ENGLISH FIRST ADDITIONAL LANGUAGE
GRADE 12
PAPER 3 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 
This memorandum must be used in conjunction with the attached English FAL  Assessment rubrics for SECTIONS A, B and C. 
NOTE: All pieces of writing should be read at least TWICE during assessment,  once for content and once for language respectively. Errors have to be  indicated with your second reading. 

MEMORANDUM 

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 topics can  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 grid to mark the essays. The texts produced by candidates  must be assessed according to the following criteria:
  • Content and planning = 30 marks
  • Language, style and editing = 15 marks 
  • Structure = 5 marks 
    NOTE: No additional penalties may be imposed as the rubric itself imposes  penalties. 

1.1 My beautiful dream 
Narrative/Descriptive/Reflective essay 

• If narrative, a story line illustrating the statement must be evident in which  a series of events are shown. There must be a logical sequence of tense.
• If descriptive, there must be a vivid description of an experience/incident.
• If reflective, there must be a personal account of thought processes and  feelings/emotions. [50]

1.2 Oh! No … 
Narrative/Descriptive/Reflective essay 

• If narrative, a strong story line must be evident in which a series of events  leads to a negative outcome. There must be a logical sequence of tense.
• If descriptive, there must be a vivid description of an incident/experience  to illustrate the statement.
• If reflective, there must be a personal account of thought processes and  feelings/emotions. [50]

1.3 The fear/fears I have 
Narrative/Descriptive/Reflective essay 

• If narrative, a strong story line illustrating the statement must be evident in  which a series of events are shown. There must be a logical sequence of  tense.
• If descriptive, there must be a vivid description of an incident/experience to  illustrate the statement.
• If reflective, there must be a personal account of thought processes and feelings/emotions. [50] 

1.4 The new South Africa offers a better life for a few people.  
Argumentative/Reflective/Discursive/Descriptive essay 

• 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.
• If reflective, the candidate must still take a stance for or against the topic.
• If discursive, the candidate may come to a particular conclusion at the end  of the essay but the arguments for or against must be well-balanced and  clearly analysed in the course of the essay.
• If descriptive, the candidate should create the picture in words, trying to  use as many senses as possible to make the description clear. [50] 

1.5 “A [gardener] must take responsibility for what he cultivates; he must  mind his work … preserve (keep) what can be preserved and eliminate  what cannot succeed.” – Nelson Mandela 
Discursive/Reflective/Argumentative/Descriptive essay 

• If discursive, the candidate may come to a particular conclusion at the end  of the essay but the arguments for or against must be well-balanced and  clearly analysed in the course of the essay.
• If reflective, the essay should reflect emotional reactions and feelings  experienced by the candidate. 
• 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 candidate’s opinion.
• If descriptive, the candidate should create a picture in words, trying to use  as many senses as possible to make the description clear. [50]

1.6 My solution to the problems caused by social networking. Narrative/Descriptive/Reflective/Discursive essay 

• If narrative, a strong story line illustrating the statement must be evident in  which a series of events are shown. There must be a logical sequence of  tense.
• If descriptive, there must be a vivid description of an incident/experience to  illustrate the statement.
• If reflective, there must be a personal account of thought processes and  feelings/emotions.
• If discursive, the candidate may come to a particular conclusion at the end of the essay, but the arguments for and against must be well-balanced  and clearly analysed in the course of the essay. [50] 

1.7 Interpretation of pictures 

• The candidate may interpret the picture in any way.
• The candidate may choose to write ANY type of essay.
• The interpretation must be linked to the pictures.
• The candidate should give the essay a suitable title.
• The candidate may write in any appropriate tense.
• The following ideas, among others, may be explored in response to the  pictures: 

1.7.1 Picture: A person’s hand 

• Literal interpretations: e.g. the work of hands/extending a hand of  help, etc. 
• Abstract interpretations: e.g. giving to others as a gesture of  kindness/caring for the poor and destitute, etc. [50]

1.7.2 Picture: Two rings for human finger 

• Literal interpretations: e.g. fashion sense/engagement/wedding  etc. 
• Abstract interpretations: e.g. love/unity/eternity, marriage,  partnerships etc. [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: No additional penalties may be imposed as the rubric itself imposes  penalties. 

2.1 FRIENDLY LETTER 

• The letter should be addressed to a friend.
• The tone and register should be informal.
• The following aspects of format should be included:
  • Address of sender
  • Date 
  • Greeting/salutation
  • Suitable ending 
  • Name of sender
    The following should be included in the letter, among others:
  • Wishing a friend well after getting driver’s licence AND advice  on road safety. [30]

2.2 INTERVIEW 

• A brief scenario (context) must be sketched before the speakers start  speaking.
• The dialogue format must be used.
• The interview must be between a learner and a sports person/star.
• Stage directions (tone of voice, actions etc.) in brackets before the  spoken words, if applicable. 
• The tone must be formal.
• The questions must be probing and to the point.
• The names/title/designation of the speakers should be followed by  colons.
• A new line should be used to indicate each new speaker.
• The following may be explored, among others:
  • Reference to sports issues as relating to the learner.
  • Reference to strengths and other ambitions in sport should be  mentioned.
  • Questions should be relevant to the learner’s performance in sport.
  • Suitable answers should be provided. [30]

2.3 MINUTES OF A MEETING 

• There should be an agreement between the agenda and minutes.
• Register and tone should be formal.
• Complete sentences are not a striking necessity. 
• Items should be numbered.
• The following should be explored, among others:
  • Clear reference to speakers and respective seconders.
  • Resolutions arrived at should be clearly indicated as such.
  • The content of the minutes should relate to proposals relating to improvements to the school buildings and grounds. [30] 

2.4 OBITUARY 

• The tone must be formal.
• The following aspects of format should be included:
  • Full name of the deceased
  • Date of birth 
  • Date of death
• The following information may also be included:
  • Brief biographical information
  • Key survivors
  • The deceased’s promotion of his/her community’s welfare
  • Tribute must be paid to the deceased. [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 assessment rubric. 
  • Content, planning and format (12 marks)
  • Language, style and editing (8 marks)
    NOTE: No additional penalties may be imposed as the rubric itself imposes  penalties. 

3.1 FLYER 

• The following information should be included in the flyer, among  others:
  • Catchy words and phrases should be used.
  • Sufficient details about the items sold should be mentioned.
  • The language used should capture the interest of readers.
  • Contact details may be provided.
  • No marks are awarded for illustrations. [20]

3.2 DIARY ENTRY 

• There should be TWO entries.
• Each entry must bear a date.
• The tone must be personal.
• There should be reflection on feelings BEFORE and AFTER the  organisation of the entertainment programme. [20] 

3.3 INSTRUCTIONS 

• Instructions may be in point or paragraph form.
• Numbers or bullets may be used to indicate each new instruction.
• The language should be clear and instructive.
• Candidates may also choose to write each instruction on a new line or  leave lines between instructions.
• Complete sentences are not necessary.
• Instructions should give tips on how to deal with bullying in the context  of school. [20] 

TOTAL SECTION C: 20 
GRAND TOTAL 100

SECTION A: RUBRIC FOR ASSESSING ESSAY ADDITIONAL LANGUAGE [50 marks] 

• Always use the rubric when marking the creative essay (Paper 3, SECTION A).
• The marks from 0–50 have been divided into 5 major level descriptors.
• In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors.  OStructure is not affected by the upper level and lower level division.

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

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

ENGLISH FIRST ADDITIONAL LANGUAGE
GRADE 12
PAPER 3 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of THREE sections:
   SECTION A: Essay (50 marks)
   SECTION B: Longer Transactional Text (30 marks)
   SECTION C: Shorter Transactional Text (20 marks) 
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, etc.), 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:
   • SECTION A: 80 minutes
   • SECTION B: 40 minutes
   • SECTION C: 30 minutes 
8. Number the answers correctly according to the numbering system used in this  question paper. 
9. Write down the title/heading of your response. Give your own title/heading if  one has not been provided. 
10. The title/heading must NOT be included when doing a word count. 11. Write neatly and legibly.

QUESTIONS

SECTION A: ESSAY 
QUESTION 1 

• Write an essay of between 250–300 words in length (1 to 1½ pages) on ONE  of the following topics.
• Write down the number and title of your essay correctly, for example 1.1 My beautiful dream
• Give your OWN title if your choice is either QUESTION 1.7.1 OR  QUESTION 1.7.2.
• Spend approximately 80 minutes on this section. 

1.1 My beautiful dream [50]
1.2 Oh! No … [50]
1.3 The fear/fears I have [50]
1.4 The new South Africa offers a better life for a few people. [50] 
1.5 “A [gardener] must take responsibility for what he cultivates; he must mind  his work … preserve (keep) what can be preserved and eliminate what  cannot succeed.” – Nelson Mandela [50] 
1.6 My solutions to the problems caused by social networking. [50]
OR
1.7 Choose ONE of the following pictures 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 Essay based on picture 

[Source: dreamatico.com] [50]
1.7.2 Essay based on picture 

[Source: powerlisting.wikia.com] [50] 

TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT 
QUESTION 2 

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

2.1 FRIENDLY LETTER 
Your best friend who goes to another school, has recently passed his/her  driver’s licence test. 
Write a letter to wish him/her well in his/her new achievement AND advise  him/her very strongly about the importance of observing road safety. [30] 

2.2 INTERVIEW  
A famous person/star was sent from overseas to interview you about a  possible career in sport. The intention is to offer you a bursary to study  towards a sports degree at university. 
Write out the interview between yourself and the sports person/star in which  you point out your strengths in your favourite sport and other ambitions. Include a brief scenario/context before the interview. 
NOTE: Use the dialogue format. [30]
OR

2.2 AGENDA AND MINUTES OF MEETING 
An RCL meeting (Representative Council of Learners) was held at your  school to discuss proposals to be presented to the SGB (School Governing  Body), about improvements to your school buildings and grounds. 
This is the agenda for the meeting: 

AGENDA 

1. Opening and welcome 
2. Attendance 
3. Business of the day
   3.1 Proposals (suggestions) for improvements
   3.2 Resolutions (decisions) regarding the improvements 
4. Closure 

Use the agenda above and write out the minutes of the meeting. [30] 
OR 
2.4 OBITUARY 
A popular life coach who helped members of your community with issues such  as career choices, child behavioural problems, challenges in relationships etc.  has passed away after a short illness. 
Write an obituary in which you point out how he/she has promoted the welfare  of your community. You should also pay tribute to him/her. [30] 

TOTAL SECTION B: 30

SECTION C: SHORTER TRANSACTIONAL TEXT 
QUESTION 3 

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

3.1 FLYER 
You, as a Grade 12 learner, are planning to sell some of the items you were  using for schooling such as your school uniform, your bicycle, books etc. The sale will take place on the last day you write your matric exams in 2017. 
Design a flyer in which you appeal to other learners to buy your used items.
NOTE: Do NOT include illustrations or drawings. [20]
OR 

3.2 DIARY ENTRY 
Recently you were asked to organise an entertainment programme for  matric learners to bid them farewell after many years of schooling. 
Write two diary entries in which you indicate your feelings BEFORE and  AFTER the occasion you had organised. [20] 

OR 
3.3 INSTRUCTIONS 
Obesity is becoming a serious health problem in South Africa. 
With the above in mind, write a set of instructions for young people on how  to prevent being overweight.

[20] 
TOTAL SECTION C: 20 
GRAND TOTAL: 100

ENGLISH FIRST ADDITIONAL LANGUAGE
GRADE 12
PAPER 2 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 
Read these instructions 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 texts you have studied this year. Read these questions and choose the  ones you wish to answer. 
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 questions from TWO sections, as follows:
   SECTION A: NOVEL
                              Answer the question on the novel you have studied.
   SECTION B: DRAMA
                             Answer the question on the drama you have studied.
   SECTION C: SHORT STORIES
                             Answer the questions set on BOTH short stories.
   SECTION D: POETRY
                             Answer the questions set on BOTH poems.
   Use the checklist on page 4 to assist you.
4. Follow the instructions at the beginning of each section carefully. 
5. Number the answers correctly according to the numbering system used in  this question paper. 
6. Start EACH section on a NEW page.
7. Spend approximately 60 minutes on each section. 
8. Write neatly and legibly.

TABLE OF CONTENTS 
SECTION A: NOVEL 
Answer ANY ONE question on the novel you have studied. 

SECTION B: DRAMA 
Answer ANY ONE question on the drama you have studied. 

SECTION C: SHORT STORIES 
Answer questions set on BOTH short stories. 

SECTION D: POETRY 
Answer the questions set on BOTH poems.

CHECKLIST 

• Use the checklist provided below to assist you to see whether you have answered  the required number of questions. 

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 contextual questions on the following novels: 

• THE STRANGE CASE OF DR JEKYLL AND MR HYDE by Robert Louis  Stevenson
• CRY THE BELOVED COUNTRY by Alan Paton 

Answer ONE question from this section on the novel you have studied.

QUESTION 1: THE STRANGE CASE OF DR JEKYLL AND MR HYDE 
Read BOTH extracts from the novel 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 questions in your own words unless you are asked to quote. Answer the questions set on BOTH extracts, i.e. QUESTION 1.1 and  QUESTION 1.2.  
1.1 EXTRACT A 
[Utterson set off to Dr Lanyon’s house.] 

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 number  (1.1.1 (a)–(1.1.1 (d)) in the ANSWER BOOK. 

