He discovers that his son was loved and idolised by the community (of all races and religious persuasions) that he served because of his outstanding community work. James fought against the exploitation of migrant workers and racial segregation. NOTE: Choose any TWO from the above answers.

1.2.9

(2)

(2)

Open-ended. Accept a suitable response, for e.g: Yes. The title is directly linked to the ‘sick’ state of the land, of the country. It encapsulates the sickness of social and political injustice committed by the government of the day which leaves the beloved country in tears. The social ills have torn families apart; children, siblings have been forced to move to Johannesburg to look for greener pastures as villages had nothing to offer for them. Children have turned to crime, with fatal consequences as has happened with Absalom. OR No. The title exaggerates a tragic event that happened in the lives of two old men and generalises it as a national crisis, when it is not. When one considers the context within which Absalom committed the crime, one cannot paint the whole country as crime-ridden. Absalom is driven by poverty to do crime, and even the murder he committed was not pre-meditated, as he had pulled the trigger in panic. Thus, one cannot claim the country is dominated by wanton crime. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not wellsubstantiated. The candidate's interpretation must be grounded in the text of the novel.

TOTAL SECTION A:

OR

(3) [18] [35]



FS/AUGUST 2017

QUESTION 2 DR JEKYLL AND MR HYDE Candidates are required to answer BOTH questions, i.e. QUESTIONS 2.1 and 2.2. SECTION A: NOVEL NOTE: Candidates are required to answer ONE question on the novel they have studied.

2.1.1

2.1.2

a) b) c) d)

C/ a prominent, respected lawyer √ E/ a reputable London doctor √ A/ Dr Jekyll’s loyal servant √ B/ Mr Utterson’s distant cousin √

As Mr Hyde is the recipient of Dr Jekyll’s fortune, Mr Utterson fears that Mr Hyde is blackmailing Dr Jekyll √/ he fears that Hyde might murder Dr Jekyll to benefit from the will. √ NOTE: Accept any ONE of the above.

2.1.3

(4)

(1)

a) Dr Jekyll sees Dr Lanyon as lacking imagination √ / unadventurous √ /uninterested in learning more. √ OR Dr Lanyon called his experiment “scientific balderdash” √/ Too fanciful√/ he considers Dr Jekyll mad √ NOTE: Accept any ONE of the above.

(1)

b) “hide-bound pedant” √ OR “ignorant, blatant pedant” √ NOTE: Accept ONE of the above. 2.1.4

(1)

a) angry √/ unnerved √/ upset √/ fearful √/ nervous √ NOTE: Accept any ONE of the above.

(1)

b) Dr Jekyll did not want to discuss the matter for fear that Mr Utterson might find out that he is Mr Hyde √/ Dr Jekyll enjoyed Mr Hyde’s activities and was fearful that Mr Utterson might lose respect for him √/ Dr Jekyll was afraid that Mr Utterson might not believe the truth because he was too rational a person. √

2.1.5

NOTE: Accept any TWO of the above.

(2)

He trampled on the child/girl, left her screaming and showed no sign of regret, pity or empathy.√√

(2)


2.1.6


FS/AUGUST 2017

He is tolerant of others/not judgemental of others’ mistakes √, even if Dr Jekyll is guilty, he will try to get him out of trouble. √ He does not gossip/refuses to ruin a good friend’s reputation √, thus if Dr Jekyll is guilty, he will not make it public. √ He has the ability to keep secrets/does not gossip/is only concerned about his friend. √He will try to protect Dr Jekyll’s reputation. √ He is a rational man √, who is trying to make sense of Dr Jekyll’s will and his connection to the mysterious Mr Hyde. √ NOTE: Accept any TWO of the above.

2.1.7

(2)

Open-ended. Accept a relevant response which shows an understanding of the following aspects, among others:      

Utterson is reliable and his word and observations can be trusted. He is unemotional/not judgemental, so he conveys both sides of the story It builds/draws out the suspense – if Utterson does not know, neither does the reader. Mr Utterson develops the plot with his investigation. He is naturally inquisitive and wants answers. The reader is kept abreast of developments and Mr Utterson discovers new truths at the same time as the reader. [The conclusion is more dramatic/shocking because the reader discovers the truth at the same time as Utterson.]

