MINISTRY OF EDUCATION

FIJI YEAR 13 CERTIFICATE EXAMINATION

2017

ENGLISH

COPYRIGHT: MINISTRY OF EDUCATION, FIJI 2017.

1
 FIJI YEAR 13 CERTIFICATE EXAMINATION – 2017
EXAMINER’S REPORT : ENGLISH

INTRODUCTION

A total of 7709 candidates appeared for the 2017 FY13CE English Examination compared to the
7317 who sat in 2016.

It is an honour to compile this report on behalf of the markers for the English Language of the
national examination. Evident improvements were in questions dealing with Other Forms of
Writing, Summary, Varieties of English and Literature, in particular, the Poetry and Short Story
questions. However, the overall performance still needs greater improvement.

There is no iota of doubt that those candidates who performed very well have been products of
those teachers who have displayed genuine commitment and appropriate guidance throughout
the year(s) with and for their students. This serves as a platform for the rest for the coming years
to serve and deliver even better, all for the sake of our students whose selection for higher studies
depends so much on this examination’s performance.

The hard work and commitment of English teachers therefore, is duly appreciated.

GENERAL COMMENTS

QUESTION 1 EXPOSITORY ESSAY (15 marks)

Some notable improvements were made from 2016. However, it is evident that some students
could not confirm to the formal writing conventions.
• Students are to be exposed to current national, international and regional issues that have
relevance.
• The Structure is to include an introduction (general topic/topic statement, explanation and
summary of key points) body/development (five ideas- well discussed and developed) and
conclusion (reinforces the topic statement and key points). A handful of students failed to
adhere to this, thus lost marks.
• A lot of practice should be carried out on how to construct topic sentences and planning.
• For accurate and correct sentences, students should be taught the basic rules of grammar.
• Attention should be placed on linkages between sentences and also between paragraphs.

2
Strengths
 Candidates who scored exceptionally well were confident in their choice of topics which
clearly reflects exposure and practice of current issues in the classrooms.
 Valid arguments were illustrated and justified.
 Fluency of writing and good choice of vocabulary was clearly evident.
 TEXC Model used by candidates allowed for appropriate cohesion and paragraphing.
 A variety of sentence patterns and vocabulary featured in many brilliant answers which were
also error-free.
 Appropriate tone and styles of writing were used which also reflected the emphasis placed on
these by teachers.
 Appropriate use of the passive voice was evident which contributed to the overall formal tone
of this style of writing.
 There was effective use of in depth ideas and facts.
 Logical organisation and well presented.

Weaknesses
It is important to note that on average, about half the students showed the following weaknesses
in their essays:
 Limitation in responses in scope, depth and substance in content.
 Limited knowledge on topical issues is evident when students don’t provide examples or
justify their arguments.
 Organisation of ideas within essays is still problematic.
 Too many personal pronouns affect the tone.
 Verbosity and redundancy is still common with some students which results in off-topic
content.
 Errors in spelling, agreement, punctuation, tense and others such as, inconsistent verb form.
 Scripts written with fading ink, all capital letters and illegible handwriting could be a struggle
to read and may have caused unnecessary loss of marks in some extreme cases.

Analysis
(a) Learning about Fiji’s history evokes patriotism
• This was the third popular choice; however, students failed to discuss how Fiji’s history
evokes patriotism.
• Limited vocabulary and lack of understanding of the entire topic cost students who attempted
this topic crucial mark.

(b) Digital literacy captivates students

• This was the 2nd popular choice and most students who attempted this option did well

3
(c) Ethics education is necessary for youth development
• This was the least popular choice as only a handful of students did this.
• Unfortunately, ethics was interpreted as ethnicity by those who tried this option.

(d) Physical education needs to be taken seriously

• The most popular question but not all scored well in this section.
• Some students did not understand why physical education should be taken seriously- instead
they wrote about sports such as, rugby and soccer and other types.
• Regrettably, a giveaway topic on Physical Education (PE) was not fully understood by some
students.

(e) Enterprising is a life-long skill

• Like option C, another unpopular topic with limited discussions and lack of substantial
examples/facts to add credibility to the essay.

QUESTION 2 PERSONAL WRITING (10 marks)

The most popular option attempted by students was option (e). The other options: (a) and (b)
were equally attempted, while (c) and (d) were the least attempted. The topics were student-
friendly but some students found difficulty, thus lacked in-depth ideas and as a result lost marks
for content.

The genres can be incorporated when teaching Varieties of English, Comprehension, Language
and Literature. This will enable students to understand the mechanics better and also make
learning more interesting. More exposure to print materials such as, letters to the editor,
magazine articles, speeches, advertisements, journals and diary entries is needed. The use of the
following common practices is still present:
 Text messaging language
 Vernacular
 Vulgarity in language usage
Strengths
 A good understanding of the topic.
 Maturity of ideas, clear insight, interesting viewpoints and imaginative ideas
 Correct format for the different registers chosen.
 Suitable language and vocabulary usage.
 Very good answers are a reflection of students’ exposure to the media.

4
Weaknesses
 Grammatical lapses and wrong choice of vocabulary is still emerging, impeding fluency.
 Some inconsistencies in layout/format especially in report writing and the newspaper report.
 Use of expository style meant that marks were deducted from style.
 Sentence structure needs improvement.
 Students’ ‘babbling’ is an indication of lack of ideas and poor organisation.
 Illegible hand writing.

Analysis
a) Report Writing
Students are still not familiar with the format of report writing. It was discouraging to note that
some students were not reading the question carefully and instead of writing on the Inter –
house school athletics competition training, students wrote on:
• Rugby, netball and hockey training;
• National competition;
• Some students did not answer all aspects of the question;
• Lacked full details;
• Limiting discussion on the actions taken; and
• Other relevant ideas were missing.

b) Narrative Essay
• Candidates who attempted this did fairly as most of their content didn’t make sense when
they used the proverb.
• Students displayed ignorance.

c) Script for a debate

• Only a handful of students attempted this question.
• Content was fairly done but only a few students from those that attempted this option had
written the debate in its appropriate style.

d) Newspaper Report
• Only a handful of students attempted this question.
• Content was fairly done but the style used wasn’t appropriate.
• Students who attempted this question displayed confusion as most students wrote about the
plot/characters instead of the ending.
• Most of the students who attempted this option lost marks for style of writing as they used
letter to the editor format instead.
5
e) Photograph (Any Other Style)
The students’ interpretation and discussion of the photograph was quite impressive. The subject
of the content was not limited to sports only. This was the most popular choice and the style
chosen varied according to preferences:
• Narrative Essay
• Letter to a friend
• Conversation
• Diary Entry
• Descriptive Essay
• Letter to the Editor.