(4 x 1) (4) 
1.1.2 Refer to lines 1–3 (‘The solemn butler ... the dining-room …’) Using you OWN words, explain why it is obvious that Utterson is  familiar to the butler. (2) 
1.1.3 State the reason for Utterson’s visit to Doctor Lanyon. (2) 
1.1.4 Quote FIVE CONSECUTIVE words to prove that Dr Lanyon is not  old enough to have grey hair. (1) 
1.1.5 Refer to line 6. (‘he sprang up … with both hands.’) 
Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to question number (1.1.5 (a)) in the  ANSWER BOOK. 

1. Dr Lanyon sprang up from his chair because he was … 
   1. elated to see Utterson.
   2. guilty of murdering Dr Jekyll.
   3. expecting a patient.
   4. angry to be disturbed. (1)
2.  Write down ONE act of Dr Lanyon that will support your  answer in 1.1.5 (a). (1) 

1.1.6 Quote a sentence from the extract to prove that the following  statement is TRUE. 
The gentlemen had trivial discussions before they got into the  reason for Utterson’s visit. (1)
1.1.7 Refer to lines 19–20. (‘But it is … fanciful for me.’) 
From your knowledge of the novel, why has Dr Jekyll become ‘too  fanciful’ for Dr Lanyon? (2) 
1.1.8 Do you think Utterson has the right to be concerned about Dr Jekyll?  Discuss your view. (3) 
AND 

EXTRACT B 
1.2 [Utterson accompanies Poole to Jekyll’s house.] 

1.2.1 How is Poole related to Dr Jekyll? (1) 
1.2.2 Refer to lines 1–5. (It was a … of passengers besides.) 
In your OWN words describe how the weather contributes to  
Utterson’s premonition for disaster. (3)
1.2.3 Refer to lines 8–9. (‘there was borne … anticipation of calamity.’)

1. Explain why Utterson feels ‘a crushing anticipation of calamity’. (2)
2. Write down TWO things that made him feel like this. (2)

1.2.4 Write THREE character traits of Dr Jekyll. (3) 
1.2.5 Identify and discuss ONE theme evident in this extract. (3) 
1.2.6 Discuss how the author creates an atmosphere of horror in this  passage. (4)

[35] 

OR
QUESTION 2: CRY, THE BELOVED COUNTRY 
Read the following extracts from the novel 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 questions in your own words unless you are asked to quote.  Answer the questions set on BOTH extracts, i.e. QUESTION 2.1 and QUESTION 2.2. 
EXTRACT C 
2.1 [The priest is offered a room in Mrs Lithebe’s house.] 

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  number (2.1.1 (a)–2.1.1 (d)) in the ANSWER BOOK. 

(4 x 1) (4) 
2.1.2 Refer to line 1. (‘I have a … you to sleep’) 

1. What is the name of the priest who is going to reside in the  house? (1)
2. Why has he come to Johannesburg? (1)

2.1.3 State TWO character traits of Mrs Lithebe. (2) 
2.1.4 Give a reason from the text to show that the priest comes from a  disadvantaged area. (1) 
2.1.5 Refer to lines 13–14. (‘many priests, both … and ate together.’) 
          Explain why it was a strange situation considering that the novel  was written during the apartheid era. (1) 
2.1.6 Write down THREE CONSECUTIVE WORDS to prove that  foreign priests also stayed in Mrs Lithebe’s house. (1) 
2.1.7 How does the description of Ixopo contribute to the fact that its  people go to Johannesburg? (3) 
2.1.8 Refer to the novel as a whole.  
Can Stephen Khumalo be admired? Discuss your view. (4)
AND

EXTRACT D 
2.2 [Shanty town.] 

2.2.1 In line 1, the words Shanty Town would mean a/an … 

1. rural town.
2. fancy city.
3. squatter camp.
4. estate. (1)

2.2.2 Refer to lines 10–11. (‘And the white … anger, not pity.’) 

1. Why do the white men have ‘pity’ the first time they come to  Shanty Town? (1)
2. What is the reason for their anger when they return to Shanty  Town? (2)
3. Explain the situation regarding housing as it was happening at  the time. Mention TWO points. (2)

2.2.3 Compare the characters of Stephen Khumalo and John Khumalo  after John leaves Ixopo. Mention TWO points for each character. (4) 
2.2.4 Quote a sentence from the extract to prove that the following  statement is TRUE: 
White people built houses of bad quality for the people in Shanty  Town. (1) 
2.2.5 Identify and discuss ONE theme evident in this extract. (3) 
2.2.6 Do you think the people from Ndotsheni who left for Johannesburg  made a wise decision? Discuss your view. (3)

[35] 

OR
SECTION B: DRAMA 
In this section, there are contextual questions on the following plays: 

• MACBETH by William Shakespeare
• MY CHILDREN, MY AFRICA by Athol Fugard 

Answer ONE question from this section on the play you have studied.
QUESTION 3 
EXTRACT E 
MACBETH 
Read the following extracts from the play 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 questions in your own words unless you are asked to quote.  Answer the questions set on BOTH extracts, i.e. QUESTION 4.1 and QUESTION 4.2. 
3.1 [Enter MACBETH and BANQUO: Encounter with the witches.] 

3.1.1 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 x 1) (4) 
3.1.2 How could Banquo identify the women to be witches? (2)
3.1.3 In the context of the play, explain the meaning of: 

‘Thou shalt get kings, though thou be none:’ (line 31) (2) 

3.1.4 Explain how the words ‘my noble partner’ (line 18) become ironic  later in the play. (2)
3.1.5 Explain why the following statement is FALSE. 

Banquo was overjoyed when Ross and Angus greeted Macbeth as  the Thane of Cawdor. (2)  

3.1.6 Identify and discuss the theme of appearance and reality which is  evident in the extract. (3) 
3.1.7 Can the witches be blamed for the tragedy in this drama? Discuss your views. (3)
AND 

EXTRACT F 
3.2 [Banquo expresses suspicion of Macbeth.] 

3.2.1 Who are the ‘weird women’ (line 3)? (1) 
3.2.2 If you were the stage director of this play, what tone of voice  would you tell Lady Macbeth to use when saying lines 12–14, (‘If  he had been forgotten … And all-thing unbecoming.’)? (1) 
3.2.3 From the extract, what do you learn about the character of  Banquo? (2)
3.2.4 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) and the question number (3.2.4) in the  ANSWER BOOK. 

At the beginning of the extract Banquo is speaking his thoughts  aloud. If this happens in the play, it is called … 

1. 1. the dialogue.
   2. a monologue. 
   3. a soliloquy.
   4. an action. (1)

3.2.5 Refer to line 11. (‘Sennet sounded’).  
Why is it important that the sennet is sounded at this point in the  extract? (1) 
3.2.6 How is Macbeth different in character to Banquo? Mention TWO  points. (2) 
3.2.7 Refer to lines 26–27. (‘We hear, our … Ireland, not confessing’) 

From your knowledge of the drama, briefly explain who the  ‘bloody cousins’ are and what are they suppose to ‘confess’. (3) 

3.2.8 Discuss the symbol of vision and hallucination as it appears in this  drama. (2) 
3.2.9 Refer to the drama as a whole. Do you think this drama is still  relevant today? (4)

[35] 

OR

QUESTION 4: MY CHILDREN, MY AFRICA 
Read the following extracts from the play 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 questions in your own words unless you are asked to quote. Answer the questions set on BOTH extracts, i.e. QUESTION 5.1 and QUESTION 5.2. 
4.1 EXTRACT G 
[Thami and Isabel in the classroom at Zolile High School.] 

4.1.1 Choose a description from COLUMN B that matches the word 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 x 1) (4) 
4.1.2 Explain why the following statement is FALSE. 
Isabel’s worst time of her life was at school. (1) 
4.1.3 If you were the stage director of this play, what would you tell Isabel  to do in the stage direction given in lines 3–4 (‘Reading names carved  into the wood of the desk’)? Give a reason for your answer. (2) 
4.1.4 Identify Thami’s tone in lines 20‒22. (‘I changed. Ja … changed.  Everything changed.) (1) 
4.1.5 Explain the difference and similarities in Thami and Isabel’s life.  Mention TWO points for each. (4) 
4.1.6 With reference to the rest of the scene, discuss how Isabel portrays  the typical student of an affluent, white school. (2) 
4.1.7 Thami decides to join the protest at school. Do you think that he  makes a good decision? Discuss your views. (4)

EXTRACT H 
4.2 [Thami and Isabel arguing.] 

4.2.1 Refer to line 1, (‘And they are going to decide whether we can or can’t  be friends!’) 

1. Who are the ‘they’ that Isabel is referring to? (1)
2. What tone is evident in Isabel’s voice? Give a reason for your  answer. (1) 

4.2.2 Explain why Thami is in danger at this point in the drama. (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. 
Thami’s visits to Isabel can cause him to be seen as a … 

1. hero.
2. traitor.
3. comrade. 
4. beggar. (1) 

4.2.4 Explain the meaning of the stage direction in line 16. (‘Goaded by her  lack of understanding.’) (1) 
4.2.5 Mr M. is mentioned in line 25‒27. (‘Don’t let me … Ask him again.’)

1. What is the connection between Mr M and Thami and Isabel? (2)
2. Explain Mr M’s state of mind in these lines. (2) 

4.2.6 Identify and discuss ONE theme that is evident in this extract. (3) 
4.2.7 Refer to the drama as a whole. Do you think this drama is still relevant  today? Discuss your views. (4) 

TOTAL SECTION B: 35

SECTION C: SHORT STORIES 
In this section, questions have been set on the following stories: 

• THE DOLL’S HOUSE by Katherine Mansfield
• A CHIP OF GLASS RUBY by Nadine Gordimer 

QUESTION 5: THE DOLL’S HOUSE 
Read the following extracts from the short stories 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 questions in your own words unless you are asked to quote. Answer the questions set on BOTH extracts, i.e. ‘QUESTION 6.1 and  QUESTION 6.2. 

EXTRACT I 

5.1 [The invitation to the girls from school to view the doll house.] 

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

(4 x 1) (4) 
5.1.2 Refer to line 1. (‘And I am … who’s to come’) 

1. Who does the pronoun ‘I refer to? (1)
2. Explain why this person is given the right to choose. (1) 
3. In your OWN words explain what effect this may have on her  siblings. (1) 

5.1.3 Refer to lines 3‒5. (‘Not to stay … in the courtyard’) 
Briefly discuss how the Burnell’s are portrayed in these lines. (3)
5.1.4 State TWO SIMILARITIES between Kezia Burnell and Else Kelvey. (2)
5.1.5 Explain why the following statement is FALSE. 
The doll house had to stand in the courtyard so that people can view  it better. (1) 
5.1.6 Briefly discuss the theme of class distinction as it appears in the  extract. (2) 
5.1.7 Is Kezia Burnell a sympathetic character? Discuss your view. (3)

AND

A CHIP OF GLASS RUBY 
EXTRACT J 
5.2 [Jimmy and Girlie try to track down Ms Bamjee.] 

5.2.1 Refer to lines 1 and 2. ('The children kept … the doors shut.’)

1. How many bedrooms did the Bamjees’ house have? (1) 
2. How many people resided in the house? (1)
3. What did this kind of house symbolise during the apartheid  era? (1)

5.2.2 Refer to lines 9–10. (‘he found out … the next town’) 
Write down THREE reasons why Mrs Bamjee was arrested and sent  to prison. (3)
5.2.3 Choose the correct answer to complete the following sentence. Write  only the letter (A‒D) and the question number (5.2.3) in the  ANSWER BOOK. 
After Mrs Bamjee’s imprisonment ... took care of the family. 

1. Jimmy
2. Mr Peterson
3. Yusuf Bamjee
4. Girlie (1)

5.2.4 Write TWO character traits of Mrs Bamjee. (2) 
5.2.5 Explain both the LITERAL and FIGURATIVE meaning of the title of  this short story. (2) 
5.2.6 How does the character of Mr Bamjee change at the end of the short  story? (2) 
5.2.7 Do you feel sorry for Mr Bamjee and his children in this extract?  Discuss your view. (4)

[35] 
TOTAL SECTION C: 35

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

• STILL I RISE by Maya Angelou.
• SONNET 18 by William Shakespeare.  

NOTE: Answer the questions set on BOTH poems, i.e. QUESTION 6.1 and 6.2. QUESTION 6 
6.1 Read the poem carefully and then answer the questions which follow. The  number of marks allocated to each question serves as a guide to the  expected length of your answer. 

6.1.1 Refer to stanza 1. 

1. Choose the correct answer to complete the following sentence.  Write only the question number (6.1.2) and the letter (A–D) in  the ANSWER BOOK.
   This type of poem is a …
   1. ballad.
   2. lyric. 
   3. ode.
   4. lament. (1)
2. Who is the second-person pronoun ‘you’ referring to? (1) 
3. Identify the figure of speech in line 4. (‘But still, like dust, I’ll  rise.) (1) 
4. Explain how the poet uses this comparison to help the reader  understand the urge to ‘rise’. (2) 

6.1.2 What characteristics of the poet are revealed in stanza 2? (2)
6.1.3 Refer to stanza 3. 

1. Identify the tone used in this stanza. (1) 
2. How suitable is the simile in this stanza? (2)

6.1.4 Explain why the poet repeats, ‘I rise’ throughout the poem? (2)
6.1.5 Discuss the theme of determination as it appears in the poem. (3)
6.1.6 Why has Maya Angelou written this poem? Discuss your views. (3)

AND 
6.2 Read the following poem and then answer them questions set on it.

