GRADE 10 MEMO

PAPER 1

2022/1

Passage A: A Disappointing Return!

I had been imagining this return trip down the narrow track to Soche Hill for many years. Some
trips mean so much to us that we rehearse them obsessively in our head, in delicious
anticipation. It was a homecoming more important to me than going back to Medford where I
had grown up.

Instead of driving straight to the school I stopped at the nearby town of Limbe, which began
abruptly, the edge of the town slummy, with the outdoor businesses – bicycle menders, car
repairers, coffin-makers; the rest of it chaotic, litter and mobs, small businesses and bars and
dubious-looking clinics. The town was much fuller – larger and meaner-looking. In a fine, chilly
and drifting mist, I drove out of Limbe by a familiar route; uphill through a forest that had once
been much larger, past a village that had once been much smaller, on a paved road that had
once been just a muddy track. My hopes were raised by this narrow but good back road that
ascended to the lower slopes of Soche Hill, for I assumed that this improved road indicated that
the school too had been improved.

But I was wrong. The school was almost unrecognisable. What had been a set of school
buildings in a large grove of trees was a semi-derelict compound of battered buildings
in a muddy, open field. The trees had been cut down, the grass was chest high. At first
glance the place was so poorly maintained as to seem abandoned: broken windows, doors
ajar, mildewed walls, gashes in the roofs, and just a few people standing around, empty-
handed, doing nothing but gaping at me.

I walked to the house I had once lived in. The now-battered building had once lain behind
hedges and blossoming shrubs, but the shrubbery was gone, replaced by a small scrappy
garden of withered maize. Tall elephant grass had almost overwhelmed the garden and
now pressed against the house. The building was scorched and patched. Firewood had
been thrown in a higgledy-piggledy stack outside the kitchen.

More rain-stained mildewed walls and sagging roofs, more broken windows and cracked
verandas up the road, at the other teachers’ houses. The drizzle was coming down hard
now, but the rain and the mud and the dripping trees and the green slime on the brick
walls were appropriate to the melancholy I felt.

I met two teachers standing in the wet road, chatting together. They introduced
themselves as Anne Holt and Jackson Yekha – new teachers here.

‘Ever heard of the Roseveares?’ I asked. ‘They actually started the school. They lived over
there.’
Nothing, no memory of them, and I began to think that the weeds were an accurate
reflection of how much the Roseveares’ decades of work and sacrifice mattered. It was as
though they had never existed, or were just ghostly figures. What they had helped create
was almost gone, so in a sense they might never have come, though their presence still
haunted the school.

And it was as if I was a spectre* too; a wraith* from the past, knocking on broken windows
with my bony fingers, pressing my skull against the glass and saying Remember me? But I
felt so obscure and insubstantial I was hardly visible to these people, though I saw them
clearly as a repetition of myself, another cycle, a sadder incarnation than before. Anne Holt
was twenty-two, as I had been here at Soche Hill, and so it was as if I was a ghost visiting
and haunting my earlier self, and seeing myself as I had been: thin, pale, standing on a wet
road in the bush, with a textbook in my hand.

Seeing that the rain had let up I asked Anne to show me around the school. We walked
across to the classrooms which were in some respects worse, for the verandas had not
been swept and the grass had not been cut, and there was litter on the paths. What
excuse was there for that?

‘There’s a serious money shortage in this country,’ Anne said.

‘That’s probably true,’ I said. ‘But how much does a broom cost? The students could sweep
this place and cut the grass. I don’t think it’s a money problem. I think it’s something more
serious. No one cares.’

Anne and I walked on to the assembly ground. I looked around the dismal school and
thought how I had longed to return here. I had planned to spend a week helping, perhaps
teaching, reliving my days as a volunteer. ‘You’re planting a seed!’ some people had said.
But the seed had not sprouted and now it was decayed and probably dead.

I wished Anne Holt lots of luck and I left the place in her hands feeling that I would never
be back.

*spectre, wraith: ghost

Read Text A, A Disappointing Return, in the insert and then answer Questions 1(a)–(e) on this
question paper.

