2019FY13CEEnglishDetailedSolutions PDF

MINISTRY OF EDUCATION, HERITAGE & ARTS
FIJI YEAR 13 CERTIFICATE EXAMINATION
2019
ENGLISH
DETAILED SOLUTION
COPYRIGHT: MEHA, FIJI, 2019.
YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

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SECTION A WRITING [25 marks]
QUESTION 1 (15 marks)
YEAR 13 FORMAL WRITING MARKING CRITERIA TILL 2019
QUESTION 1 FORMAL WRITING 15 MARKS
Criteria Descriptor Marks

Plan • Plan thoroughly linked and followed in Introduction, 2
Content and Conclusion
• Plan done and followed but missing points for introduction 1
and conclusion
• Plan done but not closely followed ½
• 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
• 1 relevant idea with supporting discussion/examples 1
• Totally off topic with supporting discussion/examples 0
Conclusion • Appropriate 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 • 0- 2 different types of errors 3
• 3- 4 different types of errors 2
• 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 • 0-2 different types of errors 3

• 3– 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, repetition, rambling, incomplete
sentences, missing words, flow of ideas, introduction-body-conclusion appropriate
for style of writing, layout, etc.)
N . B:
.* Ensure that students are exposed to all different forms of writing as per the Year
13 Syllabus document.

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*As from 2020,use the marking criteria for this question specified in Circular 2 of
2020.
Write an expository essay of 240 to 260 words on any one of the following topics. (13 marks)
Write a plan. (2 marks)
 Introduction: G/S,T/S, and reasons : 1mk

 Content: L/W with reason,explained with example, stats/current/ sub-conclude: 1mk
For 5 marks there should be five points fully explained
 Conclusion: Summary of sides/points discussed, reiterate side with a suitable close: 1mk
 Candidates can agree or disagree with perspective explained. Some might even be neutral!
(a) The world is becoming a safer place
 Peaceful and inclusive world today

 Industrial Revolution and computers ensure people work less today
 World is less poor
 Homicide is less today (https://www.ijpr.org)
 More democracy
(b) There are great benefits of participating in Sports
 Better Sleep. Fast Company suggests that exercise and sport triggers chemicals in
the brainthat can make you feel happier and relaxed. ...
 A Strong Heart. ...
 New Connections. ...
 Improved Lung Function. ...
 Increased Confidence. ...
 Reduces Stress. ...
 Improve Mental Health. ...
 Sport Builds Leaders.
(c) Genetically Modified Foods and its effects on the Consumer
 Pros
 Genetic modification can make crops more resistant to diseases as they grow.
 Manufacturers use genetic modification to give foods desirable traits. For example, they have
designed two new varieties of apple that turn less brown when cut or bruised.
The reasoning usually involves making crops more resistant to diseases as they grow.
Manufacturers also engineer produce to be more nutritious or tolerant of herbicides.
 Crop protection is the main rationale behind this type of genetic modification. Plants that are
more resistant to diseases spread by insects or viruses result in higher yields for farmers and a
more attractive product.
 Genetically modification can also increase nutritional value or enhance flavor.
 All of these factors contribute to lower costs for the consumer. They can also ensure that more
people have access to quality food.
Cons

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 Genetically engineering foods is a relatively new practice, little is known about the long-term
effects and safety.
 There are many purported downsides, but the evidence varies, and the main health issues
associated with GMO foods are hotly debated. Research is ongoing.
 This section discusses the evidence for a range of drawbacks that people often associate with
GMO foods.
 Allergic reactions
Some people believe that GMO foods have more potential to trigger allergic reactions. This is because
they may contain genes from an allergen — a food that prompts an allergic reaction.
The World Health Organization (WHO) discourage genetic engineers from using DNA from allergens
unless they can prove that the gene itself does not cause the problem.
It is worth noting that there have been no reports of allergic effects of any GMO foods currently on the
market.
 Cancer
Some researchers believe that eating GMO foods can contribute to the development of cancer. They
argue that because the disease is caused by mutations in DNA, it is dangerous to introduce new genes
into the body.
The American Cancer Society (ACS) have said that there is no evidence for this. However, they note that
no evidence of harm is not the same as proof of safety and that reaching a conclusion will require more
research.
 Antibacterial resistance
There is concern that genetic modification, which can boost a crop's resistance to disease or make it more
tolerant to herbicides, could affect the ability of people to defend against illness.
There is a small chance that the genes in food can transfer to cells the body or bacteria in the gut. Some
GMO plants contain genes that make them resistant to certain antibiotics. This resistance could pass on
to humans.
There is growing concern globally that people are becoming increasingly resistant to antibiotics. There is
a chance that GMO foods could be contributing to this crisis.
The WHO have said that the risk of gene transfer is low. As a precaution, however, it has set guidelines
for the manufacturers of GMO foods.
 Outcrossing
Outcrossing refers to the risk of genes from certain GMO plants mixing with those of conventional crops.
There have been reports of low levels of GMO crops approved as animal feed or for industrial use being
found in food meant for human consumption.
https://www.medicalnewstoday.com
(d) Television is an effective tool in building the minds of students
Pros
 Television can be used as an effective way to build the minds of children by teaching
them a lot of languages like English, French, Arabic ... etc.
 Tv has a lot of programs which teach them science, art, geography and history.
 From the religion programs they can get a lot of values such as respecting the older help
poor people, and to get good behaviors like honesty and to tell the truth. carton programs
teach them how to think quickly and expect events before it happen and that can develop
the intelligence in their minds.
 Tv can develop their talents also in how to draw, dance, sing ...etc.
 Tv has a big role in moulding them like work in groups and to be Collaborators because
it teaches them to sit with their families or friends to watch it. So a lot of researches

