MINISTRY OF EDUCATION

FIJI YEAR 10 EXAMINATION

2018

ENGLISH DETAILED SOLUTION

COPYRIGHT: MINISTRY OF EDUCATION, FIJI 2018

SECTION A: QUESTION 1 FORMAL WRITING (15 Marks)

Criteria Descriptors Marks

Plan  Plan thoroughly linked and followed in  2

Introduction, Content and Conclusion
 Plan done and followed but points missing  1½
in Introduction and Conclusion
 Plan done but not closely followed  1
 Plan done but not followed at all  ½
 No plan  0
Introduction  Linked closely and relevant to topic  1
 Not closely linked to topic  ½
 Irrelevant and not in any way relevant to  0
topic
Content  3-4 relevant ideas with evidence and  4-5
supporting examples
 2 relevant ideas with evidence and  3
supporting examples  2
 1 relevant idea with evidence and  1
supporting example  0
 1 idea, no evidence or example
 Totally off topic
Conclusion  Appropriate and links well to whole essay  1
 Not closely linked to whole essay  ½
 Irrelevant and inappropriate  0
Accuracy  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 type of errors  0
(spelling, punctuation, tense, wrong word order, word form,
preposition, article, conjunction, degree of comparison, voice,
subject-verb agreement, pronouns)

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  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 writing)

2018 English Year 10 Marking Scheme 2

 Question 1 - Content Breakdown & Details (5 marks)
5marks 4marks 3marks 2marks 1mark
 3 – 4 relevant  2–3  1–2  1 reason/point  No definite
Points reasons/points reason(s)/points reason or mention of
- Point/ reasons, no clear elaboration,
- Each reason - Each reason - Each reason reason clearly discussed no supporting evidence or
clearly discussed in clearly discussed in clearly discussed in topic in topic sentence examples
topic sentence topic sentence sentence - reason  No relevance to topic
- Each reason - Each reason - Each reason supported with evidence
supported with supported with supported with evidence and relevant example
evidence and evidence and and relevant examples
relevant examples. relevant examples.

Topic a) Technological gadgets are making people more Topic b) How can students address environmental issues?
inactive.

 Less mobility when using technological gadgets and can
have consequences like obesity
 Lead to poor diet routine or more dependency on fast
foods which can cost more.
 Assigned work (household chores) and studies will be
neglected as it consumes valuable time.
 Can cause lack of sleep and fatigue, thus poor
performance.
 Can lead to health implications such as poor eyesight.
 Can result in lack of interest in social and cultural
activities.
 Inactiveness can cause depression or anti-social behavior
such as online bullying/ abuse of social media sites/
cybercrimes/ less speaking/ speech communication.
 Create environmental surveys and awareness in schools
(morning talk in class, school assembly topics on
environment through moral values education) and
communities.
 Become responsible waste disposer.
 Recycle and reuse items.
 Create compost for organic waste and use in gardens.
 Take ownership of your actions; protect earth and its natural
resources.eg. Plant more trees, avoid polluting.
 Voice out your concerns regarding environment through
media outlets, essay competitions and letter to editor.
 Participate in clean-up campaigns.
 Report illegal dumping of rubbish in your own areas or
inform the authorities of any environmental threat created in
your communities.

2018 English Year 10 Marking Scheme 3

 Question 1 – Analysis of text types
Text Purpose Text Structure Language Features Content
Type
Express opinion/point of Introduction:  Appropriate linking words
Expository Essay

view convincingly with  State point of view/position (between sentences & within Refer to
supported evidence and Content ( 3- 4 Para) paragraphs) Breakdown
examples.  3- 4 arguments with supporting  formal vocabulary, of Content
evidence & examples  passive sentences,
Conclusion  present tense
 Restate position in light of arguments  Appropriate jargon (related to
presented topic)
 Recommendation(s)  Simple - complex sentences
Introduction  Polite, respectful words &
To express your gratitude  Address audience appropriately phrases
and acknowledge  Thank Leon Hardware Supplies for  humorous words & phrases
the tools.  Passive verbs
 State how appreciative your school is  Emotive vocabulary
with this timely gesture.  Pauses
Content  Simple, compound & complex
 Thank those who had brought the sentences
Acceptance Speech

tools to the school.  Personal pronouns

 Express your feelings about the  Rhetorical questions
experience of using good set of tools  Exaggeration to impress
for gardening, cleaning and the up  Figurative language
keep of the environmental beauty.  Factual information
 Motivates students to learn and apply  Descriptive words
knowledge of gardening for home  Repetition of key
gardening. word/phrases for emphasis
 Students can learn safety rules in
using each tool.
Conclusion
 End by acknowledging all individuals
that tools can help beautify
environment and healthy lifestyle-
exercise, fresh garden produce.