6.2.1 Refer to the structure of the poem. 

1. Identify the type of sonnet. (1)
2. Explain the structure of this sonnet. (2) 

6.2.2

1. Identify the figure of speech in line 3. 
    (‘Rough winds do … buds of May,’). (1)
2. Explain the contrast between the lover and the wind. (2)

6.2.3 Refer to lines 5‒6. (‘Sometimes too hot … gold complexion dimmed;’). Using your own words explain these lines. (2)
6.2.4 Refer to lines 9–10. (‘But thy eternal … fair thou lowest.’) Choose the correct answer to complete the following sentence. Write  only the letter (A‒D) next to the question number (6.2.4) in the  ANSWER BOOK. 
In these lines the speaker suggests that his lover’s beauty is … 

1. everlasting.
2. disgusting.
3. fading.
4. declining. (1)

6.2.5 Refer to lines 11–12. (‘Nor shall death … time thou grows’t’). 

1.  Why is the speaker confident that death will not claim his  beloved’s beauty? (1)
2. Explain the use of personification in line 11. (2)

6.2.6 Using your OWN words, explain the last two lines of the poem. (2) 
6.2.7 How believable is this poem? Discuss your view. (3)

[35] 
TOTAL SECTION D: 35 
GRAND TOTAL: 70

ENGLISH FIRST ADDITIONAL LANGUAGE
GRADE 12
PAPER 1 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. This question paper has THREE sections.
   SECTION A: Comprehension (30)
   SECTION B: Summary (10)
   SECTION C: Language (40) 
2. Answer ALL the questions. 
3. Start EACH section on a NEW page. 
4. Rule off after each section. 
5. Number the answers correctly according to the numbering system used in  this question paper. 
6. Leave a line after each answer. 
7. Pay special attention to spelling and sentence construction. 
8. Suggested time allocation:
   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 Quote a SINGLE word that means ‘strange’. (1) 
1.1.2 Explain how the atmosphere in the coffee shop in Long Street differs from the atmosphere in other parts of the Central Business  District. (2) 

1.2 Give TWO reasons why the coffee shop will benefit by being situated in an  area where there are many businesses. (2) 
1.3 What is the intention of the writer using the words, ‘At just 25’ (line 6)? (2) 
1.4 Explain what stereotypes regarding mental disabilities Wendy Vermeulen is  trying to break down. (2)
1.5 Refer to paragraph 3.  

How do you think a chef and a special-needs teacher can contribute to an  initiative like Brownies & Downies? (2) 

1.6 Which mentally challenged people will be trained in hospitality? (2)
1.7 What are the TWO main aims of Brownies & Downies? (2)
1.8 Explain the term, ‘household name’ in line 28. (1)
1.9 Refer to paragraph 5. Why is the following statement FALSE? 

Only tourists have access to the coffee shop. (1) 

1.10 Choose the correct answer to complete the following sentence. Write down  ONLY the question number (1.10) and the letter (A–D) of the correct answer. 
The term ‘their signature chocolate brownies’ in line 40 means the chocolate brownies ... 

1. have signatures on them.
2. have musical notes on them.
3. are associated with them. (1)
4. are the best in town. 

1.11 What makes the title, ‘Coffee with a Cause’ suitable for this article?  Substantiate your response. (2) 
1.12 Explain what message Wendy Vermeulen is trying to convey by saying  “I really want ... be shut out” (lines 57–59). (2) 
1.13 Do you find the name of the shop offensive? Give a reason for your answer. (2)

TEXT B 

1.14

1. Which age group spends the least amount of time texting their  friends? (1)
2. Provide a reason why this age group does not text their friends as  often as older teens do. (1) 

1.15 Why do you think 15-year-olds spend so much time texting each day? (2) 
1.16 Why has the information on teens who text their friends daily been  presented in the form of a bar graph instead of words? (2) 

TOTAL SECTION A: 30

SECTION B: SUMMARY 
QUESTION 2 
As the head prefect at your school, you have been asked to address the grade 11  learners on how to be a good leader. 
Read TEXT C below and list SEVEN points that you will include in your speech on  how to be a good leader. 
INSTRUCTIONS 

1.  List SEVEN points in full sentences using NO MORE than 70 words. 
2. Number your sentences from 1 to 7. 
3. Write only ONE point per sentence. 
4. You are advised to use your OWN words. 
5. Indicate the 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) and answer the set questions.
TEXT D 

NOTE: 

• For one-word answers, write only the question number and the word.
• For multiple-choice questions, write only the question number and the letter  (A–D) of the correct answer. 

3.1 What is the name of the brand being advertised? (1) 
3.2 Who is the target audience of the advertisement? Give a reason for your  answer. (2) 
3.3 The expression, ‘give blisters the boot!’ means ... 

1. get rid of blisters.
2. wear boots to prevent blisters.
3. boots cause blisters.
4. kicking causes blisters. (1) 

3.4 Explain how the words ‘You’ve got the talent. You’ve got the skill to  succeed’, will encourage the reader to buy the product. (3) 
3.5 What is the function of the exclamation marks in the advertisement? (1) 
3.6 In your view, how does this advertisement support the slogan, ‘Carnation  Blister Care. Free your feet!’? Substantiate your answer. (2)

[10]

QUESTION 4: ANALYSING A CARTOON 
NOTE: 

• For one-word answers, write only the question number and word.
• For multiple-choice questions, write only the question number and the letter (A–D) of the correct answer. 

Read the cartoon (TEXT E) below and answer the set questions. 
TEXT E 

4.1 Refer to frame 1. 

4.1.1 Which verbal and visual clues does the cartoonist use to show that  the mother is surprised? (2) 
4.1.2 Write the word, ‘til’ out in full. (1)
4.1.3 The expression, ‘it’s not a big deal’ means it is not ... 

1. 1. a good offer.
   2. a serious problem.
   3. a fair deal.
   4. good treatment. (1)

4.2 How do you know that the boy is being texted in frame 2? (1) 
4.3 What evidence is there in frame 3 that Sara may not accept the boy’s  invitation to the dance? State TWO points. (2) 
4.4 What does the smoke coming from the phone suggest in frame 4? (1)
4.5 Consider the cartoon as a whole. If you were Sara would you have accepted  the invitation to the dance? Substantiate your answer. (2)

[10] 

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

5.1.1 Name TWO punctuation marks that can be used to replace the  dashes in the following sentence: 
          This year Quest School – the first Eastern Cape school founded for  children with autism – celebrates 21 years of existence. (2)
5.1.2 Correct the SINGLE error in each of the following sentences: 

1. 1. The lab accommodate nearly 100 pupils today. (1)
   2. Quest was originally housed in an open church building when  it first opened it’s doors. (1)
   3. The school’s journey began thanks to the support by the Jeeva  Foundation. (1)
   4. Quest School are now the only government subsidised school  in the Eastern Cape catering for children with autism between  the ages of 5 and 18. (1)

5.1.3 Rewrite the following sentence in reported speech: 
          Lottie de Vries said, “The school’s doors are open because of the  many volunteers who have supported the school.” (3)
5.1.4 Rewrite the following sentence in the passive voice: 
          The therapy department employs a speech therapist. (2) 
5.1.5 Combine the following sentences into a single sentence by using the  word ‘Although’: 
         The school currently receives a subsidy from the Department of  Education. 
         The school is still heavily reliant on charitable donations. (2) 
5.1.6 Choose the correct word from those given within brackets. Write  down ONLY the word: 
         Lottie de Vries, (which/who/whom) is the principal of Quest School,  appreciates the support of the community. (1)

5.2 Study the text (TEXT G) below and answer the set questions.
TEXT G 

5.2.1 Provide the feminine form of the underlined word in the following  sentence: 
         Free-roaming lions were introduced into the Cradock area. (1)
5.2.2 Write down an antonym for the underlined word in the following  sentence: 
        The park was already home to two five-year-old brothers before the  arrival of the females. (1) 
5.2.3 Choose the correct answer from the options in the brackets:
        The (pride, herd) of lions has settled in. (1)
5.2.4 Complete the following tag question: 
        Visitors can visit the Mountain Zebra National Park, ...? (1)
5.2.5 Rewrite the following sentence in question form: 
        The two feline brothers made a home in Mountain Zebra National  Park. (1) 
5.2.6 Choose the correct answer to complete the following sentence: 
        After an absence of over 30 years free-roaming lions were  introduced into the Cradock area. 
The part of speech of the underlined word is an example of ... 

1. 1. a noun.
   2. an indefinite article.
   3. a definite article.
   4. a preposition. (1)

[20] 
TOTAL SECTION C: 40 
GRAND TOTAL: 80

ENGLISH HOME LANGUAGE
GRADE 12
PAPER 3 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INFORMATION FOR THE MARKER 
In assessing a candidate’s work, the following aspects, among others, drawn from the  assessment rubric, must be borne in mind: 

• The overall effect of planning, drafting, proofreading and editing of the work on  the final text produced.
• Awareness of writing for a specific purpose, audience and context – as well as  register, style and tone – especially in Section B. 
• Grammar, spelling and punctuation.
• Language structures, including an awareness of critical language.
• Choice of words and idiomatic language. 
• Sentence construction. 
• Paragraphing. 
• Interpretation of the topic that will be reflected in the overall content: the  introduction, development of ideas, and the conclusion. 

NOTE: 

• Various formats of transactional/referential/informational texts have been  taught/are in current practice. Therefore, this has to be considered when  assessing the format. 
• Give credit for appropriateness of format. 
• Look for a logical approach in all writing.

MEMORANDUM 

SUGGESTED APPROACH TO MARKING 
SECTION A: ESSAY 
1.1 POSSIBLE RESPONSES 

• Narrative/reflective
• Finding a solution 
• Looking back on a problem [50] 

1.2 POSSIBLE RESPONSES 

• Descriptive/narrative/reflective 
• A change/the unexpected/the unknown/a twist/the unpredictable 
• Obscured future [50] 

1.3 POSSIBLE RESPONSES 

• Argumentative/discursive/narrative/reflective
• Emphasis on personal responsibility/importance of the individual
• Need for change [50] 

1.4 POSSIBLE RESPONSES 

• Argumentative/discursive/narrative/reflective
• Criticism of mob mentality/conformity/blindly following
• Effect of propaganda/inability to think for oneself [50] 

1.5 POSSIBLE RESPONSES 

• Discursive/narrative/reflective/descriptive
• Variety of the day/life
• Changing perceptions/perspectives [50] 

1.6
1.6.1 POSSIBLE RESPONSES 

• Narrative/discursive/reflective/descriptive
• Freedom/escape/achievement
• Hunting/being the hunter or the prey
• Focus of attention/being alert/searching [50] 

1.6.2 POSSIBLE RESPONSES  

• Narrative/discursive/reflective/descriptive
• Gaining perspective/seeing things from another’s point of view
• School [50] 

1.6.3 POSSIBLE RESPONSES 

• Narrative/discursive/reflective/descriptive
• Africa/nature/the strength of your roots/foundations
• Self-reliance/dependence/independence/inter-dependence/growth [50]

TOTAL SECTION A: 50

INSTRUCTIONS TO MARKERS 
Refer to SECTION A: Rubric for Assessing an Essay found on page 7 of this  memorandum. 

1. Read the whole piece and decide on a category for CONTENT AND  PLANNING. 
2. Re-read the piece and select the appropriate category for LANGUAGE, STYLE  AND EDITING. 
3. Re-read the piece and select the appropriate category for STRUCTURE.

SECTION B: TRANSACTIONAL TEXT 
LEARNERS ARE INSTRUCTED TO ANSWER TWO QUESTIONS 
QUESTION 2 
2.1 REVIEW 

• Response to the modernisation and controversial changes
• Reference to the aspects of a review
• Recommendation to learners [25] 

2.2 FORMAL LETTER TO THE PRESS 

• Formal register
• References to/examples of consumer distrust
• Consumer reaction [25] 

2.3 LETTER OF REQUEST 

• Formal register
• Identification of charity/cause/welfare association and reasons for choice
• Motivation and details of required sponsorship [25] 

2.4 AGENDA AND MINUTES 

• Formal language
• Use of past tense
• Minutes must be aligned to the agenda [25] 

2.5 FORMAL SPEECH 

• Formal situation 
• Focus is on effective communication to ensure success at school and  beyond
• Peer target audience [25] 

2.6 INTERVIEW 

• Continuation of the story of his life
• Inspirational content required
• Informal register acceptable [25]

INSTRUCTIONS TO MARKERS 
Refer to SECTION B: Rubric for Assessing Transactional Texts found on  page 8 of this memorandum. 

1. Read the whole piece and decide on a category for CONTENT, PLANNING AND FORMAT. 
2. Re-read the piece and select the appropriate category for LANGUAGE,  STYLE AND EDITING. 

TOTAL SECTION B: 50 
GRAND TOTAL: 100

RUBRIC FOR ASSESSING ESSAY [50 MARKS]

ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT HOME LANGUAGE [25 MARKS]

ENGLISH HOME LANGUAGE
GRADE 12
PAPER 2 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

NOTE TO MARKERS 

• This marking memorandum is intended as a guide for markers.
• Candidates’ responses must be considered on their merits. 