QUESTION 3 COMPREHENSION (15 marks)

This is supposed to be the scoring section as answers are to be extracted from the given passage.
The comprehension was locally based; however, it was worrying to find that students could not
extract answers from the given passage. Students need to be reminded that they do not use their
own knowledge to answer the questions but the facts from the given passage. Another reminder
that needs to be given to the students is the nature of the question which should be carefully read
so that they score the maximum mark allocated for each question.

Strengths
 A good understanding of the given passage.
 Ability to use their own words when writing their answers.
 About 96% of the candidates completed this question.

Weaknesses
 Grammatical lapses.
 Direct lifting of answers from the passage.
 Sentence structure needs improvement.
 Incomplete answers.
 Illegible hand writing.

6
QUESTION 4 SUMMARY WRITING (8 marks)

• Summary writing is a skill that students should be able to master if they are given more
practice throughout the academic year.
• It is evident that students still make the common mistakes that have been mentioned in
previous years’ reports.
• Repetition of the same errors gives a negative reflection of teachers of English in their
inability to expose students through an integrated approach on the threads of how to improve
skills of writing summaries.
• Teachers should emphasise that transitional phrases are not necessary for joining
sentences within a paragraph as these are used to join paragraphs for cohesion
purposes in formal writing specifically, expository essay. The general rules of summary
writing should be highlighted and the breakdown of the allocated marks for this
question.

Strengths
 A good understanding of the passage.
 Suitable language and vocabulary usage.
 Ability to identify topic sentences and supporting statements.

Weaknesses
 Grammatical lapses still emerging impeding fluency.
 Some inconsistencies in layout/format as some students are still writing a two paragraph
summary.
 Sentence structure needs improvement.
 Direct lifting of points.
 Overuse of transitional phrases.
 Examples are still present in summary.
 Illegible hand writing.
 Inability to identify topic sentences

QUESTION 5 VARIETIES OF ENGLISH

Tested in this section are the basics which should be at its best at this level. It is worrying if
students reach this level and are still unsure of basic concepts such as, Tenses which is covered
in detail in Link 3 & Target 3 at Year 9 level. Basics of grammar must be continuously revisited
in the class since English is a second language for the majority students in our Fiji classrooms.

7
Since reading is becoming dormant with the advent of technology, it is vital that teachers be
innovative by using technology to teach aspects of the Year 13 English Curriculum. It is
suggested that basics of grammar and language usage are not taught in isolation but through the
integrated approach which will greatly assist the students to internalise the skills.

PART I LANGUAGE USAGE (10 marks)

a. Prepositions
 More activities should be given for revision purposes on parts of speech in general.
 Rules on how to use the different prepositions should be highlighted.
 Target 7 by Cliff Benson is a good resource.

b. Proof reading
 Unfortunately, majority of the students did not get full marks in this question.
 More activities should be given on this. (Use the Senior Language text)

c. Sentence Rewriting
 Rules of rewriting sentences from direct to reported speech and vice versa should be stressed.
 Active & Passive voice sentence structure needs more attention as well.

d. Synonyms
 It was so disappointing to see that majority of the students did not score any marks in this
question despite the fact that the words were taken directly out of the prescribed text for Year
13.

PART II REGISTER STUDY (12 marks)

 The most popular Pairs were: Question 6: Language of Literary Criticism and Question 9:
Language of Religion.
 Question 7: Language of Public Speaking and Question 8: Language of Legalese was not so
popular a choice but were attempted better than the other pair.

 Teachers must note that prepositions and conjunctions must not be given as features to
any of the registers because they are common in all registers. This has been reiterated in
previous examiner’s reports and the HOD must ensure that all teachers have access to and
perhaps have a PD on that.

8
Strengths
 Being able to correctly identify the tone of register given in the excerpts.
 Ability to differentiate Linguistic from non-linguistic features.

Weaknesses
 Repetition of answers which reflects laxity on the part of the candidate to revise/know ALL
the features of the registers
 Failure to provide examples for features identified.
 Writing in Complete Sentences is also mandatory here - again already documented in
previous years’ examiner’s reports.
 Illegible hand writing.
 Inability to differentiate features from typical features of a register.

SECTION E LITERATURE (30 marks)

This section was very well answered by majority of the candidates due to the change in the Year
13 recommended poems and texts for short stories. As a result, the candidates were able to
select the correct and most appropriate text/poems for the questions they attempted. However,
introduction to most literature essays merely regurgitated the question or given statements.
Using integrated approach to teach the genres will help teachers solve part of the grammar &
language usage problems.

Teachers should challenge themselves by teaching all genres and not their personal preference.
It is worrying to see students losing interest in drama because this is a scoring section regardless
of the use of old English in the text. This also reflects the lack of exposure to this genre from
Year 9. Heads of Language Departments and senior teachers of English should encourage
department members to be innovative, resourceful and dynamic by moving out of their comfort
zone in teaching literature creatively. It is mandatory for teachers to teach all the three
genres and the students to make their choice for examination purposes.

Teachers should note that background information about authors/writers/poets/playwright

in the study of literature helps students understand the motive/situation/experiences of the
authors/writers/poets/playwright in the production of the text of study. There is a need to
reinforce through literature lessons, the structure of essay writing especially, with
introductory paragraphs. Do not give them samples of introductions but show them how to
write introductions effectively.

9
Part I Genre: Prose

Questions 12 and 10 were the most popular choices followed by question 11. Question 13 was
attempted by a handful of students and it was unfortunate that they did not have any
knowledge about the author’s background.

Strengths
 Titles and authors of works were correctly identified.
 Appropriate quotes were cited.
 Sound knowledge of works under study was evident.

Weaknesses
 Candidates were discussing two aspects of love from each short story rather than one from
each story.
 Failure to correctly spell the names of Rosemary Timperley and Ellen Conford (Cornford).
 Failure to indicate the titles of work using quotation marks or by underlining in the
paragraph.
 Inability to relate the two parts of a given question by some candidates.

Part II Genre: Drama

Drama continues to be the unpopular choice over the years recently, although the nature of the
questions for this genre was quite simple and straightforward. From the candidates who
attempted this genre, Questions 15 and 16 were the popular choices while very few attempted
Questions 14 and 17.

Strengths
 Correct identification of playwright and title of the play.
 Selection of correct character.
 Knowing the series of events that lead to the climax.

Weaknesses
 Wrong identification of the ghost scene.
 Failure to relate internal conflicts.
 Insufficient quotes for reference.

10
Part III Genre: Poetry

Almost 90% of the candidates attempted this genre and Question 18 was the most popular choice
despite some failing to interpret the key term ‘stereotyping’ which affected their marks.
Question 19 which was the easiest option was the second popular choice followed by questions
21 and 20.