NOTE: For full marks, the response must be wellsubstantiated and a link between Utterson’s personality and the narration of the story and/or its influence on the reader must be included in the response. A candidate can score 1 or 2 marks for a response which is not wellsubstantiated. The candidate’s interpretation must be grounded in the text of the novel. (3) [17] AND 2.2.1

a) Mr Hyde √

(1)

b) A maid saw the entire murder from her bedroom window and recognised Mr Hyde as someone who had once visited her employer. √

(1)


2.2.2


FS/AUGUST 2017

LITERALLY: to dig up/find in the ground by digging √ FIGURATIVELY: to uncover or bring to light by search or inquiry √ NOTE: 1 mark for literal meaning and 1 mark for figurative meaning. (2)

2.2.3

B/ heartless √

(1)

2.2.4

Soho (London) √

(1)

2.2.5

He started interacting with other people./ He re-kindled his friendships./His friends started to know him again as their guest and entertainer./ He started showing interest in religion./ He explored the outdoors./ He became friendlier. √ √ NOTE: Award two marks for any TWO of the above responses.

2.2.6

2.2.7

Mr Hyde

Dr Jekyll

He is small/dwarfish in stature. √ He is pale. √ He is a younger/young man. √ He has an unpleasant smile. √ He looks like a “troglodyte”caveman/primitive being. √ He is hairy/ape-like. √ He has a hoarse/deep voice. √ He has gnarled hands.√ He appears to be deformed. √

He is a large/tall man. √ He is about fifty years of age.√ He is a handsome/attractive man. √ He looks kind-hearted/. refined/like a gentleman. √ He has elegant fingers. √

(2)

NOTE: Accept any TWO of the above for each character. Credit answers containing accurate examples from the novel.

(4)

Duality of man/ Good vs evil √ All people have two sides: one side wants to do and be good and the other side enjoys being evil/doing things that are morally unacceptable and we all struggle with these two sides of our personality. √ Dr Jekyll is both a good man, who does charitable work and is a respected member of the community, but he also has a strong desire to/is attracted to evil/immoral activities. √

(3)


2.2.8


FS/AUGUST 2017

Open-ended. Accept a relevant response which shows an understanding of the following aspects, among others:     

Dr Jekyll is the main character, but he leads a double life. His good and normal side is Dr Jekyll. His other side is evil and named Mr Hyde. So they are both the main character – two are actually one. That is a strange thing because nobody knows it/ the link between them is a mystery.

NOTE: For full marks, the response must be well-substantiated and Dr Jekyll and Mr Hyde as one person must be included in the response. A candidate can score 1 or 2 marks for a response which is not well-substantiated. The candidate’s interpretation must be grounded in the text of the novel.

TOTAL SECTION A: OR

(3) (18) [35]



FS/AUGUST 2017

SECTION B: DRAMA NOTE: Candidates are required to answer ONE question on the drama they have studied. QUESTION 3 MACBETH Candidates are required to answer BOTH questions, i.e. QUESTIONS 3.1 and 3.2. 3.1.1

3.1.2

3.1.3

3.1.4

3.1.5

3.1.6

(a) D/ The king of Scotland

(1)

(b) B/ Macbeth’s close friend

(1)

(c) A/Escapes Macbeth’s assassins

(1)

(a) disbelief/surprise

(1)

(b) metaphor

(1)

(c) The Thane of Cawdor has committed treason and is about to be executed. His title is given to Macbeth, but Macbeth does not know about the treason of the Thane of Cawdor.  (That is why he is surprised when they address him with the title that is not his).

(2)

These are titles given to Macbeth. Macbeth received the title, Glamis when his father died and was given the title Thane of Cawdor because of his bravery in battle.

(2)

Two of the predictions made by the witches have become true.He is the Thane of Glamis and the title of Thane of Cawdor has also been given to him.