Question 1

(a) Give two ways the writer shows the importance of his return to the school.

• ................................................................................................................................................

• ........................................................................................................................................... [1]

(b) Using your own words, explain what the text means by:

(i) ‘dubious-looking clinics.’ (paragraph 2) ..................................................................

...................................................................................................................................... [2]

(ii) ‘The town was much fuller’ (paragraph 2): ................................................................

...................................................................................................................................... [2]

(c) Re-read paragraph 3, (‘But I was wrong.‘).

Give two ways the school was almost unrecognisable.

• ................................................................................................................................................

• ........................................................................................................................................... [2]

(d) Re-read paragraph 4, (‘I walked to the house I had once lived in.’)

(i) Identify two descriptions of the house the writer had once lived in.

• .........................................................................................................................................

• .................................................................................................................................... [2]

(ii) Explain how the writer creates an atmosphere of neglect.

...........................................................................................................................................

...........................................................................................................................................

...................................................................................................................................... [3]

(e) Re-read line 56 to the end (‘Seeing that the rain had let up….’).

Using your own words, explain how the writer feels.

...................................................................................................................................................

...................................................................................................................................................

.............................................................................................................................................. [3]

Passage B: International Youth Hostels

In this passage the writer describes some developments in youth hostelling.

In 1912 Richard Schimmann created the first permanent ‘youth hostel’ in Altena Castle, Germany,
with the aim of giving poor city youngsters opportunities to breathe fresh outdoor air. The young
people were to run the hostel themselves as much as possible, doing chores to keep down costs
and build their character, as well as being physically active outdoors. One feature of most hostels
until very recently was that they shut down in the middle of the day. Nowadays, prescribed chores
beyond washing up after self-catered meals are rare.

Schimmann’s idea of hostels rapidly spread overseas and today Hostelling International is an
organisation of more than 90 Youth Hostel Associations (YHA) with over 4,500 hostels in more than
80 countries. There are also many independent hostels.

Some HI (Hostelling International) hostels cater mostly for school-aged children, for example through
school trips, whereas others are targeting the needs of those wanting to travel and experience new
cultures. This is particularly true in major cities and popular tourist destinations where HI hostels can
be very large. The Pakistan YHA is starting a scheme called ‘Hostelling for Citizenship’; young
people from rural areas will be selected to visit historic cities and meet their counterparts from other
regions, their board paid for by the Government. There are many other hostels world-wide that
provide accommodation for outdoor pursuits like hill-walking, windsurfing and bike touring. Such
hostels are likely to be smaller and in more remote, even isolated, locations.

In response to competition and a change in the type of traveller using them, some hostels – called
‘boutique’ – have trendy interiors. Some have chefs who produce unusual meals, whilst others have
artwork in the rooms. Mobile hostels are becoming popular; these have no fixed location and might
be a campsite or a temporary building; they often sprout up at large festivals and events like the
Football World Cup.

Even established hostels may occupy unusual buildings, some of which allow for special activities.
On the rugged California coast, about 25 miles south of San Francisco, sits a fog signal and light
station. Built in 1875 and now restored, it is used as a hostel to attract visitors who want to enjoy the
unique marine environment, especially the annual migration of the grey whale. One castle in
Scotland was built for a duchess and the original guests were wealthy, influential people. It has a
large art collection, particularly of Italian marble statues. In Ireland is a hugely spacious hostel dug
into the hillside. The 30-metre structure is aligned to the dawns and dusks of both the summer and
winter solstices, when sunbeams light up the central hall. Guests stay in dormitories circling the
round hall, which is used for yoga and meditation. An old tea plantation in Malaysia has a farmstay
hostel where guests are able to learn specialist agricultural techniques.

In the early 20th century, accommodation was always in dormitories where possessions were
stowed under the bunks. Today there are private rooms with free internet access and safety deposit
boxes available. Hostelling has indeed undergone a transformation.

Read Text B, ‘International Youth Hostels’ in the insert and then answer Question 1(f) on this
question paper.

Question 1

(f) According to Text B, what are the reasons why travellers might use hostels?