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confirm that children who watch Tv they can be star students and more intelligent than the
children who did not watch it.
Conclusion: So you should help your children to reach the top by all the ways and be
sure that Tv is not a bad inventor; it just dependents on your use of it.
Cons
 Unsuitable content on crime and others are frequently depicted on television and may have
negative effects on impressionable children (and adults!). Kids who see violent acts are more
likely to display aggressive or violent behavior and also to believe that the world is a scary place
and that something bad is going happen to them. Ongoing studies have shown a lasting
correlation between watching violence on television and aggression that begins in childhood and
continues into adulthood. Viewers sometimes imitate violent, criminal, or other risky behavior
they see on television... and end up in trouble, in jail, or in a hospital as a result.
 Watching too much television is not good for your health. Studies have shown that there is a
correlation between watching television and obesity. Excessive TV watching (more than 3 hours
a day) can also contribute to sleep difficulties, behavior problems, lower grades, and other health
issues.
 Television makes us antisocial, taking the place of family and friends.
 It's a waste of time. Watching television fills the time a person might have spent doing important,
enriching things like interacting socially with other human beings, being physically active,
discovering the outdoors, reading, using one's own imagination, or accomplishing other things
like working or doing homework or chores, or spending time with enriching hobbies like art,
music, etc.
 There's nothing good on, anyway. With hundreds of channels available, viewers can spend hours
just flipping channels trying to find something worthwhile.
 Some people take television too seriously. One study published in the Journal of Social and
Personal Relationships showed that viewers experienced the same negative reactions to the loss
of an imaginary friendship with a character on television as they did when their real social
relationships ended. So while television might make you feel like you have a friend, it comes with
its own emotional risk and negative emotional baggage.
 Television often uses stereotypes that can warp the watcher's perception of the world.
Characters often participate in risky, violent, or unwise behaviors and also reinforce rigid gender
roles and racial stereotypes. It can also portray idealized lives and body types that negatively
impact viewers' self esteem.
 Television's hidden agenda is consumerism: Advertisers often target kids and on average,
children (those who are less capable of discerning a hidden agenda) see about 40,000 ads per year
on television alone, including ads for unhealthy snack foods and alcohol. Television's ulterior
motive is to get us to buy, buy, buy, at any cost, even though in 2014, at least 35% of Americans
reported being in debt to a collection agency.
 It's shallow, and it will make you shallow, too. Most news programs only skim the surface of
issues, and often offer a skewed or biased view of events. Programs are usually too short and too
often interrupted by advertisements to delve very deeply into a topic. Instead of rich dialogues we
get empty soundbites, slogans, and one-liners. Most reality shows depict deplorable characters
doing silly, useless things.
 Television can ruin your relationships. If you are watching television instead of communicating
with your loved one, this is a problem. If you're so wrapped up in your program that you start
ignoring or spending less time with the ones you love, then television is a problem.
 Television might be addictive. For those who watch a lot, it's very hard to quit, so it is similar to
a dependency like alcoholism or any another addiction. Recent studies have found that up to 12%
percent of TV-watchers feel unhappy about the amount of TV they watch, consider themselves

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addicts, yet feel incapable of stopping themselves.
More information: https://reelrundown.com
(e) Access to the Internet improves quality education in many ways
Access to the Internet is fundamental to achieving this vision for the future. It can improve the
quality of education in many ways. It
 opens doorways to a wealth of information

 knowledge and educational resources
 increasing opportunities for learning in and beyond the classroom.
Also :
 Teachers use online materials to prepare lessons, and students to extend their range of learning.
 Interactive teaching methods, supported by the Internet, enable teachers to give more attention to
individual students’ needs and support shared learning.
 This can help to rectify inequalities in education experienced by girls and women.
 Access to the Internet helps educational administrators to reduce the costs and improve the
quality of schools and colleges.
Educationalists are enthusiastically exploring opportunities and discovering new ways in which they can
use the Internet to improve education outcomes.
A number of factors, however, inhibit full achievement of these gains:
 Lack of access is first and foremost among these.

 Access to the Internet, with sufficient bandwidth, is essential for the development of an
information society.
 Lack of broadband connectivity is preventing widespread use of Internet in education and other
areas of life in many countries.
 A legal and regulatory environment that fosters investment and innovation is critical to enabling
broadband access.
 This is not just a matter of connectivity.
 For access to be meaningful, it must also be affordable for schools and individuals, and teachers
and students must acquire digital literacy and other skills required to make best use of it.
 Those teachers and students also need to find and use locally relevant content.
The Internet is not always the answer to every challenge posed by education. National policies that draw
together experience in both education and technology, within different countries’ national contexts, are
essential if the Internet’s contribution to education is to be maximised.
 The success of Internet in education will be measured by educational outcomes: improvements in
students’ attainments, job opportunities and contribution to national development.
 Experience shows that the best results are likely to be achieved through cooperation between
stakeholders, including government, Internet business and technical experts, and sector specialists
such as teachers and educational administrators.
Adapted from: https://www.internetsociety.org
For information sake, to use all benefits of the Internet, visit these websites:

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 YouTube
In most cases, viewers use YouTube only to watch funny videos or clips of the most popular celebrities,
but it doesn’t mean that you cannot use this service to improve your knowledge. Millions of people from
all over the world add new videos from time to time and you can watch all of them. We are sure that you
will definitely find something interesting and useful for you.
 Messengers
If you think that ordinary social media and mobile calls are boring and you want to change something in
your communication with other people, you should use messengers. Fortunately, the assortment of these
services is really huge. For example, you can use Viber, Messenger, What’s App, Telegram and so on.
Just pick the best for you in place of the usual communications via Facebook.
 Google Earth
This is an incredible product, which was created by Google. You can visit any place on our planet.
Choose the appropriate place or city and enjoy.