(2)

Macbeth is captivated by the predictions of the witches and believes in them.  Banquo is cautious about believing the witches (and warns Macbeth not to trust them.) 

(2)

He is brave/ gullible/ambitious.  NOTE: Credit any two correct answers.

3.1.7

Open-ended. Accept a suitable response, for e.g: Yes. He is immature because he is easily fooled into believing that the predictions are true. When he hears that Malcolm will succeed Duncan to the throne he thinks of ways that he can become king. He is influenced by his wife to commit the murder and does not think clearly about the consequences. He is not satisfied with what he has; he is admired by everyone for his bravery and he already has two lordship titles.

(2)



FS/AUGUST 2017

No. Macbeth has hoped that he would become the next king as he is related to Duncan. His aspiration to become king is destroyed and he has to think of means to achieve his ambition in life. He does think carefully about the murder of Duncan, contemplating both advantages and disadvantages. However, he is persuaded by his wife to continue with the murder. Accept a relevant response which shows an understanding of the play as a whole. The discussion must support the initial response but answers containing combinations must be credited. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not well-substantiated. The candidate's interpretation must be grounded in the text of the play.

(3) [18]

3.2 3.2.1

Macbeth’s castle/Inverness/A court within Macbeth’s castle. 

3.2.2

‘She strike upon the bell.’ 

(1)

NOTE: Do not penalise if inverted commas are not used.

(1)

3.2.3

B / his thoughts about murdering the king. 

(1)

3.2.4

Macbeth should walk around, uncertain of himself, as if he were looking for something in the air. He should point his finger at something invisible. He should look confused/worried/perplexed while talking. 

3.2.5

3.2.6

3.2.7

NOTE: Accept any suitable response that reflects Macbeth’s anxiety and bewildered state of mind.

(2)

Words cool the deeds and prevent you from taking action. / Macbeth says he must stop talking and must take action/do the deed. 

(2)

Macbeth is troubled/confused and thinks his mind is playing tricks with him. / Macbeth cannot bring himself to murder Duncan. His guilty conscience causes him to be anxious/worried. 

(2)

Macbeth thinks that once he has killed Duncan it will be over, he will become king and he will have peace of mind. However, the opposite is true. He does not have peace of mind./ He is not secured in his position as king. 

(2)


3.2.8


FS/AUGUST 2017

Macbeth does not know whether the dagger is real or a figment of his imagination. The dagger appears to be real like so many other things in the play. The witches appear to predict the truth, only to deceive him in the end. The castle appears to be peaceful from the outside (remark from Duncan) but on the inside Lady Macbeth and Macbeth have planned the murder of Duncan. NOTE: Accept any clear text – based answer that reflects a candidate’s understanding of the theme ‘ Appearances often hide reality.’

3.2.9

(3)

Open-ended. Yes. Macbeth is in conflict between good and evil within himself. Inherently he is good. He is a trusted and loyal servant of the king. Forces from outside (witches/ Lady Macbeth) have pressured him to become the way he turns out to be. Macbeth is a valiant soldier and admired for his bravery – he fights for his country. He would not have been admired so much if he had not been inherently good. OR No. Macbeth is not inherently good. The battle scene already shows a cruel side of him when he slices Macdonwald open ‘ from the nave to the chops’. Macbeth has a mind of his own and cannot blame the witches for deceiving him nor can he blame Lady Macbeth for persuading him to continue with the murder. He is evil and does everything just to satisfy his own ambition. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not well-substantiated. The candidate's interpretation must be grounded in the text of the drama.

OR

(3) [17] [35]



FS/AUGUST 2017

QUESTION 4 MY CHILDREN! MY AFRICA! Candidates are required to answer BOTH questions, i.e. QUESTIONS 4.1 and 4.2.

4.1.1

(a) C/ School principal of Zolile High

(1)

(b) D/ Name of school in town

(1)

(c) B/ Name of a township/location

(1)

4.1.2

Isabel’s team has won the debate.