Strengths
 Appropriate use of quotes from the works cited.
 Sound knowledge of the works under study, especially the styles and themes.
 A few were able to interpret stereotype correctly.

Weaknesses
 Insufficient quotes for each poem.
 Some students still fail to link imagery to the creation of the mood of the poems.

CONCLUSION

Please ensure that this Report is read thoroughly and that all observations and trends extracted
from the year’s exam are taken seriously in order to improve the quality of your teaching and
passes in English for your students of Year 13 in 2018 and beyond.

From the common and recurring mistakes evident in candidates’ answers, it is apparent that most
Year 13 Teachers of English highly need to take serious heed of the Examiners’ Reports. As
English Teachers, you are not oblivious to the notion that English creates opportunities otherwise
impossible. This is all the more reason that we can make English everyone’s cup of tea. Its
teaching needs also to be taken seriously in all schools because every other subject is taught in
the English language (except for Vernacular). Therefore, these other subjects will definitely be
affected in some way or another.
If and when we realise for our students that teaching English well will open countless
opportunities for our students beyond, we have accomplished half our mission. The rest of our
school journey will ensure that we embark on the notion that English changes lives, ultimately
achieving quality teachers and students with quality passes.

11
FIJI YEAR 13 CERTIFICATE EXAMINATION
2017

ENGLISH

MARKING SCHEME
&

DETAILED SOLUTIONS

12
QUESTION 1 (15 marks)

Write an expository essay of about 250 words on one of the following topics. (13 marks)

Write a plan. (2 marks)

Students can write a plan using any of the methods below:

Structured plan  As long as there is a brief plan
Diagramming  Has a bit of information on what is to be discussed in the Intro. and
Fish bone Concl.
Web  At least 2-3 bullet points per paragraph.
Other

MARKING SCHEME

QUESTION 1 FORMAL WRITING (15 marks)

Criteria Descriptor Marks
Plan ᛫ Plan thoroughly linked and followed in Introduction, Content ᛫ 2
and Conclusion
᛫ Plan done and followed but missing points for introduction and ᛫ 1½
conclusion
᛫ Plan done but not closely ᛫ 1
᛫ followed Plan done but not ᛫ ½
᛫ followed at all No plan ᛫ 0
Introduction  Linked closely and relevant to topic  1
 Not closely linked to topic/ rephrases topic  ½
 Irrelevant and not in any way relevant to topic  0
Content  5 or more relevant ideas with supporting discussion/examples  5
 4 relevant ideas with supporting discussion/examples  4
 3 relevant ideas with supporting discussion/examples  3
 2 relevant ideas with supporting discussion/examples  2
 1 relevant idea with supporting discussion/examples  1
 Totally off topic with supporting discussion/examples  0
Conclusion  Appropriate
m and links well to whole essay  1
 Not closely linked to whole essay /rephrases introduction  ½
 Irrelevant and inappropriate and not in any way linked to essay  0
Accuracy  No errors  3
 2 – 4 different types of errors  2
 5 – 6 different types of errors  1
 7 or more different type of errors  0
(spelling, punctuation, tense, wrong word order, capitalization, word
form, preposition, article, conjunction, degree of comparison, voice,
subject-verb agreement, pronouns, etc.)

13
Style  No errors  3
 2 – 4 different types of errors  2
 5 – 6 different types of errors  1
 7 or more different types of errors  ½
 Wrong style of writing used  0
(sentence structure/pattern/type, paragraphing, vocabulary, register,
expression, linking devices, redundancy, rambling, incomplete sentences,
missing words, flow of ideas, introduction-body-conclusion appropriate for style
of w r i t i n g , etc.)

QUESTION 2 PERSONAL WRITING (10 marks)

Criteria Descriptors Marks

Plan ● Plan well followed from Introduction, Body & Conclusion  1
● Plan done but not followed/ missing points for introduction  ½
and conclusion
● No plan  0
Introduction ● Appropriate and linked to topic  1
● Not closely linked to topic  ½
● Irrelevant and not in any way related to topic/ no  0
introduction
Content ● 3 or more relevant ideas [linked to question]  3
● 2 relevant ideas  2
● 1 relevant idea  1
● Totally off topic  0
Conclusion ● Appropriate and linked to ideas in essay  1
● Not closely linked to essay  ½
● Irrelevant and not in any way related to essay/ no  0
Accuracy ● conclusion
2 different types of errors  2
● 4 different types of errors  1
● 6 different types of errors  ½
● 7 or more different types of errors  0
(spelling, punctuation, tense, wrong word order, capitalization, word
form, preposition, article, conjunction, degree of comparison, voice,
subject-verb agreement, pronouns, etc.)
Style ● No errors made  2
● 2 different types of errors  1
● 3 – 4 different types of errors  ½
● Wrong style of writing used  0

14
 (for letter – address, inside address, salutation, semi- formal/block style –
sentence structure/pattern/type, paragraphing, vocabulary, register, expression,
linking devices, redundancy, rambling, incomplete sentences, missing words,
flow of ideas, introduction-body-conclusion appropriate for style of writing,
etc.)

 Please note that if there are many errors of the same type throughout the essay, deduct ½ for each
TYPE of error (e.g. 2 or more spelling mistakes -½, 2 or more agreement errors -½). Do not deduct
for each error (i.e. do not deduct ½ for each spelling error found – e.g. 3 spelling errors -1½).
 Please note that deductions for the above will be made on the first instance of the error. Do not
count two errors of the same type then start deducting. As soon as one is spotted, the deduction
will be done.
 For style of writing, DO NOT give zero unless the wrong style of writing has been used e.g.
using personal style for an expository essay and vice versa. Some marks must be given for
using correct registers, tone, etc.

Totally off topic- mark only for style and accuracy.

QUESTION 1

(a) Learning about Fiji’s history evokes patriotism

Patriotism is an attachment to a homeland. This attachment can be viewed in terms of different
features relating to one's own homeland, including ethnic, cultural, political or historical aspects.

The study of history develops your personal skills of empathy, curiosity, and sensitivity to
cultural differences.

Students learning Fiji’s history also learn about Fiji’s international relations with other countries,
the policies that surround our relation with other countries and how valuable our diplomatic
relations is with other countries. Through History, students are also able to understand how
economic factors can contribute to social and political unrest.

Historical events:
- First landing
- Pre-colonial contact
- Arrival of missionaries
- Colonisation
- Girmit
- Independence
- Coup culture etc.

15
In studying History and looking at our local context – in lifelong learning – students will be able
to understand reasons for the development of certain policies, furthering diplomatic relations etc.
due to the events that have occurred in the past which has shaped the present.