MARKING GUIDELINES 

• Wherever a candidate has answered more than the required number of  questions, mark only the first answer/response. (The candidate may not  answer the essay and the contextual question on the same genre.)
• In SECTION A, if a candidate has answered all four questions on seen  poems, mark only the first two.
• In SECTIONS B and C, if a candidate has answered two contextual or two  essay questions, mark the first one and ignore the second. If a candidate  has answered all four questions, mark only the first answer in each section,  provided that one contextual and one essay has been answered.
• 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.
• If answers are incorrectly numbered, mark according to the memo. 
• If a spelling error affects the meaning, mark incorrect. If it does not affect  the meaning, mark correct.
• Essay question: If the essay is shorter than the required word count, do not  penalise because the candidate has already penalised him/herself. If the  essay is too long, consider and assess a maximum of 50 words beyond the  required word count and ignore the rest of the essay.
• Contextual questions: If the candidate does not use inverted commas when  asked to quote, do not penalise.
• Answers to contextual questions must be assessed holistically. Part marks  should be awarded in proportion to the fullness of the response to each  question.

MEMORANDUM 

SECTION A: POETRY 
QUESTION 1: PRESCRIBED POETRY – ESSAY QUESTION 
AN AFRICAN THUNDERSTORM – David Rubadiri 

In a carefully planned essay, critically discuss how the poet uses structure, imagery  and sound devices to indicate the danger of the oncoming storm. Your essay must be  250–300 words (about ONE page) in length.

QUESTION 2: PRESCRIBED POETRY – CONTEXTUAL QUESTION REMEMBER – Christina Rossetti  
2.1 Comment on the repetition of the title in the poem. 

• The repetition of ‘remember’ emphasizes (1) the speaker’s wish that  her beloved would not forget her. (1) (2) 

2.2 How does the use of pronouns reveal the nature of the speaker’s  relationship? 

• The use of first and second person pronouns indicates a personal  and close relationship. (2) 

2.3 Discuss critically the poet’s use of format to indicate different tones.

• It is a Petrarchan sonnet.  
  • The octave describes the lover’s absence and what life would be  without the other person. The tone is at once adamant and  contemplative.
  • The sestet starts with ‘yet’ to indicate there is a change – instead of  memories, the beloved should forget and rather move on with life.  The tone is one of conciliation and acceptance.
  • The format supports the development in the tone of the poem.
    Award 3 marks if at least two characteristics of a Petrarchan sonnet  have been addressed and the different tones are discussed. (3) 

2.4 To what extent do you think that this is a love poem if references are  made to ‘silent land’ (line 2) and ‘darkness and corruption’ (line 11)?  Refer to the whole poem in support of your answer. 

• It is a love poem. It is clear that the couple share an intimate  relationship. The couple is realistic about life; they admit that they  will not be together forever. In a way this proves that their love is  strong enough to address such harsh realities as death (’silent land’,  ‘darkness’).  
  Mark globally. (3)

[10]

QUESTION 3: PRESCRIBED POETRY – CONTEXTUAL QUESTION
A HARD FROST – Cecil Day Lewis  
3.1 Explain the metaphor in line 1. 

• The frost came ‘in the night’, in darkness, without warning, like a  thief would do. The frost changed (‘stole’) the landscape; it took  without permission and left the speaker bereft. (2) 

3.2 Describe how the unusual word ‘blossomers’ in line 7 helps create an  unusual image in the same line.  

• The unusual word ‘blossomers’ supports the idea that the elm trees  bore ‘crystal’ flowers – hardly possible. (2) 

3.3 The speaker suggests that the appearance of the frost is fleeting and  misleading. How does he convey this in lines 10-13? 

• He compares the frost to a young girl who only wears her beautiful  wedding gown (‘bridal gear’) for a few hours, instead of the full  duration of her wedding celebrations – viz. fleeting. 
  She is left with the reality of her ‘raw country’ life when she no  longer wears the lovely wedding dress – the beautiful wedding was  short-lived, and she faces her ‘raw country’ life again – viz.  misleading. 
  Award 3 marks for logical explanation that includes the ideas of  fleeting and misleading. (3) 

3.4 Comment on the poet’s use of diction in the last four lines to create the  final tone. 

• Words such as ‘deep below’, ‘stiff’ and ‘grip’ suggest that the frost  bout prevents the arrival of spring. But in the last two lines  ‘unclenches’ suggests otherwise. The last phrase – ‘lets our future  breathe’ – brings relief with the use of the collective ‘our’ and the  word ‘breathe’. The final tone is positive, affirmative, confident.
  Award 3 marks for 2 examples well discussed and a reference to  tone. (3)

[10]

QUESTION 4: PRESCRIBED POETRY – CONTEXTUAL QUESTION
AN AFRICAN ELEGY – Ben Okri 
4.1 Refer to lines 6–7. Comment on the use of ‘burn’ and ‘golden’ to indicate  a change in feelings.  

• The word ‘burn’ indicates pain caused by heat. The same situation  becomes ‘golden’ when he decides to be happy instead. The ‘burn’  becomes ‘golden’ – rich, beautiful, without any pain.
  Must refer to both words. (2) 

4.2 Refer to lines 11–15. Describe, in your own words, what gives Africans  the ability to ‘bless things’. 

• They appreciate what nature gives them (‘air’, fruit’, ‘lights that  bounce gently on the waters’) and find joy in its beauty. Despite  their pain they see beauty and can thus ‘bless things’. (2) 

4.3 Discuss critically the poet’s ironic choice of ‘elegy’ in the title. 

• An elegy is a sad song used when death has occurred. This poem,  however, is about finding joy, about an optimistic spirit amidst  hardship, and the ability to be hopeful even when things are difficult.  It strongly contradicts the usual sad and mournful tone associated  with death.
  Award 3 marks only if irony is discussed. (3) 

4.4 How does the speaker suggest Africans manage to deal with hardship?  Refer to the last two stanzas in support of your answer.  

• They live close to their ancestors, and obey what they feel are  messages from their ancestors. (‘And they tell me that / This life is  good / They tell me to live it gently’)
• They live close to nature, and see music and beauty in their natural  surroundings. (‘The ocean is full of songs./The sky is not an  enemy.’)
• They accept their fate and move on despite it. (‘Destiny is our  friend.’)
• They are careful; mindful of their surroundings and passionate  about life. (‘live it gently/With fire’)
  Award 3 marks for any 2 points well discussed. (3)

[10]

QUESTION 5: UNSEEN POETRY – CONTEXTUAL QUESTION
I THREW IT AWAY – Bob Dylan  
5.1 How do the words ‘cruel’ and ‘fool’ add to the speaker’s opinion of himself  in stanza 1?  

• He admits that he had behaved in an unacceptable, ‘cruel’ way, and  that he is stupid (‘fool’) for having done so.
  Candidate must refer to both words for 2 marks. (2) 

5.2 Refer to lines 6–7. Explain how the metaphors indicate the speaker’s love  that he had thrown away. 

• He was given (‘palm of my hand’) a love that was  powerful/large/natural (‘mountain’). 
• This love was everlasting, because it was like a river that ‘ran  through every day’.
  Award 3 marks if both metaphors are well explained. (3) 

5.3 The poet is a well-known composer and singer, who was awarded the  Nobel Prize for Literature in 2016. Identify two musical characteristics in  the poem. 

• Rhyming couplets (lines 3-4; 8-9; 13-14; 18-19).
• Repetition of the title in various forms.
• Repetition/Refrain of the last two lines.
  Any 2. (2) 

5.4 Refer to the last two stanzas. Identify the tone by close reference to the  speaker’s instructions in support of your answer.  

• Regretful/urgent/sad tone. 
• He explains (‘Take a tip’) that love is a necessity; we cannot do  without it – his advice is based on experience.
• He warns that it will be painful (‘a-hurtin’) if you were to throw away  someone’s love.
  Tone = 1 mark
  Two references = 2 marks (3)

[10] 
TOTAL SECTION A: 30

SECTION B: NOVEL 
QUESTION 6: ESSAY QUESTION – THE PICTURE OF DORIAN GRAY 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, critically  discuss to what extent Dorian Gray’s character is shaped by his association with  Lord Henry. 

• Initially, Dorian is a young man who is socially inexperienced and  unsophisticated.
• His first meeting with Lord Henry is at Basil Hallward’s home, and Lord Henry  is taken by Gray’s unusual beauty, and reckons ‘there was nothing that one  could not do with him’. 
• Lord Henry’s sophistication is no match for Dorian’s naivety. He decides  quite coldly that he ‘would seek to dominate him’. 
• Lord Henry openly disapproves of Dorian’s silly infatuation with Sibyl Vane.  His marriage is one where he openly has very little in common with his wife,  and she seems to abide by this unorthodox arrangement. He sees  conventional relationships as interfering with an individual’s choices and  freedom. 
• Sibyl Vane’s death proves to be a turning point in Dorian’s life. He is left cold  by her poor performance. He loved her when ‘he had thought her great.’ 
• He notices that Basil’s painting of him inexplicably shows a slight change – his expression has changed ‘with the touch of cruelty in the mouth’. He is  haunted by this. 
• He regrets treating Sibyl so cruelly, but she commits suicide before he can  make amends. 
• But Dorian admits to Lord Henry that he ‘cannot feel the tragedy as much as  he’ wants to. This sets him on another and new course. 
• He decides to be like the Greek gods – ‘strong, and fleet, and joyous’ – he  has lost his innocence, and spends the night of Sibyl’s death enjoying the  Opera. 
• Dorian embarks on a life that is focused only on hedonistic pleasures of all  types. He lives lavishly and on his own. He indulges in activities that are  morally questionable.
• He continues his association with Lord Henry, who approves of his lifestyle.
• While Lord Henry sees Dorian as somebody he can corrupt, and he attempts  to do so on several occasions, it is Dorian himself who makes the decision to lead an extraordinary flamboyant and excessive life. He does not require  Lord Henry’s permission or advice to know how to conduct himself.
• When he is finally confronted with the hideous version of himself in the  secreted painting, he realises how far he has gone. He does not blame  anybody else for this.
• It is enough for him to commit suicide. It is as if, even for his very jaded  palate, the absolute horror of what he had become is too much. 
•  Basil’s art piece – the perfect face and innocence – ends up nothing more  than an empty wreck of a human being.

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QUESTION 7 – CONTEXTUAL QUESTION: THE PICTURE OF DORIAN GRAY 
7.1 Lord Henry and Dorian Gray are discussing Sibyl Vane’s mother. What  are Sibyl’s circumstances? 

• Sibyl comes from poor circumstances. Her mother is in debt to Mr  Isaac. Mrs Vane is unimpressed by her daughter’s intention to  marry her ‘Prince Charming’; she wants her to earn money to pay off  their debts. James Vane, her 16-year-old brother, is a sailor who  wants to escape his circumstances and emigrate to Australia.
  Any 3 relevant facts. (3) 

7.2 Mention two things evident about Lord Henry’s character in lines 1–4.

• He is vain – he studies his beautiful rings. He is uncaring and  indifferent; he is ‘depressed’ when he hears stories about people’s  sad lives. 
  Award 3 marks for 2 points well explained. (3) 

7.3 Refer to lines 8–13. Explain how Lord Henry tries to manipulate Dorian.

• He is petulant. He accuses Dorian of missing their regular dates and  being ‘dreadfully late’, which is untrue. Although Dorian still sees  him every day, he requires an explanation from Dorian, and  disapproves of him seeing Sibyl. Dorian feels obliged to explain his  life to Lord Henry.
  Award 3 marks for 2 points well explained. (3) 

7.4 What impression is created of Dorian’s relationship with Sibyl in this  extract?  

• Dorian is in love with all the characters Sibyl portrays on stage, and  not with her true self. He has not spent time in her company to get  to know her, yet confesses his love for her and says she has ‘a  wonderful soul’. He is inexperienced and his relationship with Sibyl  is unrealistic.
  Award 3 marks for 2 points well explained. (3) 

7.5 What are the reasons for Lord Henry’s ‘subtle sense of pleasure’  (line 28)? 

• Under Lord Henry’s influence, Dorian has become more worldly and  less naïve. He socialises almost exclusively with Lord Henry. He is  no longer restricted by his manners; he is adapting to Lord Henry’s  cynicism. 
  Award 3 marks for 2 points well explained. (3)

7.6 Place the extract in context. 

• Dorian has taken a long cab ride to a part of town where there are  opium dens and sneering women accosting men on the streets. He  is a frequent visitor, because he is probably addicted to opium. 
  Award 3 marks for 2 points well explained. (3) 

7.7 Critically discuss the relationship between Dorian and Adrian Singleton.

• Dorian knows the much younger man, and probably introduced him  to opium. Adrian is an addict; he lives in the squalid conditions  because ‘I’m quite happy here.’ (line 8). Dorian offers Adrian help,  and leaves ‘with a look of pain in his face’ (line 14); it is too late for  Adrian. 
  Award 3 marks for 2 points well explained. (3) 

7.8 Account for the change in Dorian Gray’s character from the enthusiastic  lover in Extract A to the world-weary opium den visitor in Extract B.

• Extract A: He is in love with the idea of Sibyl’s acting roles; (1) he is  naïve and in Lord Henry’s thrall. (1)
• Extract B: He is looking for an opium den; he knows his way around  a very bad part of town. (1) He has become immoral and corrupt due  to Lord Henry’s influence. (1) (4)

[25]

LIFE OF PI – YANN MARTEL 
QUESTION 8: ESSAY QUESTION – LIFE OF PI 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss  to what extent Pi’s determination to survive is shaped by external circumstances. 