Write 180 to 200 words using an appropriate style on any one of the following choices. (9 marks)
Write a plan. (1 mark)
PERSONAL WRITING
QUESTION 2 CRITERIA TILL 2019 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 introduction 0
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 conclusion 0
Accuracy • 0-2 different types of errors 2
• 5- 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 • 0-2 different types of errors 2
• 5- 6 different types of errors ½
• Wrong style of writing used 0

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(for letter – outside address, inside address, salutation, semi- formal/block style –
sentence structure/pattern/type, paragraphing, vocabulary, register,
expression, linking devices, redundancy, repetition, rambling, incomplete
sentences, missing words, flow of ideas, introduction-body-conclusion appropriate
for style of writing, layout, etc.)
N . B:
.* Ensure that students are exposed to all different forms of writing as per the Year
13 Syllabus document.
*As from 2020,use the marking criteria for this question specified in Circular 2 of
2020.
 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.
(a) Write a Curriculum Vitae (CV) for a Scholarship that you intend to apply for
this year.
As a guide: start your CV with:
 First and last name

 Your permanent home address which should include the postcode
 contacts both mobile and home and don’t forget to include the area code
 Respectable email address. Avoid using nicknames and other irrelevant cute names
 Gender
 Date of birth which should be written to avoid format confusion
 Nationality
Finish your CV with:

 Academic achievements and work experience
 Your abilities, interests and relevant skills
 Referees which should be three or more if they add significance to your scholarship application

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Important notes:
 Your CV can be one to two pages long.
 A neutral and professional font should be used. Bold and italics can only be used for headings or
highlighting key terms.
 Outline recent information and avoid using long lines.
 Be honest and positive.
( A sample guide is given on the next page)
In marking, award:
 Introduction (1 mark) : Personal Details

 Content (3 marks): Education / Qualification(s), experience, hobbies/one relevant detail
 Conclusion (1 mark): Referees
N .B: Referees are usually listed so that the contact process is expedited

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(b) Write an email to the Editor in Chief of the Fiji News as the school’s Media
Club Officer, requesting him for a visit the Year 13 teachers and students of
your school wish to make for their media outlet for their Media Awareness
Week. Include other necessary details and use fictitious names and email
addresses.
In marking, award :
 Introduction (1 mark) : Salutation with purpose of email

 Content (3 marks): 3 details; date/numbers/objective of visit/another necessary detail
 Conclusion (1 mark): Thanks and Close
Dear Sir
Re: Request for Visit
Para 1: Reason for visit
Para 2: Details of those visiting their premises: date/numbers/objective of visit
Para 3: Their requirements of such a request/a special program/one other detail
Para 4: Thanks and Close.
Yours faithfully
Signature
Full name-title (If applicable)
(c) Write a narrative essay that includes the given sentence in any part of your
writing:
Sometimes, the best we can do is to start all over again and do whatever it takes.
************************************************************************
Recap on a narrative essay structure:
Introduction: an account of an event with clear details. It should be comprehensive,

precise and limited based on the setting, characters, and plot.
Content: Tell your readers what happened, how it happened, and why it happened. This
section of your writing needs to be as creative as you can possibly think, without straying

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from your main point. The body has to explain your experiences exhaustively and
effortlessly to pull the reader into your experience.
Conclusion: a continuation of the facts that were outlined earlier, in the introduction and
content of your essay. Creatively wrapped up your writing to keep people interested in
your work long after they are done reading the text.
Read more: https://briefly.co.za/24257-narrative-essay-definition-writing-steps-examples-

topics.html
(d)Write a letter of invitation to the Chief Executive Officer, Vision Group Limited,
Laucala Beach, Suva, inviting him to be the Chief Guest for your school’s awards
function this year. In your letter, include the programme for the day and the number of
awards that will be presented. Also request for assistance in kind and any other
information necessary to the invitation. Use a fictitious name and address.
Your address
Date
******************************************************************
The Chief Executive Officer
Vision Group Limited
Laucala Beach
Suva
*******************************************************************
Dear Sir
*******************************************************************
Re: Invitation as Chief Guest
*******************************************************************
Para 1; Cordial invitation for function with date.
*******************************************************************
Para 2: Details of the program with awards to present
*******************************************************************
Para 3: Other request/assistance needed
*******************************************************************
Para 4: Thanks and future sponsorship.
*******************************************************************
Yours faithfully
Signature
Full name-(title)
(e)Write about the picture given in any style (except expository)

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 Other Styles accepted are:- reports, poems, letters to editor, film/play scripts, news
report/article, letters, descriptive, dialogue, diary, editorial, speech, debate,
book/film/documentary, reviews
Please note that if there are many errors of the same type throughout the essay then 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 register, tone etc.
SECTION B COMPREHENSION QUESTION 3 [15 marks]
 Answer all questions using complete sentences

 For more than 3 incomplete sentences - 1 from the total of 15.
(a) Describe the known and the unknown about the largest ocean in Sentence 1.
While there are some unknown things like mysteries about the Pacific Ocean, ( 1 mark)
that which is known is climate change/ plastic pollution/ and overfishing. (1 mark)

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* Lines 1- 2
(b) State the evidence of how massive the Pacific Ocean is .
It is bigger (1/2)
than putting all the land masses together (1/2).
* Line 6
(c)Explain the reason for the use of the word despite in Paragraph 3.
It is used to contradict/disagree what its name suggests (calmness/peace). (1mark)

In reality , it is a place of activity/movement/exploration. ( 1mark)
* Lines 7 - 9
(d)Explain the link between the ring of fire and deep trenches
The “Ring of Fire” has (tectonic) plates sliding beneath another one ( 1 mark)
which help to form deepwater trenches. (1mark)

* Lines 20- 21
(e) Describe the scenario regarding the future implication of the blob according to scientists.
Scientific guesses are that the Pacific blob was a sign of what life (1 mark)
may be like in a warming world. (1mark)
*Lines 30-31
(f) Identify two constituents of the Great Pacific Garbage Patch. (2 marks)
ANY TWO from:
microplastics /abandoned fishing gear or “ghost nets.”