2018 English Year 10 Marking Scheme 4

 • Sender’s Address - writer ‘s address  Formal vocabulary to Refer to
& date create formal/impersonal Breakdown
• Receiver’s Address - receiver’s tone of Content
address  Passive sentences to
• Salutation - Dear Sir/Madam maintain formal tone.
• Body  Appropriate vocabulary
 Long form of words (avoid
Paragraph 1: Introduction- State the contracted word forms)
Purpose of writing  Specific and Factual
- To apply for the job/position as information
advertised.  Polite words to create
Letter Of Application

polite tone
Paragraph 2: provide details of academic
achievements.

Paragraph 3: provide further details of

the need to have this job and why you
are the most suitable candidate.

Paragraph 4: Proper ending

- end your letter by giving details of
referees/ contact/ phone

Paragraph 5 – Conclusion
• Complimentary Close
Yours faithfully
signature line
signature

2018 English Year 10 Marking Scheme 5

 PERSONAL WRITING (10 Marks)
Criteria Descriptors Marks

Plan  Plan thoroughly linked and followed in  1

Introduction, Content and
Conclusion  ½
 Plan done but not followed  0
 No plan
Introduction  Appropriate and clearly states purpose  1
of writing  ½
 Fails to state purpose of writing/not
closely linked to topic  0
 Irrelevant/no introduction
Content  3 or more relevant ideas [linked to  3
question]  2
 2 relevant ideas  1
 1 relevant idea  0
 Totally off the topic
Conclusion  Appropriate and linked to ideas in essay  1
 Not closely linked to essay  ½
 Irrelevant/no conclusion  0
Accuracy  0 – 2 different types of errors  2
 3 - 4 different types of errors  1
 5 - 6 different types of errors  ½
 7 or more different types of errors  0
(spelling, punctuation, tense, wrong word order, word form,
preposition, article, conjunction, degree of comparison, voice,
subject-verb agreement, pronouns)
Style  0 - 2 different types of errors  2
 3 - 4 different types of errors  1
 5 - 6 different types of errors  ½
7 or more different types of errors  0
(address, inside address, salutation, semi- formal/block style,
sentence structure/pattern/type, paragraphing, inappropriate
vocabulary, wrong register, expression, linking devices,
redundancy, rambling, incomplete sentences, missing words,
flow of ideas, introduction-body-conclusion appropriate for
style of writing)

2018 English Year 10 Marking Scheme 6

 Question 2 – Content Breakdown Theme: Transportation
Registers 3marks 2marks 1mark
a)Conversation Content to include discussion of 3 – 4 of Discussion of 2 – 3 1 from the list
your personal points from the list
- Feelings.
- Experience.
- What happened?
- Reason for being late.
- Realisation of importance of
punctuality.
- Consequences faced for being
late.
Personal feelings (verbs in past tense)
b)Diary Entry - Importance of transport- mode of Discussion of 2 – 3 1 from the list
travel clearly identified. points from the list
- Travelling made easy or difficult.
- An important day identified.
- An account of problems faced.
- Reasons and feelings of
transportation issues faced.