(b) Digital literacy captivates students

Digital literacy is described as the ability to ‘find, use and disseminate information in a digital
world.’

The information that is digitally available is so overwhelming that it is about providing students
with a range of abilities to navigate and manage that material.

Today’s students, exposed to digital technology from birth, do best in an interactive environment
– where learning is experiential and involves high levels of sensory stimulation. We need to
build this as standard into Fiji’s curriculum.

Developing these skills isn’t as straight-forward as teaching students coding or learning how to
use a specific program. Teaching students how to thrive in a new environment means that you
need to equip them to be analytical thinkers. In short, schools need to be thinking about how they
can teach their students a whole new way of learning for a largely unknown terrain.

It’s important to note that schools that rank highly with digital literacy also tend to rank highly
across the board.

Technology opens the door to richer learning tools and encourages more engaging teaching
techniques. We need to help teachers use technology to captivate and engage students through
visual, audio, kinesthetic and sensory stimuli.

(c) Ethics education is necessary for youth development

Ethics are well founded standards that make the actions right and wrong. It helps categorize
different values such as integrity discipline and honesty among others and apply them in daily
lives. Ethics influences behavior and allows an individual to make the right choices. Without
ethics it will be very difficult to regulate life and act responsibly.

Today, ethics has an important place in all areas of life. Education is also a fundamental process
of human life. Therefore, in education ethics has a very important and effective role. In order to
be a good human, ethics should be placed as a course in educational system.

16
In general, there are four basic principles in ethical codes
1- Honesty
2- Confidentiality
3- Conflict of interest
4- Responsibilities

Effective youth organisations and programs employ ethical promotional strategies. They use
non-patronising and positive images of young people and work to ensure promotional material is
an honest and accurate reflection of the program. They consider the interests of young people in
any decisions they make and by practicing ethical promotion they provide young people with
positive role models, stories and images. In this way, they affirm young people as valued
community members and support young people and their parents/guardians to make informed
decisions about their participation.

In family, ethics education should focus on descriptive facts. Children observe their parents’
(role models) ethical behaviours and they learn social facts about ethical behaviour. In school,
students learn what is right and what is wrong. This is a value education or character education.
Students should also learn about making ethical decisions. In addition, school fosters students to
become trustful, responsible, and just person.

(d) Physical education needs to be taken seriously

Physical education has long been compulsory in many schools across the world. Educators say it
helps children to develop the habit of exercising. But it is seen that PE actually reduces students'
interest in sport so it should not be compulsory.

It is true that PE gives children a chance to try different types of sport, but that does not mean
they will develop an interest in them.

Forcing students to do something is not an effective or efficient way of developing their interest.

As PE is one of the school subjects in which students are graded, they are more likely to see it as
'academic work' and less likely to develop an interest in it.

Many argue that compulsory PE lessons help to ensure students do a certain amount of exercise
and remain healthy, but there can be other constructive ways to achieve this. According to
studies, children should do at least 15 to 30 minutes of aerobic exercises three times a week. But
in PE lessons, students are forced to exercise for 45 minutes or an hour. It is very intense.

Exercise should be a hobby that children enjoy, not an 'assignment' that puts them off.

17
Schools should not make PE compulsory. Rather, they should encourage students to exercise on
a daily basis by explaining the benefits to them.

Physical education has been a compulsory subject in schools for a long time and I think it should
stay that way.

PE can raise students' interest in sport and help them lead a healthy lifestyle. In PE lessons,
students learn different kinds of sport, such as basketball, tennis and so forth.

They can find out which kind of sport they enjoy playing. They develop an interest that could
turn into a hobby. If it became a hobby, they would play it more often and lead a healthier
lifestyle.

Some students have very little time to exercise. Many studies have shown that they lack exercise
and that obesity among children and teenagers is on the rise. PE is a good way of fighting obesity
and improving students' health.

If PE became an optional subject, not many students would take it. They would think it's less
important because they would not be graded. They would want to spend more time on subjects
that count in their final grades. They would not want to spend time on courses that would not
help their academic future. This would defeat the purpose of the class.

In Fiji, many people are aware of the benefits of exercising, but not all of them do it. Having PE
lessons does not only raise students' interest in sport, but also helps them turn it into a life-long
habit. What's more, it's easier to get the message of healthy living across to children early in life.

(e) Enterprising is a life-long skill

Enterprising skills and attributes equip students to identify, create, initiate and successfully
manage personal, business, work and community opportunities; and to evaluate achievements
using initiative and drive, being creative and innovative, being positive and flexible, making
decisions and solving problems, planning and organising, communicating and negotiating,
managing resources and people, working cooperatively, and reviewing and assessing.

Young people need to learn enterprise skills now to prepare them for the economy of the future,
so they can become job creators, not just job seekers, and navigate more complex careers.

Enterprise skills are generic skills that are transferrable across different jobs. They have been
found to be as powerful a predictor of long-term job success as technical knowledge and will be
increasingly important into the future.

18
We found that demand for generic skills in early-career jobs is on the rise and is likely to continue
into the future:
 Demand for enterprise skills has been rising over time
 Wages are higher for jobs with enterprise skills
 Jobs of the future demand more enterprise skills
 Employers ask for enterprise skills as often as technical skills
 Some enterprise skills, such as communication and digital skills, are already ubiquitous. These
skills are routinely listed across every occupation, industry, and jobs by education level and
experience requirements. For example, digital skills are no longer just associated with technology
specific fields but are required in jobs as diverse as veterinarian, art director and dentist.

In all the essays, if the child has tackled his/her essay using the problem, cause, effect, solution
approach to tackling the topic, well and good. Otherwise, any semblance of order or
organization is acceptable as long as it is neatly organized and reads well and coherently. The
arguments put forward should also be valid and relevant examples should be noted. Some
students may even argue the pros and cons of the topic, while others may use the 6 questions -
what, when, where, why, who and how to write arguments for their essay.

QUESTION 2

(a) Imagine you are a School Prefect of Sunshine College. Your Assistant Principal had requested you to
conduct a meeting with students. You were expected to discuss some improvements that could be done
to the facilities.
Write a report to the School Principal including the suggestions from students and explain the reasons
for such improvements. Use fictitious names and include other relevant ideas.
 Students must write a report – failure to use the correct format/style will be penalized.
Report can also be in letter format.
 Include details for the report- date, time, type of facilities, changes needed and rationale
for changes.
 Other recommendations may be included.
 Formal tone to be maintained- no slang or colloquial expressions, etc.

(b) Write a narrative essay that includes the given sentence in any part of your writing: The proverb on
the noticeboard ‘Procrastination is a thief of time’ captured my attention.
 Students need to focus their attention on the idiom which means that they were delaying
any action/ thinking a lot and not acting.
 The sentence must make sense within the context of the plot.

