RELIGION STUDIES
PAPER 1
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of SECTION A and SECTION B. 
2. SECTION A: COMPULSORY
   SECTION B: Answer any TWO questions in this section. 
3. Read ALL the questions carefully.
4. Start EACH question on a NEW page. 
5. Number your answers according to the numbering system used in this  question paper. 
6. The length of the answers must be in accordance with the marks allocated  to each question. 
7. Write neatly and legibly.

QUESTIONS 

SECTION A (COMPULSORY) 
QUESTION 1  
1.1 Various options are provided as possible answers to the following questions.  Choose the answer and write only the letter (A–D) next to the question  numbers (1.1.1 to 1.1.10) in the ANSWER BOOK, e.g. 1.1.11 D. 
1.1.1 Belief in the existence of gods or a god: 

1. Monotheism
2. Taoism
3. Theism
4. Dualism (1) 

1.1.2 Hindu scriptures: 

1. Vedas
2. Atman
3. Swami
4. Dharma (1)

1.1.3 Religious laws observed by Orthodox Jews are called … 

1. Genesis.
2. Halakhah.
3. Sharia.
4. Sampradyas. (1) 

1.1.4 The person who was Prophet Muhammad's successor on his death  in 632 CE: 

1. Ishmael
2. Husain
3. Umar
4. Abu Bakr (1)

1.1.5 The collective name for the primary sacred scripture of Judaism: 

1. Tenach
2. Mahabharata
3. Torah 
4. Shema (1)

1.1.6 A statement of beliefs in Christianity: 

1. Eucharist 
2. Catechism
3. Sacrament
4. Creed (1)

1.1.7 The line of descent from an ancestor to a person or a family: 

1. Literalist
2. Lineage
3. Paternal 
4. Predecessor (1) 

1.1.8 A belief that attaches prime importance to human matters rather  than to supernatural matters: 

1. Creationism
2. Humanism
3. Evolution
4. Religion (1)

1.1.9 Both these religions believe in reincarnation and practise meditation: 

1. Hinduism and Islam
2. African Traditional Religion and Christianity
3. Hinduism and Buddhism
4. Judaism and Islam (1)

1.1.10 A religion that originated in Iran in the nineteenth century: 

1. Bahá'i Faith
2. African Traditional Religion
3. Islam
4. Taoism (1)

1.2 Complete the following sentences by filling in the missing word(s). Write only  the word(s) next to the question numbers (1.2.1 to 1.2.6) in the ANSWER  BOOK. 
1.2.1 A Christian sacrament of initiation using water to symbolise the  cleansing of sin is known as … (1) 
1.2.2 A Buddhist phrase or verse, believed to be of divine origin, used in  meditation is called a/an … (1) 
1.2.3 In Hinduism, liberation from the ongoing cycle of reincarnation is  known as …. (1) 
1.2.4 On Mount Sinai God gave the … to Moses as rules by which the  Jewish people had to live. (1) 
1.2.5 The … is the Fifth Pillar and the annual pilgrimage to Mecca. (1)
1.2.6 Formal religious actions with a ceremonial purpose are called … (1) 
1.3 Choose a description from COLUMN B that matches the item in COLUMN A.  Write only the letter (A–G) next to the question numbers (1.3.1 to 1.3.6) in the  ANSWER BOOK. Do NOT use any letter more than ONCE. 

1.4 Choose the word in each list below that does NOT match the rest. Write down  the word next to the question numbers (1.4.1 to 1.4.4) in the ANSWER BOOK  and give a reason why it does NOT fit. 
EXAMPLE: Banana; Apple; Potato; Grape 
ANSWER: 1.4.5 Potato. The others are all fruit. 
1.4.1 Islam; Christianity; Sikhism; Judaism (2)
1.4.2 Similarity; Comparability; Divinity; Difference (2)
1.4.3 Imam; Sanskrit; Caliph; Muezzin (2)
1.4.4 Smartism; Moksha; Bab; Shiva (2) 
1.5 In the context of religion, write TWO sentences on EACH of the following  concepts: 
1.5.1 Hermeneutics (2)
1.5.2 Yin and Yang (2)
1.5.3 Covenant (2)
1.5.4 Buddha (2)
1.5.5 Diviner (2) 
1.6 Indicate whether the following statements are TRUE or FALSE. Write 'true' or  'false' next to the question numbers (1.6.1 to 1.6.5) in the ANSWER BOOK.
Correct the statement if it is FALSE. 
1.6.1 Theravada means the 'Greater Vehicle'. (2)
1.6.2 Syncretism dictates the moral order in African Traditional Religion. (2)
1.6.3 Shoghi Effendi (1897–1957) was a Muslim leader. (2)
1.6.4 The Tao that can be told of is not the eternal Tao. (2) 
1.6.5 Buddhists attain karma through a lifetime of wisdom, meditation  and practice. (2)

TOTAL SECTION A: 50 

SECTION B 
Answer any TWO questions in this section. 
QUESTION 2 
2.1 In the context of religion, explain EACH of the following concepts and give  ONE example to illustrate its meaning: 
2.1.1 Ideology (4)
2.1.2 Doctrine (4)
2.1.3 Unity (4)
2.2 State TWO unique features of EACH of the following religions: 
2.2.1 Islam (4)
2.2.2 Christianity (4)
2.2.3 Hinduism (4)
2.2.4 Taoism (4)
2.3 Read the extract below and answer the questions that follow. 

2.3.1 In the African Traditional Religion, how do the ancestors  communicate with the living members of the community? (4) 
2.3.2 In THREE sentences, explain how belief in the ancestors benefits  African society. (6) 
2.3.3 Storytelling is very important in the African Traditional Religion.  Give a reason for this. (2) 
2.4 What is the difference between myth and parable? (4) 
2.5 Religions often share many similarities. List THREE beliefs that are common  to the Abrahamic religions. (6) [50]

QUESTION 3 
3.1 Read the extract below and answer the questions that follow. 

3.1.1 Give TWO reasons for the increase in religious coverage by  the media. (4) 
3.1.2 Give TWO reasons why the media often casts religious issues  'in a negative light'? (4) 
3.1.3 What can religious organisations do to prevent negative media  coverage? (6) 
3.1.4 Describe strategies that the media uses to influence our opinions. (8) 
3.1.5 Suppose you are a journalist. What current religious issues in the  world would you write about, and why? (8) 
3.2 Read the dialogue below and answer the questions that follow.

3.2.1 What does Ben mean when he says it is important to understand  each religion 'for its own sake'? (4) 
3.2.2 Shireen says it is 'the things we call unique that can be socially  divisive and cause conflict'. What does she mean by this? (6) 
3.2.3 Ben has a different view of the unique things in a religion. What is  this view? (2) 
3.2.4 Why does Shireen have a cautious and suspicious attitude towards  other religions? (6) 
3.2.5 Whose approach to other religions do you support, Ben's or  Shireen's? Name ONE action, not already mentioned in the  passage, that you can take in support of this attitude. (2) [50]

QUESTION 4 
4.1 Read the two sources (SOURCE A and SOURCE B) below and answer the  questions that follow. 

4.1.1 What is meant by human rights? (4) 
4.1.2 With reference to the sources above, show how the judgement  complies with the Constitution of South Africa. (10)
4.2 Read the passage below and answer the questions that follow. 

4.2.1 Name any ONE interreligious organisation that works for peace in  Africa. (2) 
4.2.2 Name any ONE global interreligious organisation. (2) 
4.2.3 Describe the work done by the global interreligious organisation named in QUESTION 4.2.2. (10) 
4.2.4 Give reasons for its successes. (6) 
4.2.5 State THREE ways you see interreligious relationships being  promoted in South Africa today. (6) 
4.2.6 Discuss how religion can influence people's behaviour. (10) [50] 

TOTAL SECTION B: 100 
GRAND TOTAL: 150

RELIGION STUDIES
PAPER 1
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

MEMORANDUM 

SECTION A (COMPULSORY) 
QUESTION 1  
1.1
1.1.1 C√ (1)
1.1.2 A√ (1)
1.1.3 B√ (1)
1.1.4 D√ (1)
1.1.5 A√ (1)
1.1.6 D√ (1)
1.1.7 B√ (1)
1.1.8 B√ (1)
1.1.9 C√ (1)
1.1.10 A√ (1) (10 x 1) (10) 
1.2
1.2.1 baptism√ (1)
1.2.2 mantra√ (1)
1.2.3 moksha√ (1)
1.2.4 Ten Commandments√ (1)
1.2.5 Hajj√ (1)
1.2.6 rituals√ (1) (6 x 1) (6) 
1.3
1.3.1 D√ (1)
1.3.2 G√ (1)
1.3.3 A√ (1)
1.3.4 E√ (1)
1.3.5 F√ (1)
1.3.6 B√ (1) (6 x 1) (6) 
1.4
1.4.1 Sikhism√ 
The others are Abrahamic Religions. (2) 
1.4.2 Divinity√ 
The others refer to comparison between religions./ Concepts that  are often used in the context of religion.√ (2) 
1.4.3 Sanskrit√ 
The others belong to Islam. √ (2) 
1.4.4 Bab√ 
The others belong to Hinduism. √ (2) (4 x 2) (8)
1.5
1.5.1

• The interpretation of sacred texts/scriptures. √ 
• The word comes from the Greek word hermeneuein meaning  'interpret'. √ (2) 

1.5.2

• This is a fundamental belief in Taoism. √ 
• All the world's processes are made up of two opposing  forces, Yin and Yang. √ 
• The Yang is active, light, forceful, male and the Yin is  passive, dark, yielding, female. √ (2) 

1.5.3

• It is a solemn promise/agreement/vow/pledge. √ 
• It is generally assigned to Judaism. √ 
• The covenant was made by God as an agreement between  Him and the Jews. √ (2) 

1.5.4

• The word comes from Sanskrit, meaning 'enlightened one'. √
• It was given as a title to Siddhartha Gautama, founder of  Buddhism.√ 
• Because of the Buddhist belief in reincarnation there is a  succession of Buddhas, so there is more than one Buddha.√ (2) 

1.5.5

• This person is known as a sangoma. √ 
• She/He acts as an go-between/ intermediary between  humans and the ancestors. √ 
• She/He is a foreteller of the destiny of a person. √ (2) 

NOTE: Other relevant responses must be credited. (5 x 2) (10) 
1.6
1.6.1 FALSE. √ Theravada means the 'Way of the Elders' or 'Tradition  of the Elders'.√/ Mahayana Buddhism is known as the Greater Vehicle. √ (2) 
1.6.2 FALSE. √ Ubuntu dictates the moral order in African Traditional  Religion. √/ Syncretism is the formation of a new religion by combining  aspects of different religions. √ (2) 
1.6.3 FALSE. √ Shoghi Effendi (1897–1957) was a leader of the  Bahá'i Faith. √ (2) 
1.6.4 TRUE √√ (2)  
1.6.5 FALSE. √ They attain Enlightenment or Nirvana. √/ Karma is the belief that every action has a consequence, which  may show up in the present lifetime or only in a later  reincarnation.√ (2) 

TOTAL SECTION A: 50

SECTION B:  
QUESTION 2 
2.1.
2.1.1 

• Literally the word means 'the science/study of ideas'. It is a  system/set of ideas/beliefs, (values and opinions that determine  the way a person or group behaves, thinks and looks at the  world. 
• For people without a religion their ideology is the way they see  the world and therefore it may be a substitute for religion.  (world view) 
• Examples: communism, Marxism/ fascism/ nationalism/  democracy/ socialism. (4) 

2.1.2 

• It is a synonym for religious teachings or beliefs. 
• It refers to divine instruction. 
• Example: Moksha is liberation from the ongoing cycle of  reincarnation in Hinduism. / 
• Jesus Christ is the Son of God in Christianity./ 
• There is only one God (Allah) in Islam. (4) 

2.1.3 

• Religions are not in conflict but co-exist peacefully. 
• Religions co-operate/work together on a humanitarian crisis. 
• Example: Religions are united when they are in agreement, for  example on a teaching, e.g. a sense of unity/being one with the  divinity is an important part of religious experience. 
• A religion's identity creates unity within it by creating a sense of  belonging. (4) 

2.2
2.2.1 

• The name of the divinity in Islam is Allah. 
• Allah's attribute is that He does not beget nor is He Begotten. 
• The sacred scripture is the Qur'an. 
• It was dictated verbatim by the archangel Gabriel to the illiterate  Prophet Mohammed. 
• According to their dietary laws, only food described as 'halaal' may be eaten. (4) 

2.2.2 

• Christianity believes in the Trinity; that there is only one God  and in this one God there are three persons. 
• The three persons of the Trinity are God the Father, God the  Son and God the Holy Spirit. 
• Jesus is the Son of God. 
• Jesus is God incarnate. 
• Jesus died on the cross and rose again from the dead/  resurrection. (4)

2.2.3 

• Hinduism has many gods and goddesses who represent  aspects of Brahman. Krishna, Shiva, Vishnu are examples. 
• In Hinduism the soul is regarded as eternal and unchangeable. 
• Hindus have four aims in life: dharma (the way of Higher Truth),  artha (acquisition of wealth), kama (sensual enjoyment),  moksha (release from suffering). 
• There are four castes/classes in society: priestly  (Brahmanas/Brahmins), ruler (ksatriyas), workers or traders  (vaisya/vaishyas), servants (sudras). 
• There are four stages of life (ashramas): student, married,  retirement and the optional devout stage (sannyasins). 
• Hindus believe in reincarnation, where the soul goes through  a series of births and deaths. 
• The soul is driven from birth to death and from death to birth in  a continuous cycle called samsara. 
• A unique feature of Hinduism is the concept of reincarnation – rebirth in various life forms. (4) 

2.2.4 

• Their central idea is Tao, the closest to an idea of divinity. 
• Tao means 'the path of the universe'. 
• All the world's processes are made up of the two opposing  forces of Yin and Yang, e.g. hate and love. 

NOTE: Other relevant responses must be credited. (4) 
2.3
2.3.1 

• Ancestors communicate with living members of the family  through an intermediary. 
• Ancestors may communicate via animals. 
• This intermediary is called a sangoma/diviner who fulfils a  continued relationship with the ancestors. 
• A common way of communication is through dreams and  visions. (4) 

2.3.2 

• The belief that the ancestors guide and protect the family  strengthens the family, which in turn builds up the community. 
• There is a great sense of connection and continuity within the  family and community. 
• This makes members feel secure because it gives them a great  sense of identity and belonging. 
• One is encouraged to live a chaste life. One is rewarded for this  in the world by the ancestors, who are believed to be the  mouthpiece of the Creator. (6) 

2.3.3 

• African Traditional Religion does not have written scriptures. 
• Instead it has a strong oral tradition in which story-telling is  important. 
• Story-telling performs the same function as written texts in this  religion. 

NOTE: Other relevant responses must be credited. (2)
2.4 

• A myth is usually a 'large-scale' story told in an exaggerated way. 
• It conveys a spiritual truth. 
• It refers to a religious story in which the truth about life is revealed, e.g. about the creation of the world, life after death. 
• A parable is a story that teaches a moral or a lesson. 
• Unlike the large scale of a myth, a parable involves any kind of character,  even a simple and ordinary person. 
• It is usually short. 

NOTE: Two marks are awarded for “myth” and two marks for “parable” (4) 
2.5 

• The three Abrahamic Religions – Judaism, Christianity, and Islam – are all  monotheistic. 
• They are sometimes called 'religions of the book' because they all believe  in divinely inspired Holy Scriptures. 
• The Holy Scripture is very important in these religions, and leads to their  placing strong emphasis on teaching. 
• They are known as Abrahamic Religions because they all recognise  Abraham as a great prophet. 
• They believe in angels. 
• They believe in life after death. 
• They share a common belief about creation. 
• They believe in the Final Judgement of all mankind. 
• In all three religions the discipline of fasting is encouraged to nurture  spirituality. 
• They believe in the prophets. 

NOTE: Other relevant responses must be credited. (6) [50]
QUESTION 3 
3.1
3.1.1 

• We live in a 'global village' of mass communication and social  networks. The increase may be a natural part of the general  increase in media coverage on all matters. 
• More people are interested in religion. 
• With easier access to information the lay person can challenge  and hold the 'religious expert' accountable. This leads to  controversy, which raises public interest. 
• The media is a powerful tool to spread information and  teachings and is being used by religions themselves for this  purpose. 
• People are drawn by curiosity and sensational stories. 
• The media uses this to sell their news and make a profit. 

NOTE: Other relevant responses must be credited. (4) 
3.1.2

• Sensationalism sells, thus increasing profits. 
• They want to make profit. 
• They lack genuine information about religion. 
• They tend to be biased. 
• They use negative stereotypes in reporting. 

NOTE: No credit is given for examples. 
Other relevant responses must be credited. (4) 
3.1.3

• They should have strong policies and procedures in place to  guide them about how they conduct themselves and how they  interact with the media. 
• Religions must ensure that their members follow protocol. 
• They must have a spokesperson who will deal with media  issues. 
• Members need to display a high level of discipline and be  accountable. 
• Their conduct and positive use of the media will serve to  counteract any negative reporting. 
• If there is negative reporting, they can use the media to set  the record straight. 

NOTE: Other relevant responses must be credited. (6) 
3.1.4

• The media usually reports from a certain 'angle' to gain the  effect they desire. 
• They carefully select the visual material they use. 
• Their headlines draw our attention. 
• Their use of language is deliberate to support their angle – tone, vocabulary, etc. 
• They interview popular people and celebrities. 
• They select where they place an article in print media. 
• The repetition of the same message in different ways leads to  the recipient eventually accepting the message, even if it is  untrue. 

NOTE: Other relevant responses must be credited. (8)
3.1.5 EXAMPLE 1: CONFLICTS 

• Conflict in the Middle East and Africa is seen as religious,  e.g. Israel/Palestine, Syria, Iran, Libya and Nigeria. 
• Israel/Palestine: The struggle between the Jews and  Palestinians is long-standing and there hardly seems to be a  solution.  
• Syria, Iraq: The intra-religious Muslim conflict in these parts with  the involvement of ISIS is a 'hot topic'. It has led to the  humanitarian crisis of refugees fleeing their war-torn country,  many of them heading to North Africa and from there on risky  boats across the Mediterranean to Europe. 
• Nigeria: Boko Haram, a Muslim group, has carried out a number of attacks on civilians and the government.

WHY? 

• People want to be kept informed about the conflict situations  mentioned. 
• They want to know the level of religious involvement. 
• The issues above have caused humanitarian crises, for  example the refugee problem. 
• As a journalist I would want to expose the suffering of the  people and encourage a resolution of the problem. 

EXAMPLE 2: OTHER TOPICAL RELIGIOUS ISSUES 

• Issues of topical interest: prosperity religion, bling pastors, fake  pastors. 

WHY? 

• As a journalist I would want to expose the abuse of religious  power. 
• Vulnerable people are being preyed upon in the name of  God/religion. (8) 

NOTE:TWO marks are awarded for each issue, and TWO  marks are awarded for each reason. 
Other relevant responses must be credited. 
3.2
3.2.1

• This is an open mind and an open attitude./ A person should  not be prejudicial. 
• A person finds out about a religion simply to be able to  understand and appreciate it.  
• There is no other motive/reason, such as to judge or compare. (4) 

3.2.2

• The unique things of a religion make it different from others.
• The unique things of a religion are the things it comes to  treasure most. 
• Its followers can become protective and defensive of these. 
• Consequently they become easily offended and upset if others  do not give them due respect. 
• People fear differences. (6)

NOTE: If the learner has merely repeated verbatim from the  dialogue, a maximum of TWO marks must be awarded. 
3.2.3

• Ben admires the diversity among religions/ He is tolerant of  other religions. 
• He thinks that the unique things about a religion are beautiful. 
• He thinks these make the religion great. (2) 

3.2.4

• Shireen thinks that understanding and tolerance can be risky.
• There is no certainty that one will receive understanding and  tolerance in return. 
• The other religion might still try to convert her. 
• It might adopt a superior attitude. 
• It might discriminate against her. (6) 

3.2.5 BEN:  

• Visit places of worship of different religions. 
• Meet people of different faiths. 
• Join an interfaith group. 
• Support an interreligious charity organisation.
  OR 

SHIREEN:  

• Take action to increase your knowledge, understanding and/or  experience of your own religion. 
• Tolerate and respect other religious beliefs, even if one does not agree with them. 

NOTE: Other relevant responses must be credited. (2) [50]

QUESTION 4 
4.1
4.1.1 

• It is a basic right given to every human being without  discrimination. 
• It is given to a person simply because he/she is a person,  deserving human dignity. (4) 

4.1.2 

• The judgement upheld freedom of religion as a human right for  all (constitution) when it declared it illegal to favour any one  religion above another. 
• The judgement allowed religious observances to be held in  public schools on three conditions. These three conditions  correspond exactly with the constitution. 

The three conditions are: 

1. Observances must follow rules made by the appropriate  public authorities (in the case of a school, this would be the  school governing body).
2. They are conducted on an equitable basis.
3. Attendance at them is free and voluntary. (10) 

4.2
4.2.1

• Programme for Christian-Muslim Relations in Africa  (PROCMURA) 
• Interfaith Action for Peace in Africa (IFAPA) 
• The African Council of Religious Leaders (Religions for Peace)  

(ACRL/R/P) 
(Any ONE of the above) 
NOTE: Accept a South African interreligious organisation. Do not  credit a solely humanitarian organisation. (2) 
4.2.2

• Parliament of World Religions/Parliament of the World's  Religions/World Parliament of Religions 
• World Conference of Religions for Peace 

 NOTE: Even humanitarian global interreligious organisation can  be accepted. 
(Any ONE of the above) (2) 
4.2.3 EXAMPLE 1: PARLIAMENT OF THE WORLD'S RELIGIONS  (PWR) 

• Meeting for the first time in 1893, it brought people of different  religions together to engage in dialogue. 
• This is often regarded as the start of modern time awareness of  positive inter-religious relationships. 
• At the second meeting a 100 years later it was decided to meet  regularly every approximately five years. 
• The document/declaration of who they are and what they stand  for, called 'Towards a Global Ethic', was an outcome of this  second meeting. 
• The initial idea of PWR was to provide a space for religious  dialogue. That was seen as the need of those times.
• There has been a progression from that beginning towards joint  action to tackle social problems across the world. 
• Successive PWRs have tackled issues such as HIV/Aids,  religious violence, safe water, refugees, and eliminating  external debt in developing countries. 
• They supported and gave input for the Millennium Development  Goals for the eradication of poverty. 
• Included in the Millennium Development Goals are  reconciliation, global climate change and sustainability. 

EXAMPLE 2: WORLD CONFERENCE OF RELIGIONS FOR  PEACE (WCRP) 

• WCRP was involved in training communities about the human  rights of the child (Convention on the Rights of the Child, the  most widely ratified human rights agreement in history). 
• It helped build reconciliation in Bosnia and Kosovo in Europe. 
• It mediated among warring groups in Sierra Leone. 
• It set up an international network of religious women's  organisations. 
• In partnership with other organisations it formed Hope for  African Children which tackled the problem of vulnerable  children as a result of HIV/AIDS in Africa. This included  malnutrition, abuse and exploitation; orphans, absence from  school because of having to look after sick family members,  poverty. (10)  

4.2.4 EXAMPLE 1: PARLIAMENT OF THE WORLD'S RELIGIONS  (PWR) 

• There is an attitude of mutual respect, inclusivity and dialogue. 
• Barriers between religions have been broken down. 
• It moved from dialogue to action. 
• It responds to the needs expressed in dialogue. 