c) Descriptive Describe your missing transport due to Discussion of 2 – 3 1 from the list
Essay extra-curricular activities. points from the list
- Using 5 senses.
- How you feel?
- How the incident affects your
feelings?
- How you overcame this problem?
Other Styles Based on photos and theme: Discussion of 2 – 3 1 points from the
(based on theme - Use appropriate style. points from the list list
and photos - Introduction
provided) - Body – 3 – 4 paragraphs
d) Personal Letter - Conclusion
e) Public Notice Use any of the photos provided based on Discussion of 2 – 3 1 points from list
theme. points from the list
- Heading
- Who/What/Where/When
- May include graphics
f) Letter to the Use any of the photos provided based on Discussion of 2 – 3 O – 1 points from
Editor theme points from the list list
- Formal layout.
- Introduction
- Body 3 – 4 points
- Conclusion
g) Narrative Use any of the photos provided based on Discussion of 2 – 3 O – 1 points from
theme points from the list list
- Orientation
- Conflict
- Complication
- Climax
- Resolution
h)Recount Use any of the photos provided based on Discussion of 2 – 3 0 - 1 from the list
theme points from the list
- Orientation
- Climax
- Conclusion

2018 English Year 10 Marking Scheme 7

 Question 2 – Analysis of text types
Text Purpose Text Structure Language Features Content
Type
 To exchange  Exchange of opening salutations  Question forms
a)Conversation

information, ideas,  Question/statement followed by  Strategies to maintain

opinions, and response conversation (fillers)
experiences  Interaction is sustained with  Interjections
discussion based on given topic.  Sentences may not be complete
 To maintain and Language level will depend on
sustain context and relationship between
communication participants
 To provide  Introduction  Adjectives
detailed and - Capture readers attention and - modify nouns and pronouns
vivid description identify your subject - appeal to the senses
about a person, - Provide background Answer the following questions:
object, place or information Which kind?, Which one?, How
event so that the (explain context for readers to many?, How much?
reader can understand)  Adverbs
clearly ‘see’ in - State your dominant - Modify verbs,
his/her impression/idea  Figurative language (simile,
imagination personification etc.)
(A dominant idea or theme to which all
 Specific and precise words
details relate)
b)Descriptive Essay

 To show the and phrases.

reader what  Body  Sensory details based on the 5
someone or - Provide first detail in a senses
something you structured sentence  Factual details based on
are referring to - Provide second detail in a experience, originality or

Refer to Breakdown of Content

looks, feels, structured sentence imagination.
sounds, smells, - Provide third detail in a  Figurative details using
tastes, like structured sentence relevant figures of speech.
Note: 1. Use a variety of details –  Use logical order: for Spatial,
 A description is sensory, factual and figurative (location) Chronological
the organised 2. Arrange details in a logical (time) and order of
manner in which order. Importance (important details
the details are  Conclusion at the beginning)
presented - Re-emphasise the dominant  Transition words
(usually in the impression  Use detail and words to allow
form of a the reader to picture what you
paragraph). are describing
 Specific and vivid action verbs
 Headline in bold print  Stock phrases
 To inform the  Byline  Past tense
g) Newspaper

public  Lead sentence (who, what, where,  Noun in apposition

Report

when, why)  Formal words and expressions

 Information in remaining  One sentence per paragraph
paragraphs decrease in  Passive sentences
importance  Compound & complex
(inverted pyramid structure) sentences
 To communicate in  Address of writer  Personal pronouns
writing with  Date  Informal & colloquial
c) Personal

acquaintances,  Salutation expressions

Letter

friends, family  Introduction – reason for writing  Slangs

 To inform  Body - Logical and cohesive  Word contractions
sequence of ideas based on topic  Minor sentences
 Conclusion  Compound - complex
sentences
 To inform and  Heading – name of event  Graphics (relevant pictures,
sometimes to  Event details diagrams, visuals etc.)
pages 264 –
265 Link 4

persuade the - Place  Numbers (Date, Time)

public do - Date and Time  Imperative sentences
d) Public

something.  Additional information  Concrete nouns

Notice

- What to bring etc.  Figurative language

2018 English Year 10 Marking Scheme 8

  To record  Date [ place/time - optional]  Past tense
personal  Salutation  First person
e) Diary Entry

reflections or  Introduction  Subjective language

experiences  Body - Chronological or stream of  informal expressions
consciousness  personal pronouns
 Closing - appropriate  contracted word forms
 Signature  emotive expressions
 simple – complex sentences
 Address of writer and date
 To express an  Address of Editor  Present tense
opinion on a  Salutation  Subjective language to express
topic and  Introduction – begin letter with point of view.
persuade the reference to article, topic or  Pun
reader to adopt another letter OR begin letter with  Humour
or consider your purpose and contention/thesis  Simple – complex sentences
f)Letter to Editor

point of view.  Body – Argument 1: 1st point to be 

developed in support of
contention/thesis; Argument 2:
next most important point – more
detail regarding who, what, when,
where, why and how; Argument 3:
next most important point and
additional information
 Conclusion – restate
thesis/contention
 Complimentary close and
Signature
Orientation  Specific participants
contains a plot, theme and resolution