• To some extent. Pi’s stay on the boat forces him to come to terms with his  situation; he faces dangers in many forms and deals with them as best he  can. 
• He grows up in a zoo, where he is familiar with animal behaviour. He knows  that he has to control Richard Parker in order to survive. He trains him; by  rewarding him with food, the tiger accepts him as his leader. He also knows  that animals are not the same as humans, and that they are dangerous.
• Although his name means a number that is unending and irrational, Pi relies  on his common sense to survive. Already at school he invents the name Pi  to protect himself from school mates teasing him about his name. ‘Survival  starts by paying attention to what is close at hand and immediate.’ On the  boat, he is practical – he creates physical boundaries to ensure territorial  positioning. He is intelligent – he rations his food and water; he uses solar  stills to collect water; he builds a raft. 
• In order to deal with terrible situations, such as the killing of the zebra and  Orange Juice, Pi would resort to dealing with practical matters – he takes  stock of the contents of the lifeboat; he develops a routine to train Richard  Parker; he keeps a journal to make some sense of his circumstances. 
• Pi has a deep sense of spirituality, which sustains him when life is ‘nothing  but grief, ache and endurance’. He convinces his parents that he can be a  Hindu, a Christian and a Muslim, because he just wants ‘to love God’. He  often exclaims ‘Jesus, Mary, Mohammed and Vishnu!’ – he does not see  faith as something that is bound by doctrine. This broad acceptance and  devotion support him when things are difficult; when he finally reaches land,  the soft sand of the beach was ‘like the cheek of God’. His religious beliefs  are also very real to him.
• Pi’s ability to create a story with animals instead of humans, is another  survival technique. He witnesses his mother’s killing, the Chinese boy’s  suffering, and other unmentionable horrors. In order to survive these  tormenting visions, he creates a ‘better’ story, which, in turn, contributes to  his survival. 
•  He forms an unlikely bond with his worst enemy – Richard Parker. Because  of the constant threat the tiger poses, Pi has to be on the alert at all times.
• Ironically, the creature that will probably kill him very easily, is also his  saviour.
• Richard Parker allows Pi to distance himself from the horrors of reality, and  is a striking and memorable coping mechanism. The constant tension  between the two, helps Pi to focus and stay alive. He disappears into the  bush when Pi is rescued; Pi no longer needs him, because he has been  saved. 
• Whether one chooses to believe Pi’s first or second story, it is clear that his  uncanny ability to overcome and to endure extremely difficult and even  harrowing circumstances, and his will to survive, make him a champion  character.

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QUESTION 9: CONTEXTUAL QUESTIONS – LIFE OF PI 
9.1 Pi had invited Mr Kumar to the zoo. Describe their relationship.

• Mr Kumar is a baker. He is a shy and devout Sufi, and teaches Pi  about the Muslim religion. Pi admires his spirituality and wisdom,  and invites him to the zoo because he has never been to one.
  Award 3 marks for any 3 points. (3) 

9.2 What type of person is Mr Kumar? Refer to lines 3–15 in support of your  answer. 

• He is a devout Muslim – he quotes from the Qur’an.
• He is uneducated – he has never seen or read about a zebra.
• He is naïve – he thinks zebra stripes are painted on.
  Award 3 marks for 3 points. (3) 

9.3 Mr Kumar’s first visit to the zoo indicates a reversal of roles between him  and Pi. Discuss. 

• Mr Kumar is now the learner. Pi is in charge of the situation. The  zoo is intellectually and literally his home, and he has a lot to share  and explain, just as Mr Kumar shared and explained Islam. They are  both good listeners and keen to learn.
  Award 3 marks for 2 points well explained. (3) 

9.4 Refer to lines 20–24. Discuss the roles of the two Mr Kumars in Pi’s life  and provide an explanation for the fact that both men share exactly the  same name. 

• Mr Kumar, the baker: He introduces Pi to the Muslim faith, and Pi  takes to the religion that focuses on ‘brotherhood and devotion’. (1) Mr Kumar, the teacher: He is Pi’s Biology teacher and an atheist.  His love of Science and the animal world is one of the reasons Pi  studies Zoology in Canada. (1)
  They have the same name to indicate Pi’s understanding that  religion and science are intertwined; they are equally essential in a  human’s life. (1) (3) 

9.5 How does this encounter with the zebra keenly eating the carrot (line 29)  compare to a later encounter with a zebra on the boat?  

• The situation in the zoo could not be more different. (1) This zebra  is in an enclosure and well-fed. (1) The zebra on the boat is  frightened and in an unusual and dangerous place. He becomes the  prey of a vicious attack by the berserk hyena – a very different scene  to the contained one in the zoo. (1) (3)

9.6 At this stage Pi is blind. Discuss Pi’s state of mind when he euphemistically  refers to the castaway’s ‘overeager embrace’ (line 3) and calls him ‘brother’  (line 3). 

• Pi is delirious from exposure and hunger – the physical cause of his  blindness – and is probably hallucinating. (1)
  He does not understand that the castaway wants to eat him, and that  he is not embracing him out of friendship or love. He is not his  ‘brother’. Pi is endangering himself by trusting the bloodthirsty  castaway. (2) (3) 

9.7 ‘This was the terrible cost of Richard Parker.’ (line 14) Critically comment  on the nature of the relationship between Pi and Richard Parker. 

• Pi depends on this dangerous character (tiger?). He is his only  companion on the lonely trip. Pi trains him, which gives him a  purpose. Richard Parker also stands for Pi’s instinctive side – it  allows him to commit brutal acts in order to survive. Richard Parker’s  strength and intelligence help Pi to survive. He is probably Pi’s own  creation, which helps him cope with the terrible brutality and  inhumane circumstances he has to endure on the boat.
  Award 3 marks for a full understanding of the dynamics of the  relationship. (3) 

9.8 ‘Something in me died that has never come back to life.’ (lines 16–17).  Briefly relate how the confident Pi from Extract C had become Pi who  carries death in his soul in Extract D.  

• Extract C: Pi is still in India, and he is discovering the world through  the eyes of his teachers. There is only potential and adventure for Pi  to consider.
• Extract D: Pi has spent a lifetime of days on the boat, adrift in the  Pacific Ocean. He is slowly dying of hunger, and has witnessed  horrors aplenty. He has lost all hope of being rescued. He prepares to die. He has seen enough. Pi’s survival has come at the cost of  another’s life. He has lost his innocence and resorts to cannibalism.  He will never be the same boy he was in Extract C.
  Award marks for any other relevant answer. (4)

[25] 
TOTAL SECTION B: 25

SECTION C: DRAMA 
QUESTION 10: ESSAY QUESTION – OTHELLO 
‘A tragic hero is a character who comes to misfortune through a fatal character  flaw.’ 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss  to what extent the quotation is true about Othello. 

• To a large extent this applies to Othello. He has more than one flaw, though.  He is jealous because he realizes that he is ‘in the vale of years’ and  therefore less attractive than Cassio; he is Black and not a Venetian; he is  unsophisticated.
• At first, he is a very successful and admired soldier. He is in control of the  Venetian army, and commands respect from the Duke and his senators  (‘brave Moor’, ‘warlike Moor’, ‘noble and valiant general’). 
• His elopement with Desdemona adds to the idea that he can do no wrong – he manages to get a beautiful and young woman to fall in love with him and  to marry him. 
• It is the cunning and devious Iago who is clever enough to see that Othello’s  weaknesses are enough to overshadow all that is admirable and lofty about  the General. 
• Othello’s strength is also his weakness: his formidable military expertise is  no match for the sophisticated machinations of Venetian society. He is  socially uneducated about the ‘soft phrase of speech’, and thus does not  question any of Iago’s suggestions about Venetian women’s rather loose  behaviour. 
• As a soldier, Othello trusts his fellow men. He does not doubt Iago. He  would rather believe one of his men than his wife, because the rules that  apply to warfare are simple and straightforward. The rules that apply to the  emotional ‘battlefield’ of marriage and love are foreign to Othello. He is  inexperienced and vulnerable, and Iago knows this too well – ‘play the god  with his weak function’.
• When Othello contemplates how much he loves Desdemona, he admits  ‘When I love thee not, Chaos is come again’; he is weakened when  Desdemona is not there. He lacks the confidence that comes so easily when  he is a soldier. 
• Iago’s suggestions about the disgraced Cassio as a possible suitor for  Desdemona’s attentions are believable, because Iago uses perfectly  innocent situations to ‘prove’ infidelity. 
•  Desdemona’s innocence and easy-going manner, especially in her dealings  with Michael Cassio, contribute to Othello’s poisoned suspicions. 
• Once the ‘erring barbarian’ makes Iago his confidant, he is no longer in  charge of his marriage, and he is no longer an effective general – his status  has been diminished; Iago is now in charge.
• The audience has witnessed Othello’s ‘misfortune’: the fall of the war hero.  He has become a murderous husband, stupidly believing that ‘she must die,  else she’ll betray more men’. His fall is also a literal one – he has epileptic  fits, and falls into a trance. He has lost control of his life and of his body.  There is nothing left of the hero Othello is in Act 1 at the end of the play. 
   Allow for candidates who question whether Othello’s death is, in fact, tragic.

[25]

QUESTION 11: CONTEXTUAL QUESTION – OTHELLO 
11.1 Place the extract in context. 

• The Venetian army had just arrived on Cyprus. The Turkish fleet is  no longer a threat, and the soldiers are celebrating it. Othello and  Desdemona are spending the night together.
  Any 3 points. (3) 

11.2 Describe the relationship between Othello and Cassio at this stage.

• Othello has appointed Cassio as his lieutenant. They are on good  terms. Othello trusts him, and leaves him in charge of the soldiers  with the instruction that they behave with restraint.
  Any 3 points. (3) 

11.3 Comment critically on the situation where Michael Cassio is in charge of  Iago. 

• It reveals a terrible resentment in Iago. (1) He is deeply unhappy that  an inexperienced foreigner (Cassio is a Florentine) has a higher  position than he has. (1) He believes he is the better candidate for  the position. (1) (3) 

11.4 Explain the irony of Othello’s utterance that ‘Iago is most honest.’ (line 7)

• Iago is most dishonest. He hates Othello and resents Cassio. He  suspects that Othello has slept with his wife, and he wants to punish  him ‘wife for wife’. He is plotting to harm Othello and Cassio.
  Award 3 marks if clear understanding of irony. (3) 

11.5 In lines 14–26 Iago and Cassio are discussing Desdemona. With close  reference to these lines, point out the different attitudes the men reveal  when they talk about Desdemona. 

• Iago: ‘not yet made wanton’, ‘she is sport for Jove’, ‘full of game’ (½)  – he refers to Desdemona as a sexually active woman. His remarks  are inappropriate, lascivious, lewd. He is not a gentleman. (1) Cassio: ‘exquisite lady’, ‘fresh and delicate creature’, ‘right modest’,  ‘indeed perfection’ (½) – he can only praise her. He focuses on her  qualities as a decent, beautiful, good woman. (1) (3) 

11.6 Cassio eventually agrees to go out drinking with Iago. How does this  decision determine his fate in the rest of the play?  

• Othello removes his rank and Cassio no longer has a position. Iago  persuades Cassio to approach Desdemona to plead with Othello to  reinstate him. This is exactly what Iago wants – this is proof that  Desdemona is in love with Cassio. 
  Award 3 marks for 3 full explanation. (3)

11.7 How accurate, in your opinion, is the metaphorical language used in  lines 1–5 to describe Othello and Desdemona? 

• Desdemona is not a ‘whore’ – Othello is wrong. He is under the  misguided impression that his wife is unfaithful. (1½)
• Othello is behaving like a ‘devil’ – he is destroying an innocent  person whose only sin is to love him. There is nothing good about  his treatment of Desdemona. (1½) (3) 

11.8 Othello reveals two different approaches towards Desdemona in Extract  E and Extract F. How should an actor use his voice to show his attitude  in each extract? 

• Extract E: In this extract, Othello is confident, calm, in love with his  bride; it is their first night as a married couple. (1) His voice would  show tenderness, passion, love. (1)
• Extract F: Othello has made up his mind that Desdemona is a  whore; she deserves to be killed. (1) He is full of hatred, and this  will be shown in his strong, angry tone of voice. (1) (4)

[25]

THE CRUCIBLE – ARTHUR MILLER 
QUESTION 12: ESSAY QUESTION – THE CRUCIBLE 
‘A tragic hero is a character who comes to misfortune through a fatal  character flaw.’ 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss to  what extent the quotation is true about John Proctor. 