You must use continuous writing (not note form) and use your own words as far as possible.

Your summary should not be more than 120 words.

Up to 10 marks are available for the content of your answer and up to 5 marks for the quality of
your writing

(a) Reasons to use the hostels (Passage B)

Reward a point about:
1 keeping costs down/ self-catering
2 wide range/ large number worldwide
3 school/ educational trip (young people)
4 new cultures/meeting people from different countries
5 city locations/ popular tourist locations
6 outdoor pursuits (accept example(s) from passage)
7 remote/rural/ isolated locations
8 boutique hostels/ upmarket options / better than they used to be/ chefs /art in room
9 temporary/mobile (accept example(s) from passage)
10 unusual/ impressive buildings or settings (accept example(s) from passage)
11 specialist/unusual activities (accept yoga/whale spotting/ solstice/ agriculture/art
appreciation)
12 (option for) secure/private room (accept safety deposit box)
13 free internet access

Passage C: An Unwelcome Appearance

In this passage an 18-year-old back-packer receives a surprise visit from her parents
while she is a long way from home.

In September, Sacha Wilkie breathed a sigh of relief when she waved goodbye to her parents in
the airport before the 15-hour flight signalling the start of her gap year before university; her
mother, in particular, was too controlling. Yes, Sacha promised to phone and email regularly,
but she could be economical with the truth.

By February, however, the novelty had worn off. There had been great times, but everything
had proved expensive, so Sacha was unable to go on many of the tempting mini-excursions on
offer. She was, therefore, grateful to find a top bunk bed in a dormitory at ‘Sammy’s Place’, a
hostel in a city on her itinerary. A few weeks’ cheap living in a run-down area might avoid the
shame of returning home early.

Luckily, Sacha had persuaded her mother to top up her bank account on the pretext that she
wanted to do a sub-aqua course. In fact, she needed the cash simply to live. A chaotic and
over-crowded information board in the common room of the hostel displayed some scrawled
notices of work available to back-packers. She just needed to acquire the right visa, but Jed, the
so-called manager, said he would help her get one.

The busy travelling season was imminent, however, and Sammy said she could do a few hours’
work a week there, like laundry and mopping floors. Sacha didn’t much relish the prospect of
this, but noticed that the other part-time workers didn’t really exert themselves. Maybe she could
make enough to buy a share in one of the old cars that were advertised in the hallway. In any
case, there were always notices about lifts on offer to exotic, distant locations, requiring only a
contribution to fuel costs. At the very least, she’d be able to afford to go on some of the bus
tours which picked up people at the hostel each day.

Her dormitory was actually rather unpleasant. The bunks with thin, worn mattresses were
crammed together. There was no shade on the light bulb which flickered spasmodically.
Although everyone was meant to take turns doing basic cleaning and emptying bins, this rarely
happened. The window frame seemed welded shut, its surface encrusted with years of dead
flies. The surface of the sink in the corner looked like a relief map, with river-like cracks
meandering from tap to plug hole and mini-mountain ranges moulded from toothpaste.

A great thing about Sammy’s Place, however, was the cheap internet access. When she’d first
arrived, a fortnight before, she’d been able to catch up on emails home and update her blog.

One Saturday night Sacha was really enjoying herself. After a long session chatting online with
her friends back home, she rummaged through the free-food box in the fridge and found some
pasta sauce only a few days out of date. Having eaten, she crammed some bulging pots of
yogurt back into the box, deposited her plate in the overflowing sink, then wandered out to the
courtyard where a newly- arrived Norwegian had loaded up some cool music on the sound
system. Jed, who was meant to be on reception, joined the gathering and soon the place was
throbbing with music and laughter.

Later that evening, Sacha suddenly became aware that her parents had appeared in the
courtyard. Her initial shock was replaced in quick succession by shame, guilt and annoyance.
Mrs Wilkie hurled her luggage to the floor, and with eyes blazing drew back her shoulders in
readiness for battle. In a thunderous voice she demanded to know, ‘Who’s in charge? Why is
there no-one at reception?’ Her mother’s laser eye soon pin-pointed Sacha, who was trying to
shrink back into the shadows, and she launched herself across the space to demand, ‘What on
earth are you doing in a place like this? I thought you were staying somewhere decent!’ She
wheeled around and commanded, ‘You young people should be in bed! It’s late.’