 To tell the reader  Main characters and plot points • Action verbs- verbal and mental
In the majority of cases a narrative

a story are introduced processes

Conflict • Tense
 A problem or conflict is established • Linking words to do with time
h) Narrative Essay

Complication • Descriptive language

 A rise in action – more detail and • 1st or 3rd person narration
suspense here
Climax
 Turning point / High point in the
story
 Falling Action and
Resolution
 The conclusion of the story where
events lead to a resolution and an
outcome of the conflict.
 Orientation-  action verbs

Refer to Breakdown of Content

recounts do not have to include

 To retell events   specific participants

[similar to a narrative in that it

Event 1
talks about events however,

that happened in Provide details using action verbs  past tense

a crisis or complication]

the past in order (first person, past tense)  pronouns

to inform or  Event 2  temporal links
entertain Provide details using action verbs (first  active and passive voice
person, past tense)  use of description inclusion
i). Recount

 Event 3 of personal comments,

Provide details using action verbs (first opinions on and
person, past tense) interpretations of events
 Reorientation/
Closing Paragraph
[may/may not include chronological
order of events]

2018 English Year 10 Marking Scheme 9

SECTION B [45 marks]
QUESTION 3 MASS MEDIA, DICTIONARY and LIBRARY (10 marks)
Part I Mass Media (3 marks)
1. One advantage of television over radio:
- You can watch/ see what is going on television whereas on the radio
you can only hear and imagine/ Audio visual. (1 mark)

2. One disadvantage of internet:

- It can be a serious distraction to studies or work.
- You will need to buy computer or mobile gadgets that can access
internet, which can be costly/ expensive.
- It can use up one’s valuable time if not used wisely.
- It can result in cyber bulling and other social media abuses.
- Less family time.
- Anti-social behavior.
- Network and connectivity issues.
(1 mark)

3. masthead. (1 mark)

Part II Library (3 marks)

1. Fiction books arranged according to the first three letters of the author’s
surname and in alphabetical order. (1 mark)

2. Appendix section is found towards the end/towards the back of the

book/after the glossary. (1 mark)

3. The difference between paper back and hard cover books is that paper back
books have a thin cover whereas hard cover books have a thick hard cover.
(1 mark)

Part III Dictionary (4 marks)

1. [C] Stands for Countable noun. (1 mark)

2. long form of the words:

i) sth – something (1mark)
ii) pp - part participle (1 mark) (2 marks)

3. Number of syllables is 1. (1 mark)

2018 English Year 10 Marking Scheme 10

QUESTION 4
Passage I (10 marks)

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

Passage II (5 marks)

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

2018 English Year 10 Marking Scheme 11

SECTION B (continued)
QUESTION 5 LANGUAGE USAGE (20 marks)
Multiple-Choice (10 marks)

Use gerund after preposition+Passive Voice in

1 A B C D this example.
It’s the Passive Voice.
2 A B C D
nonetheless= despite that, however
3 A B C D
Cannot use ‘that’ in a non-defining relative
4 A B C D
clause. Use ‘which’ to add extra information.
‘against’ as a preposition.
5 A B C D
Use ‘not so much……as’ to make
6 A B C D
clarifications.
Prefix ‘disconnect’
7 A B C D
First conditional, using inverted word order
8 A B C D and ‘should’ to sound formal.
Use ‘rather than’ with bare infinitive to mean
9 A B C D ‘instead of something’. [base form of verb]
Question tag: ‘has no idea’ is in negative
10 A B C D
connotation.