NOTE: If 4.2.2. is incorrect, then 4.2.3 and 4.2.4 can be credited  only if there is clear reference to ONE global interreligious  organisation. 
EXAMPLE 2: WORLD CONFERENCE OF RELIGIONS FOR  PEACE (WCRP) 

• There is an attitude of mutual respect, inclusivity and dialogue. 
• Religions are working co-operatively towards world peace. 
• It is the largest international inter-religious body and it is active  on every continent. 
• From its reconciliation and mediation work in conflict areas it  can be seen that it is a trusted negotiator. (6)

4.2.5 

• At state functions, such as the opening of parliament, the  inauguration of the state president, etc. religious leaders from  a variety of religions are invited to participate in the ceremony. 
• At public holiday celebrations, such as Human Rights Day and  Heritage Day, religious leaders from different religions take part. 
• Interfaith services are held. 
• There are many religious NGOs (Non-Governmental  Organisations) serving the needs of the vulnerable of all faiths  and none. 

NOTE: Other relevant responses must be credited. (6) 
4.2.6 

• Religion can influence people's behaviour in both positive and  negative ways. 
• It is a very individual matter, as people have their own ways of  seeing and doing things. 
• Most religions teach good manners. 
• They instil values like care and respect for one's neighbour. 
• This can have a very positive effect on a person's upbringing  and formation. 
• However, a person can be intolerant of other religions because  of pride, ignorance, even fear. 

NOTE: Other relevant responses must be credited. (10) [50] 

 TOTAL SECTION B 100 
GRAND TOTAL 150

RELIGION STUDIES
PAPER 2
GRADE 12
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

MEMORANDUM 

QUESTION 1 
NOTE: If no religion is mentioned or clearly implied in 1.1-1.5, no credit is given.  If more than one religion is mentioned, only the first religion is credited.  If a religion is mentioned only in any sub question, this religion is binding  in 1.1 -1.5.. 
Other relevant responses must be credited. 
1.1 EXAMPLE 1: ISLAM 

• According to the Qur'an, Allah created the universe in six phases. 
• Allah provides the energy and everything that the universe needs for  survival. 
• According to Islam, the existence of the universe is not accidental. 
• Life is not purposeless, but planned and purposeful. 
• The vast variety of plants and animals species in the world has important  roles in the ecosystem. 
• New forms of life are continuously being created and function according  to established divine laws. 
• The universe is not eternal but has a fixed timespan. (10) 

1.2 

• Islam believes in a universal God called Allah. 
• Belief in the oneness of Allah is the foundation of Islam. 
• Allah has other titles, which reflect His attributes. 
• He is the Creator (Khaliq) and Originator (Badi) of the universe,  continuing to create new forms of life and sustaining all of creation. 
• Human beings must affirm and acknowledge the existence of Allah and  live in accordance with His divine will. 
• The Muslim understanding of divinity is shaped essentially by the Qur'an. (10) 

1.3

• Humans are one of the many species that make up creation. 
• Humans in Islam are the highest form of creation. 
• They are vice-regents (khalifah) of Allah. 
• This places an enormous responsibility on human beings. 
• They are entitled to use the earth's resources for their own benefit. 
• They have to respect creation highly, and use resources responsibly and  efficiently. 
• They are accountable for their actions on the Day of Judgment. (10) 

1.4 Muslims fulfil their responsibilities because of the following reasons:

• Muslims take care of one another. 
• They have special offerings they give for the poor and strangers. 
• They are also farmers who look after animals and cultivate the land. 
• The destruction of environment is forbidden and there is condemnation of  pollution in Islam. 
• They live their life according to the Qur'an to demonstrate that they are  vice-regents of Allah.
  OR

They do not fulfill their responsibilities: 

• Some Muslims are involved in wars and use chemical weapons. This is  regarded as a war crime, e.g. Syria. 
• They recruit the youth to join extremist organizations to kill in the name of  Islam, e.g. ISIS. 
• In some Muslim countries, modern society is depleting valuable natural  resources. 
• They discriminate against non-Muslims, e.g. Egypt. 
• Civilian populations are not spared in conflict situations. 
• They use natural resources to create dangerous weapons to destroy one  another rather than benefitting humans. (10) 

1.5

• The sacred scripture of Islam is the Qur'an. 
• The Qur'an is the final message for humanity given to the Prophet  Muhammad through the archangel Gabriel. 
• The Prophet shared the revelation with his followers orally. 
• He could not read or write. 
• The Qur'an is regarded as the Word of God. 
• The Qur'an was revealed to the Prophet over a period of 23 years 
• The Qur'an was revealed in Arabic language. 
• Before the Prophet died, he had recited the entire Qur'an from memory. 
• His followers wrote the Qur'an in the lifetime of the Prophet. 
• The Qur'an cannot be translated without losing its meaning. 
• The message and the teachings contained in the Qur'an cannot be  separated from the language in which it is written. 
• The secondary scriptures in Islam are Hadiths. 
• Hadith refers to the sayings of Prophet Muhammad which were recorded  by his scribes and remembered by his companions. 
• The most famous compilers are Imam Bukhari and Imam Muslim. (10) 

1.1 EXAMPLE 2: BUDDHISM 

• Buddhists believe that the world was not created at any point in time. 
• The world has been created millions of times every second and will  continue to do so by itself. 
• The world will break away by itself. 
• According to Buddhism, the world system always appears and disappears  in the universe. 
• The universe, in which we live, has existed for an enormous period of  time and possibly for endless time. 
• The explanation of the origin of the world is not a concern in Buddhism. 
• In the eyes of Buddha, the world is nothing but Samsara – the cycle of  repeated birth and deaths. 
• The beginning and the end of the world is within this Samsara. 
• Since elements and energies are relative and inter-dependent, it is  meaningless to single out anything as the beginning. (10)

1.2 

• Divinity is not a key belief in Buddhism. 
• Most forms of Buddhism accept that there are beings who are more  powerful and who live longer than humans. 
• They may be referred to as 'gods'. 
• The core Buddhist teaching that everything is impermanent implies that  even the gods in Buddhism are not immortal. 
• They may live for millions of years, but eventually will die and be reborn. 
• They did not create the universe, for they themselves are part of it. 
• Buddhists may pray to a local god, but they do not believe that the god  can help them become enlightened. (10) 

1.3 

• Buddhism sees being born as a human as rare and very precious, since  one can be born as so many other types of being. 
• Humanity is the only condition in which enlightenment is possible. 
• In Buddhism human reincarnation is very important. 
• The primary responsibility of every human is to become enlightened. 
• Humans must share the way of enlightenment with others. 
• Everything else is secondary and, anyway, impermanent. (10) 

1.4 Buddhists fulfil their roles because of the following reasons: 

• In Buddhism, most Buddhists use meditation for peace of mind and  enlightenment. 
• Buddhist communities are generally peace-loving, and accepting of other  religions. 
• They focus on a goal of self-improvement. 
• They also attempt to find harmony in life and in nature. 
• The Buddhist lives a life of detachment, and rethinks past life to enter  spiritual life. 
• Bodhisattvas delay themselves from entering nirvana out of compassion  for human suffering, in order to help other humans become enlightened. They do not fulfill their responsibilities for the following reasons: 
• Buddhism has historically not been good at practical efforts to fight  poverty, discrimination, diseases, as a way of enlightenment. 
• The Buddhist who emphasises that every person in the universe controls  his/her own destiny, leads people to be greedy and selfish. 
• In Buddhism a person's luck or misfortune, success or failure, is  determined by his/her deeds, and that leads to suffering for an unknown  past. 
• Buddhists are also involved in ethnic cleansing in their countries, e.g. in  Myanmar. 
• To get what they want, they are prepared not only to suffer themselves, but even to make others suffer. (10)

1.5 

• The sacred scripture is the Pali Canon or Tripitaka/Tipitaka. 
• The Tripitaka was written in the 1st century BCE. 
• It contains some of the teachings of Siddhartha Gautama, founder of  Buddhism. 
• It is called Tripitaka because it was first written on palm leaves, which  were put in three different baskets. 
• It is sometimes called Pali Canon because it was originally written in the Pali Language. 
• In Theravada Buddhism, the very large canonical tradition goes back to  about the fifth century BCE. 
• It was transmitted orally for a few centuries before it was eventually  written down. 
• From its earliest time, it has produced an ever growing body of  commentaries on the canonical tradition. 
• The Tripitaka was transmitted in Pali, a language closely related to  Sanskrit. 
• Mahayana Buddhism has produced a voluminous body of literature in  Buddhist form of Sanskrit. 
• Of special importance is the Prajna-Paramita Sutras (the sutras about the  wisdom that has gone beyond). (10) [50]

QUESTION2 
2.1

• The theory of evolution explains the development of life from a simple  form to its most complex form today. 
• This development includes the evolution of humans through primitive  stages to modern humans. 

Darwin's theory consists of four ideas: 

• Species contain a great variety of differences. 
• Both the world and species change over time. 
• In the fight for survival, better adapted variation will be favoured while  those that are not fit will struggle to survive. 
• A species may gradually change its form and become more complex by  developing along a path of successful variation. 
• According to Charles Darwin humans evolved from apes. (10) 

2.2.1 CHRISTIANITY 
NOTE: If only the religious perspective is given, and is not linked  to Darwin’s theory, a maximum of FOUR marks may be awarded  for 2.2.1 and 2.2.2 

• Traditional Christians accept the literal interpretation of the  scriptures as written in the book of Genesis. 
• To these Christians, the word of God is the only literal truth. 
• Traditional Christians consider it impossible that humans  evolved from animals. 
• They believe that man was created in the 'image of God' 
• The theory of evolution is therefore rejected by conservative  

Christians. 

• The liberal Christians accommodate Darwin's theory and  understand the book of Genesis to be interpreted  symbolically. (8) 

2.2.2 HINDUISM 

• Hinduism has a more complicated theory of evolution than  Darwin's theory. 
• Their concept of evolution also involves spiritual evolution. 
• Hindus believe that one has control over both spiritual and  physical evolution. 
• Good life leads to gradual evolution to an advanced form. 
• Doing good deeds leads to better life, and bad deeds lead to  lower life in reincarnation. 
• Darwin's theory of evolution has some shortcomings because  it does not address spiritual life. (8)

2.3.1 

• The scientific theory of creation of the universe is called the Big  Bang theory. 
• What existed before the Big Bang is not known. 
• There was a big explosion in space and within seconds the  universe had appeared and expanded to an enormous size. 
• It happened about fifteen billion years ago.  
• Small temperature differences in the initial explosion led to  varying densities throughout the universe. 
• These eventually formed into clusters of matter and energy. 
• They formed vast collection of stars that we call galaxies. 
• Some galaxies condensed into a combination of stars and planets  called solar systems. 
• Our earth belongs to one of the solar systems. (12) 

2.3.2 EXAMPLE 1: ABRAHAMIC RELIGIONS. 

• Abrahamic religions believe in creation as narrated in their holy  scriptures. 
• They believe that the universe was created by a Creator called  God/Allah/Elohim. 
• The Creator is male. 
• At first only the Creator existed, and He then made the universe. 
• The universe is separate from the Creator. 
• God created the universe in six days. 
• The first two humans were Adam and Eve. 
• They were created in the image of God. 
• At the end of time, the universe that we see will be replaced by  something perfect after a judgement day./The universe is not  permanent.  

EXAMPLE 2: HINDUISM 

• To Hindus, the universe is the Creator. 
• The Creator has existed and will exist for all time. 
• The Creator has no limitation and therefore is not 'he', 'she or  anything. 
• The Creator exists in either an active or a passive state. 
• The passive state is a state of rest when nothing happens. 
• At rest, the universe has no form, and is undifferentiated. 
• After a long time, the Creator stirs and becomes active. This is  when some parts of the universe are different from other parts  and 'creation' begins. (12) [50]

QUESTION 3  
3.1
3.1.1 

• Secularism means a separation of power between state and  religion. 
• In the 16th century, Martin Luther set in motion certain changes  that led to the splintering of Christianity into Catholic and  

Protestant groups. 

• This led to decades of religious wars in Europe. 
• At the time, the Church was very influential, both politically and  socially. 
• Kings, emperors and nobility used the Church to establish their  power. 
• In return, religious leaders also influenced rulers to promote  their interpretation of beliefs. 
• All the warring parties thought that a society would be peaceful  if everyone shared the same beliefs. 
• People started to seek for a state where there would be  religious tolerance. 
• Intellectuals of the time came to a conclusion that religion was  divisive rather than uniting. 
• A government which was based purely on reasoning and on an  understanding of human nature was then the solution. 
• The Prince of Orange was one of the first persons to advocate  a split between church and state. 
• Thus government and morality were divorced from religion, and  secularism came into being. (12) 

3.1.2 EXAMPLE 1:  

• AGNOSTICISM 
• The word 'agnosticism' comes from Greek: 'a-' meaning  'without' and 'gnosis' meaning 'knowledge'. 
• This refers to uncertainty about God-knowledge. 
• Agnostics believe that it is not possible to either prove or  disprove the existence of a God/supernatural being. 
• Agnostics are sceptical of religious teachings. 
• They also argue that humans cannot comprehend such a thing  as a divine power. 
• They reject religious doctrine, especially religions that claim  they have spiritual knowledge. 

EXAMPLE 2: 

• MATERIALISM 
• As a secular worldview, materialism believes that matter is the  only reality. 
• Materialism teaches its followers that there is no supernatural  realm. 
• This worldview is opposed to the religious worldviews that are  based on the beliefs that affirm the existence of any form of  spiritual reality.
• Materialism propagates that nothing exists but nature. 
• According to materialism, any being that is viewed as beyond  nature is a creature of imagination. 
• Materialism forbids its followers to subject themselves to any  spiritual dependency. 
• New terms were developed from materialism, namely,  dialectical materialism and historical materialism. 
• In dialectical materialism matter is regarded as the  fundamental cause of everything. 
• Historical materialism: economics and the relationships  between workers and owners as the basic structure in the  community are referred to as historical materialism. 
• However, contemporary physicists and neuroscientists are  challenging materialist explanations of reality. (14) 

3.1.3 

• There is peace because all religions are recognised as being  equal. 
• There is no religion that is officially favoured by the state. 
• It promotes religious freedom. 
• It promotes religious tolerance. 
• In a secular constitution, all religions may practise and worship  in their own ways but must not infringe on the religious rights of  others. 
• In state functions, such as the inauguration of the president, all  religions participate. 
• Religion cannot dictate terms on the laws of the state. 

NOTE: Other relevant responses must be credited. (14) 
3.2 

• Clearest meaning. 
• Grammar and historical context. 
• Plan, purpose and context. 
• Meaning of words. 
• Figurative language. 
• Other sacred texts. 

NOTE: Any FIVE of the above responses must be credited. (10) [50]

QUESTION 4 
4.1
4.1.1 

• Lack of knowledge about sex and contraceptives.
• Family breakdown. 
• Peer pressure. 
• Low educational expectations. 
• Heightened sex-based messages in the media. 
• Barrier to access contraceptives including negative attitude of  health staff. 
• Low self-esteem. 

NB: Other relevant responses must be credited. (10)
4.1.2 

• The formal education of the teen mothers remains on hold during pregnancy. 
• They often do not complete their studies, owing to the  responsibilities of motherhood. 
• They drop out of school, resulting in fruitless expenditure by  the education department. 
• They then receive a child maintenance grant, which is further government expenditure. 
• Teenage moms can abandon their children, making them the  state's responsibility. 
• Teenage mothers lack family support structures, and often  become victims of abuse. 
• Teenage moms are more prone to committing suicide. 
• Teenage pregnancy can result in medical complications in both  the mother and her baby. 

NB: Other relevant responses must be credited (10) 
4.1.3 EXAMPLE 1: CHRISTIANITY 

• 'The body is not meant for sexual immorality, but for the Lord,  and the Lord for the body.' (1Cor 6: 13). 
• This means that sex and sexuality must be within Biblical  teachings that forbid extra- marital sex. 
• 'The Lord is my shepherd, I shall not want.' (Psalm 23:1-6). 
• It means the youth must rely on God for their needs, and to  avoid sugar daddies/Blessers. 
• 'You shall not commit adultery.'(Exodus 20:14). 
• This commandment forbids pre-marital sex and extra-marital  sex. 
• Christians are taught to live a holy life, including abstinence from sex before marriage. 
• 'If a man seduces a virgin who is not betrothed and lies with  her, he shall give the bride price for her'. (Exodus 22:16-17). 
• This means that the man has to compensate her, thus  discouraging sex outside of marriage.

EXAMPLE 2: AFRICAN TRADITIONAL RELIGION 

• Among the traditional Aka people, there are laws that are  meant to ensure that a woman maintains her virginity. 
• In some instances early marriage is encouraged to avoid teen  pregnancy. 
• Marriage serves as a sacred traditional stage to move from  childhood to adulthood. 
• According to African tradition no woman is allowed to get  married without having gone through puberty rites. 
• Every young woman has to remain a virgin prior to marriage. 
• The religion teaches followers about abstinence from sexual  intercourse before marriage (principle of Ubuntu, respecting  one's body and lineage). 
• Virginity testing is done by African women in order to fight  teenage pregnancy. 
• Amongst the AmaZulu, the Reed Dance festival promotes  maintenance of virginity among Zulu maidens. 
• If a Zulu man impregnates a lady outside wedlock he has to  pay compensation for that (ukuhlawula).  

NB: Other relevant responses must be credited (10) 
4.2 EXAMPLE 1: CHRISTIANITY 

• ROMAN CATHOLIC CHURCH 
• The branch sees itself as the original church. 
• God is made up of the Father, the Son and the Holy Spirit. (The Trinity).
• They believe that everyone is born in sin, because Adam and Eve  disobeyed God's command. 
• The Holy Spirit comes from God the Father and the Son. 
• EASTERN ORTHODOX CHURCH 
• They believe that they are the rightly guided church. 
• They teach that the Pope does not have supreme authority over the  church. 
• They believe that the Holy Spirit comes from God only and not the Son.
• They believe that they are the original church founded by Jesus Christ. • PROTESTANTISM 
• They believe that faith is the key to salvation. 
• They teach that rituals are less important. 
• The Bible has more authority than the Pope. 
• Salvation is a gift given freely through the works of Jesus Christ. 

EXAMPLE 2: AFRICAN TRADITIONAL RELIGION 

• AMAZULU 
• They believe and acknowledge the existence of a Supreme Being called  uMvelinqangi. 
• They believe that His status is so high that he cannot be directly  approached. 
• Communication with uMvelinqangi is done through the ancestors.
• They also believe in a ceremony called 'brought back'(ukubuyisa ritual),  where the living dead is established as an ancestor. 
• When there is illness or misfortune people consult either a diviner or a  traditional healer. 
• They believe in the princess of heaven called uNomkhubulwana, who is  associated with agriculture, rain and fertility. 
• AKA 
• The Aka believe in a creator spirit called Bembe. 
• They believe that Bembe retired after the act of creation. 
• They believe in the forest spirit called Dzengi. 
• They believe that Dzengi assists them in successful hunting. 
• Aka also have rituals directed to the spirits of ancestors and animals.
• They also believe that people and animals reincarnate within their species 
• YORUBA 
• They believe that Olodumare/Olorun is the creator spirit. 
• They believe that each human possesses a fate or destiny. 
• They also believe that life is cyclical. 
• The aim of reincarnation is spiritual improvement. 
• They believe that good spirits become one with Olodumare. 
• They believe that the cosmos has two levels – the sky and the earth.
• The Yoruba accept that after death a person enters the spirit realm and  joins the living dead. (20) [50]

QUESTION 5 
NOTE: If the area of conflict is a local conflict that can be verified, it must be  credited. 
5.1 EXAMPLE 1: CENTRAL AFRICAN REPUBLIC (CAR) 

• The conflict began approximately in 2003, when president Bozize seized  power in the country. 
• A number of rebel groups fought against the government in what is called  CAR Bush War (2003 – 2007) 
• These groups were called the Seleka (Union). 
• Peace talks between the rebels and government broke down in 2012. 
• The rebels accused Bozize of reneging on amnesty promises. 
• The Seleka captured a number of key towns in 2012. 
• They seized Bangui, the capital, in 2013. 
• The president fled the country in 2014. 
• Several unrests flared up in the absence of any effective government. (14) 

5.2 • In 2017, the renewed violence in CAR made many people to flee their  homes. 

• There is still relentless suffering. 
• Some became displaced within the CAR. 
• Others were forced to flee their country. 
• The UN Secretary-General Antonio Guterres was planning to visit CAR in  October 2017 because of the ongoing turmoil. 
• In January 2018, Rodrique Ngaibona, known as 'General Andjilo', a  warlord who fought in anti-Balaka (anti-Muslim) was sentenced to life in  prison. 
• In February 2018, Armel Sayo, the president of the fearsome Revolution  and Justice Movement, urged all rebel elements to cease hostility and  support the programme of Disarmament, Demobilisation and  Reintergration. 
• There is now hope for peace in Central African Republic. (12) 

5.3 • This is not a religious conflict. 

• However, religion is exploited for political gain. 
• The main cause of conflict is political unrest. 
• The warring factions all want to have exclusive access to oil and diamond resources. 
• Both Christian and Muslim leaders showed support for African Union  peace keepers  
• Religious leaders are engaging with conflicting parties in dialogue. 
• They took care of the casualties of war. 
• They provided shelter to the victims of conflict. 
• They provided medical assistance. 
• They provided food to those who are needy due to the violence. 
• They repaired clinics. 
• They promoted mutual respect among the parties in conflict. (10)

5.4 YES 
Religion may be successful if the parties involved engage in dialogue:

• If they respect one another. 
• If they tolerate one another. 
• If religion displays a high level of impartiality. 
• If parties involved in conflict may understand the value of compromise.
• If the government supports the religious leaders. 
• If religion is objective in its approach to solving the conflict. 

NO 
Religion may not be successful if it is subjective in its dealing with  conflict resolution 

• Religion has to be impartial in its approach. 
• Failure to do so will mean that parties will not participate meaningfully.
• Sometimes religion is not credible when it is understood as being partial  and subjective when making decisions 
• Sometimes religions do not have a strong enough influence. 
• The parties in conflict must desire to reach a peace agreement – religion  by itself will not achieve it 
• This calls for co-operation of all stakeholders in order to be successful. (14) 

5.1 EXAMPLE 2: SUDAN 

• The conflict in Sudan has lasted more than 100 years. 
• The north of Sudan comprises mainly Arabic-speaking tribes. They are  largely Muslim. 
• Some tribes are animists. 
• Other tribes are Christians who live in the Darfur region and the south.
• There are also economic factors that play a role. 
• The economy of the north is better developed than the south. 
• The discovery of oil in the south (Heglig fields) has led to factional  conflict. 
• Khartoum tends to exert political control over the south (because of oil).
• When Khartoum imposed Sharia law on the whole country, it resulted in  an armed uprising against the government. 
• The Sudan People's Liberation Army (SPLA) was formed and led the  attacks against the government. 
• SPLA split into different factions, and turned to against each other. (14)

5.2

• Although South Sudan gained independence from Sudan in 2011 through  a UN referendum, little has changed. 
• Civil war erupted in South Sudan after the independence, and continues  today. 
• Armed groups have turned on each other. 
• The vulnerable civilians are the victims. 
• The peace agreement signed in August 2015 proved to be ineffective.
• There is still serious conflict between government and opposition parties.
• There is widespread abuse of human rights and war crimes are being  committed by the warring factions. 
• The healthcare centres are also vandalised. 
• In Sudan itself, there are sporadic uprisings against the government. 
• These are economic in nature. (12) 

5.3

• This is not a religious war. 
• Religion plays only a minor role in the conflict. 
• No attempt has been made by one religion to convert another religion.
• Muslims were also enlisted in the SPLA. 
• The imposition of Sharia law was therefore not the cause of the conflict.
• There was also evidence of infighting in the SPLA soon after it was  formed. The conflict was therefore not caused by religion. 
• There are numerous other divisions (economic, cultural and tribal) which  have continued, even after the independence of South Sudan. 
• Religious organisations such as Islamic Relief and the Catholic Agency  for Overseas Development provide humanitarian support. 
• This includes repairing schools and clinics, and providing food and water. (10) 

5.4 NO 

• People involved in civil uprising in Sudan are all Muslims. 
• There is no religious domination in South Sudan, and still the conflict  continues. 
• The warring factions in South Sudan comprise Christian, Muslim and  animists. 
• The splits are along tribal and economic lines, rather than religious lines.
• Religion, more often, is seen as favouring one side by the parties  involved. 
• Under the circumstances, religion does not have an influence over  politicians. 
• Religion generally relies on public donations./ Religion has very limited  funding. 
• The limited funding hampers the role of religion. 
• This also inhibits their role in any attempt to involve the conflicting parties  in brokering peace. 
• Religious organisations do not have the mechanism to enforce  agreements, for example, an army.