The events of the next two hours were a blur to Sacha. The room in that same hostel which her
parents had booked from home over the internet was dirty, her mother caught the heel of her
shoe in the threadbare carpet, and a pillow was brought down to reception held aloft between
thumb and forefinger for fear of disease. Mrs Wilkie was assured that the overwhelming smell of
gas was normal, and was probably from a neighbouring establishment. She insisted that Sacha
and Jed clear the kitchen sinks and take out the leaking rubbish bags, not realising that there
were no tea towels and nowhere outside that was free of rats.

Finally, recognising that this sorry state of affairs could not be remedied, Mrs Wilkie made
Sacha pack her things and ordered a taxi to take them all to a luxury hotel. ‘End of gap year!’
thought Sacha, miserably.

Read Text C, An Unwelcome Appearance, in the insert and then answer Questions 2(a)–
(d) on this question paper.

Question 2

(a) Identify a word or phrase from the text which suggests the same idea as the words
underlined:

(i) Sacha Wilkie did not tell the complete truth to her parents.
...................................................................................................................................... [1]

(ii) The new experience did not excite her anymore.

...................................................................................................................................... [1]

(iii) Sacha was unable to go on short trips.

...................................................................................................................................... [1]

(iv)’Sammy’s Place’ is a hostel in a city on her schedule.

...................................................................................................................................... [1]

(b) Using your own words, explain what the writer means by each of the words underlined:

The events of the next two hours were a blur to Sacha. The room in that same hostel which her
parents had booked from home over the internet was dirty, her mother caught the heel of her
shoe in the threadbare carpet, and a pillow was brought down to reception held aloft between
thumb and forefinger for fear of disease. Mrs Wilkie was assured that the overwhelming smell of
gas was normal, and was probably from a neighbouring establishment. She insisted that
Sacha and Jed clear the kitchen sinks and take out the leaking rubbish bags, not realising that
there were no tea towels and nowhere outside that was free of rats.

(i) threadbare .......................................................................................................................... [1]

(ii) aloft ............................................................................................................................ [1]
(iii) establishment..................................................................................................................... [1]

(c) Use one example from the text below to explain how the writer suggests the hostel is
inadequate. Use your own words in your explanation.

The events of the next two hours were a blur to Sacha. The room in that same hostel which her
parents had booked from home over the internet was dirty, her mother caught the heel of her
shoe in the threadbare carpet, and a pillow was brought down to reception held aloft between
thumb and forefinger for fear of disease. Mrs Wilkie was assured that the overwhelming smell of
gas was normal, and was probably from a neighbouring establishment. She insisted that Sacha
and Jed clear the kitchen sinks and take out the leaking rubbish bags, not realising that there
were no tea towels and nowhere outside that was free of rats. [3]

__________________________________________________________________________

(d) Re-read paragraphs 5 and 8.

● the dormitory in paragraph 5, beginning ‘Her dormitory was actually rather

unpleasant ...’;
● Mrs Wilkie in paragraph 8, beginning ‘Later that evening, Sacha suddenly became aware
...’.

Explain how the writer uses language to convey meaning and to create effect in these
paragraphs. Choose three examples of words or phrases from each paragraph to support
your answer. Your choices should include the use of imagery.
Write about 200 to 300 words.
Up to 15 marks are available for the content of your answer.

(a) Dormitory

Overview: the general effect is of disgust – accumulated dirt indicating years of neglect
crammed: packed to overflowing, like objects, with no space or privacy.

flickered spasmodically: weak, fluctuating light, as if it can’t make the effort and is about to
give up completely
welded shut (image): as if they were deliberately sealed and guests are prisoners
encrusted (image): thick hardened layers of dead flies coating the surface, suggesting
permanence
a relief map (image): greenish, brownish lumps of different shapes and sizes, suggesting
lack of cleaning over many months
river-like cracks meandering (image): twisting lines and loops; adds to age and neglect
and lack of hygiene
mini-mountain ranges (image): series of painted blobs of hardened toothpaste; link to relief
map and overall effect of surfaces not being smooth and clean
moulded (image): artistic word, continues metaphor of creation and shapes; possible pun
and irony.