19
(c) Write a text of your debate for either affirmative or opposing side on the following topic: Media
should not merely report on speculations.
 Follow the format of debate- introduction- indicate the position whether affirmative or
opposing.
 Main points of argument and supportive examples. Affirmative- agreeing with the topic
that media should not report on speculation- ethics of journalism, defame people’s
character, mislead public, create chaos, etc.
 Opposing- media should report on speculations- there is no smoke without fire (truth
behind all speculations), media has the responsibility to bring information to public asap,
even speculations can sell as hot cakes, help to sensationalise news to captivate people’s
interest in reading etc.
 Conclusion and rebuttal of ideas- what the other side has mentioned and reasons you
disagree with them.

(d) Write a newspaper report or editorial comment on a sports event that your school took part in 2017.
The report may include other fictitious details.

 Include features of newspaper reports- title, byline (not compulsory) lead in, direct and
indirect quotations, stock phrases, adverbials of day and time, etc.
 Specific with situation- what happened in the sports event? Who said what? etc.
 Do not penalize for any personal tone.

(e) Write about the picture on page 3 in any style (except expository) you wish.

 Keep in mind that this is supposed to be a personal style of writing – narrative, descriptive,
poem, diary, conversation, advertisement, newspaper article/report, letter, etc. (within the
context of personal writing.

20
SECTION B COMPREHENSION [15 marks]
(a) Explain the phrase ‘maritime expansion’ as used in paragraph 1. (2 marks)
It refers to Europeans travelling far to explore using the sea.

(b) What is the primary purpose of the late colonization? (1 mark)

Extraction and export of resources/items
(c) Identify the two bases for the unique township of Levuka. (2 marks)
th
1. Adaptation of colonisers in the 19 century to the local setting
2. Local ways of building

(d) What are two shortfalls of protecting Levuka Town’s historic values? (2 marks)
1. Commercial buildings cannot be used well
2. Lack of renovation/ maintenance Any two
3. Lack of fire protection
(e) Identify the two sources to prove Levuka’s heritage. (2 marks)
1. People can view evidence from current setting/ building structure etc.
2. Documentary and photographic data from archives
(f) Explain the procedure to follow for any renovations of buildings in Levuka. (2 marks)
People are to seek approval from Levuka Town Planning scheme which
consists of Levuka Town Council, the Levuka Historical and Cultural Society,
the Director of Town and Country Planning, and the National Trust of Fiji.

(g) Identify two legislative documents which protect heritage sites of Fiji. (2 marks)

The Environment Act and the Preservation of Objects of Archaeological

Interest Act.

(h) From the list given on the right hand side below, write down the meaning
closest to each given word on the left as used in the passage. (2 marks)

(i) hybridity (line 4) - mixture, identity, uniqueness, isolation

(ii) typology (line 8) - setting, identification, classification,

heritage

(iii) ensemble (line 21) - band, commercialisation , combination

entity

(iv) subsequently (line 28) - successfully, then, reasonably, previously

21
SECTION C SUMMARY WRITING [8 marks]

QUESTION 4

P – points = 4
L – language = 2
C – cohesion = 2

Note the following:

 No summary – only plan - award maximum of 4 marks for plan.
 For direct lifting, mark for Points only.

Summary main points (any four):

 Progress noted on gender equality and women’s empowerment but the challenge still prevails.
 While majority nations have committed to establishing equality between men and women, 63
countries still have legal age of marriage lower for women than men.
 Violence is mostly committed by partners and it is seen to violate women and girls’ human
rights and hinders development.
 There has also been notable reduction in marriage of girls before 18. However, Southern Asia
and sub-Saharan Africa numbers are still a concern.

Deduct for the following:

 - ½ m each
 No title  Two or more paragraphs
 Too long ≥ 115  No word count

SECTION D VARIETIES OF ENGLISH [22 marks]

PART I LANGUAGE USAGE (10 marks)

QUESTION 5

(a) Prepositions (2 marks)

Write the prepositions missing in the following sentences in the Answer Booklet.

(i) The boy was absorbed in the book.

(ii) The captain of the ship has passed long distance by sea.
(iii) Rina became indignant at the accusation.
(iv) The principal congratulated the hardworking student on his success.
22
(b) Proof Reading (2 marks)
Identify the error in each of the following sentences and write down the error and
its correction in the Answer Booklet.
(i) No sooner had the A-Quiz Team entered the hall, the captain fainted.
Error: hall, the Correction: hall than the

(ii) Neither the nurses on duty nor the doctor know the new patient’s name.
Error: know Correction: knows (agreement rule)

(c) Sentence Rewriting (4 marks)

Rewrite the following sentences using the instructions given in brackets in the
Answer Booklet. Do not change the meaning of the sentences.
(i) “Sera, I have done my share of work, now you do yours,” said Tomasi. (Rewrite in
reported speech.)
Tomasi told Sera that he had done his share of work and it was time for her to do
hers.

(ii) Osea gave a ruler to Aktar (Rewrite using passive construction.)

Aktar was given a ruler by Osea.

(d) Synonyms (2 marks)

Write the synonym of the following words using the correct initial of the word in
the space provided in the Answer Booklet:
(i) ordinance - regulation
(ii) salient - striking
(iii) mundane - worldly
(iv) ingenious - clever/creative/capable

 If any error in spelling in (c) deduct ½ from the mark allocated. In other cases, no marks
will be allocated.

23
PART II REGISTER STUDY (12 marks)

 For Questions 6 - 9, deduct 1 mark from the total if 2 or more answers are NOT written
in complete sentences.
 Answers should NOT be repeated - if they are then do not allocate any mark for second
answer.

QUESTION 6 LANGUAGE OF LITERARY CRITICISM (6 marks)

(a) What is the overall tone of the above sample? (1 mark)

Critical/ subjective
(b) Explain how the tone in (a) above is achieved. (2 marks)
By the use of favourable words such as “immensely enjoyed” and personal opinions
such as “I found it…”
(c) What is the structure of the first sentence? (1 mark)
It is simple with a lot of adverbial phrases to make it descriptive.
(d) Identify one typical feature (not already mentioned) of this register that is present in the
above sample and give an example. (2 marks)
- italicising the title of the book- The Deep South
- Emotive words and expressions/ Positive connotations (if not mentioned in 1) - enjoyed/
happy/ I found it…
- Literary jargon- author
- Proper Nouns- Paul Theroux

QUESTION 7 LANGUAGE OF PUBLIC SPEAKING (6 marks)

(a) What is the purpose of the above sample? (1 mark)
The purpose is to inform/ express opinion- regarding the role of parents in monitoring
their children’s education.
(b) Explain the purpose of personal pronouns in the above sample. (2 marks)
I- to have a personal link with the audience/ to indicate whose views/ opinion is
involved.
Our- common/ shared ground between speaker/ nation and for greater emotional
appeal.
(c) Give one example of a quotation used. (1 mark)
I quote “Education is a three-legged stool.”
(d) Identify a typical feature (not already mentioned) of public speaking from the above
sample and give an example. (2 marks)
- Authoritative words- you need to take….
- Appellation- Ladies and Gentlemen
- Proper Nouns- Ratu Sir Lala Sukuna
24
QUESTION 8 LEGAL LANGUAGE (6 marks)

(a) What is the purpose of the above sample? (1 mark)

The purpose is to inform public about laws regarding ownership of land

(b) Explain the significance of the layout of the sample. (2 marks)

Use of section/ sub section numbers- easy to read and follow/ easy reference.