(1)

4.1.3

(a)

Zolile is not very strict with rules. / There is freedom of speech. Zolile is vibrant. Camdeboo is boring. / There are too many rules.

(2)

(b)

Hyperbole/Metaphor 

(1)

(c)

Isabel exaggerates when she refers to the debate as a riot. She does that because the debate that takes place at Zolile is so vibrant and hot  everyone has been taking part in the discussions. OR Since a riot usually describes when people become rebellious, fighting against a certain cause, Isabel refers to the debate that takes place at Zolile as a riot because everyone was so eager for his side/team to win that they began ‘fighting with words’.

(2)

He is indicating/signalling/suggesting that Isabel should keep quiet/ not say the word ‘riot’ aloud. There were riots in the township and the police could be suspicious of someone shouting the word ‘riot’.

(2)

4.1.5

A/ curious 

(1)

4.1.6

There is tension in the play between contradictory ways in which the characters believe problems should be resolved. Some believe violence is the solution, while others, particularly Mr M, believe in the power of words to address differences. Thami believes violence is the only option as communication has yielded no results. The riots in the township referred to are the start of violent reaction to problems that cannot be solved through words.

4.1.4

NOTE: Accept any clear text – based answer that reflects a candidate’s understanding of the theme ‘Power of words versus violence’.

(3)


4.1.7


FS/AUGUST 2017

Open-ended. Accept a suitable response, for e.g: Yes. She is being sarcastic as her parents would never take the issue about riots lightly, considering they come from a conservative background. She was merely adding to Thami’s joke about the police acting against anyone using the word riot. OR No. On the surface it might appear as if she does not mean what she is saying about riots, but based on her new and broadened perspective about the lives of black people in the township she might be wishing that her parents could have the correct understanding of riots.

Accept a relevant response which shows an understanding of the text of the drama as a whole. The discussion must support the initial response but answers containing combinations must be credited. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not well-substantiated. The candidate's interpretation must be grounded in the text of the drama.

(3) [18]

4.2 4.2.1

4.2.2

Mr M has to choose whether he participates in the revolution/joins the comrades./ Mr M must identify with the fight for freedom.

(1)

(a)

Sarcastic 

(1)

(b)

Mr M does not believe in violent protests even though he is black. He believes and promotes that people should show their anger through words and not violence.

(2)

4.2.3

He is decisive. He stands up to Mr M. He stands up for his beliefs.

(2)

4.2.4

‘noble fight’  NOTE: Do not penalise if inverted commas are not used.

(1)

There is ellipsis at the end of his speech.  There is ‘cutting him’ at the beginning of Mr M’s speech to show that he interrupts him.

(2)

(a)

The destruction/taking down of statues.

(1)

(b)

Thami is fighting for equal rights and education, but the irony is that he wants to destroy the statues of his opponents’ heroes, instead of erecting statues for his heroes.

(2)

4.2.5

4.2.6


4.2.7


FS/AUGUST 2017

Comrades/freedom fighters/oppressed people/It is a term that refers to a group of people with the same belief.   NOTE: Accept any ONE of the above.

(1)

4.2.8

He suggests that Thami and the comrades erect statues for their heroes.

(1)

4.2.9

Open-ended. Accept a suitable response, for e.g: Yes. Mr M is being unfair and unreasonable. He knows that Thami is engaged in a political struggle and is respected by the people as a leader and comrade, but deliberately asks him to act against his own comrades by asking them to come back to school. School was regarded as a terrain of political struggle, and school boycotts advanced the struggle effort; asking learners to come back to school will be counter-productive. No. Mr M is fair in his request. Thami, as an influential activist and leader, can convince learners to come back to school. He is an intelligent student and commands a lot of respect from his peers and could make them see the value of engaging in a non-violent political struggle while pursuing their academic goals. Accept a relevant response which shows an understanding of the story as a whole. The discussion must support the initial response but answers containing combinations must be credited. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not well-substantiated. The candidate's interpretation must be grounded in the text of the story.