(b) Mrs Wilkie

Overview: the general effect is of a vigorous, belligerent, imperious commander of a military

campaign

hurled: thrown with great force, conveying lack of subtlety and gentleness of character
blazing: (image): strong emotion makes her eyes look fiery and dangerous
in readiness for battle (image): she is looking for a fight and willing to take on any
opposition
thunderous (image): deep, reverberating voice suggesting divinity and masculinity;
threatens punishment to follow
laser eye soon pin-pointed (image): intense narrow focused beam, indicative of power and
damage, robotic, superhuman
launched (image): violent verb of a missile being fired to seek its target
wheeled (image): military term to describe a turnabout to head off or take by surprise an
enemy on the battlefield, machine-like
demand/demanded: expects needs to be met
commanded: giving orders like an army officer, and expecting to be obeyed.
Re-read Text C, An Unwelcome Appearance, in the insert and then answer Question 3 on this
question paper.

Question 3

Imagine you are Mrs Wilkie.

Write a letter to the Public Health Department of the city, demanding that ‘Sammy’s Place’ be
shut
down.
In your letter you should write about:
• your concerns about the conditions at the hostel
• the mis-management of the hostel
• the likely consequences of allowing the hostel to stay open.

Base your writing on what you have read in Passage C, but be careful to use your own words.
Address all three bullet points.
Begin your letter:
‘Dear Public Health Officer
I am writing to alert you to a health and safety hazard ...’.
Write about 250 to 350 words.
Up to 15 marks are available for the content of your answer and up to 10 marks for the
quality of your writing.

A1: Conditions
• beds too close together [dev. lack of privacy ]
• state of the beds (thin mattress; filthy pillows) [dev.
uncomfortable]
• poor lighting (no shade; flickering) [dev. dangerous
/unpleasant]
• kitchen hygiene (sinks full; no tea towels; over-flowing
rubbish)
• out of date food (det. bulging yoghurt pots) [dev. unsafe]
• windows don’t open (det. encrusted with flies) [dev. no
ventilation]
• dangerous flooring (det. threadbare carpets; tripping)
• unpleasant smell (det. gas; leaking rubbish bags)
• dirty/ unclean (det. cracks in dormitory sink; moulded
toothpaste mounds)
• run down area (det. rats)
Dev: reactions including revulsion/ horror/ shock / concern
A2: Mismanagement
• loud music (det. played late at night; outside) [dev.
encouraging anti-social behaviour]
• work unsupervised/not enforced (det. cleaning rota;
temporary workers)
• manager too relaxed/ familiar with young people (det.
outside at party) [dev. inappropriate]
• irresponsible/not checking safety aspects (det. gas leak
not reported; food in fridge)
• reception not staffed (det. he leaves it to join party) [dev.
anyone could get in]
• outdated/unmonitored information/ adverts (det. boards
not cleared/ tidied)
• no curfew (det. partying late)
Dev: poor service/ value for money; opinions of Jed; lack of
security / supervision
A3: Likely consequences if hostel stays open
• fire/explosion (det. gas; bad wiring)
• electrical failure/ blackout (det. light bulb flickering)
• asphyxiation (poisonous gas fumes; no air)
• being trapped (jammed windows; bed too close)
• illness /food poisoning (det. out of date food/ poor
hygiene)
• injury (det. unshaded bulb; overcrowding; tripping on
carpet)
• infestation/disease (det. rats; rubbish)
• abduction/stranger danger (det. notices; unmanned
reception)
• transport accident (det. bus trip; old cars)
Dev: taking any of these further e.g. rats will spread
through whole neighbourhood; contagious
disease will become an epidemic; possible fatalities;
management will be sued; reputation of the
city will be harmed