*Lines 35-37
(g) Explain the stance recent international discussions intend to take on fishing in high seas.
The stance that whether nations should unite to limit/ even prohibit
fishing on the high seas, ( 1mark)
which currently faces few restrictions. (1mark)

*Lines 49 -51

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* Do not penalise for incorrect capitalisation
* No mark awarded for wrong spelling
(h) (i) spans (line 3 ) - stretches
(ii) anomaly (line 28) - inconsistency
(iii) ensnare (line 39) - trap
(iv) debated (line 43) - deliberated (2 marks)
SECTION C SUMMARY WRITING [8 marks]
QUESTION 4
P – points = 4 marks ( The 4 main points are from the 4 paragraphs )
L – language = 2 marks ( Look for errors in grammar, spelling. punctuation, etc)

C – cohesion = 2 marks ( linking devices between and within sentences)
Note the following :

 The title is the one used in the Question: Gross National Happiness
 If only the plan is written and there is no summary: award only for points for the
plan out of the maximum of 4 marks. For instance, 2 out of the 4 points may be correct
thus a total of 2/ 4 for the Summary mark. No mark is awarded for cohesion and
language as a paragraph is not presented for the summary.
 For direct (word for word) lifting, mark for Points only. No mark is awarded for cohesion
and language.
 For partial lifting, minus ½ mark.

 Award 1 mark per point for only the following main points. Note that each main point is
explained fully.
4 main points of Gross National Happiness Summary
1. What constitutes GNH

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(Definition of GNH and one example/detail maybe present)
2. Its origin to moral and economic development today

( Origin and development types today)
3. Establishment of the Centre on 4 pillars and 9 domains

(Centre establishment and 4 pillars/9 domains)
4. The findings of the 2012 report

( 2012 report /and two of its findings)
While part of the main point may have been written, award ½ mark but encourage
students in class to select the entire main point as that alone is a skill to develop a
paragraph; one main point becomes a topic sentence culminating into a paragraph.
Deduct for the following:
 - ½ m each for:

 No title Two or more paragraphs ( only one paragraph allowed)
 Too long ≥ 115 No word count
*Ensure that the word limit is counted word by word before awarding or deducting marks.
SECTION D VARIETIES OF ENGLISH [22 marks]

PART I LANGUAGE USAGE (10 marks)
QUESTION 5
(a) Match Up (2 marks)

List Word *Possible Meaning
isolation seclusion
catastrophe disaster
agility readiness
listless inert
*1/2mark each for correct spelling and capitalisation
(b) Agreement (The verb answer must denote the number to agree with the subject)
(2 marks)
(i) Fifteen dollars ____is______ what I have to pay.

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(ii) There __are______ 365 days in the year.
(iii) The board of directors __has_____ met twice.
(iv)The United States __sells____large quantities of oil.
Answer must be a singular verb that also makes sense in the sentence!
COMPANY / CORPORATE LAW
A company has a Board of Directors. It is clearly singular. Therefore singular

verbs and singular pronouns are used when referring to 'a board' or 'the Board' of
Directors.
.
(c) Preposition (2 marks)
.
i) He stopped ___at / by____ the canteen for a drink.
ii) She waited ___till / until ______ 3 p.m.
iii) The lady wore a dress__ of ___many colours.
iv) We rushed __to/ towards/for/after_____the car.
(d) Rewriting or Idiom (If both answered, mark both and consider the higher score)
(2 marks)
EITHER
i) Explain the idiom: Rome was not built in a day
Important work/complex task/great achievement ( 1 mark )

takes time. (1 mark )
OR
ii) Explain the difference between the two sentences below:
(1) I drink only juice: The person drinks nothing (1/2 mark )
except juice (1/2 mark)
(2) Only I drink juice: The person alone (1/2 mark)

drinks juice (1/2 mark)
SECTION D (continued)
PART II REGISTER STUDY (12 marks)

 For  6 - 9, deduct 1/2mark from the total if 2 or more answers are NOT written in complete
Questions
sentences.

Answers should NOT be repeated - if they are then do not allocate any mark for an answer that is
used for the second time.
********************************************************************************
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Useful notes from the Year 13 English Communications:
Examples Purpose
1. Use of literary Narrative, prose, fiction etc. Helps identify the register.
Jargons
To make the tone formal and
impressive
2. Use of quotations- To support arguments/point
Words of writers raised
and literary scholars
are often quoted.
3. Title - Titles of Hamlet To show the title of work being

literary works are reviewed.
italicised, underlined
or placed within
inverted commas.
4. Sentence structure - Complex- Two well-known To clarify information.

is usually compound poems, which feature on
complex aggressive hero, is a glimpse
into the soul of an old man.
Compound- Shakespeare’s
father was a glove maker and he Add extra information.
received no more than a
grammar school education.
5. Use of personal I, we, us, our, we, you Evaluating/ giving opinion.
pronouns
6. Use of emotive Happy, sad To convey appreciation,

words opinion and criticism.
7. Use of present tense Hesitates in making …. Stating truth/ facts
8. Favourable/ Interesting/ boring Create a favourable/

unfavourable words unfavourable impression
QUESTION 6 LANGUAGE OF LITERARY CRITICISM (6 marks)
Principles: Life and Work by Ray Dalio (Goodreads Author) (Author/Narrator), Jeremy Bobb
In Principles, Dalio shares what he’s learned over the course of his remarkable career. He argues that
life, management, economics, and investing can all be systemized into rules and understood like
machines. The book’s hundreds of practical lessons, which are built around his cornerstones of ―radical
truth‖ and ―radical transparency,‖ include Dalio laying out the most effective ways for individuals and
organizations to make decisions, approach challenges, and build strong teams.
He also describes the innovative tools the firm uses to bring an idea meritocracy to life, such as creating