(c) What is the reason for repeating ‘section 27’? (1 mark)

For reference purpose

(d) Identify a typical feature (not already mentioned) of legal language

from the above sample and give an example. (2 marks)
 Circumlocution- covers all possible clauses to avoid ambiguity.
 Legalese- commencement
 Proper Nouns- Rotuman

QUESTION 9 LANGUAGE OF RELIGION (6 marks)

(a) State the purpose of this sample. (1 mark)

To inform about the verses of different religious texts.

(b) What is the significance of capital letters in His and You in the sample? (1 mark)
It refers to God- show respect

(c) Explain the reason for the use of archaic words in the sample. (2 marks)
Thou- gives a formal tone and old age or sacrament to the religion

(d) Name one typical linguistic feature (not already mentioned) found in this
sample and give an example for each. (2 marks)
-religious jargon- e.g. grace/ Lord
- emotive words- joyful/ respectful
-verse numbers-

25
SECTION E: LITERATURE [30 marks]

Mark breakdown for this section:

 1 mark title/author – correct spelling: if any error, DO NOT GIVE A MARK.
 2 marks plan – writing the plan (1) and following the plan (1) - note that plan without the
intro/conc will get 1½ max.
 1 mark introduction – really good introduction 1 mark, rephrases the question ½ mark,
no introduction 0, totally irrelevant introduction 0.
 1 mark conclusion – as above for introduction.
Total = 5 marks

Novel: The River Between by Ngugi wa Thiong’o

Short stories: Theme: Choices - The Knife by Judah Waten & The Choice is Yours by Jan Mark
Theme: Love - Harry by Rosemary Timperley & The Girl Who Had Everything by
Ellen Conford

QUESTION 10
Sometimes expressions of love are misunderstood.
With reference to a novel or two short stories that you have studied:
(i) identify two aspects of love from a novel or one aspect each from two short stories, and
(ii) discuss the impact of the aspect(s) identified in (i) above on a character.

Novel Short stories

(i). aspect 1- 2 (i). S.S 1- 2 Indicate the
aspect 2- 2 S.S 2- 2 breakdown of
 Obedience and respect between Harry- Love btw siblings marks for
daughter and father: (Harry/Christine) content
Joshua/daughters
The Girl… Love of
 Kabonyi/Kamau parents when they want to
give everything to please
(love of parents who want to
children
control the lives of their children)
(ii). Impact 1- 3 (ii). S.S 1- 3
Impact 2- 3 S.S 2- 3
- Affected Waiyaki and -affected Christine’s
Nyambura’s foster mother- she lost
relationship. Christine
- Affected Waiyaki’s
-affected the narrator as a
leadership prospects friend/ Paul

26
QUESTION 11
The choice a character makes out of frustration may not be a wise one.
With reference to a novel or two short stories that you have studied this year:
(i) identify two choices from a novel or a choice each from the two short stories that
a character makes and
(ii) explain how the choices in (i) were not wise during the context.

Novel Short stories

(i). choice 1- 2 (i). S.S 1- 2 Indicate
choice 2- 2 S.S 2- 2 the
breakdown
Waiyaki’s decision to be with ‘Harry’
of marks
Nyambura despite knowing its Mrs. James’ choice to dig deeper into for content
consequences on the clan. Christine’s background by visiting her
Muthoni’s decision to be biological parent’s old home instead of
circumcised picking her up from school.
The Choice…When Brenda does not go to
both the choir practice and the hockey training
(ii). Explain C 1- 3 (ii). S.S 1- 3
Explain C2- 3 S.S 2- 3
-affected the norms of the -as a result, she forgot to pick Christine from
society and brought further school on time
divisions -Brenda missed out on both

QUESTION 12
Most literary works teach valuable lessons that are applicable to students’ lives.
With reference to the statement given above, discuss two lessons learnt from a novel or one lesson
each from two short stories studied this year and explain how they are applicable to students’ lives.

Novel Short stories

Discuss two lessons (2 ½ mark each) (i). S.S 1- 2 ½ Indicate the
 Significance of cultural identity S.S 2- 2 ½ breakdown
 Introduction of formal education – The Knife of marks
Struggle for survival in a new country for content
source of enlightenment
The Choice…
 Love defies societal norms/ Making wise decisions and
restrictions etc. consideration of others’ feelings
(ii). Applicable 1- 2 ½ m (ii). S.S 1- 2 ½
Applicable 2- 2 ½ m S.S 2- 2 ½
 Reflect on how themes in (i) affect Reflect on how themes in (i) affect
students’ lives/ future prospects students’ lives/ future prospects

27
QUESTION 13

Studying the background of a story can help readers understand the literary work better.

With reference to a novel or two short stories:

(i) discuss the background of the story, and

(ii) evaluate the significance of knowing about (a) above with regard to two central
issues of a novel or one each for the short stories.
novel Short stories
Background - 4m (i). S.S 1- 2 Indicate the
Personal S.S 2- 2 breakdown
- life and environment The Knife of marks for
content
Social Personal
- political/cultural upheavals Australian immigrant from Russia
Arrival of the whites in Africa Social
Immigrants had difficulties adapting to the
new country- faced with racism and hatred.
(ii). Central issues (ii). S.S 1- 3
issue 1- 3 m S.S 2- 3
issue 2- 3 m Racial discrimination has a huge impact on
 Portrays the attitude and impact of the life of the m/character which provoked
westernization on the natives. him to be incriminated.
 Education regarded highly in society.