• John Proctor’s strong character is in evidence when he arrives in Betty’s  room and reprimands Mary Warren to return home or ‘I’ll show you a great  doin’ on your arse’. He is coarse and straightforward, and unafraid to speak  his mind, irrespective of the company in which he finds himself.
• His affair with Abigail is evident when they meet in Betty’s room at the start of  the play. He rejects her advances, but it is clear that they shared a special  bond at some stage. This is his flaw – the sin of adultery. 
• He enjoys the support of others in the community, because he does not suffer  fools. He will not conform. 
•  When circumstances compel him to plough his lands, he does not hesitate to  do so, even if it means that he will have to do it on the Sabbath. This is a  blatant contravention of Salem’s strong religious conventions. He is unafraid  of what people think or say about him. 
• He challenges Parris – “I am sick of Hell!’ – and refuses that Parris baptizes  his youngest child, because he ‘sees no light of God in that man’. He refuses  to attend church or take part in its activities simply because that is what he is  supposed to do. He is individualistic and strong-willed. 
• His affair with Abigail, however, has caused a rift between him and his wife.  Elizabeth is resentful, and does not trust her husband. She is cold towards  him – ‘your justice will freeze beer’; ‘I cannot speak but I am doubted’. 
• John does not confess his adultery to anyone. He realizes that it might  change when Elizabeth is falsely and maliciously accused of witchcraft  through Abigail’s scheming. 
• During Hale’s visit, Cheever arrives to take Elizabeth into custody. Proctor is  shocked; what was just a silly girls’ game had escalated into a proper witch  hunt. He will have to admit his adultery in public and in court. His ‘flaw’ has  blossomed into a much bigger issue, and he must deal with it.
• Once he has confessed his adultery, and he is reunited with Elizabeth in a  touching scene, he vacillates. He considers lying to the court in order to save  his and his wife’s lives. 
• But the spectre of living a lie is too much for him; he is, in fact, a hero. His  ‘flaw’ proves that the truth is more important than anything else, even life. He  chooses to speak the truth. He is steadfast in his terrible decision not to  agree to Hale’s desperate pleas to lie and thus remain alive. 
• When Proctor dies ‘He have his goodness now’; he dies with his name intact,  and freed from the flaws that made him a lesser man.

[25]

QUESTION 13: CONTEXTUAL QUESTION – THE CRUCIBLE 
13.1 Relate the circumstances under which Reverend Hale is visiting Salem.

• He is an expert in detecting witchcraft. He is called to advise the  people in Salem about the presence of the Devil and other  demonic spirits in the shape of witches. He is confident and is  recognised by many as an expert.
  Award marks for any 3 points. (3) 

13.2 Comment on the dramatic impact the books would have as part of  Hale’s entrance to the stage. 

• Books symbolise wisdom, knowledge, education. Hale brings all  of that to Salem in the form of the books – it is literal proof of his  expertise; he is without doubt the authority. 
  Award marks for any 3 points. (3) 

13.3 Refer to lines 7–12. Provide a possible reason for Hale recognising and  meeting Rebecca before anybody else.  

• He sees a kindred spirit. She is a good woman, and her goodness  is known outside Salem, just as Hale is well-known in the area.  Hale ignores the other more important people because for him, she  stands out.
  Award 3 marks for a clear understanding of Hale’s unusual  gesture. (3) 

13.4 From what you know about Parris, what does he imply when he  explains ‘No, no, these are farmers.’ (line 25)?  

• Farmers are simple people, therefore insignificant. He sees  himself as more important than Proctor and Giles Corey. (2) There  is division within the Salem community. (1) (3) 

13.5 What does the audience learn from John Proctor’s words in lines  31–32? Mention two things. 

• He does not believe the stories about witchcraft. He is an  independent and confident man – he is not swayed by current  trends. He is sarcastic. He does not take part in the general town  gossip – he leaves while the others are still talking.
  Award 3 marks for 2 points well explained. (3) 

13.6 To what extent is Danforth’s accusation that Parris is ‘a brainless man’  (line 3) true? Refer to the whole play in support of your answer. 

• It is true. He is not so much a spiritual leader as a man desperate  to have money and status. He demands the deeds to the house,  and is quick to make accusations of witchcraft so that his  daughter and niece’s behaviour can be blamed on supernatural  forces rather than on his inadequate care.
  Award 3 marks for 3 points. (3)

13.7 Comment critically on Danforth and Hathorne’s responses to the  explanation that neighbouring Andover’s court has decided not to  continue with prosecuting witchcraft cases. 

• They refuse to admit that they might be wrong. It is more important  to them to retain their authority than it is to consider that innocent  people might be losing their lives unnecessarily. They deny the  rumours (‘There is no rebellion in Andover’). Despite Parris’s plea,  Danforth repeats ‘There will be no postponement’. Their pride is  what costs the lives of innocent people like John Proctor and  Rebecca.
  Award 3 marks for clear understanding. (3) 

13.8 Refer to Extracts G and H. How would you instruct an actor playing  Parris to use his voice to convey the different moods in each extract? 

• Extract G: Parris is impressed by Hale’s visit, and wants to please  him. He is obsequious; nervous. (2)
• Extract H: Parris is sure that the trial is based on inaccuracies, and  is pleading with the judge to change his mind. He is anxious that  the judge would listen to him. (2) (4)

[25]

HAMLET – WILLIAM SHAKESPEARE 
Answer EITHER QUESTION 14 (essay question) OR QUESTION 15  (contextual question). 
QUESTION 14: ESSAY QUESTION – HAMLET 
‘A tragic hero is a character who comes to misfortune through a fatal  character flaw.’ 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss  to what extent the quotation is true about Hamlet.  

• It is true, to an extent. Hamlet has to cope with an inordinately difficult  situation which is not of his making. 
• He loses his father at a young age, and then has to contend with the fact  that his mother is behaving inappropriately by marrying his uncle so soon  that ‘The funeral baked meats / Did coldly furnish forth the marriage tables’.
• He meets with his father’s ghost and suspects ‘some foul play’. His father  requests that he avenges his murder, but it becomes such a burden that he  cannot cope.
• He puts on ‘an antic disposition’ and isolates himself from those closest to  him. On the surface it might appear to be a ‘character flaw’, but Hamlet is  clever enough to use his ‘disposition’ to ascertain what exactly is going on in  the palace.
• He proves that Claudius is guilty during the play. He confronts his mother  about her infidelity, but she refuses to cut ties with Claudius; she chooses  her lover over her son.
• While all this is going on, Hamlet cannot do what his father asked him to do.  He is torn between his filial duty to avenge his father’s murder, and the  belief that revenge is sinful. He cannot reconcile these opposites, and is  tormented by his indecision.
• He finds his mother and Claudius repulsive; he feels the same about  Ophelia, who really is innocent. But Hamlet is in the grip of a situation that  offers no solution. He feels powerless, and wishes to ‘shuffle off this mortal  coil’.
• He cannot afford to share any of his doubts and suspicions with anybody,  because he does not know whom to trust in the ‘rotten state of Denmark’.
• He has an epiphany when he is sent to England by Claudius. He realises  that his fate is in his own hands and that he has to act. His resolve shows a  maturity and a sense of purpose.
• While he has to avenge his father’s murder, he is also a murderer. Laertes  kills him to avenge Ophelia’s suicide. Both young men forgive each other as  they are dying, but the true murderer, Claudius, in not forgiven. In this  unlikely situation, Hamlet earns the admiration of the audience; the truth is  out, and he is an active witness to Claudius’s demise.
• Hamlet’s heroism lies in the fact that he returns to Denmark to face probable  death. He can only resolve his promise to his father by facing Claudius, and  hopefully killing him. 
•  He is not a hero at the start of the play, but gradually develops to become  the Danish crown prince. 
• When he dies, he takes on his royal position and bequests his country to  Fortinbras. He is Hamlet, the Dane.

[25]

QUESTION 15: CONTEXTUAL QUESTION – HAMLET 
15.1 Place the extract in context. 

• This happens at the start of the play. King Hamlet’s ghost  appeared to the sentries at night. Hamlet decides to meet his  father’s ghost. When Hamlet encounters the ghost, it speaks for  the first time.
  Any 3 relevant points. (3) 

15.2 Comment on the dramatic effect the ghost would have on an  Elizabethan audience. 

• Elizabethans believed that ghosts were ungodly, and an evil  presence from the Underworld. (2) They would realise that it does  not bode well. (1) (3) 

15.3 Refer to lines 10–24. How does the ghost try to persuade Hamlet to  avenge his murder? Mention two things. 

• He identifies himself as his father’s ghost. (1) He explains that  his soul is ‘doomed…to walk the night’ (line 11) and that he is in  Purgatory. (1) He is harbouring a secret so terrible that it would  ‘harrow up thy soul, freeze thy young blood, / Make thy two eyes  like stars start from their spheres, / Thy knotted and combined  locks to part, / And each particular hair to stand an end’ (lines 17–20). (1) Hamlet is emotionally invested and has little choice  but to listen to what the ghost has to say – it is his father who is  suffering and who has no peace of mind. (1)
  Choose any 2.
  Award 3 marks for 2 points well explained. (3) 

15.4 Why does the ghost refer to his murder as ‘strange and unnatural’  (line 29)? 

• Brothers are supposed to love one another; killing a brother is  therefore ‘strange and unnatural’. Some believed that marrying  your sister-in-law was incestuous; as ‘unnatural’ as killing your  sibling. Murder is ‘strange and unnatural’; it is inhumane and  universally seen as a disgusting and loathsome act. 
  Award 3 marks for any 2 reasons well explained. (3) 

15.5 Explain how Hamlet’s intention he expresses in lines 30–32 is ironic.

• He will not act ‘with wings as swift / As meditation’ (line 30–31);  instead, he will be plagued by an inability to act out the revenge  he undertook when his father’s ghost appeared to him. He will  not get beyond ‘meditation’ in his desire to avenge his father’s  murder.
  Award 3 marks for a full understanding of irony. (3)

15.6 What do you think Gertrude implies when she calls for her son and not  the King just before she dies? Mention TWO things. 

• She understands too late that Hamlet was right when he urged her to  leave Claudius because he was dishonest and a murderer. She  realises that Claudius probably has something to do with the  poisoning. She finally turns to her son, whom she had neglected up  to now because she was enthralled by Claudius.
  Award 3 marks for 3 points, or 3 marks for 2 points well discussed. (3) 

15.7 Suggest how an actor should act and speak Laertes’s words in lines  7–14. 

• Laertes would probably not be upright anymore. He would speak  clearly and slowly to indicate that he is dying and that he is serious  and speaking the truth.
  Act: 1 mark
  Speak: 1 mark
  Explanation: 1 mark (3) 

15.8 Refer to lines 19–21. Hamlet is a man of action in this scene. How does  he finally avenge his parents’ deaths? 

• He stabs Claudius for murdering his father. (1)
• He forces him to drink the same poison that killed his mother, and  that was meant for him. (1) 
• The revenge could not have been more complete nor poetic. He has  finally achieved what was so impossible for an agonizingly long  time. (2) (4)

[25] 
TOTAL SECTION C: 25 
GRAND TOTAL: 80

SECTION A: ASSESSMENT RUBRIC FOR LITERARY ESSAY – HOME LANGUAGE: POETRY [10 MARKS 

NOTE: If a candidate has ignored the content completely and written a creative response instead, award a 0 mark for both Content and Structure &  Language.

SECTIONS B AND C: ASSESSMENT RUBRIC FOR LITERARY ESSAY – HOME LANGUAGE: NOVEL AND DRAMA [25 MARKS] 

NOTE: If a candidate has ignored the content completely and written a creative response instead, award a 0 mark for both Content and Structure and Language. There must not be more than two categories’ variation between the Structure and Language mark and the Content mark.

ENGLISH HOME LANGUAGE
GRADE 12
PAPER 1 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

MEMORANDUM 

NOTE: 

• This marking memorandum is intended as a guide for markers.
• It is by no means prescriptive or exhaustive. 
• Candidates' responses should be considered on merit. 
• Answers should be assessed holistically and points awarded where applicable. The  memorandum should be discussed before the commencement of marking. 

INSTRUCTIONS TO MARKERS 
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.
• No marks should be awarded for TRUE/FALSE or FACT/OPINION. The  reason/substantiation/motivation/quotation is what should be considered.
• For questions which require quotations from the text, do not penalise candidates for  omitting the quotation marks or for an incorrect spelling within the quotation.
• 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 dialectal variations. 
• For multiple-choice questions, accept BOTH the letter corresponding to the correct  answer AND/OR the answer written out in full.

SECTION A: COMPREHENSION 
QUESTION 1: READING FOR MEANING AND UNDERSTANDING
QUESTIONS: TEXT A 
1.1 People are influenced to think like those feeding them information through the media. (2) 
1.2 The quotes are very significant because they explain why and how people  are easily manipulated and indoctrinated by what is shown / said to them  over and over without critically evaluating it. Gives credibility to the  writer’s assertions/statements. (2) 
1.3 They could have learned the art of persuasion and how to address  people’s basic desires to that they can reel them in and accomplish their  brainwashing agenda. (2) 
1.4

1.4.1 It is a newly formed word by joining “people” and “sheep” to  indicate that these people are unthinking and uncritical of what  they watch, like sheep. (2)
1.4.2 Mocking/Derogatory/Derisive (1)

1.5

1.5.1 Beta (1)
1.5.2 Alpha (1)

1.6 A (1) 
1.7 We see things repeatedly on TV, without critically thinking about them and  so we become indoctrinated to accept certain things that we would not  have done previously. (2) 
1.8 Lacking the literacy necessary for coping with most jobs and many  everyday situations. (2) 
1.9 Yes, 
America is the leader on all terrains of life, and normally events there  precede everything that happens in the rest of the world; also South  Africa. If television watching is that predominant there, it will also be the case in  South Africa. (3) 

OR 

No. 
South African parents are normally more conservative than their American  counterparts, and would probably restrict television watching time more  than is the case in America. (3)

1.10 Teacher discretion:  
Anything including violent behaviour towards peers, on the one hand or  seclusion and brooding behaviour on the other hand. (1) 
QUESTIONS TEXT B1 
1.11 The girls are at a vulnerable age (between 3–5) and can be easily  manipulated and persuaded by images and messages they receive. (2) 
1.12 The message on the television set is to stop (critical) thinking and just to  soak up what is given on the screen, so that indoctrination through  watching television is easily achieved. (2) 
QUESTIONS TEXT B2 
1.13 The man in the image has a television set situated where his head should  be. He is holding a puppet on strings (he is a puppet master). The  message is clear: that the “television mind” is controlling the man and  therefore also the puppet and by making the television think for him the  man is actually the puppet on strings and the television the puppet master. (3) 
QUESTIONS TEXT A AND B 
1.14 The images shown in B support the message of TEXT A, because it  explains that watching television stops critical thinking, and that people  can be controlled and indoctrinated by what they see on television. The  images in B clearly show how young children are encouraged to stop  thinking and that even grown people can be controlled by the television  master. (3) 

TOTAL SECTION A: 30

SECTION B: SUMMARY 
QUESTION 2: SUMMARISING IN YOUR OWN WORDS 
Candidates need to write in full sentences and in the form of instructions. 
Use the following main points that the candidate should include in the summary as a guideline. 
(Any 7 valid points are to be credited in paragraph-form.) 