B. Rewriting (6 marks)
1. The teacher advised the students that reading improves their ability to think.
(2 marks)
2. She will like to eat fruits for lunch. (2 marks)

3. Although it was raining, we kept on weeding the garden. (2 marks)

C. Proof reading (4 marks)

Note: Proof reading for error identification must give the whole sentence correct grammatical sense.

Sentence Error Correction

(½ mark for error; ½ mark correction).
1. Lets both do our own shopping and meet later Lets Let’s
for coffee. both remove/delete
both
2. The best way of stay healthy is to eat healthy of to
foods and walk daily. stay staying
3. Chris submit his essay homework to the submit submitted
teacher yesterday.
4. An arguement between the two boys resulted arguement argument
in an assault case.

2018 English Year 10 Marking Scheme 12

SECTION C LITERATURE (30 marks)

Note:
 The following are Literature titles to be studied from the four genres for Year 10, 2018
 Students are to answer any 2 questions from this section

Poetry Short Stories Novel Drama

Title Island Fire A Peculiar The Village A Child for

Picnic by the Sea Iva
Author, Konai Helu Anita Desai Vilsoni
Frances Pene
Playwright, Thaman Hereniko
Poet
Better Life A Friend
Ruperake Petaia Isimeli
Tagicakiverata
Friend Mateuteu
(Be Prepared)
Fifita Vete Pesi Fonua
Dear The Brothers
Grandmother
Ruperake Petaia Rejieli Racule
I Cry
Frances Heu
Home
Vanessa Collins

Note:
If a student has:
1. used texts NOT prescribed for Year 10 (2018) to answer Literature questions,
mark as normal and divide total by 3.

2. used a Year 10 text to answer a genre incorrectly, mark as normal and divide
total by 2.

3. answered 3 or 4 Literature questions instead of two only, mark all and select the
2 highest scores for the final Literature total.

2018 English Year 10 Marking Scheme 13

QUESTION 6 SHORT STORIES (15 marks)
Extract A

Their schoolmates inside the poolroom stared at them in disbelief. Shocked

beyond speech, the two boys numbly obeyed the policeman. As they got into
the police car, it seemed to them that everyone-the shopkeepers, parents,
(a)students,
Title –drivers
A Friend
and passerby-stared at them. Pg. 62
Author – Isimeli Tagicakiverata (1 mark)

(b) The two boys – Wame and Etika. (1 mark)

(c) They were staring because:

- the two boys were escorted/ led by the policeman to the police car.
- it may have been unusual or not a common practice for the policeman to
arrest students.
- it is because most of them knew that Wame was a good/ well behaved
boy.
(1 mark)
(d) Explain lesson learnt from this story:
- A friend in a need is a friend indeed. Wame’s act to support Etika
always reveals that he is a true friend.
- True friends stand by you always. Wame proved that he is Etika’s true
friend even if meant going to prison for his friend.
- Avoid illegal activities as it can lead to problems/ punishment. Etika
should have shared about drugs with Wame and sought help from
police.
- Admit your wrong doings and be honest. Etika being quiet while Wame
took the blame is not the solution to end drug peddling issue instead
should have owned up to his mistake and have his uncle arrested.
(2 marks)

Extract B

“Quite right,” said the Watermelon. “Now, you’ve all been very patient and
you deserve a nourishing feast. Just remember not to eat too much of one
thing. If you’ve been listening carefully, you’ll have to understand that
there are three different kinds of food that do different jobs for you.” Pg.11

(a) Title – A Peculiar Picnic

Author – Frances Pene (1 mark)
(b) the story set - Mount Tubu. (1 mark)
(c) The Watermelon is talking to the class captain/ children/ students. (1 mark)
(d) The advice means to eat some of each food type from the three food groups/
eat balanced meals to stay healthy/ have all nutrients/ avoid malnutrition.
(2 marks)