PART II GENRE – DRAMA (15 marks)

QUESTION 14
“Ay, that incestuous, that adulterate beast,
With witchcraft of his wit, with traitorous gifts,..” (Hamlet)
With reference to Hamlet:
(i) describe the scene where the above remarks are uttered, and

(ii) relate the issue highlighted to the role of women in the play.

i Identify scene - ½ - Act 1 scene 5

Describe scene (events) - 4½
- The ghost of the old King Hamlet revels to Hamlet
how he was murdered by his brother, Claudius. Now
his murder is wearing the crown and has married the
queen (with the crown).
28
 ii -Role of women
Women (of the Elizabethan era) are vulnerable to be sexually lured by men with ulterior
motives (political benefits).
In some cultures, the husband brother is treated as a brother so here in the play, the
behaviour of Gertrude and Claudius is regarded as adulterous.
Sometimes men resort to witchcraft and gifts to be able to gain sexual favours- women are
seen to be too weak and find it difficult to resist.

QUESTION 15

The Murder of Gonzago play in Hamlet is important in the plot development.

With reference to Hamlet:
(i) describe the play within a play scene, and

(ii) justify using two examples how the above scene helps in the development
of the central plot.

a Describe scene- 4
- To capture the conscience of the king (as additional prove to the validity of the ghost’s
accusations) against Claudius, Hamlet re-enacts a similar scene to that of old King
Hamlet’s murder.
- Upon seeing the play, King Claudius reacts strongly to it clearly displaying his guilt.
However, the contentious point is the queen does not show any change which might
suggest that she was not part of the murder and Claudius orchestrated it alone.

b 2 examples to plot development- There is stagnancy in the play from the time Hamlet gets
to know about the murder and is undecided about his
(3 marks for each and explain/ e.g.) next move. This scene breaks the confusion and
moves the play forward.
- It is the climax which helps to define how the play will end. It can be considered as the
turning point in the story.

29
QUESTION 16

Claudius is a powerful source for corruption in Denmark.

With reference to Hamlet:
(i) describe Claudius as an antagonist,
(ii) discuss the impact of Claudius’s actions in terms of spreading corruption.

Describe Antagonist (4m) Impact of action on spreading corruption (3m

-schemer and ambitious politician who was
able to lure and seduce the queen, murder the
king and take over the crown.
-recognised prince Hamlet as a threat so he
tried to eliminate him.
-was able to manipulate Laertes in his favour
and made him realise that Hamlet is
responsible for the death of Polonius and
Ophelia.
each= 6m)
-corruption spread from the state level- whereby
Claudius’ actions deprived Hamlet to take the
throne of leadership.
-He planned the execution of Hamlet by giving
Rosencrantz and Guildenstern the sealed note for
King of England to kill Hamlet.
- encouraged Polonius to spy on Hamlet
- used his throne for his personal motives

QUESTION 17

With reference to Hamlet, discuss two different lessons you have learnt from two respective
characters.
Character 1- Polonius Character 2- Hamlet
Lesson 1 (2 ½) Lesson 1 (2 ½)
Seeking revenge is never the answer.
Polonius' famous advice to his son Laertes in Act
1, Scene 3. Polonius is portrayed as old and King Hamlet was apparently a great king, husband,
rather senile. Hamlet calls him a "tedious old and father, yet he appeared as a ghost and
fool." Nevertheless, the old man's advice to his demanded that his son avenge his death. King
son is full of practical wisdom. Hamlet isn’t interested in the well-being of his wife
and son; he only wants revenge on his brother
Give thy thoughts no tongue, Nor any Claudius for robbing him of his life, his throne, and
unproportioned thought his act. Be thou familiar, his bride.
but by no means vulgar.. . . . .... While Hamlet, the loyal son, wants to get revenge,
he is very slow in exacting it. The ghost of his
father appears on a few different occasions to spur
his son on:

30

Lesson 2 (2 ½ m)
Protect your kids; don’t use them for your own
advancement.
The pandering Polonius is no different than a
modern-day politician. He will stop at nothing to
curry the murderous king’s favor. But Polonius
goes too far when he brings his daughter Ophelia
into his scheme as the pawn to prove to the king
that Hamlet’s madness is due to being in love.
Polonius arranges a secret meeting between
Hamlet and Ophelia where he and Claudius can
observe unseen. Hamlet is very harsh to Ophelia,
denouncing women and telling the poor girl he
never cared for her. But instead of coming
forward and standing up for his daughter,
Polonius lets Hamlet ridicule her, all in an “..Thus conscience does make cowards of us all….”
attempt to prove to the king he is right and,
hopefully, achieve more status. For Polonius, it’s
all about pleasing the people at the top even if
those at the bottom—even your own daughter—
suffers.
Polonius says to the King & Queen:
“At such a time I’ll loose my daughter to him…”
For a father to refer to his daughter as an animal
to be set loose for the hunt is sickening; yet, how
often do parents put their children in situations
where their physical and emotional health is
jeopardized in an effort to advance themselves?
“Do not forget. This visitation/ Is but to whet thy
almost blunted purpose.”
Contrary to the world’s view, revenge is NOT ours.
Parents’ job isn’t to teach their kids to fight back
when they’ve been wronged but to pray for those
who persecute them. Bullying and violence are
never the answer. Hamlet reveals that quite plainly:
at the end of the play, nearly everyone has been
killed, all in the name of murder and revenge.
Lesson 2 (2 ½ m)
Conscience and action
The lesson learnt from Hamlet is conscience and
action; its major role creates conflict and develops
the plot. Through the play within the play this
process progresses rapidly. Hamlets decisions are
keyed by pondering over his conscience and it is the
decisions he makes which further the actions of the
play. It is action which prompts Hamlet to mull
over his conscience. The clearing of his conscience
prompts his actions. The play reveals his
indecisiveness is his tragic flaw. His flaw obstructs
his desire for revenge and ultimately brings about
his own death. Laertes takes advantage of Hamlet’s
momentary pause during the fencing match and
unfairly stabs him, this is what killed him.
31
PART III GENRE – POETRY (15 marks)

QUESTION 18
Women in our societies need empowerment and not discrimination.

With reference to two poems on the theme Gender, discuss the extent to which the above
statement holds true.
Poem 1- 5m
The Woman
Women’s inferiority and gullibility are expressed from
the society’s point of view. However, since the poem is
written from a woman’s perspective, it draws the mercy
and understanding of what they go through- esp. when
the men are equally in the ‘act’ but women are
discriminated.
The woman seeks recognition and empowerment
through self-respect. They don’t have to wait for
approval from the society and go through the ordeal of
silent treatment from everyone else.
Poem 2- 5m
My Neighbour
Women inferiority/gullibility/easily
intimidated.
Certain women condone violence from
husbands as a societal norm- they need to
speak up.
Violence within families are also covered
under the pretext that it will bring
humiliation and shame to the leadership
of the family.
Examples to support- 2
“supporter of women’s rights, Yet…he
frequently beats up his wife.”

‘…can never understand…’

QUESTION 19

Traditional culture should be our pride.