(3) [17]

TOTAL SECTION B: 35



FS/AUGUST 2017

SECTION C: SHORT STORIES NOTE: Candidates are required to answer BOTH questions set on the TWO short stories they have studied. QUESTION 5 5.1 5.1.1

5.1.2

Transforming moments (a) B/ The boy from Port Elizabeth. 

(1)

(b) D/ The speaker’s friend. 

(1)

(c) C/ The church minister. 

(1)

The speaker always regarded herself as the ugliest girl (in school)/ She has dry hair (like dry grass)./ Her school uniform does not look as nice as the other girls’./ She has knock-knees/ She has big feet.  NOTE: Accept ANY TWO of the above answers.

(2)

5.1.3

D/reluctant to join the choir. 

(1)

5.1.4

She has been encouraged by the minister to join the choir./ The minister has told her that her voice is deep, not ugly. 

5.1.5

Accept ANY ONE of the two answers.

(1)

(a)

Simile

(1)

(b)

The girls are walking lazily and their walk is compared to the winter’s sun because as much as it shines, it is not very strong. 

(2)

5.1.6

He has been sent by the minister to call the speaker. .

(1)

5.1.7

‘gave me fast instructions’. .

(1)

5.1.8

(a)

The speaker feels excited/elated/happy/over the moon. 

(b)

She is going on a long trip to the Eastern Cape.  She has been offered to visit the minister’s family.  She is going to be away from the dormitory for a weekend.  She is going to be away from the other girls for a weekend.  NOTE: Accept any TWO of the above answers.

(1)

(2)


5.1.9


FS/AUGUST 2017

Open-ended. Accept a suitable response, e.g. Yes. It is during this trip to the Eastern Cape that the speaker meets ‘imbongi’, enjoys what ‘imbongi’ does and then decides to become a praise poet herself. This changes her outlook in life and for the first time she loves what she does and feels beautiful. OR No: The trip itself does not influence her future. What the speaker experiences in the Eastern Cape would not have made her change if she did not want to. It is her mindset that changes and therefore bringing about change to her future. Accept a relevant response which shows an understanding of the story as a whole. The discussion must support the initial response but answers containing combinations must be credited. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not well-substantiated. The candidate's interpretation must be grounded in the text of the story.

(3) [18]

AND 5.2

The last breath

5.2.1

(a)

(b)

(c) 5.2.2

5.2.3

5.2.4 5.2.5

The son wants the father to meet Eva so he can see that she is not helpless even though she is blind./ The son wants his father to meet Eva and hopes this will help change his mind about the marriage. 

(1)

It is an indication that the father does not accept Eva as his future daughter-in-law.

(1)

Anger/frustration

(1)

They disagreed on his choice of career. He wanted to study music, his father wanted him to work for the bank.

(1)

When he reaches the age of majority he will not need his father’s permission to marry Eva.

(2)

He realises for the first time that he does have a solution to Eva’s problem of blindness; he can donate his corneas.

(1)

   

He is domineering He is discriminatory He is ill-tempered He is stubborn/self-righteous


5.2.6

5.2.7


FS/AUGUST 2017

 NOTE: Accept any TWO of the above answers.

(2)

The mother accepts Eva as she is, despite her blindness. The father rejects her as he feels she is helpless and will not function well as a wife to their son due to her blindness.

(2)

The son has accepted Eva in spite of her blindness. He loves Eva and does not think that her blindness will stand in the way of their marriage.  The father rejects Eva from the outset. He believes that she is helpless and will be a liability to his son. 

5.2.8

(3)

Open-ended. Accept a suitable answer, for e.g: Yes: It is appropriate as it captures the critical moment just before the father dies, before he gives ‘the last breath’. That is where he offers his corneas to Eva and restores her sight. This is also the moment when the family is reconciled and Eva accepted into the family. OR No: The heading is not appropriate as it is about the last breath, someone dying; whereas the story is about Eva’s blindness. It can be difficult for readers to draw the link between the two.

Accept a relevant response which shows an understanding of the story as a whole. The discussion must support the initial response but answers containing combinations must be credited. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not well-substantiated. The candidate's interpretation must be grounded in the text of the story.