2018 English Year 10 Marking Scheme 14

Part II Short Answer Questions
Title The Brothers Mateuteu (Be Prepared)
(a) Author Rejieli Racule Pesi Fonua
(1 mark)
(b) Setting of the - In a valley in the interior of the - On the island of Vav’au,
short story biggest island in Fiji, Viti Levu. Tonga pg.40
(2 marks) Pg.47
(c) One incident - Vesi obeying instructions given by - Persona recalling and
(1 mark for the old lady/ acting on the advice of
incident) - Damu not obeying instructions or how to lower the roof to
being rude. the ground to weather the
- Vesi was kind to animals and hurricane.
greeted while on his way. - Town Officer giving
- Vesi respected the elderly woman hurricane warning and
and was kind, generous and offering his home to people
helpful as he cooked, cleaned and to move in.
entertained her.
Message - If you obey/follow instructions, - Heeding to knowledge
(1 mark for you’ll be rewarded/ passed down from
message) - If you fail to obey/follow persona’s elders saved
instructions, you will miss out on their lives.
Total (c) 2 marks rewards. - Pay attention to the
- Being kind to animals. advice given about
- Respect for elders. natural disasters as it
- Being generous/ helpful. can save your life.

QUESTION 7 NOVEL – The Village by the Sea by Anita Desai (15 marks)
Part I
Extract A
Hearing this, Lila darted out from the kitchen, stood before him with her hands
clasped before her and her eyes cast down shyly, and asked what she had
made up her mind to ask. “Sahib, can you take my mother to the hospital in
Alibagh? If you are going in the car, may she and I go with you?” pg 97

(a) Sahib referred to Mr De Silva/ the owner of Mon Repos/ rich man from
Bombay/city. (1 mark)
(b) The reason for Lila’s request was to seek medical help for her mother/ ask Mr
de Silva to take her mother in his car to the hospital in Alibagh. (1 mark)
(c) Sahib’s reaction to Lila’s question was of shock and loss of words/
not able to think what to reply (‘stammered a bit’) as the situation was
serious. He was willing to help as he offered to take Lila’s mother immediately.
(1 mark)
(d) Lila’s mother is taken by Mr de Silva in his car to the hospital and is
admitted in the hospital/ she is well looked after by the hospital staff and
given the medical attention. (2 marks)

2018 English Year 10 Marking Scheme 15

Extract B
“No, boy, they are still changing – they will go on changing- and if you want
to survive, you will have to change too. The wheel turns and turns: it never
stops and stands still. Look even Bombay is not always the same.” Pg. 129

(a) The boy is Hari. (1 mark)

(b) The expression the wheel turns and turns: it never stops and stands still –
means that life goes on and on as time continues/ developments will happen/
changes will occur or bound to happen/ accepting change positively for better
future. (2 marks)
(c) Explain one lesson of life learnt by the boy is that:
- things are bound to change with time and one should be prepared for it.
- his life will get better in time to come as he works hard to learn new skills.
- to be positive about years to come as opportunities in life will come as
progress takes place. (2 marks)

Part II Short Answer Questions

(a) The background of the novel is based on:
- a rural fishing/ farming community with vivid descriptions of the beach,
casuarina trees, birds, etc./ Hindu village life with traditional or religious
plays and prayer rituals/ ceremonies.
- a part of city life is used by the author- the busy city life, fast moving
traffic, housing issues, relying on restaurant food, pollution issues, etc.
[Note: the two backgrounds in contrast to each other]. (2 marks)
(b) The author chose this background portray the realities of life situations faced
by rural and city people/ poverty faced by families/ issues of development
and change/ struggle to embrace change for better. (1 mark)
(c) Name a character and state an important lesson you have learnt from
him/her. (2 marks)
One Character One Lesson
1 mark 1 mark
Lila  Be brave and positive no matter what life situations are.
 Being responsible for your family.
 Perseverance/ Patience can be rewarding.
Hari  Work hard to gain something.
 Be an active learner so that you can hope for a better
future/ You can change your future yourself if you are a
keen learner.
Mr Panwalla  Learn to accept changes and be a part of it.
 The wheel turns and turns- life goes on [life cycle/
changes]
Bijju  Helped village fishermen during bad weather/ in times of
need.
Pinto  Loyal to Lila’s family and protected them.

2018 English Year 10 Marking Scheme 16

QUESTION 8 DRAMA – A Child for Iva by Vilsoni Hereniko (15 marks)
Part I
Extract A

X : You don’t have to explain anything. I have heard it all. You tricked
me. I was a fool. I should have known.
Yes cry, cry, cry. I don’t care anymore. I have been fooled enough by
your tears. To think that I lived only for you. And all the time…all
the time…I can’t even bring myself to say it.