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―baseball cards‖ for all employees that distill their strengths and weaknesses, and employing
computerized decision-making systems to make believability-weighted decisions.
While the book brims with novel ideas for organizations and institutions, Principles also offers a clear,
straightforward approach to decision-making that Dalio believes anyone can apply, no matter what
they’re seeking to achieve.
Adapted from: https://www.goodreads.com

Questions
(a) Explain the tense used in this sample. (2 marks)
Present Tense is used ( 1 mark)

as the discussion is based on facts of the book. (1 mark)
(b) Identify an example of each of the following features in the sample:

(i) author: Ray Dalio (1 mark)
(ii) critic: Jeremy Bobb (1 mark)
(2 marks
(c) Explain the effect of the word book in such a register.
(2 marks)
Book is a literary jargon (1mark)
and it identifies the register or assists in the formal tone or adds insight to the critique
(1mark)
QUESTION 7 LANGUAGE OF PUBLIC SPEAKING (6 marks)
If there is one message that echoes forth from this conference, let it be that human rights are women’s
rights and women’s rights are human rights once and for all. Let us not forget that among those rights are
the right to speak freely -- and the right to be heard.
As long as discrimination and inequities remain so commonplace everywhere in the world, as long as
girls and women are valued less, fed less, fed last, overworked, underpaid, not schooled, subjected to
violence in and outside their homes -- the potential of the human family to create a peaceful, prosperous
world will not be realized.
Let -- Let this conference be our -- and the world’s -- call to action. Let us heed that call so we can create
a world in which every woman is treated with respect and dignity, every boy and girl is loved and cared
for equally, and every family has the hope of a strong and stable future. That is the work before you. That
is the work before all of us who have a vision of the world we want to see -- for our children and our
grandchildren.
The time is now. We must move beyond rhetoric. We must move beyond recognition of problems to
working together, to have the comment efforts to build that common ground we hope to see.
God's blessing on you, your work, and all who will benefit from it. Godspeed and thank you very much.
Adapted from: http://www.americanrhetoric.com

Questions
(a) Explain the purpose of the sample. (2marks)
18
The purpose of the sample is to persuade the listeners ( 1mark)
about the importance of the due status of women ( 1mark)
(b) (i) State the audience this sample is targeting. (1 mark)
All participants of the conference or

women or men or those who value women’s contribution.
(ii) Quote evidence from the sample to support your answer in b (i). (1 mark)
The use of us in Line 2 or

conference in Paragraph 3.
(c) Comment on the sentence structure used in: ―The time is now”. (2 marks)
It is a simple sentence. (1 mark)
For effect/ express a single idea (1mark)
From Year 13 English Communications

Register LANGUAGE OF PUBLIC SPEAKING
Purpose Inform, persuade, instruct, criticise, evaluate, entertain, etc. it depends on the context of the situation and the
audience.
Mode Prepared speeches are written while impromptu speeches are spontaneous (these will come in the form of
transcripts).
Source Oratories, debates, ceremonies, rallies, protest marches, eulogy etc. the audience may be the general public
or it may be specific to a certain type of audience (e.g. school).
Tone Persuasive, formal, informal, friendly, polite, pleasant, etc. it will depend on the context and the purpose.
1 Use of direct address (e.g. Ladies and gentlemen) and appeal to audience (e.g. my dear friends).
2 Interesting and captivating opening or introduction.
3 Frequent use of personal pronouns (e.g. we need to work together, this is our right, this is our life, and
Linguistic we must do it together). This is normally used to include the audience. Makes the audience feel part of
features something.
4 Use of rhetorical questions.
5 Use of repetition.
6 Use of emotive words.
7 Sentence structure may vary from simple to compound-complex.
8 Use of figurative language (to appeal to the imagination and emotions).
9 Use of suitable humour.
(NB: Different sources of public speaking will have additional features, such as, Argumentum ad
hominem in Parliamentary Debates)
1 Unvoiced hesitation (transcribed speech)
Non Linguistic 2 Use figures or data.
features

Register LANGUAGE OF LAW/ LEGALESE
Related to law and rules made by authority for the purpose of proper regulation of a
community or society.
Purpose Inform, instruct, command.
Mode Written.
Source Laws, constitution, penal code.

19
Tone Formal, authoritative, commanding.
1 Use of legalese/legal jargon e.g. affidavit (gives the language a formal tone).
2 Use of commercialese or specialised vocabulary of the commercial or business world.
3 Use of archaic words- formal tone
Linguistic 4 Use of redundancy or extra words e.g. wherefore, therefore (for clarity and precision).
features 5 Use of circumlocution or roundabout wording where fewer words could be used e.g. at
the hour of ten o’clock in the forenoon (instead of at 10 am).
6 Frequent use of the conjunctions “and” and “or” for precise information. These words
often are used as sentence beginners. NB: This is not a typical feature.
7 Passive voice construction to make the tone impersonal.
8 Sentence structure if usually compound or complex.
9 Use of proper nouns for specificity.
10. Designation of authority.
1 Use of numbers and figures.
Non 2 Use of case numbers or reference numbers.
Linguistic 3 Parenthesis.
features 4 Listing or enumeration.
5 Bold print.
6 Stamp and seal (for authenticity)
QUESTION 8 LEGAL LANGUAGE (6 marks)
ACT NO. 1 OF 2019
AN ACT
TO AMEND THE COMPANIES ACT 2015
ENACTED by the Parliament of the Republic of Fiji—
Short title and commencement
1.—(1) This Act may be cited as the Companies (Amendment) Act 2019.
(2) This Act comes into force on a date appointed by the Minister by notice in the
Gazette.
Section 713A inserted
2. The Companies Act 2015 is amended after section 713 by inserting the following
new section—
“Power to amend Schedules
713A. The Minister may, by notice in the Gazette, amend Schedules 1 to 4.‖
Passed by the Parliament of the Republic of Fiji this 12th day of February 2019.
Source: http://www.parliament.gov.fj
Questions http://www.education.gov.fj
(a) Explain how the tone of the sample is achieved. (2 marks)
The tone is impersonal / formal / (1mark)

achieved by the use of the passive/ legal jargon;legalese (1 mark)