• Summarise the suggestions (one from each paragraph) on simple ways to  keep a happy, healthy mind. 

Marking the summary 
The summary must 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: words: 
  • 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:  words: 
  • 6–7 quotes: award no language mark 
  • 1–5 points quotes: award 1 language mark 

NOTE: 

• Format 
  Even if the summary is presented in the incorrect format, it must be assessed. 
• Word count: 
• Markers are required to verify the number of words used. 
• Do not deduct any marks if the candidate fails to indicate the number of words  used, or if the number of words used is indicated 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 STRUCURES AND CONVENTIONS 
Marking SECTION C 

• Spelling:
  • 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.
  • Where an abbreviation is tested, the answer must be punctuated  correctly. 
• Sentence structures must be grammatically correct and given in full  sentences/as per instruction. 
• 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 ADVERTISING 
3.1

• The font used indicates having fun and adventure. 
• The circling of the letters and placing of flowers and birds and butterflies  in the speech bubble creates an informal atmosphere and promises that  driving in a Tempest car would be an enjoyable experience. 
• (Learners could also refer to the fact that it seems to be hand-written or  spoken and bringing a personal / sincere aspect into it or makes it lively.) (2) 

3.2

• It is a clever ploy by the advertiser to indicate that driving in a Tempest  car is a human right.
• It is not valid as an argument though, as it does not touch on a basic need of humans. (2) 

3.3

• The company is listed as a level 2 BBBEE (Broad Based Black Economic  Empowerment) Company. (1) 

3.4

• The company is called Tempest Car Hire and a tempest is a storm.
• The logo is a lightning bolt which often accompanies a storm. (2) 

3.5

• It is effective in its message because of the sincere and personal aspect  to it. 
• Body Copy: The font indicates that travelling in a Tempest Car would be  fun and adventurous. 
• Graphic: The lady smiling knowingly validates the idea that clients will  enjoy the experience of driving in the company’s cars. 
• Slogan and catch phrase: We are imperial – shows that Tempest is a cut  above the rest and “your way to a great day”, brings across the message  that the opposite were to be true if you did not travel in a Tempest Car.
  OR
• The advertisement is not very effective in bringing across its message.
• The graphic lacks imagination and is too static and dull to attract the  reader’s attention. 
• Although the font used in the body copy is lively the message is not  carried across clearly enough.
• The advertisement comes across as being unimaginative and boring. (3)

[10]

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA
TEXT E: CARTOON 
4.1 The bold font and square letters indicate the onomatopoeia. Exclamation  marks and symbols indicate swearing and the loudness of the sounds. (2) 
4.2
4.2.1 As the airline is a spin-off of minibus taxis, the following typical  features are observed: 

• Aggressive pilots – pushing in between other planes. 
• Masking tape holding objects in place. 
• Late arrivals and consequent rush to catch up. 
• Hooting and swearing – part of the modus operandi. 
• Passengers have to brave the experience of travelling on this  airline. (Any 3 x 1) (3) 

4.2.2 Bunny chow is typical of local Indian cuisine (and since they are  travelling to Durban, this is the lunch served). (1) 
4.3
4.3.1 Harrowing/Disturbing (1) 
4.3.2

• Passengers sitting ramrod straight – too scared to move. Wide open eyes (frame 8) 
• Cabin crew bracing themselves for take-off, holding on for dear  life (frame 9) 
• Dishevelled hair, downturned mouths, wide, staring eyes  (frame 10) (3)

[10]

QUESTION 5: USING LANGUAGE CORRECTLY 
TEXT F 
5.1 allusion → illusion (1)
5.2 themselves → itself (1)
5.3 an ideal/perfect place/state (1)
5.4 weather → whether (1)
5.5 amount (1)
5.6 The owners’ interests. (1)
5.7 utilisation (1)
5.8 C/Metaphor (1)
5.9 We are intentionally being deceived by the media. (1) 
5.10 Sarcastic/Cynical/Bitter (1)

[10] 
TOTAL SECTION C: 30 
GRAND TOTAL: 70

ENGLISH HOME LANGUAGE
GRADE 12
PAPER 3 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of TWO sections:
   SECTION A: Essay (50)
   SECTION B: Transactional texts (50) 
2. Answer ONE question from SECTION A and TWO from SECTION B. 
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. a mind map/diagram/flow chart/key words, etc.), edit and  proofread your work. The planning must appear BEFORE the answer. 
6. All planning must be clearly indicated as such. It is advisable to draw a line across  all planning.
7. You are strongly advised to spend approximately: 
   • 80 minutes on SECTION A
   • 70 minutes on SECTION B 
8. Number each response correctly according to the numbering system used in this  question paper. 
9. Give each response a suitable title/heading, as indicated by the question. NOTE: The title/heading must NOT be considered when doing a word count. 
10. Write neatly and legibly

QUESTIONS

SECTION A: ESSAY 
QUESTION 1 

• Write an essay of 400–450 words (2–2½ pages) on ONE of the following topics.
• Write the number of the topic you have chosen. 

1.1 The following words should appear during the course of your essay: The answer was so obvious. [50]
OR 
1.2 The path curved ahead … [50]
OR 
1.3 “Change will not come if we wait for some other person or some other time. We  are the ones we’ve been waiting for. We are the change that we seek.” [Barack Obama] [50] 
OR 
1.4 “Man as an individual is a genius. But men in the mass form the headless monster,  a great, brutish idiot that goes where it is prodded.” [Charlie Chaplin] [50] 
OR 
1.5 People observe the colors of a day only at its beginnings and ends, but to me it’s  quite clear that a day merges through a multitude of shades and intonations, with  each passing moment. A single hour can consist of thousands of different colors.  Waxy yellows, cloud-spat blues. Murky darknesses. [The Book Thief – Markus Zusak] [50] 
OR
1.6 The pictures reproduced below may evoke a feeling in you, stir your imagination or  evoke another response. 

• Select ONE picture and write an essay in response. 
• Write the question number of your choice (1.6.1, 1.6.2 or 1.6.3) and give your  essay a title. 
• There must be a clear link between your essay and the picture you have  chosen. 

1.6.1

[Sawubona magazine] [50] 
OR 
1.6.2   [50] 
OR
1.6.3

[Sawubona magazine] [50] 

TOTAL SECTION A: 50

SECTION B 
QUESTION 2 

• Respond to TWO of the following topics.
• The body of EACH answer should be 180–200 words (20–25 lines).
• Pay careful attention to the following: 
  • content and planning 
  • audience, register, tone, language and style 
  • structure, format and editing 

2.1 REVIEW 
You have seen a very modern version of the play you studied in grade 12. The  director also made some controversial changes to the play. 
You have been asked to write a review of the play. The review will be included in  a special supplement aimed at grade 12 learners. [25] 
OR 
2.2 FORMAL LETTER TO THE PRESS 
The following article appeared in Sawubona magazine: 

Write a letter to the Editor of the Sawubona magazine in response to the article. [25]
OR 
2.3 LETTER OF REQUEST 
You and a group of friends wish to cycle from East London to Cape Town to raise  awareness and money for a charity/cause/welfare association. However, a trip of  this nature, which will take ten days to complete, requires extensive funding. 
You decide to request sponsorship from a wealthy company in your community.  Write a letter to the financial officer of the company in which you explain the  reasons for the trip and motivate your request for sponsorship. [25] 
OR 
2.4 AGENDA AND MINUTES 
You are your school’s TADA (Teenagers against Drugs and Alcohol) chairperson.  A meeting has been convened with the TADA representatives from other schools  to discuss the problems of alcohol and drug abuse in schools and steps to combat  the problems. 
Write the minutes and agenda for the meeting. [25] 
OR 
2.5 FORMAL SPEECH 
“Communication – the human connection – is the key to personal and career  success.” [Paul J. Meyer] 
You have been selected to address your peers on the importance of effective  communication in achieving success in their chosen careers. 
Write the speech you deliver during a special assembly. [25] 
OR 
2.6 INTERVIEW 

[Based on an article in Discovery magazine (2009)] 
You are a reporter for your local radio station. After reading the above article,  you invite Derick Brummer for an interview. Write the interview which you  conduct with this inspirational man. [25] 

TOTAL SECTION B: 50 
GRAND TOTAL: 100 

ENGLISH HOME LANGUAGE
GRADE 12
PAPER 2 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. Please read this page carefully before you begin to answer questions. 
2. 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 texts  you have studied this year. Thereafter, read these questions and choose the  ones you wish to answer. 
3. This question paper consists of THREE sections.
   SECTION A: POETRY (30)
   SECTION B: NOVEL (25)
   SECTION C: DRAMA (25)
4. Follow the instructions at the beginning of each section carefully. 
5. Answer FIVE QUESTIONS in all: THREE in SECTION A, ONE in SECTION B  and ONE in SECTION C. Use the checklist to assist you. 
6. Number the answers exactly as the questions have been numbered in the  question paper. 
7. Start each section on a NEW page.
8. Write neatly and legibly.
9. Suggested time management: 
   SECTION A: approximately 40 minutes
   SECTION B: approximately 55 minutes
   SECTION C: approximately 55 minutes 
10. LENGTH OF ANSWERS:
    • Essay questions on poetry should be answered in 250–300 words.
    • Essay questions on the Novel and Drama sections should be answered in  400–450 words. 
    • The length of answers to contextual questions should be determined by  the mark allocation. Candidates should aim for conciseness and  relevance.
11.  CHOICE OF ANSWERS FOR SECTIONS B (NOVEL) AND C (DRAMA): 
    1. Answer ONLY questions on the novel and the drama you have studied. 
    2. Answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION.  If you answer the essay question in SECTION B, you must answer the  contextual question in SECTION C. If you answer the contextual question  in SECTION B, you must answer the essay question in SECTION C.

SECTION A: POETRY 

NOTE: 
In sections B and C, answer ONE ESSAY QUESTION and ONE CONTEXTUAL  question. If you answer an essay question from SECTION B, you must answer a  contextual question from SECTION C. If you answer a contextual question from  SECTION B, you must answer an essay question from SECTION C. 
SECTION B: NOVEL 
ANSWER ONLY ON THE NOVEL YOU HAVE STUDIED.

ANSWER ONLY ON THE DRAMA YOU HAVE STUDIED. 

CHECKLIST 
Use this checklist to ensure that you have answered the correct number of  questions.

QUESTIONS

SECTION A: POETRY 
PRESCRIBED POETRY:
Answer ANY TWO of the following questions.
QUESTION 1: PRESCRIBED POETRY – ESSAY QUESTION 

In a carefully planned essay, critically discuss how the poet uses structure, imagery  and sound devices to indicate the fierceness of the oncoming storm. Your essay  must be 250–300 words (about ONE page) in length. [10] 
OR
QUESTION 2: PRESCRIBED POETRY – CONTEXTUAL QUESTION 

2.1 Comment on the repetition of the title in the poem. (2)
2.2 How does the use of pronouns reveal the nature of the speaker’s  relationship? (2) 
2.3 Discuss critically the poet’s use of format to indicate different tones. (3) 
2.4 To what extent do you think that this is a love poem if references are made to  ‘silent land’ (line 2) and ‘darkness and corruption’ (line 11)? Refer to the  whole poem in support of your answer. (3) [10] 
OR
QUESTION 3: PRESCRIBED POETRY – CONTEXTUAL QUESTION 

3.1 Explain the metaphor in line 1. (2) 
3.2 Describe how the unusual word ‘blossomers’ in line 7 helps create an unusual  image in the same line. (2) 
3.3 The speaker suggests that the appearance of the frost is fleeting and  misleading. How does he convey this in lines 10–13? (3) 
3.4 Comment on the poet’s use of diction in the last four lines to create the final  tone. (3) [10] 
OR
QUESTION 4: PRESCRIBED POETRY – CONTEXTUAL QUESTION 

4.1 Refer to lines 6–7. Comment on the use of ‘burn’ and ‘golden’ to indicate  a change in feelings. (2) 
4.2 Refer to lines 11–15. Describe, in your own words, what gives Africans  the ability to ‘bless things’. (2) 
4.3 Discuss critically the poet’s ironic choice of ‘elegy’ in the title. (3) 
4.4 How does the speaker suggest Africans manage to deal with hardship?  Refer to the last two stanzas in support of your answer. (3) [10] 
AND
UNSEEN POETRY: The following question is compulsory. 
QUESTION 5: UNSEEN POETRY – CONTEXTUAL QUESTION 