With reference to two poems you have studied on Globalisation, discuss why there
is a need to protect our traditional culture from loss.

Poem 1- 5m
Sunday Sadness
Traditional cultural practices such as the
use of earth oven ‘umu’ and use of
‘breadfruit’ are slowly lost with the
invasion of modern ‘easier’ methods of
cooking.
Sense of togetherness or communal
gatherings, food sharing are giving way to
individualism. There is a need to protect
communal togetherness to keep Pacific
cultures and identities.
Poem 2- 5m
Langakali
Globalisation has influenced our traditional
culture. The poem brings the plight of traditional
artifacts and heritage.
“Hangale flowers we’ll pick no more-
Government house have killed them all…” This
has been attributed to modernization and progress.

32
 Examples to support-
a. “teethless gums” of “papa” is symbolic
of the unproductive effort put in to raise
awareness about culture loss.
b. “velvet shoes” represents the modern
people who like to live in comfort while
growing soft and LAZY.
c. “dying fire” describe the fading away of2.
traditional culture. 3.
Examples to support-
1. Langakali is a traditional flower and in the
poem it symbolizes traditional culture. It may also
represent the old people in the society who cannot
do much to make the children realise the impact of
loss of traditional culture.
2. “Why do you weep Langakali?
3. Is it because they lied to you?” Such use of
phrases help give more significance to the
traditional flower. It also makes the ideas more
appealing

QUESTION 20
Learning the background of a poet will help us relate to the issues highlighted.

With reference to any two poems studied this year, for each:

(i) discuss the background of the poet, and

(ii) relate how the background of the poet in (i) above help understand the issues in the poem.

Poem 1 Poem 2
Sunday Sadness Langakali
Back ground of poet (4m) Professor Konai Helu Thaman holds a Personal Chair in Pacific Education
and Culture from the University of the South Pacific since it was established in USP in 1998. She is a
Tongan national and has worked at the USP.

She has numerous studies on Cultural Values, Educational Ideas and Teachers’ Role Perceptions in
Tonga’ based on studies of the relationships between cultural values and educational ideas and how
these were reflected in teachers’ perceptions of their professional role. She is also a widely published
poet (five collections of her poetry have been published).
Issues (3m) Issue (3m)
1. Just like ‘Sunday Sadness’, Thaman uses this
1. Thaman’s experience with Tongan/ Fijian poem to raise awareness on the impact of culture
culture has helped her highlight on issues related to loss in smaller island nations due to the comfort
the plight of the Pacific Islanders- Globalisation and luxury seen in the western cultures. For
has influenced our traditional culture. When the instance, Vaiola (hospital) was meant for “our
world is increasingly interconnected as a result of ailing brothers/ From the north” but now people
massively increased trade and cultural exchange, tend to be dependent on the modern medicine
smaller island nations tend to lose its traditional when they “throw this medicinal branch/ Out the
culture to the dominant cultures of powerful door.” Thaman does not wholly condemn

33
 nations. The persona is commanding and
emotionally appealing with young people not to be
gripped into the claws of modernization or
globalization and to preserve their cultural heritage
and identity. The persona is more saddened due to
the observation that their land is still fertile and
ocean has abundance of food. Many people may
argue that they need to accept changes taking place
as we are part of the global village.
Cultural Pride- the poet is obviously very proud of
her cultural heritage and identity. This has forced
her to be saddened by the attitude of fellow
kinsmen with regard to ignorance and lack of pride
for their traditional culture. The phrase “futile
attempts” depict that parents are not seriously
instilling correct values in their children.
globalisation by stating the significance of
money in their life “We need their money but not
their religion.” Even incentives such as “help
your father carve/ Heads from the tamanu” are
provided for young people to pay “For your fees
and the church.”
Thaman also claims that modern culture has
forced people to do such things that may have
sounded totally ridiculous in the traditional
culture such as:
“Grandma is probably laughing in her grave;
Her educated son wears leather boots Even in
the house.”

QUESTION 21

With reference to any two poems studied this year, answer the following question.

Discuss how two issues in each poem are relevant to Fiji’s socio-cultural context.

Poem 1
My Neighbour (5m)
In life, there are those present in our society who
are respectable/hold high positions in the
workforce /preach from the pulpit and seem
perfect in the public eye but their true colours are
shown when at home with their loved ones. This
hypocritical act should not be entertained because
young ones should not be duped in accepting the
attitude of wearing masks in public appearances.
This poem teaches us to look at who the person is
(character) when associating with others in their
own neighbourhood and not what he/she is or
has(material wealth).
Some people in our society believe that women do
not deserve equal rights. However, their status in
the society can be elevated only when people at
their homes show respect and acknowledge their
Poem 2
The Woman (5m)
In most societies only females are expected to
cherish monogamy. When males change partners,
they do not have to hide it from everyone
including the pastor “he’ll sleep until dawn.” But
when the same is done by a woman, she will be
prone to condemnation from everyone including
religious leaders. Such inequalities in the expected
roles of males and females cause acts such as
prostitution to continue in many societies.
The trend of gender stereotyping can only be
stopped when women are empowered into
realising their potential and roles in any society.
They will realise that they do not have to hide “she
gathers her modern chestnut leaf and makes a rock
her hiding place.”
When such women are empowered, they will help

34
roles. One cannot be a supporter “Of women’s expose those men who are trying to abuse and ill-
rights” when he “Beats up his wife.” treat them instead of accepting the treatment of
certain males as part of their destiny.
Empowerment of women will boost the values of a
society.

Relevance- open to students’ views. (5m) Relevance- open to students’ views. (5m)

Deductions:
 Title of text used in the Content not underlined or put in quotation marks - minus ½
mark
 Option no. missing/wrong option no.: minus ½ mark
 Wrong genre/wrong Year 13 text : mark as normal then divide by 2
 Wrong text (Year 12) : mark as normal then divide by 3
 Plot summary only 3 marks : 0 for Plan, 1 mark for Title/Author and story (2m)
 At least 2 quotes needed in Drama: -1 mk if less than 2 quotes
 At least 2 quotes needed in Poetry: -1 mk if less than 2 quotes
 Use of wrong quotes: -1 mk from /15
 Quotes done incorrectly: -½m

Length
Do not take off marks for too short or lengthy essays. They tend to penalize themselves [i.e. too
short – not enough content; too long – likelihood of more mistakes.]

Note for Question 1 and 2:

 No marks deducted for not indicating number of words used in the essay for Questions 1
and 2.
 ½ mark deducted for not indicating letter of option in both questions (Q1 & 2)
 For half page essays or incomplete essays mark for content only – do not award marks for
mechanics as there is inadequate evidence to support this. You may gauge style of writing
but give only ½ mark for the incomplete or inadequate work.

THE END

35