20
(b) Comment on a feature that justifies the mode of the sample. (2 marks)
The mode is written ( 1mark)

as it is taken from an Act (1 of 2019 and these are written documents or
its layout is as such or
has a formal authority ( 1mark)
(c) Explain the use of a non- linguistic feature used in the above sample. (2 marks)
Feature (1mk) Use (1mk)

Bold Emphasises important points/draws attention
Numbers Separates the order/importance of clauses
Brackets/Parenthesis Specifies information ( no extra information presented in
brackets)
Italics Sub Headings
Upper case Heading
LANGUAGE OF RELIGION
This variety can be both formal and informal, depending on the context in which it is used. For
example, in church, it is formal, while in small group discussions, it may be informal.
PURPOSE  Mainly to persuade

 Sometimes to convince a special or
general audience
 Also to inform or command,
depending on the context.
MODE  Can be written as well as spoken.
 Sometimes spontaneous.
SOURCE  The written sources for this e.g. Holy Bible, Holy Quran,
Register are religious texts and Bhagavat Gita etc.
books.
 The spoken version may appear in
sermons, religious meetings or
when fervently praying.
TONE  The tone can be commanding or e.g. Thou shalt not murder
authoritative.
 It can also be emotional and e.g. O Allah, most gracious, most
sincere. merciful
 It can be persuasive and formal.

21
LINGUISTIC 1. Use of formal language – in
FEATURES written texts and even oral
presentations. It helps create
formal tone.
2. Archaic Words
Archaic words belong to an earlier e.g. thee, thou, art, behold
period of time and have ceased to
be used except for special
purposes. Archaic words give the
language a formal and authoritative
tone.
3. Religious jargon and e.g. light, baptism, karma, sin
standardised expressions – these
give the language a formal tone.
4. Use of old spelling and
pronunciation e.g. spake, sate
These allude to a specific period
of time.
5. Inverted Order of sentence e.g. Spake Jesus to his disciples.
structure i.e Predicate/Verb + Subject
Subject Predicate
6. Use of conjunctions and

prepositions to begin sentences e.g. And [conjunction]
(not a typical feature) For [preposition]
7. Use of Antithesis – This is when e.g. light ………darkness
there is a balanced contrast of sheep……..goat
ideas in the language to make a good……..evil
special effect.
Metaphor
8. Words used figuratively. e.g.
 You are the salt of the earth.
[Matthew – 5:13]
Simile
e.g.
 The kingdom of heaven is like
a treasure hidden in a field.
[Matthew – 13:44]
9. Use of symbolism – This is when e.g. the cross symbolizes
an object immediately brings to Christianity
mind an idea or image.
10. TENSE
e.g. Jesus went to Galilee.
 The Past Tense is used to
narrate incidents e.g. Do not judge others.
 The Present Tense is used to Honour thy father and
acknowledge a universal truth. mother.

22
11. Use of emotive language in order e.g. luminous, pure, adorable
to persuade.
12. The sentence structure varies from
Simple to Compound – Complex.
13. The Active Voice is commonly e.g. Bestow on us thy love.

used.
14. Use of direct address – This is e.g. Father, Lord Rama, O Allah
when the deities are spoken to
directly.
15. Use of Triads - i.e. the grouping of e.g. Father, Son and Holy
three similar things or ideas. Spirit
Shanti, Shanti, Shanti
16. Repetition – words, phrases or
structures are repeated for
emphasis, particularly in spoken
prayer.
NON - 1. Use of capital letters to refer to God e.g. He, God, Yahweh, Om, Allah
LINGUISTIC or to a deity. Pronouns that refer to
FEATURES God are also capitalized. This is
done to show respect or reverence
for God / deity.
2. Use of numbers to refer to verse
and chapter in Holy Books
QUESTION 9 LANGUAGE OF RELIGION (6 marks)
Study the sample given below and answer the questions that follow.
Text A Text B
Dearly beloved brothers and sisters, the
28 Do you not know? Scriptures move us, in sundry places, to
Have you not heart? The Lord is the acknowledge and confess our manifold sins
everlasting God, the Creator of the and weaknesses; and that we should not
ends of the earth. He will not grow dissemble nor cloak them before the face
tired or weary, and his understanding of Almighty God our heavenly Father; but
no one can fathom. 29He gives strength confess them with an humble, lowly,
to the weary and increases the power penitent, and obedient heart; to the end that
of the weak. 30 Even youths grow tired we may obtain forgiveness of the same, by
and weary, and young men stumble his infinite goodness and mercy. And
and fall; 31 but those who hope in the although we ought, at all times, humbly to
Lord will renew their strength. They acknowledge our sins before God; yet
will soar on wings like eagles; they ought we chiefly so do we assemble
will run and not grow weary to do when we assemble and meet together
to render thanks for the great benefits.

23
Source: https://www.biblestudytools.com
Questions
(a) Explain the difference in type between Text A and Text B. (2 marks)
Text A is a written extract / from the Bible ( 1 mark)

while Text B is spoken / a prayer ( 1 mark)
* Explained difference to be clear in student’s answer.
(c) Comment on the use of a typical non-linguistic feature that is used in Text A.
NON- LINGUISTIC FEATURE ( 1MARK) USE (1MARK)

a. Capital letters (God) Respect/reverence/proper noun refers to God
b. Numbers/Verse Refers to verses and chapter in this holy book
(2 marks)
(c) Explain the tone of Text B.