5.1 How do the words ‘cruel’ and ‘fool’ add to the speaker’s opinion of himself in  stanza 1? (2) 
5.2 Refer to lines 6–7. Explain how the metaphors indicate the speaker’s love  that he had thrown away. (3) 
5.3 The poet is a well-known composer and singer, who was awarded the Nobel  Prize for Literature in 2016. Identify two musical characteristics in the poem. (2) 
5.4 Refer to the last two stanzas. Identify the tone by close reference to the  speaker’s instructions in support of your answer. (3) [10] 

TOTAL SECTION A: 30

SECTION B: NOVEL
Answer ONLY on the novel you have studied. 
THE PICTURE OF DORIAN GRAY – OSCAR WILDE 
Answer EITHER QUESTION 6 (essay question) OR QUESTION 7 
(contextual question). 
QUESTION 6: ESSAY QUESTION – THE PICTURE OF DORIAN GRAY 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, critically  discuss to what extent Dorian Gray’s character is shaped by his association with  Lord Henry. [25] 
OR
QUESTION 7: CONTEXTUAL QUESTIONS – THE PICTURE OF DORIAN GRAY
Read the extracts below and then answer the questions that follow. 
EXTRACT A

7.1 Lord Henry and Dorian Gray are discussing Sibyl Vane’s mother. What are  Sibyl’s circumstances? (3) 
7.2 Mention two things evident about Lord Henry’s character in lines 1–4. (3)
7.3 Refer to lines 8–13. Explain how Lord Henry tries to manipulate Dorian. (3)
7.4 What impression is created of Dorian’s relationship with Sibyl in this extract? (3)
7.5 What are the reasons for Lord Henry’s ‘subtle sense of pleasure’ (line 28)? (3) 
AND 

EXTRACT B 

7.6 Place the extract in context. (3)
7.7 Critically discuss the relationship between Dorian and Adrian Singleton. (3) 
7.8 Account for the change in Dorian Gray’s character from the enthusiastic lover  in Extract A to the world-weary opium den visitor in Extract B. (4)

[25] 

OR
LIFE OF PI – YANN MARTEL 
Answer EITHER QUESTION 8 (essay question) OR QUESTION 9 (contextual  question). 
QUESTION 8: ESSAY QUESTION – LIFE OF PI 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss to  what extent Pi’s determination to survive is shaped by external circumstances. [25] 
OR
QUESTION 9: CONTEXTUAL QUESTIONS – LIFE OF PI 
Read the extracts below and then answer the questions that follow. 
EXTRACT C 

9.1 Pi had invited Mr Kumar to the zoo. Describe their relationship. (3) 
9.2 What type of person is Mr Kumar? Refer to lines 3–15 in support of your  answer. (3)
9.3 Mr Kumar’s first visit to the zoo indicates a reversal of roles between him  and Pi. Discuss. (3) 
9.4 Refer to lines 20–24. Discuss the roles of the two Mr Kumars in Pi’s life and  provide an explanation for the fact that both men share exactly the same  name. (3) 
9.5 How does this encounter with the zebra keenly eating the carrot (line 29)  compare to a later encounter with a zebra on the boat? (3) 
AND 

EXTRACT D 

9.6 At this stage Pi is blind. Discuss Pi’s state of mind when he euphemistically  refers to the castaway’s ‘overeager embrace’ (line 3) and calls him ‘brother’  (line 3). (3) 
9.7 ‘This was the terrible cost of Richard Parker.’ (line 14) Critically comment on  the nature of the relationship between Pi and Richard Parker. (3) 
9.8 ‘Something in me died that has never come back to life.’ (lines 16–17).  Briefly relate how the confident Pi from Extract C has become Pi who carries  death in his soul in Extract D. (4)

[25] 
TOTAL SECTION B: 25 

AND
SECTION C: DRAMA 
Answer ONLY on the drama you have studied. 
OTHELLO – WILLIAM SHAKESPEARE 
Answer EITHER QUESTION 10 (essay question) OR QUESTION 11 (contextual  question). 
QUESTION 10: ESSAY QUESTION – OTHELLO 
‘A tragic hero is a character who comes to misfortune through a  fatal character flaw.’ 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss to  what extent the quotation is true about Othello. [25] 

OR

QUESTION 11: CONTEXTUAL QUESTION – OTHELLO 
Read the extracts below and answer the questions that follow. 
EXTRACT E 

11.1 Place the extract in context. (3)
11.2 Describe the relationship between Othello and Cassio at this stage. (3) 
11.3 Comment critically on the situation where Michael Cassio is in charge of  Iago. (3)
11.4 Explain the irony of Othello’s utterance that ‘Iago is most honest.’ (line 7) (3) 
11.5 In lines 14–26 Iago and Cassio are discussing Desdemona. With close  reference to these lines, point out the different attitudes the men reveal  when they talk about Desdemona. (3) 
11.6 Cassio eventually agrees to go out drinking with Iago. How does this  decision determine his fate in the rest of the play? (3) 
AND 

EXTRACT F 

11.7 How accurate, in your opinion, is the metaphorical language used in  lines 1–5 to describe Othello and Desdemona? (3) 
11.8 Othello reveals two different approaches towards Desdemona in Extract E  and Extract F. How should an actor use his voice to show his attitude in  each extract? (4)

[25] 

OR
THE CRUCIBLE – ARTHUR MILLER 
Answer EITHER QUESTION 12 (essay question) OR QUESTION 13 (contextual  question). 
QUESTION 12: ESSAY QUESTION – THE CRUCIBLE 
‘A tragic hero is a character who comes to misfortune through a  fatal character flaw.’ 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss  to what extent the quotation is true about John Proctor. [25] 
OR

QUESTION 13: CONTEXTUAL QUESTION – THE CRUCIBLE
Read the extracts below and then answer the questions that follow. 
EXTRACT G

13.1 Relate the circumstances under which Reverend Hale is visiting Salem. (3) 
13.2 Comment on the dramatic impact the books would have as part of  Hale’s entrance to the stage. (3) 
13.3 Refer to lines 7–12. Provide a possible reason for Hale recognising and  meeting Rebecca before anybody else. (3) 
13.4 From what you know about Parris, what does he imply when he explains  ‘No, no, these are farmers.’ (line 25)? (3) 
13.5 What does the audience learn from John Proctor’s words in lines  31–32? Mention two things. (3) 
AND

EXTRACT H 

13.6 To what extent is Danforth’s accusation that Parris is ‘a brainless man’  (line 3) true? Refer to the whole play in support of your answer. (3) 
13.7 Comment critically on Danforth and Hathorne’s responses to the  explanation that neighbouring Andover’s court has decided not to  continue with prosecuting witchcraft cases. (3) 
13.8 Refer to Extracts G and H. How would you instruct an actor playing  Parris to use his voice to convey the different moods in each extract? (4)

[25]

OR 

HAMLET – WILLIAM SHAKESPEARE 
Answer EITHER QUESTION 14 (essay question) OR QUESTION 15 (contextual  question). 
QUESTION 14: ESSAY QUESTION – HAMLET 
‘A tragic hero is a character who comes to misfortune through a fatal  character flaw.’ 
In a carefully planned essay of 400–450 words (2–2½ pages) in length, discuss  to what extent the quotation is true about Hamlet. [25] 

OR

QUESTION 15: CONTEXTUAL QUESTION – HAMLET 
EXTRACT I

15.1 Place the extract in context. (3) 
15.2 Comment on the dramatic effect the ghost would have on an  Elizabethan audience. (3) 
15.3 Refer to lines 10–24. How does the ghost try to persuade Hamlet to  avenge his murder? Mention two things. (3) 
15.4 Why does the ghost refer to his murder as ‘strange and unnatural’  (line 29)? (3) 
15.5 Explain how Hamlet’s intention he expresses in lines 30–32 is ironic. (3) 

AND 

EXTRACT J

15.6 What do you think Gertrude implies when she calls for her son and not  the King just before she dies? Mention two things. (3) 
15.7 Suggest how an actor should act and speak Laertes’s words in  lines 7–14. (3) 
15.8 Refer to lines 19–21. Hamlet is a man of action in this scene. How  does he finally avenge his parents’ deaths? (4)

[25] 
TOTAL SECTION C: 25 
GRAND TOTAL: 80

ENGLISH HOME LANGUAGE
GRADE 12
PAPER 1 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of THREE sections:
   SECTION A: Comprehension (30)
   SECTION B: Summary (10)
   SECTION C: Language Structures and Conventions (30)
2. Read ALL the instructions carefully. 
3. Answer ALL the questions. 
4. Start EACH section on a NEW page. 
5. Rule off after each section. 
6. Number the answers correctly according to the numbering system used in  this question paper. 
7. Leave a line after each answer.
8. Pay special attention to spelling and sentence construction. 
9. Suggested time allocation:
   SECTION A: 50 minutes
   SECTION B: 30 minutes
   SECTION C: 40 minutes
10. Write neatly and legibly.

QUESTIONS

SECTION A: COMPREHENSION 
QUESTION 1: READING FOR MEANING AND UNDERSTANDING Read TEXTS A and B and answer the questions set. 
TEXT A 

AND

TEXT B 

QUESTIONS TEXT A 
1.1 Explain what you understand under the title: “Mass Media Brainwashing”. (2) 
1.2 What is the significance of the inclusion of the quotes by Goebbels and  Hitler? (2) 
1.3 What do you think the Nazis could have learned from American corporate  advertising techniques? (Paragraph 3) (2) 
1.4 Refer to the word sheeple in Paragraph 3. 

1.4.1 Comment on the use of the word here. (2)
1.4.2 What tone is conveyed by this word? (1) 

1.5 Indicate which type of brainwave will be observed when the following  actions take place: 
Write only the words alpha or beta next to the number. 

1.5.1 Taking down notes on poetry. (1)
1.5.2 Daydreaming in class. (1) 

1.6 In which instance would the left side of the brain be employed more? Choose between A or B. 

1. Reading the play Othello. 
2. Watching the film based on the play. (1) 

1.7 In your opinion, wherein lies the true danger of watching television  indiscriminately? Refer to paragraph 9 for the following questions. (2)
1.8 What do you understand under the term “functionally illiterate”? (2) 
1.9 After reading the statistics (which are based on the tendency of the  American population), do you think a similar tendency might be found in  South Africa? Motivate your response. (3) 
1.10 Give an example of antisocial behaviour that pre-schoolers who watch television violence, (bullet no. 7) might exhibit. (1) 
QUESTIONS: TEXT B1 
1.11 What is significant about the age of the girls watching television? (2)
1.12 Describe the message given on the television screen in B1. (2)
QUESTIONS: TEXT B2 
1.13 Explain in detail what is communicated about television in the picture at B2  by analysing the graphic (3) 
QUESTIONS TEXT A AND B 
1.14 Critically discuss whether the images shown in TEXT B support OR contradict the message of TEXT A. (3) 

TOTAL SECTION A: 30

SECTION B: SUMMARY 
QUESTION 2: SUMMARISING IN YOUR OWN WORDS. 
The edited passage below (TEXT C) is about “Simple Ways to keep a happy,  healthy mind”. 

You are required to do the following: 

1.  In a fluent paragraph, summarise suggestions on how to keep a healthy,  happy mind.
2. Your summary should include SEVEN points (one from each paragraph).
3. Do NOT exceed 90 words.
4. You are not required to supply a title for the summary.
5. Include your word count at the end of the summary. 

TEXT C 

TOTAL SECTION B: 10

SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS 
QUESTION 3: ANALYSING ADVERTISING 
Study the following advertisement (TEXT D) below and answer the set questions.
TEXT D 

The text reads as follows:   Human Right #13: the Right to move around in  one of our Rentals  Text at bottom of page: Your Way to a great Day

3.1 Comment on the font used in the body copy (“the right to move around …”). (2) 
3.2 Discuss the validity of the claim that moving around in one of the company’s rentals is a human right. (2) 
3.3 Which clear indication is there that this company complies with the Labour Relations Act? (1)
3.4 Explain the link between the company’s name and its logo. (2) 
3.5 Critically discuss how effective the advertisement is in bringing across its  message. (3)

[10]

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

[Source: Facebook.com] 

4.1 Discuss how font, punctuation marks and symbols are used to indicate  sound. (2) 
4.2 Critically discuss stereotyping found in this comic strip with specific  reference to: 

4.2.1 The airline company (with reference to its origin). (3)
4.2.2 The choice of lunch served. (1)

4.3 Consider the kind of experience Madam and Grandma had on this flight.

4.3.1 Give ONE word to describe it. (1) 
4.3.2 Write down THREE visual clues from the last three frames to  support your answer. (3)

[10]

QUESTION 5: USING LANGUAGE CORRECTLY 
Read TEXT F, which contains some deliberate errors, and answer the set  questions. 
TEXT F 

5.1 Correct the malapropism in paragraph 1. (1)
5.2 Correct a concord error in paragraph 1. (1)
5.3 Explain what utopia (paragraph 2) is. (1)
5.4 Correct a spelling mistake in paragraph 2. (1)
5.5 Choose the correct word between (number/amount) in paragraph 2. (1)
5.6 There is a missing punctuation mark in paragraph 3. Correct it. 
5.7 Supply the noun form of utilised. (1)
5.8 “The media drums to the heartbeat of these owners”, is an example of … (1)
Choose the correct option: 

1.  onomatopoeia.
2. hyperbole.
3. metaphor.
4. oxymoron. (1)

5.9 Write the following sentence in the passive voice: 
“… the media is intentionally deceiving us …” (1) 
5.10 Supply ONE word to describe the tone of the passage. (1)

[10] 
TOTAL SECTION C: 30 
GRAND TOTAL: 70