YES 

• Religion may be successful if the parties involved engage in dialogue.
• There is a greater chance of success
  • If they respect one another.
  • If they tolerate one another.
  • If religion may display a high level of impartiality
  • If parties involved in conflict may understand the value of compromise.
  • If warring parties have sufficient trust in religious organisation.
  • If governments can support religious organisation financially. (14) [50] 

 TOTAL: 150

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 2
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION 

1. Candidates are required to answer questions from TWO sections. 
2. These marking guidelines serve as a guide to markers. Some responses may  require a marker's discretion, while others may be expanded at the national  marking guideline discussion.
3. Candidates' responses should be assessed as objectively as possible. 
4. MARKING GUIDELINES
   4.1 A candidate may not answer more than ONE question on the same  genre.
   4.2 If a candidate gives two answers where the first one is wrong and  the next one is correct, mark the first answer and ignore the next.
   4.3 If answers are incorrectly numbered, mark according to the memo.
   4.4 If a spelling error affects the meaning, mark incorrect. If it does not  affect the meaning, mark correct.
   4.5 If the candidate does not use inverted commas when asked to  quote, do not penalise.
   4.6 For open-ended questions, no marks should be awarded for  YES/NO or I AGREE/I DISAGREE. The reason/substantiation/  motivation is what should be considered.
   4.7 No marks should be awarded for TRUE/FALSE or FACT/OPINION.  The reason/substantiation/motivation is what should be considered.

MEMORANDUM 

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 

1. D/engineer and social activist ✓
2. A/ businessman and ruthless politician✓
3. C/preacher and selfless individual ✓
4. E/farmer and forgiving benefactor ✓ (4) 

1.1.2 B/Matthew✓ (1) 
1.1.3

1. An iron bar/a revolver/a gun✓ (1)
2. One (Richard Mpiring) was seriously injured✓and the other (Arthur Jarvis) was killed/murdered.✓ (2) 

1.1.4

1. Absalom's tone would be  remorseful/regretful/sincere/trembling/quivering. ✓ (1)
2. Absalom would realise the extent of his crime/the  consequences of his crime/Absalom is afraid/nervous.✓ (1) 

1.1.5

1. Khumalo feels anxious/fearful/compassionate/sorrowful towards Absalom.✓ (1)
2. Khumalo knows that Absalom faces the worst punishment. ✓ (1) 

1.1.6

1. The girl is naïve/innocent/ still very young.✓ (1)
2. She is (anxiously) awaiting the judge's verdict./She is awaiting  the judge's verdict (in trepidation).✓ (1)

1.1.7 Open-ended. 
Accept a relevant response which shows an understanding of the  following aspects of the judgement. 
These may include, AMONG OTHERS: 
Agree: 

• The other two accused, Matthew Kumalo and Johannes Pafuri are complicit in the murder of Arthur and so are just as guilty as  Absalom.  
• The release of Matthew and Johannes was based on a  technicality; however, from the account presented by Absalom  they had planned the robbery of the Jarvis home that resulted in  the murder of Arthur Jarvis. Therefore, they should have  received the same sentence as Absalom.
  OR 

Disagree: 

• The charge is murder for which the punishment is the death  penalty. It is Absalom who pulled the trigger and killed Arthur  Jarvis, therefore he deserves the death sentence.  
• Matthew Kumalo and Johannes Pafuri did not directly cause  Arthur's death so they cannot receive the same punishment. 
• There is an absence of evidence against Matthew and Richard. 

NOTE: Do NOT award a mark for AGREE/DISAGREE.  
For full marks, the response must be well-substantiated.  
Accept a combination response.  
A candidate can score 1–2 marks for a response which  is not well substantiated. The candidate's interpretation  must be grounded in the novel. (3) 
AND 
1.2
1.2.1 James Jarvis refers to Stephen Kumalo as 'Umfundisi'.✓ (1) 
1.2.2

• James Jarvis senses that Steven Kumalo thinks that Mrs Jarvis  may have died of a broken heart after Absalom murdered Arthur.✓
• By telling Kumalo that she had been ill prior to the murder, Jarvis  comforts him and sets his mind at ease.✓ (2) 

1.2.3

• James Jarvis is grateful/appreciative. ✓
• He is courteous/polite. ✓
• He is considerate. ✓
• He is charitable/generous/helpful. ✓ 

NOTE: Accept any TWO relevant character traits. (2)
1.2.4 Absalom kills Mr and Mrs Jarvis' son, yet they still decide to assist  the community of Ndotsheni of which he (Absalom) is a part./  The Jarvis' have been living so close to the Ndotsheni community,  yet it was only after the death of their son that they realise the community's plight. ✓✓ (2) 
1.2.5

1. Sarcasm✓ (1)
2. The Bishop is sarcastic because the letter to which Khumalo  refers is not directly from God.✓✓
   OR
   Khumalo considers Mr and Mrs Jarvis' offer (in the letter) to the community of Ndotsheni as a sign of God's/divine  intervention.✓✓ (2) 

1.2.6

1. Pietermaritzburg✓ (1)
2. The Bishop feels that Absalom's conviction for murder is  controversial/an embarrassment to the church./The Bishop  believes that it is uncomfortable for Kumalo to be living in the  same community as the father of the murdered man./He wants  him to make a fresh start.✓ (1) 

1.2.7 Accept a relevant text-based response which shows an  understanding of the theme of kindness in the novel. 
These may include, AMONG OTHERS: 
These become examples of acts of kindness: 

• Mr Mafolo guides Stephen Kumalo to the Mission House on his  arrival in Johannesburg. 
• Reverend Msimangu goes beyond the call of duty in supporting Stephen Kumalo while he is in Johannesburg trying to restore  his broken family. 
• Father Vincent says that he will do anything for Stephen  Kumalo, all he has to do is ask. 
• Mrs Lithebe accepts Stephen Kumalo, Gertrude and her son as  well as the girl into her home. 
• The young, white man from the reformatory assists Stephen  Kumalo in Johannesburg.  
• Mr Carmichael defends Absalom's case free of charge. 
• Mr and Mrs Jarvis show compassion and help restore  Ndotsheni. They plan to rebuild Stephen Kumalo's church. 
• The people of Ndotsheni show kindness to Stephen Kumalo  when he returns from Johannesburg by welcoming him back.  They pray together for rain, for the new arrivals and also for his  son (Absalom) asking for forgiveness for him. 

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3)
1.2.8 Open-ended. 
Accept an appropriate response which shows an understanding why some of the issues explored in Cry, The Beloved Country are  still relevant today. 
These may include, AMONG OTHERS: 

• South Africa may have changed in many ways but the  challenges that prevailed then still exist today:
  • Rural areas such as Ndotsheni become depopulated  even today.
  • Crime, as in the circumstances around the killing of  Arthur Jarvis, is prevalent today.
  • Drought is still a phenomenon that exists in the same  way as experienced by the Ndotsheni community.
  • Unscientific land cultivation, like over-grazing that leads  to erosion and infertile ground in Ndotsheni, still causes people to live in poverty.
  • Many South Africans are still compassionate. Benevolent   people like Reverend Msimangu, Father Vincent and Mrs  Lithebe still exist. 

NOTE: For full marks, the response must be well-   substantiated. 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   novel. (3) [35]

QUESTION 2: STRANGE CASE OF DR JEKYLL AND MR HYDE
Candidates are required to answer BOTH questions, i.e. QUESTIONS 2.1 and 2.2. 
2.1
2.1.1

1. D/a loyal servant of Dr Jekyll✓
2. A/a witness to Mr Hyde's initial crime✓
3. B/an expert at analysing handwriting✓
4. E/a devoted friend of Dr Jekyll✓ (4) 

2.1.2 The maid sees/witnesses the murder from where she sits at her  bedroom window (overlooking the lane).✓ (1) 
2.1.3 The maid observes that Carew appears to be polite/kind/has an  appearance of innocence/gentlemanly.✓✓ 
NOTE: Accept any TWO of the above. (2) 
2.1.4

1. Simile✔ (1)
2. Hyde's behaviour is similar to that of a madman.✓ Without any  justification or provocation, he uses excessive force to murder  Carew.✓ (2) 

2.1.5 The police ask Mr Utterson to identify the body of Carew.✓ (1) 
2.1.6 

1. Shock/panic/hysteria/bewilderment ✓ (1) 
2. She would be traumatised after witnessing the murder./The  brutality of the attack that she witnessed would have caused  her to become panic-stricken/agitated.✓ (1) 

2.1.7 A gold watch/a purse/an envelope (addressed to Mr Utterson)✓
NOTE: Accept any ONE of the above. (1)
2.1.8 Open-ended. 
Accept a relevant response which shows an understanding of  whether Dr Jekyll, in creating Mr Hyde, is responsible for his  actions. 
These may include, AMONG OTHERS: 

Agree: 

• Dr Jekyll willingly drinks the potion that transforms him into Mr  Hyde. 
• Dr Jekyll consciously explores his dark side through Mr Hyde. 
• Dr Jekyll is a scientist and he should have known that  experiments can go wrong. 
• Dr Jekyll takes the potion several times. He should have  stopped after taking it the first time. 
• He should have reconsidered the experiment after Mr Hyde  commits the first crime.
  OR 

Disagree: 

• As a scientist, Dr Jekyll has to conduct experiments, the  outcome of which cannot always be predicted. 
• Dr Jekyll is overwhelmed by Mr Hyde who becomes the  dominant personality. Dr Jekyll thus loses control over  Mr Hyde's behaviour. 

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. 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 novel. (3)
AND
2.2
2.2.1 C/Dr Lanyon's house✓ (1) 
2.2.2 Mr Utterson wants to enquire from Lanyon if he knows what is  wrong with Dr Jekyll/Dr Jekyll refuses to see Utterson and he  knows that he is welcome at Dr Lanyon's.✓ (1) 
2.2.3

1.                                        
   • Dr Lanyon becomes paler.✓
   • He seems to have aged (rapidly).✓
   • He is leaner.✓
   • He is balder.✓ 
   • His eyes have an expression of horror.✓
     NOTE: Accept any TWO of the above. (2)
2.                                    
   • He is still too shocked by what he has witnessed./He  cannot come to terms with what he has seen.✓
   • He is too much of a gentleman to betray Dr Jekyll.✓ 
   • Lanyon has taken an oath as a doctor to which he is  bound.✓ (2)
     NOTE: Accept any TWO of the above. 

2.2.4

1. Dr Lanyon feels disgust/contempt/disdain/scorn towards  Dr Jekyll.✓ (1)
2. Dr Lanyon feels that Dr Jekyll was unethical in his scientific  experimentation./Dr Lanyon feels that Dr Jekyll has crossed all  boundaries as a scientist.✓ (1) 

2.2.5 Utterson believes they are three very good friends, however, they  are not. Lanyon refuses to have anything to do with Dr Jekyll./  On several occasions Jekyll does not want Utterson to visit  him.✓✓ (2) 
2.2.6 

• Dr Lanyon is decisive/resolute. ✓ 
• He is realistic.✓ 
• He is a person of conviction/high moral standing.✓ 

NOTE: Accept any TWO relevant character traits. (2)
2.2.7 Accept a relevant text-based response which shows an  understanding of the theme of loyalty in the novel. 
These may include, AMONG OTHERS: 

• Utterson is loyal to his friends. He is not judgmental but accepts  them even if they make a mistake; he does not abandon them. 
• Utterson's loyalty leads him to investigate the mystery that  surrounds Dr Jekyll.  
• Even though Utterson suspects that Dr Jekyll is blackmailed and that Dr Jekyll is sheltering a murderer, he remains loyal to  his friend. Utterson does not report his suspicions to the police. 
• Utterson remains loyal to his principles as a lawyer by not speaking about the will, as Dr Jekyll had requested. 
• Dr Lanyon remains loyal to his principles as a doctor. He  considers Dr Jekyll's experiments as 'unscientific balderdash' and remains rational. 
• Poole is loyal to Dr Jekyll until the end. He continues to work for  Dr Jekyll until the end even though he has seen Hyde entering  and leaving the house. 

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3) 
2.2.8 Open-ended. 
Accept an appropriate response which shows an understanding of  why some of the issues explored in Strange Case of Dr Jekyll and  Mr Hyde are still relevant today. 
These may include, AMONG OTHERS: 

• Dr Jekyll creates/concocts a potion that transforms humans.  Scientific experiments are still conducted and therefore, remain  relevant today. 
• The imposition of moral obligations and human nature remain  constant in any era. Dr Lanyon speaks out against Dr Jekyll's  behaviour as a scientist. 
• The idea that one person may transform into another is not far fetched in today's technologically advanced world. The duality  of human personality is inherent in all humans. 
• Reputation and respectability are still values that are held in  high regard.  

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3) [35]

QUESTION 3: TO KILL A MOCKINGBIRD  
Candidates are required to answer BOTH questions, i.e. QUESTIONS 3.1 and 3.2. 
3.1
3.1.1 

1. C/Arthur Radley✓
2. D/Charles Baker Harris✓
3. E/Jean Louise Finch✓
4. A/Jeremy Atticus Finch✓ (4) 

3.1.2 D/a wealthy landowner✓ (1) 
3.1.3 Dill lives permanently in Meridian/Dill spends his holidays in  Maycomb/Dill visits his Aunt Rachel in Maycomb.✔ (1) 
3.1.4 Outside the Maycomb County courthouse.✔ (1)
3.1.5 Atticus' sister/Jem and Scout's aunt.✔ (1) 
3.1.6 Dolphus Raymond is not really corrupting Dill since there is no  alcohol in the paper bag, as everybody thinks. Instead, the bag  conceals a bottle of Coca-Cola.✓✓ (2) 
3.1.7 Dill is upset with Mr Gilmer's cross examination of Tom Robinson  because he feels that Mr Gilmer is treating Tom Robinson in a hateful, racist manner✔ by calling him 'boy', which Dill cannot  tolerate.✓ (2) 
3.1.8 Accept a relevant text-based response which shows an  understanding of the theme of courage in the novel. 
These may include, AMONG OTHERS: 

• Atticus shows his children that courage is not a man with a gun  in his hand. In order to illustrate this point he lets Jem and  Scout engage with Mrs Dubose, who shows courage in fighting  her battle with morphine addiction. 
• Atticus shows courage in taking on Tom Robinson's case despite the outrage of his community. 
• Tom Robinson is courageous in testifying in court about  Mayella Ewell. 
• Helen Robinson is courageous in her efforts to care for her  family in Tom's absence. 

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3)
3.1.9 Open-ended. 
Accept a relevant response which shows an understanding of the  following aspects of Mr Dolphus Raymond's decision. 
These may include, AMONG OTHERS: 
Agree: 

• He knows that the community of Maycomb will not accept him if  they know that it has been his choice to marry a 'coloured' woman and start a family with her. 
• In order to live a relatively normal life with his mixed-race family,  Mr Dolphus Raymond has to compromise his reputation by  making the community of Maycomb believe that he is an  alcoholic. 
• Dolphus Raymond is a practical/expedient man who decides  that in order for him and his family to be left in peace to live  their lives, he has to give in to the bigoted people of Maycomb. 

Disagree: 

• Dolphus Raymond does not have to pretend to be an alcoholic  because this causes him and his family to be looked down upon  by the people of Maycomb. 
• Not all people in Maycomb are racist: Atticus Finch, Heck Tate,  Miss Maudie and others consider all people equal, irrespective  of race. They will accept Dolphus Raymond and his family,  irrespective of their race or creed.  
• He is hypocritical to pander to the racist beliefs of some people  in Maycomb.  

NOTE: Do NOT award a mark for AGREE/DISAGREE.  
Credit responses where a combination is given. 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 novel. (3) 
AND 
3.2
3.2.1 Mrs Crenshaw✔ (1) 
3.2.2 

1. Dismay/alarm/consternation/shock ✔ (1)
2. Atticus' tone expresses his shock that a grown man would  want to kill a child/the severity of the attack/at Scout's costume  being so severely mangled during the attack by Bob Ewell.✓ (1) 

3.2.3 The sheriff (of Maycomb County). ✓ (1)
3.2.4 

1. Atticus suggests/proves in court that it is Bob Ewell, and not  Tom Robinson, who has hit and raped Mayella Ewell./Bob  Ewell thinks that Atticus is deliberately trying to make a fool of  him in court.✔Therefore, Bob Ewell wants to take revenge  against Atticus by trying to kill his children.✔  (2)
2. Boo kills Bob Ewell.✔ (1) 

 3.2.5 

1. Atticus feels contempt/disgust/repulsion/disdain/disbelief towards Bob  Ewell.✔ (1)
2. Atticus feels that only a person who has an evil mind will want to  harm children./Atticus cannot believe that someone would want to  harm his children.✔ (1) 

3.2.6 

1. Metaphor✓ (1)
2. The intoxicated Bob Ewell is being compared to a despicable  animal (skunk) that gives off a foul stench.✓This suggests that  Ewell is an unpleasant/revolting character.✓ (2) 

3.2.7

• Mr Tate is competent.✓
• He is committed.✓
• He is curious/inquisitive.✓
• He is righteous.✓ 

NOTE: Accept any TWO relevant character traits. (2)
3.2.8 Open-ended. 
Accept an appropriate response which shows an understanding of  why some of the issues explored in To Kill a Mockingbird are still  relevant today. 
These may include, AMONG OTHERS: 

• The racism that was prevalent in the United States of America  in the 1930s is still prevalent in many parts of the world today,  including South Africa. 
• Oppression still characterises the lives of many people around  the world. 
• The novel explores timeless themes of the innocence of  childhood, enduring friendship and the importance of  community and family.  
• The idea of the capacity in human nature for good actions (Atticus' defence of Tom Robinson) and evil deeds (Bob Ewell's  attack on the children) remains constant in any era. 

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3) [35]

QUESTION 4: LORD OF THE FLIES 
4.1
4.1.1  

1. D/terrorises the boys on the island.✓
2. A/finds the conch in the lagoon.✓
3. B/discovers the beast on the mountain.✓
4. C/most of the boys follow him.✓ (4) 

4.1.2

1. Ralph reprimands Jack for letting the fire go out✓ and losing  the opportunity to be rescued by the passing ship.✓ (2)
2. Ralph:
   • has the conch.✓
   • is tall and athletic/(reference to Ralph's size).✓
   • is attractive in appearance.✓
   • has a stillness about him.✓
     NOTE: Accept any ONE of the above. (1)
3. Jack:
   • was the leader of the choir.✓
   • was head boy.✓
   • can sing in C sharp.✓ 

NOTE: Accept any ONE of the above. (1) 
4.1.3 The boys lack cohesion as a group./The boys are divided between  the hunters and those who support Ralph./✓The situation on the  island worsens as Jack and his group become more like  savages.✓ (2) 
4.1.4 According to Piggy grown-ups will talk about things and come up  with a solution. However, it is because of the grown-ups, who  could not come up with a solution, that there is a war going on in  the adult world which causes the boys to be stranded on the  island.✓✓ (2) 
4.1.5

• Piggy is committed.✓
• He is loyal.✓
• He is rational.✓
• He is practical.✓
• He is intelligent.✓ 

NOTE: Accept any TWO relevant character traits. (2)
4.1.6 The parachutist ✓ (1)
4.1.7 Open-ended.  
Accept a relevant response which shows an understanding of  Jack's leadership. 
These may include, AMONG OTHERS: 
Agree: 

• Jack is firm and would have controlled the boys. 
• He would not have been jealous of Ralph being the leader and  thus the boys would not have been divided. 
• Jack would provide the boys with meat by hunting; they would  not continually have upset stomachs because of the fruit they  eat. 
• He allays the fears of the littluns by telling them that if there is a  beast, they will hunt it down and kill it.
  OR 

Disagree: 

• Jack is inherently evil/sadistic and does not hesitate to hurt  others. 
• He is an autocratic leader and would punish any resistance. 
• He does not think logically. He is impulsive and his erratic  actions could make the lives of all the boys miserable. 
• Jack is set on only having fun and does not care about being  rescued. 

NOTE: For full marks, the response must be well-substantiated.  
Credit responses where a combination is given. 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 novel. (3) 
AND 
4.2
4.2.1 

1. Piggy feels contempt/disgust/fear towards Jack.✓ (1)
2. Piggy feels that Jack is the reason for all the wrong that is  happening on the island.✓ (1) 

4.2.2

1. Personification✓ (1)
2. The forest is personified to resemble an angry mob.✓ The  forest is made to seem living (animate) when the painted  hunters exit from the trees, running and shouting into the  camping area.✓ (2) 

4.2.3 C/ the conch. ✓ (1)
4.2.4 The hunters have come to steal burning branches/fire.✓ (1)
4.2.5 The first time is when the 'hunters' want to impale the sow's head.✓ The second occasion is when the 'savages' pursue Ralph, trying to  hunt him down.✓ (2) 
4.2.6

1. Uncertainty/doubt/anxiety/apprehension✓ (1) 
2. He is not sure what Jack is capable of at this point. ✓ (1) 

4.2.7 Accept a relevant text-based response which shows an  understanding of the theme of savagery in the novel. 
These may include, AMONG OTHERS: 

• Without adult supervision, the boys discard their garments. Their outward appearance transforms as they become masked  'savages'.  
• Jack embraces his nakedness and has a mask painted on his  face. He carries a spear – a weapon of destruction/killing/  savagery.  
• Cleanliness is no longer a priority but hunting and having fun  take precedence.  
• Their morality and rationality descends to basic, animalistic behaviour. After shedding the blood of the sow, killing becomes  easy. 

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3) 
4.2.8 Open-ended. 
Accept an appropriate response which shows an understanding of  why some of the issues explored in Lord of the Flies are still  relevant today. 
These may include, AMONG OTHERS: 

• The novel explores the themes of the prevalence of evil in  human nature; and the tendency of humans to give in to their  basic, animalistic instincts. 
• Given their circumstances, human beings have the potential to  be influenced by their environment (nature versus nurture). Jack  and the hunters, in an environment away from civilisation,  become savages.  
• The situation on the island, where the boys struggle for power,  is a microcosm of society today. The struggle for leadership is  part of how society is structured. 
• As in global political scenarios, the novel illustrates how some  people, in gaining power, become corrupt. 

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3) [35]
QUESTION 5: A GRAIN OF WHEAT 
5.1
5.1.1

1. C/a village elder✓
2. E/abuses his power✓
3. B/orphaned while young✓
4. A/a gifted carpenter✓ (4) 

5.1.2 Mugo has told Mumbi about the brutalities/horrors of detention./ She wants to restore those who have been wronged by the colonial  government/ or those who have suffered in detention.✓ (1) 
5.1.3

1. Simile✓ (1)
2. Mugo cries out in despair in the same way that an animal cries  out when it is about to be slaughtered.✓His groaning is a  reflection of the mixed emotions of guilt, regret and remorse  that he feels for betraying Kihika./The idea of addressing a  crowd is daunting to Mugo, just as it is daunting for an animal  to face slaughter.✓ (2)

5.1.4

1. Kihika✓ (1)
2. When Kihika confesses to the killing of District Officer  Robson✓and requests that Mugo start an underground  movement, Mugo is pulled into Kihika's world of resistance. ✓ (2)

5.1.5

1. Curiosity/apprehension/trepidation/confusion✓ (1)
2. Mumbi does not understand what Mugo is talking about. ✓ (1) 

5.1.6

• Mumbi is compassionate.✓
• She is patriotic. ✓
• She is sensitive/empathetic. ✓ 

NOTE: Accept any TWO relevant characteristics. (2) 
5.1.7 Open-ended. 
Accept a relevant response which shows an understanding of the  following aspects of Kihika's heroism. 
These may include, AMONG OTHERS: 
Agree: 

• Kihika fought for independence; 
• He is a powerful speaker and worthy of great respect; 
• He dies in the name of freedom; 
• He believes in self-sacrifice for the benefit of all. 