TOTAL SECTION C:

(3) [17] 35



FS/AUGUST 2017

SECTION D: POETRY NOTE: Candidates are required to answer ALL the questions. QUESTION 6.1: Everything has changed (except graves) – Mzi Mahola

6.1

6.1.1

(a) Lushington (b) saddened (c) reversed

6.1.2

(a) ‘ruins’ NOTE: Do not penalise if quotation marks are not used.

(1) (1) (1)

(1)

(b) The speaker sees that wild plants (wattle trees) have taken over the school grounds.  The roofs/doors/windows are damaged/broken/missing. 

6.1.3

(2)

He appreciates with how much care/patience the educators taught him.  (2)

6.1.4

6.1.5

6.1.6

He fought with another boy (and beat him severely).  NOTE: Candidate should use own words when answering. The word ‘pummelled’ should not be used.

(1)

(a) Personification 

(1)

(b) The cemetery is so close to the Dutch Reformed Church/Methodist that it looks like it is holding the church in its arms.  

(2)

The poet goes back to his former school and experiences an extreme sense of loss when he sees the dilapidated/ruined state of the school. He is reflecting on the neglect that he sees. He compares the school to what it was in the past and how it is now. He is heartbroken when he witnesses the total ruin of the place that shaped his childhood. NOTE: For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not well-substantiated.

(3)


6.1.7


FS/AUGUST 2017

Open-ended. Yes. The title clearly reflects what the poem is about. The speaker goes back to his home-town where he grew up. He finds that everything has changed; he hardly recognises anything familiar. The only thing that has not changed is the cemetery near the church. OR No. The speaker remembers Lushington the way it was when he was a child. He returns several years afterwards and now looks at things differently from the perspective of an adult. Everything might appear to have changed, but that might be because he had seen it through the eyes of a child. Accept a relevant response which shows an understanding of the link between the title and the content of the poem. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not wellsubstantiated.

(3) [18]

AND QUESTION 6.2: Mid-term break – Seamus Heaney 6.2

6.2.1

The brother of the diseased/ The poet/Seamus Heaney 

(1)

6.2.2

Knelling is not usually associated with the ringing of a school bell; but with announcing a funeral. The reader gets the impression that something tragic has or is about to happen.

(2)

6.2.3

C/ calm

(1)

6.2.4

(a) Onomatopoeia

(1)

(b) The baby is happy to see his brother return from school, and he is ignorant of the tragic event that has happened/ The baby is happy to see the return of his brother in contrast with the rest of the family members who are sad about the tragic event.

(2)

The event is so tragic that everything about it is etched on his memory. People usually remember traumatic events vividly.

(1)

(a) Sympathetic/compassionate/caring/considerate/hushed

(1)

(b) They showed respect to the bereaved family. They express their condolences to the boy for losing his younger brother.

(2)

6.2.5

6.2.6



FS/AUGUST 2017

6.2.7

(a) Four/4 (years old) 

(1)

(2)

6.2.8

(b) It is mentioned in line 22 that the box is four-foot long and that it counts a year for each foot. Open-ended. Yes. The speaker, as a first person-account of the experience, does seem to be detached from this tragic event. He does not shed a tear like his father, nor does he appear severely griefstricken like his mother. He does not seem to have come to grips with the death of his younger brother. OR No. He relates to the unfolding events from the point of view of a fourteen-year old. It is his first experience of such a tragic loss. It seems that he focuses more on the reaction of his parents. He gives a literal description of the events, but that does not mean that he is not affected emotionally. Accept a relevant response which shows an understanding of the poem as a whole. The discussion must support the initial response but answers containing combinations must be credited. NOTE: Do NOT award a mark for YES or NO only. For full marks, the response must be well-substantiated. A candidate can score 1 - 2 marks for a response which is not wellsubstantiated. The candidate's interpretation must be grounded in the text of the poem.

SECTION D: GRAND TOTAL:

(3) [17] 35 70

NATIONAL SENIOR CERTIFICATE GRADE 12

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