Iva: But it’s you I really love…. Pg. 22

(a) X - Epeli (1 mark)

(b) The reason for the outburst by Epeli is because he has overheard Atama and
Iva planning to elope together as he still loves Iva or is jealous/ feeling betrayed
by Iva. (1 mark)
(c) Iva at this point in the drama seems confused/ undecided about whom she
actually loves Epeli or Atama. (1 mark)
(d) The significance of this scene in relation to the rest of the play is that Epeli
curses Iva and as she elopes with Atama, she faces difficulties later towards the
end of the play – loses sanity/ kills her deformed baby. (2 marks)

Extract B

Iva: But what can I do now? It’s too late.

Y: It’s not too late. You’re not legally married yet. And you’re both
young. You can start all over again.

Iva: But what about the child? What’s going to happen to the child?
Who’s going to look after it? Pg. 59

(a) Y – Selina/ Aunt Selina (1 mark)

(b) The advice that Y/Selina is giving Iva is to start afresh/ begin life as an
individual or to influence her to leave or separate from Atama. (2 marks)
(c) Immediately after this Y/ Selina shows Iva how easily she can get rid of the
deformed baby/ or to kill the baby. (2 marks)

2018 English Year 10 Marking Scheme 17

SECTION C (continued)
Part II Short Answer Questions
(a) Character that you liked the most in this play and a reason for your choice.
(1 mark)
Most like character ½ mark Reason for liking ½ mark

Atama Loves and takes care of Iva.

Tevita A kind father who loves his daughter.

Lusi A strict mother who wants to protect her daughter

from social ills/ influence of Iva’s friends.
Apenisa Shopkeeper who was willing to marry Iva.

(b) One incident that was humorous in the play is:

-when “Iva jumps in front of them and lifts up her sulu” (Pg 45) to embarrass
Koko and Fea/ - Iva’s imaginary play.
Reason – both were lay preachers and were confident of praying and healing
Iva but instead were confused/ embarrassed by Iva’s behavior. [Imagination of
Iva’s act in embarrassing the lay preachers]. Iva’s unreal play. (2 marks)

(c) I would have wanted the play to end with Iva and Atama taking responsibility
to care and bring up their baby/ place baby in special home/ seek medical
attention as it might improve baby’s condition. (2 marks)

QUESTION 9 POETRY (15 marks)

Extract A
He wants good schools
for his children
He says he’ll die
here at home
with less jobs
little pays pg. 88

(a) Title – Better Life ½ mark

Poet – Ruperake Petaia ½ mark (1 mark)
(b) he says he’ll die – means that the brother is finding difficult to cope/ survive
with less work or little income/ living in poverty (1 mark)
(c) One important lesson: education helps to overcome poverty/ being
responsible to give your family a better life they deserve. (1 mark)
(d) Style: - Use of exaggeration Eg. - ‘He says he’ll die’
- Personal pronouns - ‘he/his’
- Improper use of English - ‘little pays’
- Vernacular words - ‘faalavelave’ (Style-1mark, example-1 mark)
(2 marks)
2018 English Year 10 Marking Scheme 18
 Extract B

where my soul is happy and calm

where I wish to raise my children
where I have no fear of guns or bombs
where when I raise my voice I will be heard
where when I want to I have my land to
stand on pg. 105

(a) Title - Home ½ mark

Author – Vanessa Collins ½ mark (1 mark)
(b) Place the persona is referring to is home/ her island/ her village/place of
birth/ where the persona grew up. (1 mark)
(c) The persona is feeling peaceful/ at home with familiar soundings/
overwhelmed with her feeling for her homeland/contented/happy/relaxed/
gratified/pleased. (2 marks)
(d) Message the poet is trying to give through this poem is:
- home is where heart is.
- there’s no place like home. (1 mark)

Short Answer Questions

List of Poems:
1. I Cry
2. Friend
3. Island Fire
4. Dear Grandmother

Dear Grandmother I Cry Friend Island Fire

a) Title of
Poem (no
mark for
title)
Name of Ruperake Petaia Frances Heu Fifita Vete Konai Helu
Poet Thaman
(1mark)

b) Relates Note: students are to relate it themselves.