Disagree: 

• Kihika is a killer who was known as the 'terror of the whiteman'. 
• He was ruthless in the killing of District Officer Tom Robson. 
• He endangers the lives of his people when they refuse to  confess and are later captured, detained, tortured and killed.

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. Credit  responses where a combination is given. 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 novel. (3) 
AND 
5.2
5.2.1 

1. Karanja feels gratitude/appreciation/indebtedness towards  Mugo.
   OR
   Karanja feels a sense of relief (towards Mugo). (1) 
2. Mugo confesses that he is the one who has betrayed Kihika and thus Karanja's life is spared. (1) 

5.2.2 A/Independence✓ (1) 
5.2.3 This is ironic as Mugo is the one who betrays Kihika which leads to  Kihika being killed.✓✓ (2) 
5.2.4 It refers to Karanja killing the men.✓ (1) 
5.2.5 Karanja becomes a homeguard for his own selfish reasons/  protection./It gives him power.✓ (1) 
5.2.6 He has lost his job✓and the power it afforded him (in Githima). ✓ Karanja realises he will never have a relationship with Mumbi✓ and  that he will never see his child. ✓ 
NOTE: Accept any ONE of the above. (2) 
5.2.7 The realisation that his life has no meaning causes him to lose his  appetite./The table is filthy./The food is unappetising./The condition  of the eating house makes him feel nauseous. ✓ 
NOTE: Accept any ONE. (1) 
5.2.8 Mumbi is married to Gikonyo/Karanja and Mumbi have a child born  out of wedlock. (1)
5.2.9 Accept a relevant text-based response which shows an  understanding of the theme of sacrifice in the novel. 
These may include, AMONG OTHERS: 

• Mumbi and other women of Kenya make sacrifices for their  families and country. 
• Kihika's death is seen as a sacrifice in the struggle for freedom. 
• Those who refuse to confess to the colonialists sacrifice their  freedom and their lives. 
• Gikonyo sacrifices the oath to be with Mumbi.  
• Eventually, Mugo sacrifices heroism for the truth. 

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3) 
5.2.10 Open-ended. 
Accept an appropriate response which shows an understanding of  why some of the issues explored in A Grain of Wheat are still  relevant today. 
These may include, AMONG OTHERS: 

• Betrayal is one of the central issues explored in the novel. 
• (Mugo betrays Kihika to the colonial government). Betrayal is  prevalent in society today. 
• Political strife, like the Mau Mau rebellion, is still prevalent in  many parts of the world, particularly in Africa. 
• The struggle for freedom against oppressive governments; and  the loss of lives during political strife (for example, Gitogo and  Wambuku), characterises life in many countries throughout the  world. 
• Conflict among people within the same political organisation/  movement is common throughout the world. 

NOTE: For full marks, the response must be well-substantiated.  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 novel. (3) [35] 

TOTAL SECTION A: 35

SECTION B: DRAMA 
NOTE: Candidates are required to answer ONE question on the drama they have  studied. 
QUESTION 6: MACBETH 
Candidates are required to answer BOTH questions, i.e. QUESTIONS 6.1 and 6.2. 
6.1
6.1.1 

1. Scotland✓
2. Malcolm/Donalbain✓
3. Donalbain/Malcolm✓
4. (Dunsinane)✓ (4) 

6.1.2 Macbeth✓ (1) 
6.1.3 

1. Polite/respectful/happy/excited (excitement)✓ (1)
2. The messenger has to adopt a polite/respectful tone when  addressing Lady Macbeth (as she is higher in rank).✓/  The happy tone conveys the messenger's joy/excitement about the king's visit.✓  (1) 

6.1.4 'great news'✓ (1) 
6.1.5 

1. The raven is associated with evil/death/doom.✓ (1)
2. Duncan will be entering Inverness (Macbeth's castle)✓where he will be murdered.✓  (2) 

6.1.6 Macbeth is destined/prophesied to become the king of Scotland.✓ (1) 
6.1.7

• Lady Macbeth is bold/ambitious.✓
• She is decisive.✓
• She is wicked/evil.✓
• She is commanding/controlling.✓ 

NOTE: Accept any TWO relevant character traits. (2)
6.1.8 Open-ended. 
Accept a relevant response which shows an understanding of  whether Lady Macbeth is responsible for the murder of Duncan. 
These may include, AMONG OTHERS: 
Agree: 

• She is the architect of the plan to murder Duncan.  
• She persuades Macbeth to kill Duncan.  
• When Macbeth expresses reluctance to kill Duncan, she insults  him thereby forcing him to commit the deed. 

Disagree: 

• It is the witches that sowed the seed of murder through their  prophecy that Macbeth will become the King of Scotland. 
• She is not totally responsible as it is Macbeth who carries out  the actual murder.  
• Lady Macbeth and Macbeth were equally complicit in Duncan's  murder.  

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. 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 play. (3) 
AND 
6.2
6.2.1 Fleance is Banquo's son.✓ (1) 
6.2.2 

1. D/simile✓ (1)
2. This simile emphasises that just as marble is whole/perfect/  flawless,✓so too was Macbeth well/sound/fit before hearing that Fleance has escaped. ✓  (2) 

6.2.3

• Macbeth sees Banquo as a threat to the throne of Scotland✓ as  the witches have prophesied that his (Banquo's) offspring will  be kings.✓ 
  OR
  Macbeth also feels that Banquo might be suspicious✓ about his  (Macbeth's) involvement in the king's murder. ✓ (2) 

6.2.4

1. Figuratively✓ (1)
2. Banquo is not really a serpent (snake) but Macbeth considers  him to be a threat. ✓ (1)
3. The worm is a reference to Banquo's son, Fleance, who has  escaped.✓Fleance will become dangerous as he wants to  avenge the murder of his father/the witches’ prophecy might  come true. ✓ (2) 

6.2.5

• Point towards the door.✓
• Wave his hand.✓
• Speak in a hushed/an angry tone.✓
• Frown at the murderer.✓ 

NOTE: Accept any TWO RELEVANT responses. (2)
6.2.6 Accept a relevant text-based response which shows an  understanding of how the theme of appearance versus reality is  shown in the extract. 
These may include, AMONG OTHERS: 

• Macbeth is in a troubled state of mind as he has learned that  Fleance has escaped. However, Lady Macbeth reminds him  that he has to appear cheerful at the banquet and be welcoming  to the guests.  
• Macbeth proposes a toast which is supposed to be a joyous  action, however, Macbeth feigns happiness as he just had  Banquo murdered. 
• Macbeth does not reveal to Lady Macbeth that he has had  Banquo murdered. 

NOTE: For full marks, the response must be well-substantiated.  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 play. (3) 
6.2.7 Open-ended. 
Accept an appropriate response which shows an understanding of  why some of the issues explored in Macbeth are still relevant  today. 
These may include, AMONG OTHERS: 

• The play's themes of greed and political ambition, good versus  evil, and the supernatural are universal/timeless. 
• Macbeth and Lady Macbeth are corrupted by the greed for  power. Power still corrupts ambitious rulers/leaders throughout  the world. 
• The conflict between good and evil is not only confined to  Macbeth. Good and evil are still discernable in mankind today.  Good still triumphs over evil, e.g. in the overthrow of  dictatorships/rule of tyrants. 
• War/rebellion against the authority of a country, like the  rebellion against King Duncan's authority, is still prevalent in  many parts of the world.  

NOTE: For full marks, the response must be well-substantiated.  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 play. (3) [35]

QUESTION 7: MY CHILDREN! MY AFRICA 
Candidates are required to answer BOTH questions, i.e. QUESTIONS 7.1 and 7.2. 
7.1
7.1.1

1. Mbikwana✓
2. Brakwater✓
3. Dyson✓
4. Myalatya✓ (4) 

7.1.2 Camdeboo Girls High School/(A classroom) at Isabel's school.✓ (1) 
7.1.3 A debate has taken place between Thami and Isabel. Isabel has  won✓ and Thami may want another competition to prove that he is  better than her at debating.✓ (2) 
7.1.4 Mr M wants to enter Isabel and Thami (as a team) for an inter school English literature quiz (which is to be held at the  Grahamstown Schools Festival).✓ (1) 
7.1.5

1. humorous/jocular/amusing/light-hearted/respectful/  (1)
2. accommodating/curious. ✓ Isabel is at ease with Mr M and therefore communicates with    him in a spontaneous manner./She has won the debating  competition and she is pleased/relaxed and so speaks in this  tone./Isabel is prepared to offer Mr M her time out of respect  for him./She is eager to hear what he has to say.✓ (1) 

7.1.6 

1. Metaphor✓ (1)
2. Thami and Isabel debating against each other is compared✓ to two people violently fighting (with each other).✓/Thami and  Isabel contended✓ with each other in the debate verbally,  not physically.✓ (2) 

7.1.7

• Mr M is passionate.✓
• He is inspirational.✓
• He has a strong sense of determination.✓ 

NOTE: Accept any TWO relevant character traits. (2)
7.1.8 Open-ended. 
Accept a relevant response which shows an understanding of, Thami's involvement in the tragedy of Mr M's death, among others: 
These may include, AMONG OTHERS: 
Agree: 

• If Thami had noted Mr M's advice, Mr M's attitude would not  have been so reactionary/intolerant towards the school  boycotts. 
• Mr M was treated in an unreasonable way by the comrades in  the absence of sufficient evidence. Thami shares the same  views as the comrades and does not speak openly about it to  Mr M. 
• Thami knew what the plans were but he does not warn Mr M  until it is too late.
  OR 

Disagree: 

• The system of apartheid was responsible for the tragedy of the  killing of Mr M. 
• Mr M had a dogmatic attitude and so brought about his  downfall. 
• Mr M had given the names of certain members belonging to the  action committee, to the police. These members were arrested and detained, because of Mr M's treacherous action. 
• The comrades, with their mob mentality, were responsible for  the killing of Mr M. 
• Thami had given Mr M a warning about the potential danger of being attacked by the mob. 

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. 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 play. (3)
AND
7.2
7.2.1 'in your note'/‘it was urgent’✓ (1) 
7.2.2 

1. Figuratively✓ (1) 
2. Isabel does not want to be with him/see him.✓/She means that  she wants to leave.✓/She does not mean that she physically  wants to run away from Thami.✓ (1) 

7.2.3

1. Wapadsberg (pass)✓ (1) 
2. It is the place where Mr M has committed himself to the teaching profession.✓  (1) 

7.2.4

1. Isabel is referring to Thami's withdrawal from the quiz team.✓ (1)
2. She is overcome with grief/sorrow /sadness/ melancholy.✓ (1) 

7.2.5

• Thami plans to go into exile/join the liberation movement as a  freedom fighter. ✓
  OR
• Thami will not go to Cape Town because he knows that this is the  first place the police will look for him (as his parents live there). (1) 

7.2.6 C/sarcastic✓ (1) 
7.2.7

• Roll her eyes upward.✓
• Throw her hands up in the air.✓
• Speak in a sarcastic tone.✓
• Shake her head from side to side.✓
• Raise her voice on the last word to capture attention.✓ 

NOTE: Accept any TWO RELEVANT responses. (2)
7.2.8 Accept a relevant text-based response which shows an  understanding of the theme of the loss of human potential, as  displayed in the extract. 
These may include, AMONG OTHERS: 

• Thami has the potential to become a great leader/achieve high  goals in life because of his intelligence. Mr M even considers  Thami and Isabel as future leaders of the country, however, Thami sacrifices his education to join the struggle for  liberation. 
• Thami and Isabel are excellent debaters but this potential is  lost once Thami withdraws from the competition. 
• Thami and Isabel forge a friendship which bodes well for a  non-racial society; this gets lost when Thami joins the  struggle. 

NOTE: For full marks, the response must be well-substantiated.  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 play. (3) 
7.2.9 Open-ended. 
Accept an appropriate response which shows an understanding of  why some of the issues explored in My Children! My Africa! are still  relevant today. 
These may include, AMONG OTHERS: 

• The themes in the play, such as: the injustices of the social system, racial and class differences (Camdeboo and  Brakwater) and political strife are still prevalent in South Africa  today. 
• Student protests, like the school boycott action in My Children!  My Africa are still very much part of life in South Africa. 
• People are still engaged in debates/conversations/dialogue  about the transformation of society. 

NOTE: For full marks, the response must be well-substantiated.  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 play. (3) [35]

QUESTION 8: ROMEO AND JULIET 
Candidates are required to answer BOTH questions, i.e. QUESTIONS 8.1 and 8.2. 
8.1
8.1.1

1. Tybalt✓
2. Mercutio✓
3. Mantua✓ 
4. Escalus✓ (4) 

8.1.2 

1. Loving/tender/adoring /longing✓ (1)
   OR
   Sadness/regret/disappointment/desperation 
2. Juliet is longing to see Romeo, with whom she has fallen in  love./Juliet loves/adores Romeo./Juliet thinks tenderly of  Romeo.✓
   OR
   Juliet is sad/regretful/disappointed/desperate/ because  Romeo is a Montague.  (1) 

8.1.3

• Look out into the distance.✓
• Stretch her arms out.✓
• Speak in a slow, lyrical tone.✓ 

NOTE: Accept any TWO RELEVANT responses. (2)
8.1.4 Rosaline is Romeo's first love.✓ (1)
8.1.5 Juliet wishes that Romeo will renounce his Montague name.✓ (1)
8.1.6 'bescreened in night'✓ (1) 
8.1.7 

1. Personification✓ (1)
2. Although Juliet has not known Romeo long/spoken to Romeo  much,✓she is able to recognise his voice. ✓ (2)

8.1.8 Open-ended. 
Accept a relevant response which shows an understanding of,  the role of fate and destiny in the tragedy of the play.
 These may include, AMONG OTHERS: 
Agree: 

• From the outset, Romeo and Juliet encounter misfortune and a  series of fateful events.  
• They fall in love amidst the conflict of their feuding families.  
• Romeo does not want to fight Tybalt but is inadvertently drawn into the fray after Mercutio is stabbed. Romeo kills Tybalt and is banished to Mantua.  
• Fate and destiny show how opposing forces work against Romeo and Juliet. Problems and confusions constantly arise that prevent their plans from working out. 
• Friar John is quarantined at a house infected with the plague  and as a result is unable to take Friar Lawrence's letter to  Romeo. 
• Thinking Juliet is dead, Romeo kills himself a short while before  Friar Lawrence arrives and Juliet wakes up. 
• On seeing Romeo dead when she awakens, Juliet kills herself. OR 

Disagree: 

• Friar Lawrence sets in motion the tragic events that lead to the deaths of Romeo and Juliet: 
• Friar Lawrence gives Juliet a sleeping potion that leads Romeo to believe that Juliet is dead, resulting in Romeo eventually  taking his own life. 
• Friar Lawrence gives the letter to Romeo outlining his plan to the 'older' Friar John rather than to the younger Balthazar to deliver. Consequently, the letter does not reach Romeo on time. 
• Juliet kills herself when she sees Romeo dead.  
• The tragedy is a result of Romeo and Juliet's disobedience.  

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. 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 play. (3)
AND
8.2.1 Thursday✓ (1) 
8.2.2 Lord Capulet is impressed by Paris's wealth and position.✓ Paris is of the 'correct' social standing and background./Paris is suited to Juliet's status in society.✓ (2) 
8.2.3

1. Literally /Figuratively✓ (1)
2. Juliet was prepared to kill herself than marry Count Paris. ✓ OR Friar Lawrence does not mean that Juliet should literally 'slay'  or kill herself but that she should pretend to be dead. ✓ (1) 

8.2.4 Juliet says that she would rather jump from the walls of a tower✓ and walk where thieves operate and may attack her✓ than marry  Paris. (2) 
8.2.5 D/jaws ✓ (1)
8.2.6 Juliet will fall into a deep sleep✓ that will resemble death. ✓ OR Her body will become cold✓and she will appear to have stopped breathing.✓ 
NOTE: Accept any ONE of the above. (2) 
8.2.7

• Juliet is resolute.✓
• She is loyal/faithful to Romeo.✓
• She is fearless/brave.✓ 

NOTE: Accept any TWO relevant character traits. (2) 
8.2.8 Accept a relevant text-based response which shows an  understanding of the theme of love in this extract. 
These may include, AMONG OTHERS: 

• Juliet is willing to do anything to be with Romeo. 
• She is willing to take a potion which will result in her 'supposed' death; an action that no person would be willing to take. 
• She is willing to put her family through the trauma of mourning  her death. That is the extent to which she loves Romeo. 

NOTE: For full marks, the response must be well-substantiated.  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 play. (3)
8.2.9 Open-ended. 
Accept an appropriate response which shows an understanding of  why some of the issues explored in Romeo and Juliet are still  relevant today. 
These may include, AMONG OTHERS: 

• This play explores the timeless theme of love between Romeo  and Juliet which will always be relevant to humans in any era. 
• The theme of conflict among families (Montagues and  Capulets) and forbidden love is still relevant today. 
• Teenagers still impulsively become involved in relationships  when they are not ready for it. 

NOTE: For full marks, the response must be well-substantiated.  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 play. (3) [35]

QUESTION 9: NOTHING BUT THE TRUTH 
Candidates are required to answer BOTH questions, i.e. QUESTIONS 9.1 and 9.2. 
9.1
9.1.1

1. assistant chief librarian✓
2. Port Elizabeth✓
3. Mandisa✓
4. nephew ✓ (4) 

9.1.2 Sindiswa✓ (1)
9.1.3 Sipho finds his wife (Sindiswa) in bed with Themba. ✓ OR Sindiswa (Sipho’s wife) has an affair with his brother, Themba. ✓ (1) 
9.1.4 

1. Anger/ frustration/exasperation ✓ (1)
2. The tone emphasises Thando's feelings of anger/frustration/  exasperation regarding the mystery of her mother./The tone  emphasises Thando's feelings of abandonment by her  mother/anger towards her father.✓ (1) 

9.1.5

• Sipho blames Themba for Luvuyo's death.✓
• Sipho has still not accepted Luvuyo’s death.✓
• Sipho is upset that Luvuyo hero-worship Themba.✓
• Sipho does not want to tarnish Themba’s image in Thando’s eyes.  ✓ 

NOTE: Accept any ONE of the above. (1) 
9.1.6 

1. Metaphor✓ (1)
2. He is old✓ and his heart is no longer strong enough.✓/  He acknowledges✓ that he may not live much longer. ✓ (2) 

9.1.7

• Thando is loving/endearing.✓
• She is caring.✓
• She is respectful. ✓
• She is persistent. ✓ 

NOTE: Accept any TWO relevant character traits. (2)
9.1.8 Open-ended. 
Accept a relevant response which shows an understanding of,  Sipho's decision not to reveal the truth. 
These may include, AMONG OTHERS:
Agree: 

• Sipho is protective towards Thando. He knows that the truth will affect her negatively.  
• He is also embarrassed to tell her what her mother has done.  
• Thando has a high regard for Themba and Sipho does not want  to tarnish her image of him. 
   OR 

Disagree: 

• Sipho is being selfish. He does not reveal the truth to save  himself the embarrassment of letting Thando know that her  mother had betrayed him.  
• He does not consider Thando's feelings and her need to know more about her mother. 
• Sipho should realise that Thando is an adult and will be able to handle the truth/has a right to know the truth. 

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which is  not well-substantiated. Accept a combination answer.  The candidate's interpretation must be grounded in the  play. (3) 
AND 
9.2
9.2.1 Mrs Potgieter✓ (1) 
9.2.2 Nandipa is a fashion designer.✓ Mandisa, who is also a fashion  designer, wants to see Nandipa as she is interested in the fusion of  African and Western fashion./✓ Mandisa is impressed with  Thando's dress✓ which Nandipa has designed. As a result, she  wants to meet her.✓ (2) 
9.2.3 

1. Figuratively✓ (1)
2. It does not actually blow her mind away; it means Thando is  highly impressed. ✓ (1) 

9.2.4 D/persistent✓ (1)
9.2.5 'excited, and confused'✓ (1)
9.2.6 Mandisa's mother is West Indian/from Barbados.✓ (1) 
9.2.7

1. Wag a finger at Thando.✓
   Put on a stern expression.✓
   Throw her arms in the air.✓
   Roll her eyes.✓
   Put her hands on her hips.✓
   NOTE: Accept any TWO RELEVANT responses. (2)
2. Mandisa has a more liberated and free-thinking attitude  towards elders. ✓
   She seems to be insensitive towards the needs and feelings of  elders. ✓
   She expresses her feelings towards elders freely. ✓
   She is disrespectful towards elders. ✓
   NOTE: Accept any TWO of the above. (2) 

9.2.8 Accept a relevant text-based response which shows an  understanding of the theme of disappointment as displayed in the  extract.  
These may include, AMONG OTHERS: 

• Sipho has applied for the position of Chief Librarian but suffers  bitter disappointment when he does not get the position. 
• Mandisa is disappointed that Thando does not accede to her  request to accompany her to Johannesburg. Mandisa is  disappointed by the cultural roots that bind Thando to her father  (Thando does not want to leave her father alone./Thando does  not want to go to Johannesburg without her father's consent). 
• Thando does not want to disappoint Mpho by going to  Johannesburg. 

NOTE: For full marks, the response must be well-substantiated.  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 play. (3) 
9.2.9 Open-ended. 
Accept an appropriate response which shows an understanding of  why some of the issues explored in Nothing but the Truth are still  relevant today. 
These may include, AMONG OTHERS: 

• The play focuses on sibling rivalry which is relevant to human  relations.  
• The westernised society in which we live impacts on our cultural  traditions as we see in the play, e.g. Themba's cremation. 
• The generation gap still poses challenges nowadays with conflicting values and beliefs like that which occurs between  Sipho, Mandisa and Thando.  
• Forgiveness and reconciliation which are central in the play will always be part of human existence. 

NOTE: For full marks, the response must be well-substantiated.  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 play. (3) [35] 

TOTAL SECTION B: 35

SECTION C: SHORT STORIES 
NOTE: Candidates must answer EITHER QUESTION 10 ('Village people' and  'The last breath') OR QUESTION 11 ('The Dube train' and 'The soft voice of the serpent').
QUESTION 10  
10.1 'VILLAGE PEOPLE' 
Candidates are required to answer BOTH questions, i.e. QUESTIONS  10.1 and 10.2. 
10.1.1

1. Botswana✓
2. dry✓
3. enemy✓
4. suffering✓ (4) 

10.1.2 The lack of proper nourishment/malnutrition/thirst/hunger✓ (1) 
10.1.3 

1. Figuratively✓ (1)
2. The old woman is not physically naked; she only expresses  her need for food openly/overtly.✓  (1) 

10.1.4 B/a relative of (1) 
10.1.5 

1. Respectful/ polite /cordial/kind✓ (1)
2. The speaker is courteous/kind towards the young woman as it  is the first time they meet./It is customary for people in rural  areas (villagers) to be polite.✓ (1) 

10.1.6 The young woman shows respect/humility/gratitude.✓ NOTE: Accept any TWO of the above. (2) 
10.1.7 Accept a relevant text-based response which shows an  understanding of the theme of hope in the short story. 
These may include, AMONG OTHERS: 

• The old lady is given a sense of hope by the humanity of those  around her. 
• The villagers are hopeful that it will rain soon.  
• The politician leads people to the hill to pray for rain.  
• The speaker is convinced (by her cousin) that learning English  will bring about progress in her life.  