(2 marks)
The tone is emotive/personal (1 mark)
as it is spoken / prayer /seeking divine blessings (1mark)
SECTION E: LITERATURE [30 marks]

Mark breakdown for this section:
 1 mark for title/author if correct spelling. Any error, DO NOT GIVE A MARK.
 2 marks in the plan for writing the plan (1) and following the plan (1) - note that plan without
 the Introduction and/or /Conclusion will get a maximum of 1½ depending on its content.
 1 mark introduction for a really good introduction. Rephrases the question : ½ mark.No
 introduction is 0 and totally irrelevant introduction is 0.
 1 mark conclusion – as above for introduction.   Total = 5 marks
a.Novel: The River Between by Ngugi wa Thiong’o
b. Short stories:
Theme 1: Choices - The Knife by Judah Waten
The Choice is Yours by Jan Mark
Theme 2: Love - Harry by Rosemary Timperley
The Girl Who Had Everything by Ellen Conford
c. Poetry:
Theme 1: Gender 1.The Woman by Konai Helu Thaman

2.My Neighbour by Konai Helu Thaman
Theme 2: Globalisation 1. Langakali by Konai Helu Thaman

24
2. Sunday Sadness by Konai Helu Thaman
d. Drama: Hamlet/
Hamlet,Prince of Denmark/
The Tragedy of Prince Hamlet by William Shakespeare
 ELLEN CONFORD is the correct spelling ( not ELLEN CORNFORD) of the short story
writer as on page 76 of the text, A Slender Thread
There are three Parts to this section. Answer any two questions from two different Parts.
Each question is worth 15 marks. You are reminded that a good answer makes relevant
close reference to the work(s) studied. Write the title and the author of the text you use
in the space provided in the Answer Booklet.
PART I GENRE – PROSE [15 MARKS]
Write an essay of about 200 words on any one of the following questions.
(13 marks)
Either
QUESTION 10 What matters most in literary works, is always the ideas.
With reference to the novel or two short stories that you have studied this year:
(i) discuss two ideas from the novel or one idea each from two short
stories , and
(ii) discuss with two reasons for the novel or one reason each for each of the short stories to what
extent do you agree with this view?
GENRE Discuss ideas in literary work (6mark) Reason(s) for the opinions (4mark)
NOVEL Idea I (3marks) Reason 1 : (2marks)
Idea II (3marks) Reason 2: (2marks)
SHORT SS1 Idea I, (3marks) Reason 1 SS1: (2marks)
STORY SS2 Idea I (3marks) Reason 2 SS2: (2marks)
Or
QUESTION 11
With reference to the novel or two short stories on the same theme
that you have done this year:
(i) identify two incidents in a novel or an incident each in the short stories where a decision is made,
and
(ii) discuss the effect of these incidents in either the novel or the short stories on one other character.
GENRE Incidents where decisions are made Incidents’ effects on others(4marks)

(6marks)
NOVEL Incident I (3marks) Effect 1 : (2marks)
Incident II (3marks) Effect 2: (2marks)

25
SHORT STORY SS1 Incident I, (3marks) Effect 1 : (2marks)
SS2 Incident II (3marks) Effect 2: (2marks)
Or
QUESTION 12
Novels show us that there is something to be gained from standing up for what we believe, no
matter what it costs.
With reference to a novel you have studied, justify the statement above.
GENRE Something to be gained from acting on Despite the cost (4marks)

belief (6marks)
NOVEL Standing up for belief 1 (3marks) What is the Cost 1 here? ( 2marks)
Standing up for belief 2 (3marks) What is Cost 2 here? (2marks)
Or
QUESTION 13
With reference to two short stories on the same theme that you have studied this year:
(i) explain one quality of a character from each of the short stories, and
(ii) discuss how each character is true to life or like the people you know.
GENRE One character quality (6 marks) How true to life /like people you know
(4 marks)
SHORT SS1 Character 1 quality I, (3marks) Explanation for Character 1 SS1 QI (2 marks)
STORY SS2 Character 2 quality I (3marks) Explanation for Character 2 SS2 QI ( 2 marks)
PART II DRAMA [15 MARKS]
Write an essay of about 200 words on any one of the following questions.
(13 marks)
Either
QUESTION 14
Shakespeare’s plays have successfully survived into the twenty first century because of his deep
understanding/ relevance of human nature which he portrayed with a great deal of insight and
dramatic skill.
With reference to Hamlet, discuss two aspects of human nature which Shakespeare portrays and show
how he does it via characters or setting or style or incidents.

26
GENRE Aspects of human nature portrayed Done through characters or setting or style or
(6 marks) incidents (4marks )
Drama Human Nature Aspect 1 (3marks) Via characters or setting or style or incidents
1: (2marks)
Human Nature Aspect 2 (3marks) Via characters or setting or style or incidents
2: (2marks)
OR
QUESTION 15
Confrontation in drama can lead to a realisation or change in awareness on the protagonist's part,
either about herself/himself or about the world she/he inhabits.
By referring closely to Hamlet, elaborate on the statement above.
GENRE Confrontations of a protagonist Realisation or change about oneself or the

world around (4 marks)
Drama Hamlet’s confrontation I : (3marks) Change/realisation of one’s/world I : (2marks)
Hamlet’s confrontation II: (3marks) Change/realisation of one’s/world : (2marks)
OR
QUESTION 16
―Now cracks a noble heart. Goodnight, sweet prince…‖.
With reference to Hamlet:
(i) describe the scene where the above remarks are uttered, and
(ii) with two reasons, explain the significance of this scene.
GENRE Scene Description (4 marks) Two reasons scene is significant (6 marks)

27
Drama Act 5: 1 mark Reason 1 : In the moment of Hamlet's death,
Scene 2: 1 mark Horatio pays tribute to him, quite simply, as a
Describe: The line is delivered by man: not as a philosopher, not as a victim or a
Hamlet's best - his only - friend, Horatio as hero, not even as a king: 3marks
the guarantor of Hamlet's last wishes.The
rest of Act 5, Scene 2 has been full of Reason 2: functions as Hamlet's spoken
chaos and murderous plots and death. epitaph. This lesson examines some of the
The stage is strewn with corpses. Horatio ambiguities and implications of this line from
holds his dying friend in his arms and the final scene of William Shakespeare's
mourns him. Hamlet: 3marks
Any two about the scene 2 marks