to Answers may vary.
students
(2 marks)

2018 English Year 10 Marking Scheme 19

c). One 1) Use of repetition 1) Repetitive 1) Repetitive use 1) Use of
style 2) Use of vernacular pattern for of personal personification
(1/2 words each line pronoun as 2) Explicit
mark) 3) Descriptive 2) Descriptive small ‘i’ vocabulary
words/ imagery words. throughout 3) Alliteration
4) Alliteration 3) Use of the poem. 4) Symbolism
5) Use of personal personal 2) Use of simile
pronouns. pronouns
throughout
the poem.
1) ‘I would if I could’ 1) I + verb (‘I 1) ‘i reach’….; 1) ‘sleep
Example 2) ‘fale papalagi' dance’, ‘I taste’ ‘i climb the through an
(1/2 3) ‘Rocking chair to etc.) highest endless
mark) creak/ ‘flash 2) ‘soft grains of mountain’ night’; ‘the
Datsun pick-up’ sand’ 2) ‘i fly as high embers wait’
4) ‘chair to creak’ ‘cool breeze of as a bird’ 2) ‘fraught with
5) Use of ‘I’. the ocean’.. the din
(3) Use of ‘I’. of…..’;
‘rekindled’;
‘slow turning’
3) billiard balls,
rock ‘n’ roll
4) Fire/embers
symbolises
culture.
1) Repetition – for 1) Repetition – 1) Repetition – 1) Personificatio
emphasis for emphasis. for emphasis. n – to add
2) Vernacular- for 2) Descriptive 2) Use of small i interest/
realism/sense of words/ instead capital entertain.
identity/ imagery – for I for personal 2) Adds
belonging/authent imagination/ effect/ draw constructive
icity. visualisation. attention/inte meaning to
3) Descriptive 3) Use of rest of the the content.
words/ imagery – personal readers to the 3) Makes
for imagination/ pronoun- for poem. reading
visualization personal 3) Use of simile – poems
4) Use of personal effect/ relates for appealing.
pronoun- for to own comparison/ 4) Symbolism-
personal effect/ experience. entertain/ relates to
relates to own visualise. something
experience. specific e.g.
5) Makes reading culture.
poems appealing.

2018 English Year 10 Marking Scheme 20

OR PART II READING A POEM (15 marks)

The Sound of Earth

By Daday Tajores

As I wake up in the morning,

I saw the sunshine in the window
As I go in the garden,
I saw the flowers as they grow.

5 The trees in the mountain

Gives us fresh air to inhale,
It gives us water everyday,
and fulfill life every way.

How beautiful surroundings that we have,

10 It’s a gift from up above,
May you be thankful of what you have,
And share the blessings from loving God.

Today is a great day,

It's a love fulfilling way,
It's because I have to say,
That god is my guidance all the way.

Answers
(a) Rhyme scheme of stanza 1: a b c b (1 mark)
(b) Appreciative/ thankful/ thoughtful (of nature/ life)/nature lover (1 mark)
(c) Purpose- to make readers appreciate nature or being thankful for life and
natural beauty/ reflect on nature’s gift/ acknowledge nature. (1 mark)
(d) Two rhyming words: day, way/ say, way/ everyday, every way/have, above
Effect: to give poem a pleasant sound/make it easy to recall or
recite/creates phonological awareness. (2 marks)
(e) Set in the morning time and most likely at persona’s home/house or
garden. (2 marks)
(f) Tone - personal/ appreciative/ thankful tone is achieved by the use of
personal pronouns and abstract nouns. (2 marks)
(g) Central idea or theme is to appreciate, enjoy nature and its gifts as it is a
blessing from God. One must take time to admire the natural beauty
around us and be thankful for it. (2 marks)
(h) Two things the earth provides: beautiful surrounding, fresh water, flowers,
fresh air. (2 marks)
(i) It is “a gift from above” because it’s God’s creation and balance of all the
natures elements. (2 marks)
The End
2018 English Year 10 Marking Scheme 21