NOTE: For full marks, the response must be well-substantiated.  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 short story. (3)
10.1.8 Open-ended. 
Accept a relevant response which shows an understanding of the  villagers and their humanitarian nature. 
These may include, AMONG OTHERS: 
Agree: 

• The villagers view each other as equals; they look beyond appearance and dress.  
• The villagers show compassion and they provide moral support  to a mother who has lost her baby.  
• The speaker demonstrates compassion for the old lady by  providing her with food, despite not having enough herself.  
• The young lady offers the speaker a pail of water as a gesture  of gratitude for the humanity the speaker shows. 
  OR 

Disagree: 

• The villagers are struggling for survival and they ought to take  care of themselves first rather than assist others. 
• Showing love and compassion to others, whilst one is  experiencing challenges, is not wise as it might compromise  one's means of survival if there is a shortage of food.  
• Their acts of humanity are necessary to support each other, however, they should attempt to move away from their  circumstances in order to lead a better life.  

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. 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 short story. (3) 
AND 
10.2 'THE LAST BREATH' 
10.2.1 Eva✓ (1)
10.2.2 The speaker intends marrying Eva.✓ (1) 
10.2.3 The speaker realises that he is too aggressive towards his  mother✓ because he respects her. ✓ (2) 
10.2.4 The speaker's father is ill✓(cancer) and the mother implies that any  further conflict between the two of them might worsen the father's condition.✓ (2)
10.2.5 

1. Metaphor/Personification✓ (1)
2. The figure of speech emphasises that just as a powerful wave is able to overpower someone/something, ✓ so too are the  speaker's feelings overwhelming regarding his father and  Eva.✓ (2) 

10.2.6 The speaker's father donates his cornea (after his death) which  enables Eva to see.✓ (1) 
10.2.7 'near to sobbing'✓ (1) 
10.2.8 The speaker's happiness lies with Eva yet his father does not  approve of her.✓✓ (2) 
10.2.9

• The speaker's career of choice is music, which his father does not  allow him to study. ✓
  OR
• The speaker’s father forces him to work in the bank. ✓ (1)

10.2.10 Open-ended. 
Accept a relevant response which shows an understanding of how  the mother might have eased the strain between the father and  son. 
These may include, AMONG OTHERS: 
Agree:  

• The mother understands her husband's and son's views on Eva  and she should mediate.  
• She should speak to her husband about respecting the  speaker's choice of partner.  
• She can create an opportunity for the father and son to  communicate thereby coming to understand each other.  

Disagree: 

• Both the speaker and his father are rigid in their views concerning Eva.  
• The mother is unable to do much regarding the tension as both  the speaker and his father are adults.  
• The mother understands and respects the views of both her  husband and her son and will therefore, not interfere as this may cause further strain.  

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. 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 short story.  (3) [35] 
OR

QUESTION 11 
11.1 'THE DUBE TRAIN' 
Candidates are required to answer BOTH questions, i.e. QUESTIONS  11.1 and 11.2. 
11.1.1 

1. third-class✓
2. Dube✓
3. depressed✓
4. Monday✓ (4) 

11.1.2 

1. Figuratively✓ (1)
2. The passengers in the carriage are shocked/stunned/fearful/ filled with terror (and are unable to move). ✓(1) 

11.1.3 The tsotsi is aggressive/defiant/murderous. ✓ (1) 
11.1.4

• The crowd becomes detached from the situation.✓
• Their fear causes them to be uninvolved.✓
• They behave in a cowardly manner.✓
• They turn the proverbial 'blind eye'.✓ 

NOTE: Accept any TWO of the above. (2)
11.1.5 'Like an instinctual, predatory beast'✓ (1) 
11.1.6 The tsotsi knows that it would mean instant death for the big man if  he stabs him in the jugular vein.✓ (1) 
11.1.7 The jolt of the train.✓ (1) 
11.1.8 The men feel embarrassed (that a woman should tell them how to  behave).✓ (1) 
11.1.9 The big man throws the tsotsi out of the window. ✓ (1)
11.1.10 Open-ended 
Accept an appropriate response which shows an understanding of  why some of the issues explored in The Dube train are still relevant  today. 
These may include, AMONG OTHERS: 

• Crime/violent acts are still rampant on trains; just like the tsotsi's  attack on the man. 
• The abuse and disrespect of women still occur. The tsotsi  touches the young girl inappropriately/in a crude manner. 
• Hardship and poverty are still a reality for many South Africans; many people, like the passengers on the train, have to rely on  public transport to get to work. 
• Crime and violence forms part of the travellers' daily life. The  passengers on the Dube train accept the violence which is not a  novelty for them. 

NOTE: For full marks, the response must be well-substantiated.  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 short story. (3) 
AND 

11.2 'THE SOFT VOICE OF THE SERPENT' 
11.2.1 The man has lost one of his legs/one of his legs has been  amputated. ✓ (1) 
11.2.2 B/paradise✓ (1)
11.2.3 The garden has a calming/relaxing/comforting effect on him. ✓ (1) 
11.2.4 He remembers how, as a little boy, he bent and looked at the world  upside down/did headstands. Now, his world has figuratively been  turned upside down by the loss of his leg. ✓✓ OR  As a little boy, he was happy and carefree/able to move (agile) but  now he is bound to a wheelchair. ✓✓ (2)
11.2.5

1. Metaphor✓ (1)
2. A sail is at first slack, then is lifted by the wind.
   The young man is hunched and folded up like the furled sail of  a boat. ✓ The gentle wind, which makes him aware of being  out in the garden, causes him to sit up straight in the same  way that a sail unfolds. ✓ OR His spirits are beginning to lift after his injury✓ just like a sail is lifted by the wind. ✓  (2) 

11.2.6

1. The man reads. ✓ (1)
2. The woman knits/sews. ✓ (1) 

11.2.7 She is caring (kind)/loving/helpful/considerate/concerned/patient/ supportive. 
NOTE: Accept any TWO of the above. (2) 
11.2.8 Accept a relevant text-based response which shows an  understanding of the theme of hope in the short story. 
These may include, AMONG OTHERS: 

• When the young man encounters the locust in the garden, he  sees that it has also lost a leg but still moves. The man realises  that there is hope to move as well. 
• He finds hope in the form of this small locust that shares his  affliction.  
• When the locust flies away, he loses hope that he too will  eventually be able to walk again. 

NOTE: For full marks, the response must be well-substantiated.  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 short story. (3)
11.2.9 Open-ended 
Accept a relevant response which shows whether the man  deserves compassion, among others: 
Yes 

• He is only twenty-six years old/young and wheel-chair bound.
• • He is healthy/fit except for his disability. 
• He struggles to come to terms with the loss of his leg. 
• He envies a locust that can fly away while he remains stranded/immobile and loses hope. 

No 

• No one is exempted from becoming disabled. 
• The young man should not indulge in self-pity. 
• He needs to be positive, strong and willing to find alternative  means of mobility. 
• He should find new ways to cope with his situation. 

NOTE: Do NOT award a mark for YES or NO. Credit responses  where a combination is given. For full marks, the  response must be well-substantiated. 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 short story. (3) [35] 

TOTAL SECTION C: 35

SECTION D: POETRY 
NOTE: Candidates must answer EITHER QUESTION 12 ('Everything has changed  (except graves)' and 'Poem') OR QUESTION 13 ('Death be not proud' and 'Auto wreck'). 
QUESTION 12 
Candidates are required to answer the questions set on BOTH poems, i.e.  QUESTION 12.1 AND QUESTION 12.2. 
12.1 'Everything has changed (except graves)' – Mzi Mahola 
12.1.1

1. changes✓ (1)
2. Lushington✓ (1) 
3. primary✓ (1)
4. childhood✓  (1) 

12.1.2 These words suggest that the teachers are kind/caring and committed✔ in developing/shaping their learners.✔ (2) 
12.1.3 The speaker is shocked/horrified/disappointed. ✔ (1)
12.1.4 'we ran and laughed'✔ (1) 
12.1.5 

1. Metaphor✔ (1)
2. Just as a scarf covers/conceals,✔similarly the wattle trees  cover/conceal the playground/the speaker’s shame✔(where  the speaker has bullied a child). (2) 

12.1.6 The word 'mute' which means silence/quietness✔ is appropriate as  it describes the cemetery which is associated with death/a state of  not being able to speak.✔ (2) 
12.1.7 Sometimes whites still go to the cemetery to clean their family  graves and to place flowers on them./Another person is in the  cemetery. ✔ (1)
12.1.8 Open-ended. 
Accept a relevant response which shows an understanding of  whether the reader sympathises with the speaker.
 These may include, AMONG OTHERS: 
Yes 

• The speaker returns to his former hometown expecting to see it  in a good state, however, he discovers many changes. 
• His fond memories are affected by these changes.  
• He is left disappointed/disillusioned. 

No 

• Change is inevitable therefore, the speaker should not be  disappointed by what he sees in his former hometown. 
• He should treasure his fond memories of his hometown. 
• His views as an adult are different from the way he remembers  his school days. 

NOTE: Do NOT award a mark for AGREE/DISAGREE.  Credit responses where a combination is given. 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 poem. (3) 
AND 
12.2 'Poem' – Barolong Seboni 
12.2.1 C/personification✔ (1) 
12.2.2 Hurtful/insulting words✔ are compared to the sharp spokes of a  wheel. ✔ (2) 
12.2.3 

1. Figuratively✔ (1)
2. One's tongue can be like a venomous snake when using  hurtful words.✔ (1) 

12.2.4

• Negative words can cause division/distance/separation between/ among people. ✔
• Sharp words can cut/tear into one's heart and mind, making them almost difficult to forget. ✔
• Sarcasm/hurtful words can make one insensitive. ✔ (3)

12.2.5 

1. Simile✔ (1)
2. In the same way that a lamb is associated with innocence/ kindness/not being harmful,✔so too should words be used in a gentle/uplifting/encouraging manner. ✔  (2) 

12.2.6 Positive/comforting/kind/uplifting✔ (1) 
12.2.7 Accept a relevant response which shows an understanding of the  theme of the power of words, among others: 
These may include, AMONG OTHERS: 

• Words can have a positive or negative influence. 
• The tone and intention of the speaker determine whether the  impact will be negative or positive. 
• Sarcasm and stereotyping can destroy people. 
• Words can be used to comfort/support/build people. 
• Words should be carefully selected. 
• A smile speaks volumes/is unspoken communication which indicates love/friendliness/positivity. 

NOTE: For full marks, the response must be well-substantiated.  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 poem. (3) 
12.2.8 Accept a relevant response which shows an understanding of the  speaker's use of the personal pronouns 'we' and 'us'. 
These may include, AMONG OTHERS: 

• 'We' and 'us' are used collectively. 
• By using 'we' and 'us' the speaker conveys a personal/universal  message. 
• The speaker includes everyone/his beloved. 
• The speaker shows that victimisation through words is not  isolated. 
• The advice and recommendations that are given are also  universal and not limited to one person.  

NOTE: For full marks, the response must be well-substantiated.  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 poem. (3) OR

QUESTION 13 
Candidates are required to answer the questions set on BOTH poems, i.e.  QUESTION 13.1 AND QUESTION 13.2. 
13.1 'Death be not proud' – John Donne 
13.1.1

1. Elizabethan✔
2. sonnet✔
3. quatrains✔ 
4. couplet✔ (4)

13.1.2

1. Personification/apostrophe✔ (1)
2. The speaker addresses death as if it were a person;✔ this  enables the speaker to continually ridicule Death.✔/ The speaker uses apostrophe. This allows him to 'directly  speak' to Death as if it were present✔ and to poke fun at  death.✔ (2) 

13.1.3 Death believes it is all powerful and that everyone fears it but this is  not true. ✔ (1) 
13.1.4 A/mocks✔ (1) 
13.1.5 When 'Desperate men' commit suicide/murder/kill, they seem to be  commanding death to carry out the task for them./Death works for  'desperate men.' ✔ (1)
13.1.6 Triumphant/Victorious✔ (1) 
13.1.7 Accept a relevant response which shows an understanding of the  theme of the powerlessness of death, among others: 
These may include, AMONG OTHERS: 

• Death is described as powerless as it is just a passing moment  in life before man achieves eternal life.  
• All people may be redeemed from death by the redemptive  power of Christ/God.  
• Death has no power over man, instead it is a slave to  'desperate men.' 

NOTE: For full marks, the response must be well-substantiated.  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 poem. (3)
13.1.8 Open ended 
Accept a suitable response which reflects the candidate's  understanding of the speaker's intention to show that death does  not have to be feared. 
These may include, AMONG OTHERS: 
Yes 

• The speaker uses logical arguments to show that death has no  power over man. 
• Death is an extended sleep. Pleasure is derived from sleeping  and Death is only a longer sleep, thus more enjoyable. 
• Death liberates man from the burdens of life (Rest of their  bones). 
• Death is only a transition to eternal life. 
• Death itself will 'die' and be no more when man has awoken  from it. 

No 

• People remain afraid of the unknown and will thus fear Death. 
• Not all people believe in life after death and death is seen as a  finality. 
• Death means leaving your beloved ones behind and that  thought instils fear of death. 

NOTE: Do NOT award a mark for YES/NO.Credit responses  where a combination is given. For full marks, the  response must be well-substantiated. 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 poem. (3) 
AND 
13.2 'Auto wreck' – Karl Shapiro 
13.2.1

1.  At night/in the evening✔ (1)
2. 'illuminated'/'dark'✔ (1)

13.2.2 

1. Simile.✔ (1)
2. The red flickering light of the ambulance✔is compared to  blood pulsing out of an artery after a serious accident. ✔ (2) 

13.2.3 At a funeral, a bell is usually tolled to announce the death of a  person.✔ 'Tolls' in the context of the poem shows that there are  many fatalities as well. ✔ (2)
13.2.4

• The policemen are sweeping the glass away.✔
• One of them is making notes.✔
• Another is washing the blood from the street. ✔
• One is hanging the lanterns. ✔ 

NOTE: Accept any TWO of the above. (2)
13.2.5

1. Figuratively✔ (1)
2. He is not referring to an actual pond, but to the considerable  loss of blood.✔ (1) 

13.2.6 The onlookers are in a severe state of shock/dumbfounded/  horrified.✔Their minds are numbed and they seem unable to speak  or move. ✔ (2) 
13.2.7 The drivers are careful when approaching the accident scene. ✔ (1)
13.2.8 The random nature of death caused by road accidents. ✔ (1)
13.2.9 Open ended 
Accept a suitable response which reflects the candidate's  understanding of whether the speaker succeeds in conveying the  severity of road accidents. 
These may include, AMONG OTHERS: 
Yes 

• The speaker effectively uses diction to show the severity of  accidents. 
• The finality of a fatal accident is shown where the dead are  stowed away in the ambulance. 
• There is a vivid description of the shock and disbelief of the  onlookers.
  OR 

No 

• The diction used by the speaker will make it difficult for readers  to understand what the poem is about. 
• Not all people will understand the images/figures of speech the  speaker uses. 
• Some people will not be able to visualise the scene of the  accident with the wreck and blood and thus the accident may not  seem severe. 

NOTE: Do NOT award a mark for YES/NO. Credit responses  where a combination is given. For full marks, the  response must be well-substantiated. 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 poem. (3) 

TOTAL SECTION D: 35
GRAND TOTAL: 70

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 1
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS TO MARKERS 

1. Candidates are required to answer ALL the questions.
2. This memorandum serves as a guide to markers. Some responses may  require a marker's discretion, while others may be expanded at the national  marking guideline discussion.
3. Candidates' responses should be assessed as objectively as possible.

MARKING THE COMPREHENSION

• Because the focus is on understanding, incorrect spelling and language errors in  responses should not be penalised unless such errors change the  meaning/understanding. (Errors must still be indicated.)
• If a candidate uses words from a language other than the one being examined,  disregard those words, and if the answer still makes sense, do not penalise.  However, if a word from another language is used in a text and required in an  answer, this will be acceptable.
• For open-ended questions, no marks should be awarded for YES/NO or  I AGREE/I DISAGREE. The reason/substantiation/motivation is what should  be considered.
• When one-word answers are required and the candidate gives a whole sentence,  mark correct provided that the correct word is underlined/ highlighted.
• When two/three facts/points are required and a range is given, mark only the first  two/three.
• Accept dialectical variations.
• For multiple-choice questions, accept BOTH the letter corresponding with the  correct answer AND/OR the answer written out in full.

MEMORANDUM 

SECTION A: COMPREHENSION 
QUESTION 1  
1.1
1.1.1 A beautifully iced/vanilla flavoured cupcake.✔ (1)
1.1.2 C/craving for sweet foods.✔ (1) 
1.2
1.2.1 Natural sugar/unrefined/organic sugar is found in fresh fruit. ✔ Added sugar/refined sugar is found in tomato sauce.✔ (2) 
1.2.2 The World Health Organisation has found that high sugar intake  can lead to mood disorders. /They want to decrease the number of  people experiencing mood disorders. ✔ (1)
1.3 worldwide✔ (1) 
1.4 The amount of sugar in factory-baked food is regulated/consistent ✔which  makes the research more reliable.✔. OR  The nutritional information of factory-baked foods is available on the  packaging✔ which makes the research more reliable. ✔ (2) OR  The nutritional information✔ of home-baked food is not that readily available which makes the research unreliable.✔ 
1.5 Diet drinks/artificially contain sweetened drinks✔can cause mood  disorders/lead to health problems/risk of depression is increased.✔ (2) 
1.6 The 2015 study found that people, who consumed high amounts of added  sugar, had a higher chance of suffering from depression✔compared to those  who consumed natural sugars.✔ (2) 
1.7
1.7.1 The main cause/reason/source.✔ (1)
1.7.2 Sweet foods can be as addictive as cocaine.✔ (1)
1.7.3 Open-ended. Accept a suitable response, e.g. 

• Yes.
  If the research will help to reduce mood disorders, then it is  acceptable to use rats. Humans should not be subjected to these  tests without experiments having been carried out first. Many  breakthroughs in the past were possible because of experiments  that had been carried out on animals.
  OR
• No.
  Although rats are vermin, they should not be subjected to  experiments. It is cruel to experiment on animals. /Rats are not the  same as humans, therefore, the findings of such research may  have different results when humans are involved.

NOTE: Do NOT award a mark for 'Yes' or 'No'. Accept other  suitable responses. A candidate can score 1or 2 marks for an answer that is not well-substantiated. Accept a  combination answer. (3) 
1.8 Consuming sweet foods provides only a short-term relief.✔Thereafter, it  worsens or aggravates the mood disorder and depression.✔ (2) 
1.9 To prove✔ that sugar consumption can lead to mood disorders.✔/To  persuade the readers to believe✔that the findings are reliable.✔ (2) 
1.10 Open-ended. Accept a suitable response, e.g. 

• The title is suitable because the article is based on reducing sugar intake as it  leads to mood disorders. Sweet food is tempting; however, the intake should  be reduced. 'Sweet' is associated with something good but too much sugar  intake may cause health problems.
  OR
• The title is unsuitable because there is an uncertainty about the link between  sugar intake and mood disorders. The title provided sounds conclusive while  the article conveys the opposite. 

NOTE: Accept other suitable responses. A candidate can score 1or 2 marks  for an answer that is not well-substantiated. (3) 
1.11 McDonald's✔ (1)
1.12 There has been a/an (steady) increase in the buying of fast-food.✔ (1)
1.13 2018 is only an anticipated/projected figure and not the real total.✔ (1) 
1.14 It stands out to emphasise the large number of fast-food outlets that the top  ten brands in South Africa have.✔ (1) 
1.15 Pizzas are also fast-food.✔The round shape of the pizza, together with the  cut slices, represents another type of graph / resembles a pie graph.✔ (2) 

TOTAL SECTION A: 30

SECTION B: SUMMARY 
QUESTION 2 
The following points form the answer to the question:

MARKING THE SUMMARY  
Marking is on the basis of the inclusion of valid material and the exclusion of invalid  material.  
The summary should be marked as follows: 

• Mark allocation:
  • 7 marks for 7 points (1 mark per main point)
  • 3 marks for language 
  • Total marks: 10
• Distribution of language marks when candidate has not quoted verbatim:
  • 1–3 points correct: award 1 mark
  • 4–5 points correct: award 2 marks
  • 6–7 points correct: award 3 marks
• Distribution of language marks when candidate has quoted verbatim:
  • 6–7 quotes: award no language mark
  • 1–5 quotes: award 1 language mark 

NOTE: 

• Word count:
  • You are required to verify the number of words used.
  • Do not deduct any marks if the candidate fails to indicate the number of words  used or if the number of words used is indicated incorrectly.
  • If the word limit is exceeded, read up to the last sentence above the stipulated  upper limit and ignore the rest of the summary. 

TOTAL SECTION B: 10

SECTION C: LANGUAGE 
NOTE: 

• One-word answers must be marked correct even if the spelling is incorrect, unless  the error changes the meaning of the word. 
• In full-sentence answers, incorrect spelling should be penalised if the error is in the  language structure being tested.  
• Sentence structures must be grammatically correct and given in full sentences/  as per instructions. 
• For multiple-choice questions, accept BOTH the letter corresponding with the  correct answer AND/OR the answer written out in full as correct.  

QUESTION 3: ANALYSING AN ADVERTISEMENT 
3.1 (Rhodes) whole kernel corn/canned corn. ✔ (1) 
3.2 Mothers/Fathers/Chefs/People who prepare meal. / People who prepare  meals. /Chefs ✔ 
NOTE: Accept any ONE of the above answers. (1)
3.3 'from Nature to you'. ✔ (1) 
3.4 The headline is written in a larger font/The words 'Mother Nature' are written  in a much larger/bold font. ✔ (1) 
3.5
3.5.1 The Rhodes brand is manufactured locally✔ from crops grown on  the best farms/ farms that have been carefully selected. ✔  Farms are carefully selected✔ to ensure that the Rhodes' products  are the best. ✔ (2)
3.5.2 hyphen✔ (1)
3.6 By stating that this product has been on the market for over a 100 years.✔ (1)
3.7 Open-ended. Accept a suitable response, e.g. 

• The advertiser succeeds because the message of the advertisement is that  the product is very close to being natural. The visual shows a can of whole  kernel corn with the leaves/husk of a fresh corn. This conveys the message  that the content of the can is as natural as the fresh cob.
  OR
• The advertiser does not succeed because the contents of the can would  contain preservatives which are artificial/not natural. Canned products are  processed and can never be as natural as a fresh cob. 

NOTE: Accept other suitable responses. A candidate can score 1 mark for  an answer that is not well-substantiated. Accept a combination  answer. (2) [10]

QUESTION 4: ANALYSING A CARTOON  
4.1
4.1.1

• Dagwood's mouth is wide open.✔
• There are movement lines around his hand.✔
• His arm is raised.✔
• He is waving his fist.✔
• His hand is clenched in fist. ✔ 

NOTE: Accept any TWO of the above answers. (2)
4.1.2 The storm struck out the electricity.✔ (1) 
4.2 Frame 1 is the lounge/sitting room/living room/television room✔ and frame 2  is the kitchen.✔ (2) 
4.3
4.3.1 B/delight (1) 
4.3.2 

• The dog is lying with its front legs folded which indicates that it is  relaxed.✔ ✔
  OR
• The dog's eyes are closed which shows that it is happy/content/  satisfied.✔ ✔  

NOTE: Accept any ONE of the above answers. (2) 
4.4 Open-ended. Accept a suitable response, e.g. 

• Yes
  If Dagwood eats all the food then it will, at least, not go to waste. The dog  also benefits as it is given some of the food to eat.  
  OR
• No
  Dagwood will never be able to eat all the food, so some will go to waste. The  problem is not resolved as they are still without electricity. 