Or
QUESTION 17
With reference to Hamlet, describe a key moment you come across as reader and then go on to discuss
two important lessons that you will share with other readers.
GENRE Key moment for you ( 4marks) 2 important lessons to share (6marks)
Drama Name the key moment : ( 1mark) Share Lesson 1 with readers (3marks)
Why is it a key moment : (1mark) Share Lesson 2 with readers (3marks)
Describe key moment/scene: (2 marks)
PART III GENRE–POETRY (15 marks)
Either
QUESTION 18
Peoples’ beliefs and values can ensure that women live a fulfilling life.
With reference to two poems on the theme Gender, discuss the extent to which the
above statement holds true.
Beliefs and Values (4 marks) How they ensure women have fulfilling lives
(6 marks)
POEM 1 2 marks Name and explain the way: 3 marks
POEM 2 2 marks Name and explain the way: 3 marks
Or
QUESTION 19

28
A book must not be judged by its cover.
With reference to two poems on the theme Globalisation, discuss the importance of keeping one’s
culture intact today.
Examples of what the poem reveals in Cultural Intact importance today or from
content on the theme (4 marks) these examples (6 marks)
POEM 1 Example 1 : 2 marks Name and explain intact importance:
3 marks
POEM 2 Example 2 : 2 marks Name and explain intact importance:
3 marks
Or
QUESTION 20
With reference to any two poems on the same theme studied this year,
(i) discuss a feature of style for each poem and

(ii) explain how the style in (i) conveys the message intended by the poet/poetess
Same theme poems’ style feature(4 Message intended from style( 6 marks)
marks)
POEM 1 Style I : 2 marks Message I Poem 1: 3 marks
POEM 2 Style II: 2 marks Message II Poem 2: 3 marks
QUESTION 21
With reference to any two poems on the same theme studied this year, for each:
(i) explain a strong emotion that you become aware of , and

(ii) describe how this has helped you to view life differently.
Strong emotion identified ( 4 marks) How it has helped reader to view life
differently ( 6 marks)
POEM 1 Strong emotion I: 2 marks Assisted in the first way: 3 marks
POEM 2 Strong emotion II: 2 marks Assisted in the second way: 3 marks
Literature Essay marking breakdown:
Author/Poet/
Title Playwright Plan Intro. Content Conclusion
½ ½ 2 1 10 1 15

29
Deductions:
  Title of text used in the Content not underlined or put in quotation marks - minus ½ mark
  Option number missing/wrong option number.: 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 (2marks)
  At least 2 quotes needed in Drama: -1 mark if less than 2 quotes
  At least 2 quotes needed in Poetry: -1 mark if less than 2 quotes
  Use of wrong quotes: -1 mark from the total of that Literature question’s answer of /15
 Quotes done incorrectly: -½ mark





THE END

30

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MINISTRY OF EDUCATION, HERITAGE & ARTS

FIJI YEAR 13 CERTIFICATE EXAMINATION

COPYRIGHT: MEHA, FIJI, 2019.

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

YEAR 13 FORMAL WRITING MARKING CRITERIA TILL 2019

QUESTION 1 FORMAL WRITING 15 MARKS

Criteria Descriptor Marks

Style • 0-2 different types of errors 3

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

QUESTION 1 (15 marks)

 Introduction: G/S,T/S, and reasons : 1mk

(a) The world is becoming a safer place

 Peaceful and inclusive world today

(b) There are great benefits of participating in Sports

(c) Genetically Modified Foods and its effects on the Consumer

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

(d) Television is an effective tool in building the minds of students

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

More information: https://reelrundown.com

(e) Access to the Internet improves quality education in many ways

 opens doorways to a wealth of information

A number of factors, however, inhibit full achievement of these gains:

 Lack of access is first and foremost among these.

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

QUESTION 2 (10 marks)

Criteria Descriptors Marks

Content • 3 or more relevant ideas [linked to question] 3

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

Totally off topic- mark only for style and accuracy.

 First and last name

Finish your CV with:

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

 Introduction (1 mark) : Personal Details

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

 Introduction (1 mark) : Salutation with purpose of email

Re: Request for Visit

Para 1: Reason for visit

Para 2: Details of those visiting their premises: date/numbers/objective of visit

Para 3: Their requirements of such a request/a special program/one other detail

Para 4: Thanks and Close.

Recap on a narrative essay structure:

Introduction: an account of an event with clear details. It should be comprehensive,

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

Read more: https://briefly.co.za/24257-narrative-essay-definition-writing-steps-examples-

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

SECTION B COMPREHENSION QUESTION 3 [15 marks]

 Answer all questions using complete sentences

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

(b) State the evidence of how massive the Pacific Ocean is .

It is used to contradict/disagree what its name suggests (calmness/peace). (1mark)

which help to form deepwater trenches. (1mark)

microplastics /abandoned fishing gear or “ghost nets.”

which currently faces few restrictions. (1mark)

YEAR 13 ENGLISH 2019 DETAILED SOLUTION- COPYRIGHT: MEHA, FIJI, 2019.

* No mark awarded for wrong spelling

(h) (i) spans (line 3 ) - stretches

(ii) anomaly (line 28) - inconsistency

(iii) ensnare (line 39) - trap

(iv) debated (line 43) - deliberated (2 marks)

SECTION C SUMMARY WRITING [8 marks]

L – language = 2 marks ( Look for errors in grammar, spelling. punctuation, etc)

Note the following :

(iii) The board of directors has___ met twice.

(iv)The United States sells__large quantities of oil.