NOTE: The above are merely examples. A candidate can score 1 mark for  an answer that is not well-substantiated. (2) [10]

QUESTION 5: LANGUAGE AND EDITING SKILLS 
5.1
5.1.1

1. an✔ (1)
2. from✔ (1)
3. receiver✔ (1)
4. use✔ (1) 

5.1.2

1. Many individuals do not/don’t negotiate lease agreements with  landlords or agents. ✔ (1)
2. Johannes du Plessis said that many individuals negotiated✔ lease agreements with landlords or agents, or made✔ purchase and sale agreements with sellers they had found✔ in  newspapers or website classifieds. 

NOTE: Award 1 mark for each underlined change and 1 mark   for correct punctuation. (4) 
5.1.3 The man was warned by the legal advisor not to use certain emojis  in responding to messages.✔ (1) 
5.1.4

• Should you then breach the contract, you may become liable to  the other party for possible damages.✔
  OR
• Should one then breach the contract, one may become liable to  the other party for possible damages.✔ (1) 

5.1.5 

1. It is the name of the act/law.✔(1) 
2. acronym✔ (1) 

5.1.6

• Contracts, concluded wholly or partly by a data message, are valid  in law, aren't they?✔
  OR 
• Contracts, concluded wholly or partly by a data message, are valid  in law, are they not? ✔ (1) 

5.2
5.2.1

1. Adjective✔ (1)
2. The screaming toddler disturbs/is disturbing the audience✔ (1) 

5.2.2 mosquito.✔ (1) 
5.2.3 The sound of the screeching violin is more annoying than the  sound of the squeaky duck.✔ (1) 
5.2.4 irritation.✔ (spelling must be 100% correct) (1)
5.2.5 peaceful/restful✔ (1) 

TOTAL SECTION C: 40
GRAND TOTAL: 80

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 3
GRADE 12
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION 
These marking guidelines must be used together with the attached English FAL  assessment rubrics for SECTIONS A, B and C. 

SECTION A: ESSAY 
QUESTION 1 

Instructions to Markers: 

• Candidates are required to write on ONE topic only. 
• The ideas listed below the topics are only some ways in which the topic could be  interpreted. 
• Full credit must be given for the candidate's own interpretation. 
• Marking must be objective. Give credit for relevant ideas.  
• Use the 50-mark assessment rubric to mark the essays. The texts produced by  candidates must be assessed according to the following criteria as set out in the  assessment rubric: 
  • Content and planning (30 marks)
  • Language, style and editing (15 marks)
  • Structure (5 marks) 

NOTE: 

• Adhere to the length of 250–300 words as prescribed in the CAPS document.  However, should the maximum word count be reached mid-sentence, read to  the end of the sentence.
• No additional penalties may be imposed as the rubric itself imposes  penalties. 

MEMORANDUM 

1.1 This is my journey. 
Narrative/Reflective/Descriptive 

• If narrative, the essay must have a strong story line and an ending that  captures the reader's attention. 
• If reflective, the essay should convey emotional reactions and feelings  the writer has experienced. 
• If descriptive, the candidate should create a picture in words, using as  many senses as possible to make the description clear. 

NOTE: A candidate may write an essay which includes elements of more  than one type of essay. [50]

1.2 The gathering storm 
Descriptive /Narrative/Reflective 

• If descriptive, the candidate should create a picture in words, using as  many senses as possible to make the description clear. 
• If narrative, the essay must have a strong story line and an ending that  captures the reader's attention. 
• If reflective, the essay should convey emotional reactions and feelings  the writer has experienced. 

NOTE: A candidate may write an essay which includes elements of more  than one type of essay. [50] 

1.3 Write an essay that includes the following words: 
'Slow down!' 
Narrative/Reflective/Descriptive 

• The candidate should provide a suitable title. 
• If narrative, the essay must have a strong story line and an ending that  captures the reader's attention. 
• If reflective, the essay should convey emotional reactions and feelings  the writer has experienced. 
• If descriptive, the candidate should create a picture in words, using as  many senses as possible to make the description clear. 

NOTE: A candidate may write an essay which includes elements of more  than one type of essay. [50] 

1.4 Our appearance is unimportant. It is who we are on the inside that really  matters. 
Discursive/Argumentative/Reflective 

• If discursive, the arguments for and against must be well-balanced and  clearly presented in the essay. The candidate must provide supporting  evidence for his/her arguments. The candidate may come to a particular  conclusion at the end of the essay, which should include  recommendations. 
• If argumentative, the essay must reflect a specific argument or viewpoint  for or against the topic. The candidate should give a range of arguments to  support and substantiate his/her view. The conclusion should be a strong,  clear and convincing statement of the writer's opinion. 
• If reflective, the essay should convey emotional reactions and feelings the  writer has experienced. 

NOTE: A candidate may write an essay which includes elements of more   than one type of essay. [50]

1.5 Caring for the environment is everyone's responsibility. 
Argumentative/Discursive/Reflective 

• If argumentative, the essay must reflect a specific argument or viewpoint  for or against the topic. The candidate should give a range of arguments to  support and substantiate his/her view. The conclusion should be a strong,  clear and convincing statement of the writer's opinion. 
• If discursive, the arguments for and against must be well-balanced and  clearly presented in the essay. The candidate must provide supporting  evidence for his/her arguments. The candidate may come to a particular  conclusion at the end of the essay, which should include  recommendations. 
• If reflective, the essay should convey emotional reactions and feelings the  writer has experienced. 

NOTE: A candidate may write an essay which includes elements of more  than one type of essay. [50] 

1.6 'One book, one pen, one child, and one teacher can change the world'− Malala Yousafzai 
Discursive/Argumentative/Reflective/Narrative/Descriptive 

• If discursive, the arguments for and against must be well-balanced and  clearly presented in the essay. The candidate must provide supporting  evidence for his/her arguments. The candidate may come to a particular  conclusion at the end of the essay, which should include  recommendations. 
• If argumentative, the essay must reflect a specific argument or viewpoint  for or against the topic. The candidate should give a range of arguments to  support and substantiate his/her view. The conclusion should be a strong,  clear and convincing statement of the writer's opinion. 
• If reflective, the essay should convey emotional reactions and feelings the  writer has experienced. 
• If narrative, the essay must have a strong story line. This topic lends itself  to the possibility of being written in both the past tense and the present  tense. The essay must have an ending that captures the reader's  attention.  
• If descriptive, the candidate should create a picture in words, using as  many senses as possible to make the description clear. 

NOTE: A candidate may write an essay which includes elements of more   than one type of essay. [50]

1.7 Interpretation of pictures 
The candidate  

• should give the essay a suitable title. 
• may interpret the pictures in any way as long as they are relevant to the  picture. 
• may choose to write any type of essay, provided it is in direct relation to  the picture chosen. 
• may write in any appropriate tense. 

1.7.1 Picture: Man and light bulb 

• Literal interpretation:
  • saving electricity
  • invention of the light bulb
  • light.
• Figurative interpretation:
  • creativity
  • ideas
  • a moment when an idea suddenly comes to mind. [50] 

1.7.2 Picture: City buildings 

• Literal interpretation:
  • architecture
  • transport
  • urban/city life. 
• Figurative interpretation: 
  • overpopulation
  • rat race 
  • economy 
  • modern society. [50] 

TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT 
QUESTION 2 
Instructions to Markers: 

• Candidates are required to answer ONE question. 
• Marking must be objective. Give credit for relevant ideas. 
• Use the 30-mark assessment rubric to mark the responses in this section. The  texts produced by candidates must be assessed according to the following  criteria as set out in the assessment rubric: 
  • Content, planning and format (18 marks)
  • Language, style and editing (12 marks) 

NOTE: 

• Adhere to the length of 120–150 words as prescribed in the CAPS document.  However, should the maximum word count be reached mid-sentence, read to  the end of the sentence.
• No additional penalties may be imposed as the rubric itself imposes penalties.

2.1 FRIENDLY LETTER 
A letter to thank a friend. 

• The following aspects of format must be included:
  • Address of sender
  • Date
  • Greeting/Salutation
  • Suitable ending
• The tone and register of the letter should be friendly and informal. 
• The candidate must express his/her gratitude. [30]

2.2 OBITUARY 
An obituary of a loyal staff member. 

• The following aspects of format must be included:
  • Full name of the deceased
  • Date of birth
  • Date of death
  • Birthplace
  • Where the person was living at the time of death
  • Key survivors 
  • Date, time and place of funeral
• A tribute must be paid to the deceased highlighting his/her loyalty as a  staff member. 
• The tone must be formal. [30]

2.3 FORMAL REPORT 
Report to police about a stolen cellphone. 

• The report must 
  • have a subject line.
  • be addressed to the investigating police officer.
  • clearly indicate who the sender is. 
  • make reference to the cellphone having been stolen from the  writer's pocket. 
  • have logically arranged details.
• The tone of the report must be formal and polite. [30]

2.4 FORMAL SPEECH 
Speech by the chairperson of a local sports club, motivating members to  support the fundraising events.  

• The speech should begin with a suitable salutation/greeting. 
• The tone and register should be appropriate for the audience. 
• The speech must include the following: 
  • Purpose.
  • Audience. 
• The introduction must attract attention. 
• Points must be well developed. 
• A suitable conclusion must be included. [30]

TOTAL SECTION B: 30

SECTION C: SHORTER TRANSACTIONAL TEXT 
QUESTION 3 
Instructions to Markers: 

• Candidates are required to answer ONE question. 
• Marking must be objective. Give credit for relevant ideas. 
• Use the 20-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria  as set out in the attached rubric: 
  • Content, planning and format (12 marks)
  • Language, style and editing (8 marks) 

NOTE: 

• Adhere to the length of 80–100 words as prescribed in the CAPS document.  However, should the maximum word count be reached mid-sentence, read to  the end of the sentence.
• No additional penalties may be imposed as any deviations are addressed by the rubric. 

3.1 INVITATION CARD 
Invitation to nephew's/niece's first birthday party. 

• The following aspects of format must be included:
  • Type of function should be clear.
  • Date, venue and time.
• Language should be suited to the context. 
• Full sentences are not necessary. 

NOTE: Do not award marks for illustrations or drawings. [20]

3.2 DIARY ENTRIES 
The candidate's feelings BEFORE and AFTER going for his/her driving test. 

• There MUST be TWO diary entries with two different dates/times. 
• The entries should express the candidate's feelings before and after the  test. 
• The diary entries should be written in the first person. 
• The language should be simple and informal.  
• The tone must reflect emotions suited to the topic. [20]

3.3 INSTRUCTIONS 
How to save water. 
The instructions 

• may be in point or paragraph form. 
• must be in a logical sequence. 
• should say how water should be saved. 

NOTE: Do not award marks for illustrations or drawings. [20] 

TOTAL SECTION C: 20
GRAND TOTAL: 100

ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS]

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS]

ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS]

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 3
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION 

1.  This question paper consists of THREE SECTIONS:
   SECTION A: SECTION B: SECTION C:
   Essay (50) Longer Transactional Text (30) Shorter Transactional Text (20) 
2. Answer ONE question from EACH section. 
3. Write in the language in which you are being assessed. 
4. Start EACH section on a NEW page.
5. You must plan (e.g. using a mind map/diagram/flow chart/key words), edit and  proofread your work. The plan must appear BEFORE each text. 
6. All planning must be clearly indicated as such. It is advisable to draw a line  through all planning. 
7. You are strongly advised to spend approximately:
   • 80 minutes on SECTION A
   • 40 minutes on SECTION B 
   • 30 minutes on SECTION C 
8. Number the answers correctly according to the numbering system used in this  question paper. 
9. Give each response a suitable title/heading. 
10. Do NOT consider the title/heading when doing a word count.
11. Write neatly and legibly.

QUESTIONS 

SECTION A: ESSAY 
QUESTION 1 

• Write an essay of between 250 and 300 words in length on ONE of the following  topics.  
• Write down the NUMBER and TITLE of the essay you have chosen correctly,  for example 1.1 This is my journey. 
• Give your essay a suitable title if your choice is QUESTION 1.3, 1.7.1 OR 1.7.2. 
• Spend approximately 80 minutes on this section. 

1.1 This is my journey [50]
1.2 The gathering storm [50]
1.3 Write an essay that includes the following words: 'Slow down!' 
NOTE: There must be a clear link between 'Slow down!' and the rest  of your essay. [50] 
1.4 Our appearance is unimportant. It is who we are on the inside that really  matters. [50] 
1.5 Caring for the environment is everyone's responsibility. [50] 
1.6 'One book, one pen, one child, and one teacher can change the world.' – Malala Yousafzai [50] 
1.7 Choose ONE of the pictures below and write an essay on a topic that comes  to mind. Write the question number (1.7.1 OR 1.7.2) and give your essay a  suitable title.  
NOTE: There must be a clear link between your essay and the picture you  have chosen. 
1.7.1 

[Source: www.google.com] [50]
1.7.2 

[Source: www.google.co.za] [50] 

TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT 
QUESTION 2 

• Respond to ONE of the following longer transactional writing tasks.
• The body of your response should be between 120 and 150 words in length. Write down the NUMBER and the HEADING of the text you have chosen,  for example 2.1 FRIENDLY LETTER. 
• Pay particular attention to format, language and register. 
• Spend approximately 40 minutes on this section. 

2.1 FRIENDLY LETTER 
You spent a weekend with your best friend, who lives in another town.  You have just returned from this enjoyable weekend.  
Write a letter to your friend to thank him/her. [30]

2.2 OBITUARY 

You are the manager at a local supermarket. One of your loyal staff members  has passed away. You have been asked to write an obituary, paying tribute  to him/her.  
Write the obituary. [30]

2.3 FORMAL REPORT 
Your cellphone was recently stolen from your pocket. The police have asked  you to write a report on the incident. 
Write the report. [30]

2.4 FORMAL SPEECH 
You are the chairperson of a local sports club. The club is planning several  fundraising events to upgrade its facilities. You have been asked to deliver a  speech to the club members, motivating them to support these events.  
Write the speech. [30]

TOTAL SECTION B: 30

SECTION C: SHORTER TRANSACTIONAL TEXT  
QUESTION 3 

• Choose ONE of the following topics and write a short transactional text. 
• The body of your response should be between 80 and 100 words in length. 
• Write down the NUMBER and the HEADING of the text you have chosen,  for example 3.1 INVITATION CARD. 
• Spend approximately 30 minutes on this section. 

3.1 INVITATION CARD 
Your nephew/niece will be celebrating his/her first birthday soon. You have  been asked to write an invitation card for the party.  
Write the content of the invitation card. 
NOTE: Do NOT include illustrations or drawings. [20]

3.2 DIARY ENTRIES 
Having a driver's licence is often a requirement for employment these days.  You recently went for your driving test.  
Write TWO diary entries, expressing your feelings BEFORE and AFTER going for your test. [20] 

3.3 INSTRUCTIONS 
There is a severe shortage of water in your area. You have decided to instruct  members of your family about how they should save water.  
Write a set of instructions for your family members on how they should save  water. 
NOTE: Do NOT include illustrations or drawings. [20] 

TOTAL SECTION C: 20
GRAND TOTAL: 100

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 2
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION 
Read this page carefully before you begin to answer the questions. 

1. Do NOT attempt to read the entire question paper. Consult the TABLE OF  CONTENTS on the next page and mark the numbers of the questions set on  the texts YOU HAVE STUDIED this year. Read these questions carefully and  answer as per the instructions.
2. This question paper consists of FOUR sections:
   SECTION A: Novel (35)
   SECTION B: Drama (35)
   SECTION C: Short stories (35)
   SECTION D: Poetry (35)
3. Answer a total of TWO questions. ONE question from ANY TWO sections. 3.
   SECTION A: NOVEL
   Answer the question on the novel that you have studied.
   SECTION B: DRAMA
   Answer the question on the drama that you have studied.
   SECTION C: SHORT STORIES
   Answer the questions set on TWO short stories.
   SECTION D: POETRY
   Answer the questions set on TWO poems: 
4. Use the checklist on page 4 to assist you. 
5. Follow the instructions at the beginning of each section carefully.
6. Number the answers correctly according to the numbering system used in this question paper.
7. Start EACH section on a NEW page. 
8. Spend approximately 60 minutes on EACH section.
9. Write neatly and legibly.

TABLE OF CONTENTS

CHECKLIST 
NOTE:  

• Answer questions from ANY TWO sections. 
• Tick (✔) the sections you have answered. 

NOTE: Ensure that you have answered questions on TWO sections only.

QUESTIONS 

SECTION A: NOVEL 
In this section, there are questions set on the following novels: 

• CRY, THE BELOVED COUNTRY by Alan Paton 
• STRANGE CASE OF DR JEKYLL AND MR HYDE by Robert Louis Stevenson
• TO KILL A MOCKINGBIRD by Harper Lee 
• LORD OF THE FLIES by William Golding 
• A GRAIN OF WHEAT by Ngũgĩ wa Thiong'o 

Answer ALL the questions on the novel that YOU HAVE STUDIED. 
QUESTION 1: CRY, THE BELOVED COUNTRY 
Read the extracts from the novel below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 1.1 AND  QUESTION 1.2. 
1.1 EXTRACT A 
[Absalom is sentenced to death.] 

1.1.1 Choose a description from COLUMN B that matches the name in  COLUMN A. Write only the letter (A–E) next to the question  numbers (1.1.1(a) to 1.1.1(d)) in the ANSWER BOOK. 

1.1.2 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (1.1.2) in  the ANSWER BOOK. 
One of the two companions who accompanies Absalom to the  house of Arthur Jarvis, is his cousin …  

1. Johannes. 
2. Matthew. 
3. Richard. 
4. Vincent. (1) 

1.1.3 Refer to line 3 ('These two weapons … with fatal results'). 

1. Identify ONE of the 'two weapons' referred to in these lines.  (1) 
2. Explain what the judge means by, '… one with serious, the  other with fatal results'.  (2) 

1.1.4 Refer to lines 10–11 ('– I have only … I was afraid'). 

1. What tone of voice would Absalom use in these lines?  (1) 
2. Why would Absalom's tone be appropriate in these lines? (1)  

1.1.5 Refer to lines 13–14 ('Kumalo puts his … what it means').  

1. How does Kumalo feel towards Absalom at this point in the  novel? (1)  
2. Give a reason for your answer to QUESTION 1.1.5(a). (1)

1.1.6 Refer to lines 15–16 ('The girl sits … on her lover').  

1. Using your OWN words, explain 'like the child she is'.  (1) 
2. Why are the girl's eyes 'fixed on the Judge'? (1) 

1.1.7 The court sentences Absalom to death. His two accomplices should have received the same punishment. Do you agree with this  statement? Discuss your view. (3)
AND 

1.2 EXTRACT B 
[Kumalo reads James Jarvis' letter to the Bishop.] 

1.2.1 Why is the following statement FALSE? 
James Jarvis refers to Reverend Msimango as 'Umfundisi' in line 1. (1)
1.2.2 Refer to lines 8–9 ('You should know … went to Johannesburg').
Why does James Jarvis add these lines to his letter? (2)
1.2.3 Explain what this extract reveals about James Jarvis' character. (2) 
1.2.4 Discuss the irony in Mr and Mrs Jarvis assisting the people of  Ndotsheni. (2)
1.2.5 Refer to line 14 ('May I see … the Bishop dryly'). 

1. Identify the figure of speech in this line. (1)
2. Discuss the suitability of this figure of speech. (2) 

1.2.6 The Bishop visits Reverend Kumalo to inform him that he intends  sending him to another community. 

1. Where does the Bishop want to send Kumalo? (1)
2. Why does the Bishop want to transfer Kumalo from  Ndotsheni? (1) 

1.2.7 One of the themes in the novel is kindness. Discuss this theme. (3)
1.2.8 Refer to the novel as a whole. In your view, why are some of the issues explored in Cry, The  Beloved Country, still relevant today? (3) [35]

QUESTION 2: STRANGE CASE OF DR JEKYLL AND MR HYDE 
Read the extracts from the novel below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 2.1 AND  QUESTION 2.2. 
2.1 EXTRACT C 
[A maidservant recounts the murder of Carew.] 

2.1
2.1.1 Choose a description from COLUMN B that matches the name in  COLUMN A. Write only the letter (A–E) next to the question  numbers (2.1.1(a) to 2.1.1(d)) in the ANSWER BOOK. 

2.1.2 How does the maid get to witness the murder of Carew? (1) 
2.1.3 What does the maid observe about Carew in this extract? State  TWO points. (2) 
2.1.4 Refer to lines 5─7 ('And then all … like a madman').  

1. Identify the figure of speech in these lines. (1)
2. Discuss the suitability of this figure of speech. (2)

2.1.5 Why is the following statement FALSE? The police ask the maid to identify the body of Carew. (1)
2.1.6 Refer to line14 ('It was two … for the police'). 

1. What tone of voice would the maid use to relate this incident  to the police?  (1)  
2. Why would the maid's tone be appropriate in this line? (1) 

2.1.7 Name ONE of the items found on the body of Carew. (1) 
2.1.8 Dr Jekyll should be held accountable for Mr Hyde's misconduct.  Do you agree with this statement? Discuss your view. (3) 
AND 
2.2 EXTRACT D 
[Mr Utterson meets with Dr Lanyon.]

2.2 2.2.1 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (2.2.1) in  the ANSWER BOOK. 
The setting of this extract is … 

1. Dr Jekyll's laboratory. 
2. Mr Utterson's law practice.
3. Dr Lanyon's house. 
4. Mr Hyde's house. (1) 

2.2.2 Why does Mr Utterson meet Dr Lanyon? (1)
2.2.3 Refer to line 5 ('I have had … shall never recover'). 

1. Explain how this shock changes Dr Lanyon's physical  appearance. (2)
2. Give TWO reasons why Dr Lanyon chooses not to tell  Mr Utterson what he has witnessed. (2) 

2.2.4 Refer to lines 10–12 ('I am quite … regard as dead').  

1. How does Dr Lanyon feel towards Dr Jekyll at this point in  the novel? (1) 
2. Give a reason for your answer to QUESTION 2.2.4(a). (1) 

2.2.5 Explain the irony in the words, 'We are three very old friends'  (lines 14–15). (2) 
2.2.6 Explain what this extract reveals about Lanyon's character. (2)
2.2.7 One of the themes in the novel is loyalty. Discuss this theme. (3)
2.2.8 Refer to the novel as a whole. In your view, why are some of the issues explored in Strange Case  of Dr Jekyll and Mr Hyde, still relevant today? (3) [35]

QUESTION 3: TO KILL A MOCKINGBIRD  
Read the extracts from the novel below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 3.1 AND  QUESTION 3.2. 
3.1 EXTRACT E 
[Scout and Dill meet Mr Dolphus Raymond.] 

3.1
3.1.1 Choose a name from COLUMN B that matches the nickname in  COLUMN A. Write only the letter (A–E) next to the question  numbers (3.1.1(a) to 3.1.1(d)) in the ANSWER BOOK. 

3.1.2 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (3.1.2) in  the ANSWER BOOK. 
Mr Dolphus Raymond is … 

1. on welfare support. 
2. an alcoholic.
3. Ms Spender's husband. 
4. a wealthy landowner. (1) 

3.1.3 Why is the following statement FALSE? Dill lives permanently in Maycomb. (1)
3.1.4 Refer to line 1 ('Come on round … settle your stomach'). Where do Dill and Scout meet Mr Dolphus Raymond? (1)
3.1.5 Who is Aunt Alexandra? (1)
3.1.6 Refer to line 8 (' "Hee, hee," said … corrupting a child'). Discuss the irony in, '…evidently taking delight in corrupting a  child'. (2) 
3.1.7 Explain why Dill is upset about Mr Gilmer's cross-examination  of Tom. (2) 
3.1.8 One of the themes in the novel is courage. Discuss this theme. (3) 
3.1.9 Dolphus Raymond decides to live a lie in order to please the  community of Maycomb. Do you agree with his decision? Discuss  your view. (3) 
AND
3.2 EXTRACT F 
[Mr Tate questions Scout about the attack.] 

3.2.1 Who has designed Scout's costume? (1) 3.2.2 Refer to lines 8–9 ('You should have … to a pulp'). 

1. What tone of voice would Atticus use in these lines?  (1) 
2. Why would Atticus's tone be appropriate? (1) 

3.2.3 Who is Heck Tate? (1)
3.2.4 Refer to line 18 ('Bob Ewell meant business'). 

1. Why does Bob Ewell want to kill Atticus' children? (2) 
2. How is Bob Ewell prevented from killing the children? (1)

3.2.5 Refer to line 19 ('He was out of his mind,' said Atticus). 

1. How does Atticus feel towards Bob Ewell at this point in the  novel? (1) 
2. Give a reason for your answer to QUESTION 3.2.5(a). (1)

3.2.6 Refer to lines 21–22 ('Low-down skunk … to kill children').

1. Identify the figure of speech in this line. (1) 
2. Discuss the suitability of this figure of speech. (2) 

3.2.7 Explain what this extract reveals about Mr Tate's character. (2)
3.2.8 Refer to the novel as a whole. In your view, why are some of the issues explored in To Kill a  Mockingbird, still relevant today? (3) [35]

QUESTION 4: LORD OF THE FLIES 
Read the extracts from the novel below and answer the questions set on each. The  number of marks allocated to each question serves as a guide to the expected length  of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 4.1 AND  QUESTION 4.2. 
4.1 EXTRACT G 
[Simon, Ralph and Piggy are having a discussion.]  

4.1.1 Choose a description from COLUMN B that matches the name in  COLUMN A. Write only the letter (A–E) next to the question  number (4.1.1(a)–4.1.1(d)) in the ANSWER BOOK. 

4.1.2 Refer to line 1 ('You got him … an' he isn't'). 

1. Explain what Piggy means by 'You got him over the fire'. (2)
2. Give ONE reason why the boys have elected Ralph as chief. (1)
3. Give ONE reason why Jack thinks he should have been  elected as chief. (1) 

4.1.3 Refer to line 7 ('We're all drifting and things are going rotten'). What does Ralph mean by these words? (2) 
4.1.4 Explain the irony of Piggy's words in lines 14−15 (' "Grown-ups  know things," … "be all right ─" '). (2) 
4.1.5 Explain what this extract reveals about Piggy's character. (2) 
4.1.6 Later in the novel, what is the sign that is believed to have come  from the grown-up world? (1) 
4.1.7 Jack would have been a good leader. Discuss your view. (3)
AND 
4.2 EXTRACT H 
[The hunters raid Ralph's camp.] 

4.2.1 Refer to line 4 ('I dunno, Ralph. I expect it's him'). 

1. How does Piggy feel towards Jack at this point in the novel? (1) 
2. Give a reason for your answer to QUESTION 4.2.1(a). (1)  

4.2.2 Refer to line 9 ('The forest near them burst into uproar').

1. Identify the figure of speech in line 9. (1)
2. Explain the suitability of this figure of speech. (2) 

4.2.3 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (4.2.3) in  the ANSWER BOOK. When Piggy sees Jack, he runs because he wants to protect the … 

1. fire.
2. littluns. 
3. conch. 
4. chief. (1) 

4.2.4 Why is the following statement FALSE? In this extract, the hunters have come to steal Piggy's glasses. (1) 
4.2.5 On TWO occasions in the novel the hunters sharpen a spear at  both ends. State these occasions. (2)
4.2.6 Refer to line 16 ('Well?'). 

1. Identify the tone used by Ralph when he says, 'Well?'. (1) 
2. Why would Ralph's tone be appropriate? (1)

4.2.7 One of the themes in the novel is savagery. Discuss this theme. (3)
4.2.8 Refer to the novel as a whole. In your view, why are some of the issues explored in Lord of the  Flies, still relevant today? (3) [35]

QUESTION 5: A GRAIN OF WHEAT 
Read the extracts from the novel below and answer the questions set on each. The  number of marks allocated to each question serves as a guide to the expected length  of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 5.1 AND  QUESTION 5.2. 
5.1 EXTRACT I 
[Mumbi visits Mugo.]  

5.1.1 Choose a description from COLUMN B that matches the name in  COLUMN A. Write only the letter (A–E) next to the question  number (5.1.1(a)–5.1.1(d)) in the ANSWER BOOK. 

5.1.2 Refer to line 3 (' ''Then, Mugo," she … must speak tomorrow'). Why is Mumbi in tears? (1)
5.1.3 Refer to lines 12–13 ('The change of … slaughtered, startled her'). 

1. Identify the figure of speech used in these lines. (1) 
2. Explain the suitability of this figure of speech. (2)

5.1.4 In lines 15–16, Mugo says, 'Then he came … into the stream.' 

1. To whom does Mugo refer in these lines? (1)
2. What does Mugo mean by 'pulled me into the stream'? (2)

5.1.5 Refer to line 18 ('Who? What are you talking about?'). 

1. Identify the tone used by Mumbi in this line. (1) 
2. Why would Mumbi's tone be appropriate in this line? (1)

5.1.6 Explain what this extract reveals about Mumbi's character. (2) 
5.1.7 From your knowledge of the novel as a whole, do you think Kihika  can be seen as a hero? Discuss your view. (3) 
AND 
5.2 EXTRACT J 
[Karanja goes back to Githima.] 

5.2.1 Refer to lines 1–2 ('Thinking about this … arrived on time.'). 

1. How does Karanja feel towards Mugo at this point in the  novel? (1) 
2. Give a reason for your answer to QUESTION 5.2.1(a). (1) 

5.2.2 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (5.2.2) in  the ANSWER BOOK. 
In the novel, the concept of Uhuru means … 

1. independence.
2. resistance. 
3. celebration. 
4. imprisonment. (1) 

5.2.3 Explain why it is ironic that Mugo is asked to speak about Kihika  at the Uhuru celebrations. (2) 
5.2.4 Refer to lines 9–10 ('At first this … was the whiteman'). To what does 'this' refer? (1)
5.2.5 Give ONE reason for Karanja becoming a homeguard. (1)
5.2.6 Explain why Karanja feels that his 'Life was empty' (line 14). (2) 
5.2.7 Refer to line 15 ('He paid for the meal he had not eaten …').   Why does Karanja not eat the food? (1)
5.2.8 Why is the following statement FALSE? Karanja and Mumbi are married. (1)
5.2.9 One of the themes in the novel is sacrifice. Discuss this theme. (3)
5.2.10 Refer to the novel as a whole. In your view, why are some of the issues explored in A Grain of  Wheat, still relevant today? (3) [35] 

TOTAL SECTION A: 35

SECTION B: DRAMA 
In this section, there are questions set on the following dramas: 

• MACBETH by William Shakespeare 
• MY CHILDREN! MY AFRICA! by Athol Fugard 
• ROMEO AND JULIET by William Shakespeare 
• NOTHING BUT THE TRUTH by John Kani 

Answer ALL the questions on the drama that YOU HAVE STUDIED. QUESTION 6: MACBETH 
Read the extracts from the play below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 6.1 AND  QUESTION 6.2. 
6.1 EXTRACT K 
[Lady Macbeth is informed of Duncan's visit.] 

6.1 Complete the following sentences by using the words in the  list below. Write only the word next to the question numbers  (6.1.1(a) to 6.1.1(d)) in the ANSWER BOOK. 

6.1.1 Duncan is the King of (a) … His sons' names are (b) … and (c) …  The name of Duncan's castle is (d) … (4) 
6.1.2 To whom does 'thy master' (line 3) refer? (1) 6.1.3 Refer to line 5 ('So please you … Thane is coming').  

1.  Identify the tone used in this line. (1) 
2. Explain why this is a suitable tone. (1) 

6.1.4 Quote TWO consecutive words from the extract which indicate that  Lady Macbeth welcomes the message. (1) 
6.1.5 Refer to lines 11–13 ('The raven himself … Under my  battlements').  

1. Why is the following statement FALSE? The raven is a bird associated with peace. (1) 
2. Explain what is meant by 'the fatal entrance of Duncan'. (2) 

6.1.6 Why does Lady Macbeth say, 'Greater than both, by the all-hail  hereafter!' (line 30)? (1) 
6.1.7 What does this extract suggest about Lady Macbeth's character? (2)
6.1.8 Consider the play as a whole.  Lady Macbeth is responsible for the tragedy that takes place. Do you agree? Discuss your view. (3)
AND
6.2 EXTRACT L 
[Macbeth enquires about Banquo's murder.]  

6.2.1 Who is Fleance? (1)
6.2.2 Refer to line 10 ('Whole as the marble'). 

1. Choose the correct answer to complete the following  sentence. Write only the letter (A–D) next to the question  number (6.2.2(a)) in the ANSWER BOOK.
   The figure of speech used in this line is …  
   1. alliteration. 
   2. metaphor. 
   3. personification.
   4. simile. (1) 
2. Explain how this figure of speech emphasises what Macbeth  is saying. (2)

6.2.3 Explain why Banquo is murdered. (2)
6.2.4 Refer to lines 18–20 ('There the grown … for the present'). 

1. Is 'grown serpent' used LITERALLY or FIGURATIVELY? (1)
2. Give a reason for your answer to QUESTION 6.2.4(a). (1)
3. What does Macbeth mean by, 'the worm that's fled/Hath  nature that in time will venom breed …' (lines 18–19)? (2) 

6.2.5 In lines 20–21 Macbeth says, ('Get thee gone; … hear ourselves  again'). If you were the director of this play, what would you tell Macbeth to  do while saying these lines? State TWO points. (2) 
6.2.6 Explain how the theme of appearance versus reality is displayed in  this extract. (3) 
6.2.7 Refer to the play as a whole. In your view, why are some of the issues explored in Macbeth, still relevant today? (3) [35]

QUESTION 7: MY CHILDREN! MY AFRICA! 
Read the extracts from the play below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 7.1 AND  QUESTION 7.2. 
7.1 EXTRACT M 
[Mr M speaks to Isabel.] 

7.1.1 Complete the following sentences by using the words in the list  below. Write only the word next to the question numbers  (7.1.1(a) to 7.1.1(d)) in the ANSWER BOOK. 

7.1.1 Thami (a) …, a learner from (b) … strikes up a friendship with  Isabel (c) …, a white girl. (d) …, the principal of Zolile High, has a  high opinion of Thami and Isabel. (4) 7.1.2 Where does this conversation take place? (1) 
7.1.3 Explain why Mr M says that Thami would want to 'salvage his pride' (line 2). (2)
7.1.4 What is the 'prospect' (line 4) that Mr M wants to discuss with  Isabel? (1) 
7.1.5 Refer to line 9 ('As many as you like'). 

1.  Identify the tone used by Isabel in this line. (1)
2.  Explain why Isabel uses this tone. (1)

7.1.6 Refer to lines 10–13 ('It came to … given or asked'). 

1.  Identify the figure of speech in 'went for each other hammer  and tongs'. (1) 
2. Explain how this figure of speech emphasises what Mr M  is saying. (2) 

7.1.7 What does this extract suggest about Mr M's character? (2)
7.1.8 Consider the play as a whole.  Thami is responsible for Mr M's death. Do you agree? Discuss your view. (3)
AND 
7.2 EXTRACT N 
[Thami and Isabel are in conversation.]

7.2.1 Quote THREE consecutive words from the extract to show that  Thami requested to see Isabel. (1) 
7.2.2 Refer to lines 7–9 ('But if you're … here, from you!'). 

1. When Isabel says 'looks as if I would like to run away', does she mean this LITERALLY or FIGURATIVELY? (1) 
2. Give a reason for your answer to QUESTION 7.2.2(a). (1) 

7.2.3 In lines 12–13 Thami comes to say goodbye to Isabel. However,  Isabel later feels she wants to say goodbye to Mr M. 

1.  Where does Thami suggest that Isabel goes to in order to bid  Mr M farewell? (1) 
2. Why does Thami suggest this place? (1)

7.2.4 Refer to lines 16–18 ('Maybe you didn't … three of us'). 

1. What incident does Isabel refer to when she says Thami  turned his back on her and walked out of her life? (1) 
2. Why is Isabel unable to complete her sentence in line 18? (1)

7.2.5 Why is the following statement FALSE? Thami will be returning to Cape Town. (1) 
7.2.6 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (7.2.6) in  the ANSWER BOOK. 
Isabel's response to Thami in lines 21–22 is … 

1. sympathetic.
2. empathetic. 
3. sarcastic. 
4. realistic. (1) 

7.2.7 In line 22 Isabel says, ('It was so dramatic, Thami!').  If you were the director of this play, what would you tell Isabel to do  while saying these lines? State TWO points. . (2) 
7.2.8 The loss of human potential is one of the themes in the play.  Explain how this theme is evident in this extract. (3) 
7.2.9 Refer to the play as a whole. In your view, why are some of the issues explored in My Children!  My Africa!, still relevant today? (3) [35]

QUESTION 8: ROMEO AND JULIET 
Read the extracts from the play below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 8.1 AND  QUESTION 8.2. 
8.1 EXTRACT O 
[Juliet is on the balcony.] 

8.1.1 Complete the following sentences by using the words in the list  below. Write only the word next to the question numbers  (8.1.1(a) to 8.1.1(d)) in the ANSWER BOOK. 

Romeo kills (a)…, Juliet's cousin, because he kills (b) …, Romeo's  friend. Romeo is then banished to (c) … by Prince (d) … (4)
8.1.2 Refer to line 1 ('O Romeo, Romeo, wherefore art thou Romeo?').

1. Identify the tone used in this line. (1)
2. Explain why Juliet uses this tone. (1) 

8.1.3 If you were the director of this play, what would you tell Juliet to do when saying these lines? State TWO points. (2) 
8.1.4 Why is the following statement FALSE? Juliet is Romeo's first love. (1)
8.1.5 Explain what Juliet means by 'refuse thy name' (line 2). (1) 
8.1.6 Quote THREE consecutive words to indicate that this scene takes  place in the evening. (1) 
8.1.7 Refer to lines 28–29 ('My ears have … know the sound').

1. Identify the figure of speech in these lines. (1)
2. Explain how this figure of speech emphasises what Juliet  is saying. (2) 

8.1.8 Fate and destiny are responsible for the tragedy that unfolds in the  play Romeo and Juliet. Do you agree with this statement? Discuss  your view. (3) 
AND
8.2 EXTRACT P 
[Friar Lawrence gives Juliet the potion] 

8.2.1 On which day of the week is the marriage between Juliet and Paris  scheduled to take place (line 4)? (1) 
8.2.2 Give TWO reasons why Lord Capulet wants Juliet to marry Count  Paris. (2) 
8.2.3 Refer to line 5 ('Thou has the strength of will to slay thyself'). 

1.  When Friar Lawrence says '… slay thyself', does he mean this  LITERALLY or FIGURATIVELY? (1) 
2. Give a reason for your answer to QUESTION 8.2.3(a). (1)

8.2.4 Refer to lines 10–12 ('Oh bid me … in thievish ways'). Explain what Juliet means in these lines. (2)
8.2.5 Refer to line 16 ('With reeky shanks and yellow chapless skulls'). 
Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (8.2.5) in  the ANSWER BOOK. 
The phrase 'chapless skulls' refers to skulls without … 

1. eyes. 
2. ears. 
3. lips. 
4. jaws. (1) 

8.2.6 Describe the effect that the potion will have on Juliet. (2)
8.2.7 What does this extract reveal about the character of Juliet? (2)
8.2.8 Explain how the theme of love is displayed in this extract. ( 3)
8.2.9 Refer to the play as a whole. In your view, why are some of the issues explored in Romeo and  Juliet, still relevant today? (3) [35]

QUESTION 9: NOTHING BUT THE TRUTH 
Read the extracts from the play below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 9.1 AND  QUESTION 9.2. 
9.1 EXTRACT Q 
[Thando speaks to Sipho.] 

9.1.1 Complete the following sentences by using the words in the list  below. Write only the word next to the question numbers  (9.1.1(a) to 9.1.1(d)) in the ANSWER BOOK. 

Sipho works as (a)… at (b) … public library. His niece's name is  (c) … Luvuyo is Themba's (d) … (4)
9.1.2 What is Sipho's wife's name? (1)
9.1.3 Why do Sipho and his wife separate? (1)
9.1.4 Refer to line 12 ('How can you … you know that?' 

1.  Identify the tone Thando uses in these lines. (1) 
2. Explain why Thando uses this tone. (1)

9.1.5 Why does Sipho refuse to speak about Luvuyo (line 17)? (1)
9.1.6 Refer to, 'This old ticker' (line 27). 

1.  Identify the figure of speech used here. (1) 
2. Explain how this figure of speech emphasises what Sipho  is saying. (2) 

9.1.7 What does this extract suggest about Thando's character? (2) 
9.1.8 In this extract, Sipho does not tell Thando the truth about  her mother.  Do you agree with Sipho's decision not to reveal the truth? Discuss  your view. (3) 
AND
9.2 EXTRACT R 
[Mandisa and Thando have a conversation.] 

9.2.1 Refer to lines 1–2 ('She says to … sorry she is'). To whom does 'She' refer? (1)
9.2.2 Why is Mandisa so eager to see Nandipa? (2)
9.2.3 Refer to lines 8–9 ('There were many … blew my mind').  

1. When Thando says, 'blew my mind', does she mean this  LITERALLY or FIGURATIVELY? (1)
2. Give a reason for your answer to QUESTION 9.2.3(a). (1)

9.2.4 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (9.2.4) in  the ANSWER BOOK. 
Refer to, 'You must come with me. I insist' (line 10). 
These words suggest that Mandisa is … 

1. hesitant.
2. confident. 
3. reluctant. 
4. persistent. (1) 

9.2.5 Quote THREE consecutive words which suggest that Thando has  mixed feelings about going to London. (1) 
9.2.6 Why is the following statement FALSE? Mandisa's mother is South African. (1)
9.2.7 Refer to lines 14–15 ('Grow up Thando … his, not yours').  

1. If you were the director of this play, what would you tell  Mandisa to do while saying these lines? State TWO points. (2) 
2. Explain what these lines suggest about Mandisa's attitude  towards elders. (2) 

9.2.8 Explain how the theme of disappointment is displayed in this  extract. (3) 
9.2.9 Refer to the play as a whole. In your view, why are some of the issues explored in Nothing but  the Truth, still relevant today? (3) 

TOTAL SECTION B: 35

SECTION C: SHORT STORIES 
In this section, questions are set on the following short stories: 

• 'VILLAGE PEOPLE' by Bessie Head 
• 'THE LAST BREATH' by Sam Kahiga 
• 'THE DUBE TRAIN' by Can Themba 
• 'THE SOFT VOICE OF THE SERPENT' by Nadine Gordimer 

NOTE: Answer EITHER QUESTION 10 ('Village people' and 'The last breath') OR  QUESTION 11 ('The Dube train' and 'The soft voice of the serpent'). 
QUESTION 10 
Read the extracts from the TWO short stories below and answer the questions set on  each. The number of marks allocated to each question serves as a guide to the  expected length of your answer.  
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 10.1 AND  QUESTION 10.2. 
10.1 'VILLAGE PEOPLE' 
EXTRACT S 
[The speaker assists the old woman.]

10.1.1 Complete the following sentences by using the words in the list  below. Write only the word next to the question numbers  (10.1.1(a) to 10.1.1(d)) in the ANSWER BOOK.  

'Village people' is set in (a) … where the landscape is extremely  (b) … The sun is therefore considered to be a/an (c) …The story  focuses on the (d) … of the people. (4) 

10.1.2 What causes the old lady to be 'ill' (line 5)? (1)
10.1.3 Refer to lines 7–8 ('The crowd laughed … need so nakedly'). 

1. When the crowd laughs at the woman 'that she should display  her need so nakedly', is this meant LITERALLY or FIGURATIVELY? (1) 
2. Give a reason for your answer to QUESTION 10.1.3(a). (1) 

10.1.4 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (10.1.4) in  the ANSWER BOOK. 
The strange young woman (line 15) is … the old lady. 

1. a friend of 
2. a relative of  
3. the daughter of  
4. a stranger who knows (1) 

10.1.5 Refer to line 18 ('Good-day. How are you?' I said'). 

1. Identify the tone used by the speaker in this line. (1) 
2. Give a reason for your answer to QUESTION 10.1.5(a). (1)

10.1.6 Refer to lines 20–22 ('It is impossible … squats quietly, patiently'). Explain what these words suggest about the young woman's  behaviour. (2) 
10.1.7 One of the themes in the short story, 'Village people', is hope. Discuss this theme. (3) 
10.1.8 The village people can be admired for their humanity despite the  challenges they face. Do you agree? Discuss your view. (3)
AND 
10.2 'THE LAST BREATH' 
EXTRACT T 
[The young man speaks to his mother.] 

10.2.1 To whom does 'her' (line 1) refer? (1) 
10.2.2 What does the speaker intend doing when he says, 'I have a mind  of my own' (lines 2–3)? (1) 
10.2.3 What do the words 'I finished a little savagely' (line 3), suggest  about the speaker's attitude towards his mother? (2) 
10.2.4 Refer to line 4 ('Yes, but be careful!'). Why does the mother tell the speaker to be careful? (2)
10.2.5 Refer to lines 6–7 ('I pleaded, suddenly … feeling and passion'). 

1.  Identify the figure of speech in 'seized by a wave of feeling and  passion'. (1)
2. Explain the suitability of this figure of speech in these lines. (2)

10.2.6 Refer to line 8 ('Of course I wish Eva could see'). How does the speaker's wish come true? (1) 
10.2.7 Quote THREE consecutive words which suggest that the speaker  is almost overcome by his emotions. (1)
10.2.8 Explain the irony in 'But we do not want you to be unhappy …' (lines 17–18). (2) 
10.2.9 Why is the following statement FALSE? The speaker's father allows him to follow his career of choice. (1)
10.2.10 Consider the short story as a whole.  Could the mother have eased the tension between the speaker and  his father? Discuss your view. (3) [35] 

OR
QUESTION 11 
Read the extracts from the TWO short stories below and answer the questions set on  each. The number of marks allocated to each question serves as a guide to the  expected length of your answer.  
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 11.1 AND  QUESTION 11.2. 
11.1 'THE DUBE TRAIN' 
EXTRACT U 
[The tsotsi attacks the big man.] 

11.1.1 Complete the following sentences by using the words in the list  below. Write only the word next to the question numbers  (11.1.1(a) to 11.1.1(d)) in the ANSWER BOOK.  

The narrator of this short story is in the (a) … carriage on a train  from (b) … Station to Johannesburg. He feels (c) … as he gets onto the train on a (d) … morning. (4)
11.1.2 Refer to line 1 ('The carriage froze into silence'). 

1.  Is this line meant LITERALLY or FIGURATIVELY? (1) 
2. Give a reason for your answer to QUESTION 11.1.2(a). (1) 

11.1.3 What do the words in lines 2–3 ('The tsotsi had … the big man') suggest about the tsotsi's attitude towards the big man? (1)
11.1.4 Refer to lines 8–9 ('The splashing people left a sort of arena'). What does this line tell us about the behaviour of the people? State TWO points. (2) 
11.1.5 Quote FIVE consecutive words from the extract that suggest the  thug's animal-like behaviour. (1) 
11.1.6 Why does the tsotsi aim for the jugular? (1)
11.1.7 Why is the tsotsi unable to stab the big man in his throat? (1)
11.1.8 Why is the following statement FALSE? When the old woman criticises the men for not defending the girl,  they laugh at her. (1)
11.1.9 What eventually happens to the tsotsi? (1)
11.1.10 Refer to the short story as a whole. In your opinion, why are some of the issues explored in 'The Dube  Train', still relevant today? (3) 
AND 
11.2 'THE SOFT VOICE OF THE SERPENT' 
EXTRACT V 
[The young man is wheeled into the garden.]

11.2.1 Why is the man in a wheelchair? (1) 
11.2.2 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (11.2.2) in  the ANSWER BOOK. 
In line 3 the narrator mentions 'the old Eden idea'. 'Eden' alludes  to … 

1. women. 
2. paradise. 
3. serpents. 
4. locusts. (1) 

11.2.3 What effect does the garden have on the man? (1)
11.2.4 Refer to lines 6–9 ('The very first … through his ankles'). Explain the irony in these lines. (2)
11.2.5 Refer to line 13 ('A first slight … sail of himself'). 

1.  Identify the figure of speech in this line. (1) 
2. Explain the suitability of this figure of speech. (2) 

11.2.6 While the couple sit in the garden they are engaged in different  activities.  

1.  What does the man do? (1) 
2. What does the woman do when she sits next to her husband? (1)

11.2.7 Explain what this extract reveals about the woman's character. (2) 
11.2.8 One of the themes in the short story, 'The soft voice of the serpent', is hope. Discuss this theme. (3)
11.2.9 Does the young man in the story deserve compassion?  Discuss your view. (3) [35] 

TOTAL SECTION C: 35

SECTION D: POETRY  
In this section, questions are set on the following poems: 

• 'Everything has changed (except graves)' by Mzi Mahola 
• 'Poem' by Barolong Seboni 
• 'Death be not proud' by John Donne 
• 'Auto wreck' by Karl Shapiro 

NOTE: Answer EITHER QUESTION 12 ('Everything has changed (except graves')  and 'Poem') OR QUESTION 13 ('Death be not proud' and 'Auto wreck'). 
QUESTION 12 
Read the poems below and answer the questions set on each. The number of marks  allocated to each question serves as a guide to the expected length of your answer.  
NOTE: Answer the questions set on BOTH poems, i.e. QUESTION 12.1 AND  QUESTION 12.2. 
12.1 Read the poem below carefully and then answer the set questions. The  number of marks allocated to each question serves as a guide to the  expected length of your answer.

12.1.1 Complete the following sentences by using the words in the list  below. Write only the word next to the question numbers  (12.1.1(a) to 12.1.1(d)) in the ANSWER BOOK.  

This poem is about the (a) … that have taken place in the  speaker's hometown, (b) … The visit to his (c) … school brings  back (d) … memories. (4) 
12.1.2 Explain what the speaker means by, 'patiently moulded' (line 3)? (2) 
12.1.3 What does the word 'paralyzed' (line 5) suggest about the  speaker's feelings? (1) 
12.1.4 Quote FOUR consecutive words from the poem which indicate  the speaker's happy memories of school. (1) 
12.1.5 Refer to lines 14–15 ('are scarfed with … conceal my shame').

1. Identify the figure of speech in these lines. (1) 
2. Explain why this figure of speech is suitable. (2) 

12.1.6 Refer to line 20 ('embraced by a mute little cemetery'). Discuss why the word 'mute' is appropriate in this line. (2)
12.1.7 Why is the following statement FALSE? The cemetery is completely abandoned. (1) 
12.1.8 Discuss whether you sympathise with the speaker's feelings in this  poem. (3) 
AND
12.2 Read the poem below carefully and then answer the set questions. The  number of marks allocated to each question serves as a guide to the  expected length of your answer. 

12.2.1 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (12.2.1) in  the ANSWER BOOK. 
The figure of speech used in lines 2–3 ('these jaggered words … trench between us') is … 

1. alliteration. 
2. apostrophe. 
3. personification. 
4. assonance. (1)

12.2.2 What is being compared in lines 5 and 6 ('those epithets sharp like  spokes')? (2) 
12.2.3 Refer to line 14 ('from your serpentine tongue'). 

1.  When the speaker refers to 'serpentine tongue', does he mean  it LITERALLY or FIGURATIVELY? (1) 
2. Give a reason for your answer to QUESTION 12.2.3(a). (1)

12.2.4 Refer to stanzas 1–4.  Using your OWN words, state THREE effects that negative words  can have on a person. (3) 
12.2.5 Refer to line 18 ('timid as the lamb'). 

1. Identify the figure of speech in this line. (1) 
2. Explain why this figure of speech is suitable. (2)

12.2.6 Identify the tone used by the speaker in stanzas 5 and 6. (1)
12.2.7 One of the themes in 'Poem' is the power of words. Discuss this theme. (3) 
12.2.8 Discuss why the speaker uses the words 'we' and 'us' in the poem. (3) [35] 
OR
QUESTION 13 
Read the poems below and answer the questions set on each. The number of marks  allocated to each question serves as a guide to the expected length of your answer.  
NOTE: Answer the questions set on BOTH poems, i.e. QUESTION 13.1 AND  QUESTION 13.2. 
13.1 Read the poem below carefully and then answer the set questions. The  number of marks allocated to each question serves as a guide to the  expected length of your answer. 

13.1.1 Complete the following sentence by filling in the missing words.  Write only the word next to the question numbers  (13.1.1(a) to 13.1.1(d)) in the ANSWER BOOK. 

This poem is a/an (a) … (b) … It consists of three (c) … and  a concluding (d) … (4)
13.1.2 Refer to line 1 ('Death be not … have called thee'). 

1.  Identify the figure of speech. (1) 
2. Discuss the suitability of this figure of speech. (2)

13.1.3 How does Death deceive itself in this poem? (1)
13.1.4 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) in the ANSWER BOOK. 
The speaker calls Death 'poor' in line 4 because he … death. 

1. mocks
2. fears
3. respects 
4. admires (1) 

13.1.5 In what way is death a slave to 'desperate men' (line 9)? (1) 
13.1.6 Identify the tone of the speaker in lines 13–14 ('One short sleep … thou shalt die!'). (1) 
13.1.7 One of the themes in 'Death be not proud' is the powerlessness  of death. Discuss this theme. (3) 
13.1.8 In your opinion, has the speaker convinced the reader not to fear  death? Substantiate your answer. (3) 
AND
13.2 Read the poem below carefully and then answer the set questions. The  number of marks allocated to each question serves as a guide to the  expected length of your answer.

13.2.1 Refer to stanza 1 

1. At what time of day does this accident happen? (1) 
2. Quote ONE word to prove your answer. (1)

13.2.2 Refer to line 3 ('Pulsing out red light like an artery'). 

1. Identify the figure of speech. (1)
2. Discuss the suitability of this figure of speech. (2)

13.2.3 Refer to line 11 ('Then the bell, breaking the hush, tolls once). Explain why the word 'tolls' is appropriate in this line. (2) 
13.2.4 Using your OWN words describe what the policemen are doing. State TWO points. (2) 
13.2.5 Refer to line 18 ('One with a bucket douches ponds of blood'). 

1. When the speaker refers to 'ponds of blood', does he mean it  LITERALLY or FIGURATIVELY? (1)
2. Give a reason for your answer to QUESTION 13.2.5(a). (1)

13.2.6 Refer to lines 22–23 ('Our throats were … bound with splints'). Explain what these lines tell us about the state of mind of the  onlookers. (2) 
13.2.7 Why is the following statement FALSE? The vehicles approach the scene in a reckless manner. (1)
13.2.8 To what does 'this' (line 36) refer? (1) 
13.2.9 In your opinion, does the speaker succeed in conveying the severity  of road accidents in this poem? Discuss your view. (3) [35] 

TOTAL SECTION D:  35 
GRAND TOTAL:  70

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 1
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of THREE sections:
   SECTION A: Comprehension (30) 
   SECTION B: Summary (10) 
   SECTION C: Language (40) 
2. Answer ALL the questions. 
3. Read ALL the instructions carefully. 
4. Start EACH section on a NEW page. 
5. Leave a line after each answer. 
6. Number the answers correctly according to the numbering system used in this  question paper. 
7. For multiple-choice questions, write only the letter (A–D) next to the question  number in the ANSWER BOOK. 
8. Pay special attention to spelling and sentence construction. 9. Use the following time frames as a guideline:
   SECTION A: 50 minutes
   SECTION B: 20 minutes
   SECTION C: 50 minutes
9.  Write neatly and legibly.

QUESTIONS 

SECTION A: COMPREHENSION  
QUESTION 1 
Read BOTH TEXT A and TEXT B and answer the set questions. 
TEXT A

1.1 Refer to paragraph 1. 
1.1.1 Using your OWN words, state what kind of cupcake may 'put a  smile on your face'? (1) 
1.1.2 Choose the correct answer to complete the following sentence: The term 'sweet tooth' refers to a … 

1. tooth that is decayed. 
2. tooth that is false.
3. craving for sweet foods.
4. craving for fast-foods. (1) 

1.2 Refer to paragraph 2. 
1.2.1 Explain the difference between sugar found in fresh fruit and sugar  found in tomato sauce. (2) 
1.2.2 Why does the World Health Organisation recommend that people  reduce their consumption of added sugar? (1) 
1.3 Quote ONE word from paragraph 3 which suggests that mood disorders are  experienced internationally. (1) 
1.4 Explain why researchers chose to conduct their study on participants who  ate 'factory-baked foods' (lines 20–21) and not on participants who ate  home-baked foods? (2) 
1.5 Explain why the following statement is FALSE: 'Diet drinks' (line 25) are good for your health. (2)
1.6 Using your OWN words, discuss the findings of the study conducted in 2015. (2)
1.7 Refer to paragraph 6. 
1.7.1 What is meant by 'at the root'? (1) 
1.7.2 How are sweet foods similar to cocaine? (1) 
1.7.3 In your opinion, should rats have been used to determine the link  between sugar consumption and mood disorders? Discuss  your view.  (3) 
1.8 Refer to paragraph 8. Explain the meaning of 'They choose to … a mood boost' (line 47–48) in  the context of this paragraph. (2) 
1.9 Consider the passage as a whole. Discuss why the writer makes reference to  several research studies. (2) 
1.10 Discuss the suitability of the title, 'Not So Sweet, After All'. (3)
TEXT B 

[Adapted from www.citypressnews.co.za]
Refer to the graph above (TEXT B). 
1.11 Which fast-food outlet has the second lowest number of fast-food stores in  South Africa? (1) 
1.12 What do the vertical bar graphs indicate about the purchase of fast-food  from 2009–2014? (1) 
1.13 Why does the bar graph for 2018 appear in a different shade to the rest? (1) 
1.14 State why the figure 3 600 is written in a darker and larger font than the rest  of the figures in this text. (1) 
1.15 Explain why the illustration of pieces of pizza is appropriate to this text. (2)   

TOTAL SECTION A: 30

SECTION B: SUMMARY 
QUESTION 2 
You have recently read an article on how to prevent your eyes from straining when  using different electronic devices. You would like to share this information with your  family members. 
Read the passage (TEXT C) below and list SEVEN points on ways to reduce eye  strain. 
INSTRUCTIONS 

1. Your summary must be written in point form. 
2. List your SEVEN points in full sentences, using no more than 70 words.
3. Number your sentences from 1 to 7. 
4. Write only ONE point per sentence. 
5. Use your OWN words as far as possible. 
6. Indicate the total number of words you have used in brackets at the end of  your summary. 

TEXT C 

  TOTAL SECTION B: 10

SECTION C: LANGUAGE 
QUESTION 3: ANALYSING AN ADVERTISEMENT 
Study the advertisement (TEXT D) below and answer the set questions. 
TEXT D 

 [Adapted from The Oprah Magazine, March 2016]
3.1 What product is being advertised? (1)
3.2 To whom would this advertisement appeal? (1)
3.3 Identify the slogan used in the advertisement. (1) 
3.4 What technique does the advertiser use to draw the reader's attention to  the headline? (1) 
3.5 Refer to the following words: 'First, we hand-pick the finest local farms …' 
3.5.1 What do these words suggest about the Rhodes brand? (2) 
3.5.2 Name the punctuation mark used in hand-pick in this  advertisement. (1) 
3.6 How does the advertiser inform the reader that this product is a  well-established brand? (1)   
3.7 Discuss whether the advertiser succeeds in conveying the message of  the advertisement through the visual. (2) [10]

QUESTION 4: ANALYSING A CARTOON 
Read the cartoon (TEXT E) below and answer the set questions.  
TEXT E 

4.1 Refer to FRAME 1.  
4.1.1 Which TWO visual clues indicate that Dagwood is angry? (2) 
4.1.2 What is meant by 'knocked out'? (1) 
4.2 What is the difference in setting in FRAMES 1 and 2? (2)
4.3 Refer to FRAME 3. 
4.3.1 Choose the correct answer to complete the following sentence: The word, 'WOW,' suggests… 

1. distress.
2. delight.
3. despair.
4. desire. (1) 

4.3.2 How does the dog's body language in this frame support the  suggestion made to Dagwood? (2) 
4.4 In your opinion, is the solution that was suggested to Dagwood over the  telephone a good one? Substantiate your response. (2) [10]

QUESTION 5: LANGUAGE AND EDITING SKILLS 
5.1 Read the passage (TEXT F) below, which has some deliberate errors, and  answer the set questions.  
TEXT F 

5.1.1 Correct the SINGLE error in EACH of the following sentences.  Write down ONLY the question numbers and the words you  have corrected. 

1. Seemingly innocent emojis in a instant message or email could  potentially lead to you being bound by unwanted contracts and  held liable for damages. (1)
2. This is a warning with Johannes du Plessis‚ a legal advisor.  (1) 
3. Placing an emoji like a thumbs-up or heart which creates the  impression of positivity and agreement in the mind of the  reciever‚ might result in the conclusion of a legal contract. (1) 
4. Many people uses emojis to convey messages.  (1)

5.1.2 Refer to paragraph 3. 

1.  Rewrite the following sentence in the negative form:
   Many individuals negotiate lease agreements with landlords  or agents. (1)
2. Rewrite the following sentence in reported speech:
   'Many individuals negotiate lease agreements with landlords or  agents‚ or make purchase and sale agreements with sellers  they found in newspaper or website classifieds,' said Johannes  du Plessis. (4) 

5.1.3 Rewrite the following sentence in the passive voice: 
The legal advisor warned the man not to use certain emojis in  responding to messages. (1) 
5.1.4 Rewrite the following sentence correctly: 
Should one then breach the contract‚ you may become liable to the  other party for possible damages. (1) 
5.1.5 Refer to paragraph 6. 

1. Why is Electronic Communications and Transactions Act written in italics? (1) 
2. Choose the correct word from those given in brackets. ECTA is an example of an (acronym/abbreviation). (1) 

5.1.6 Rewrite the following sentence as a question tag: 
Contracts, concluded wholly or partly by a data message, are valid  in law. (1)
5.2 Study the text (TEXT G) below and answer the questions. 
TEXT G

 [Adapted: Peaceful Sleep Advertisement, Woman and Home, March 2016]
5.2.1 Refer to the following sentence: 
The screaming toddler disturbed the audience at the concert. 

1. Identify the part of speech of the underlined word. (1)
2. Rewrite the sentence in the present tense. (1) 

5.2.2 Rewrite the word 'mozzie' in formal English. (1) 
5.2.3 Rewrite the following sentence and provide the correct degree of  comparison: 
The sound of the screeching violin is (annoying) than the sound of  the squeaky duck. (1) 
5.2.4 Give the correct form of the underlined word in the following  sentence: 
The insect bite caused an irritating. (1)
5.2.5 Provide an antonym for the underlined word in the sentence below:
The toddler had a restless sleep. (1) 

TOTAL SECTION C: 40
GRAND TOTAL: 80

ECONOMICS
PAPER 1
GRADE 12 
AMENDED SCE PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION 

1. Answer FOUR questions as follows in the ANSWER BOOK: 
   SECTION A: COMPULSORY
   SECTION B: Answer TWO of the three questions.
   SECTION C: Answer ONE of the two questions. 
2. Answer only the required number of questions. Answers in excess of the  required number will NOT be marked. 
3. Number the answers correctly according to the numbering system used in this  question paper.
4. Write the question number above each answer. 
5. Read the questions carefully.
6. Start EACH question on a NEW page.
7. Leave 2–3 lines between subsections of questions.
8. Answer the questions in full sentences and ensure that the format, content  and context of your responses comply with the cognitive requirements of  the questions.
9. Use only black or blue ink. 
10. You may use a non-programmable pocket calculator.
11. Write neatly and legibly.

QUESTIONS 

SECTION A (COMPULSORY) 
QUESTION 1 30 MARKS – 20 MINUTES 
1.1 Various options are provided as possible answers to the following questions.  Choose the answer and write only the letter (A–D) next to the question  numbers (1.1.1 to 1.1.8) in the ANSWER BOOK, for example 1.1.9 D. 
1.1.1 The practice of selling goods in a foreign country at lower prices  than in the country of origin is known as … 

1. exportation.
2. dumping.
3. importation.
4. import substitution. 

1.1.2 Savings flow back into the circular flow as … 

1. investments.
2. government spending.
3. exports.
4. imports. 

1.1.3 The new economic paradigm that relates to the smoothing of  business cycles is rooted in … policies. 

1. public relations
2. trade
3. international
4. demand-and-supply side 

1.1.4 When import duties are imposed as a percentage of the value of  the imported goods, it is known as … duties.  

1. composite
2. specific
3. ad valorem 
4. average 

1.1.5 An increase in the productive capacity of the economy over a  specific period of time is called … 

1. economic development.
2. spatial development.
3. economic growth.
4. developmental economics.

1.1.6 The interaction of economies with trade as an important element is  known as …  

1. privatisation.
2. globalisation.
3. entrepreneurship.
4. export promotion. 

1.1.7 The number of employed persons as a percentage of the  economically active population (EAP) is called the … 

1. employment rate.
2. economic growth.
3. productivity rate.
4. labour productivity. 

1.1.8 Economic activities which create value-added products in all  sectors is known as … development. 

1. social 
2. employment 
3. mining 
4. industrial (8 x 2) (16) 

1.2 Choose a description from COLUMN B that matches the item in COLUMN A.  Write only the letter (A–I) next to the question numbers (1.2.1 to 1.2.8) in the  ANSWER BOOK. 

1.3 Give the ONE term for each of the following descriptions. Write only the term  next to the question numbers (1.3.1 to 1.3.6) in the ANSWER BOOK. Abbreviations, acronyms and examples will NOT be accepted. 
1.3.1 A market for short-term savings and loans 
1.3.2 A negative economic growth rate for at least two consecutive  quarters 
1.3.3 A trade policy that discourages imports to guard domestic  industries from harmful foreign competition 
1.3.4 The Act that promotes redress and transformation in the workplace  in terms of race, gender and disabilities 
1.3.5 A policy that targets taxes and government expenditure to  influence economic activity 
1.3.6 The migration of people from rural areas to cities and towns (6 x 1) (6) 

TOTAL SECTION A: 30

SECTION B 
Answer any TWO of the three questions in this section in the ANSWER BOOK.
QUESTION 2: MACROECONOMICS 40 MARKS – 30 MINUTES
2.1 Answer the following questions. 
2.1.1 Name any TWO member countries of the BRICS trade protocol.  (2 x 1) (2) 
2.1.2 How can indirect subsidies benefit the export producer? (1 x 2) (2)
2.2 Study the diagram below and answer the questions that follow. 

2.2.1 Identify the trend line in the business cycle above. (1)
2.2.2 Which letter represents a trough in the diagram above? (1)
2.2.3 Briefly describe the term business cycle. (2)
2.2.4 Explain economic activity during phase EF in the business cycle. (2) 
2.2.5 How can the length (BF) be used in forecasting of business cycles?   (2 x 2) (4) 
2.3 Study the table below and answer the questions that follow. 

 [Adapted from SARB Quarterly Bulletin, March 2017] 
 2.3.1 Identify the base year used by the SARB above. (1)   
2.3.2 Which sector above contributed most towards the gross domestic  product of South Africa? (1) 
2.3.3 Briefly describe the term gross value added (GVA) at constant  prices. (2) 
2.3.4 How would the GDP at market prices be converted to GNP at  market prices? (2) 
2.3.5 Calculate the gross domestic product at market prices (A).  (Show ALL calculations.) (4) 
2.4 Briefly explain the measures to reduce a deficit on the balance of payments.  (4 x 2) (8) 
2.5 Why should South Africa follow a policy of free trade? (8) [40] 

QUESTION 3: ECONOMIC PURSUITS 40 MARKS – 30 MINUTES 
3.1 Answer the following questions. 
3.1.1 Name any TWO social indicators. (2 x 1) (2) 
3.1.2 What can the government do during a period of recession to  stimulate the economy? (1 x 2) (2) 
3.2 Study the extract below and answer the questions that follow. 

3.2.1 Name ONE vehicle manufacturer above, which have production  plants in South Africa. (1) 
3.2.2 Identify ONE advantage of vehicle production plants located in  South Africa in the extract above. (1) 
3.2.3 Briefly describe the term free trade area. (2) 
3.2.4 What is the purpose of the Southern African Development  Community? (2) 
3.2.5 How could the government address poverty in South Africa through  the manufacturing sector? (2 x 2) (4)
3.3 Study the information below and answer the questions that follow. 

3.3.1 When, according to the graph above, was unemployment at its  highest level? (1)   
3.3.2 Which institution compiled the unemployment figures above? (1)
3.3.3 Briefly describe the term unemployment. (2)
3.3.4 What is the negative impact of high unemployment on the youth? (2) 
3.3.5 How can the government reduce unemployment in the economy?  (2 x 2) (4) 
3.4 Briefly discuss demographics as social indicator. (4 x 2) (8) 
3.5 How can the monetary policy be used to stimulate the economy of South  Africa? (8) [40] 

QUESTION 4: MACROECONOMICS AND ECONOMIC PURSUITS  
 40 MARKS – 30 MINUTES
4.1 Answer the following questions. 
4.1.1 Give any TWO examples of indirect tax. (2 x 1) (2) 
4.1.2 What important role do small, micro and medium enterprises  (SMMEs) play in the economy? (1 x 2) (2) 
4.2 Study the extract below and answer the questions that follow. 

4.2.1 According to the extract above, what was the deficit in the balance  of payments in 2016? (1) 
4.2.2 In the extract above, identify the term that calculates the difference  between goods imported and goods exported. (1) 
4.2.3 Briefly describe the term balance of payments. (2)
4.2.4 What is the significance of the balance on the current account? (2) 
4.2.5 How can a surplus on the balance of payments affect the South  African economy positively? (2 x 2) (4)
4.3 Study the information below and answer the questions that follow. 

4.3.1 Which part of the North/South divide is reflected by the small fishes  in the cartoon above? (1) 
4.3.2 According to the information above, why is foreign direct  investment (FDI) so important for development in countries? (1) 
4.3.3 What is the message in the cartoon? (2) 
4.3.4 How does mass production by developed countries affect the  environment negatively? (2)   
4.3.5 How are developing countries disadvantaged by a lack of foreign  direct investment? (2 x 2) (4) 
4.4 Differentiate between endogenous and exogenous approaches to business  cycles. (2 x 4) (8) 
4.5 How effective is productivity as an economic indicator? (8) [40] 

TOTAL SECTION B: 80 

SECTION C 

Answer any ONE of the two questions in this section in the ANSWER BOOK. Your answer will be assessed as follows: 

QUESTION 5: MACROECONOMICS 40 MARKS – 40 MINUTES  

• Discuss the macro-economic objectives of the state. (26 marks)
• How successful has the South African government been in reaching its macro economic objectives? (10 marks) [40]   

QUESTION 6: ECONOMIC PURSUITS 40 MARKS – 40 MINUTES  

• Discuss in detail the following as South Africa's initiatives in regional  development:
  • Special Economic Zones (8 marks)
  • Corridors (8 marks)
  • Spatial Development Initiatives (10 marks)  

• How effective is South Africa's regional development policies in terms of  international benchmarking? (10 marks) [40] 

TOTAL SECTION C: 40
GRAND TOTAL: 150