MINISTRY OF EDUCATION, HERITAGE & ARTS

FIJI YEAR 12 CERTIFICATE EXAMINATION

2019

ENGLISH

DETAILED SOLUTION

COPYRIGHT: MEHA, FIJI, 2019.

 QUESTION 1 FORMAL WRITING (15 MARKS)

For 2020 and onwards, use the criteria given in Circular #2/2020.
Year 12 English teachers are to assess and guide their students using the revised criteria.

Plan • Plan thoroughly linked and followed in Introduction, Content and 2 2

Conclusion
• Plan done and followed but missing points for introduction and 1 1
conclusion ½
• Plan done but not closely followed ½ 1
• No plan 0 ½
Introduction • Linked closely and relevant to topic 1 01
• Not closely linked to topic/ rephrases topic ½ ½
• Irrelevant and not in any way relevant to topic 0 0
Content • 5 or more relevant ideas with supporting discussion/examples 5 5
• 4 relevant ideas with supporting discussion/examples 4 4
• 3 relevant ideas with supporting discussion/examples 3 3
• 2 relevant ideas with supporting discussion/examples 2 2
 1 relevant idea with supporting discussion/examples 1
 Totally off topic with supporting discussion/examples 00
Conclusion • •Appropriate and links well to whole essay 1 1
• •Not closely linked to whole essay /rephrases introduction ½ ½
• •Irrelevant and inappropriate and not in any way linked to essay 0 0
Accuracy • 0-1 error 3 3
• 2 – 4 different types of errors 2 2
• 5 – 6 different types of errors 1 1
• 7 or more different type of errors 0 0
(spelling, punctuation, tense, wrong word order, capitalization, word form,
preposition, article, conjunction, degree of comparison, voice, subject-verb
agreement, pronouns, etc.)

Style • 0-1 error 3

• 2– 4 different types of errors 2
• 5 – 6 different types of errors 1
• 7 or more different types of errors ½
• Wrong style of writing used 0
(sentence structure/pattern/type, paragraphing, vocabulary, register,
expression, linking devices, redundancy, rambling, incomplete sentences, missing words,
flow of ideas, introduction-body-conclusion appropriate for style of w r i t i n g , etc.)

 Avoid impression marking. Provide justification for deductions eg. Type of errors, number of relevant ideas.
 If title is stated by the student, do not penalise for missing option. If both title and option missing then deduct ½
from total. [At Y12, students are expected to indicate]

 Please note that if there are many errors of the same type throughout the essay then deduct ½m for each TYPE
of error (e.g. more than two spelling mistakes -½m, more than two agreement errors -½m).
Do not deduct for each error (e.g.do not deduct ½m for each spelling error found as one will be
deducting for one type of error only).

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 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.

 NOTE:
Some marks are to be awarded for attempt – either in content or in style or mechanics/accuracy. This will depend
on the attempt:
 While some essays may be off topic, the style and mechanics may gain marks.
 Some essays will have good content but the style may be wrong – i.e. using narrative or other personal
writing registers. Accuracy will be marked accordingly.
 Some essays may have good content and style but many errors in mechanics/accuracy.
 Some essays may be off topic in content, far too many errors in mechanics and accuracy, and wrong
register used for style – in this case an attempt mark of 3/15 will be given. However, this has to be
justified with evidence. Do not do impression marking!
 In cases where the actual mark gained (e.g. 2/15) is lower than the attempt mark – give the attempt
mark of 3/15. Please indicate this when allocating the mark.

 The Introduction, Content [Body] and Conclusion

Introduction Content [Body] Conclusion
In general, a good introduction can: The content or the main A good conclusion should:
 introduce the topic and provide body should:  provide the reader an
background information.
 begin with an opening sentence or
 have 4-5 main ideas
overview of the main
ideas you discussed, but
and support it with
‗hook‘ about your topic that catches also highlight the
relevant examples.
reader‘s attention. progression of your
 include context – provide the  use connectives to link thought, process, offer
information the reader will need to ideas logically. solutions.
understand the topic.
 have a thesis statement – this limits
 follow a logical  restate
argument.
your main
sequences of ideas
the scope of the discussion. discussed.  emphasise or reinforce
 define/state the topic – but not the main points of your
merely providing a dictionary  Logic and coherence is argument in a concise
definition. important in any form way.
 purpose statement – present the plan of writing.  include final broad
of coverage including your line of statements (about
argument/viewpoint/ conclusions possible implications,
(usually the last sentence of the future directions for
introduction). research, limitations etc).

EXPOSITORY ESSAY/ REPORT

Features required: What to avoid:
à Block style of writing  personal pronouns
à formal tone  informal expressions
à passive sentences  contractions
à proper paragraphing  slangs
à linkages  jargons
à sentence beginners  vernacular language
à appropriate formal vocabulary  incomplete sentences
à compound and complex sentence structure  run-on sentences
à one idea per paragraph with supporting examples  minor sentences
à paragraph unity  abbreviations
à cohesive organisation  redundancy
à development of ideas.  repetition of ideas.
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Expository Essay
Some points for discussion are listed for each topic and may not be limited to the ones listed. Students may come
up with some unique relevant ones. Assess and allocate marks accordingly.

a) Role of parents in curbing crime

Key term to  Role of parents are: nurture and educate children, discipline them, manage home and
consider financially support family.
 Curbing- reducing/ limiting/ decreasing/ controlling
 Crime- wrong doing/ offense/ misconduct
 Parents play important role in well-being and welfare of their children.
Points for  Good values and behaviour lessons begins from home.
 Parent to be responsible and keep tabs on the activities of their children.
Discussion  Parents to be role models.
 Know where their children are even if they are of an age.
 Practice good values and teach their children from an early age what is right and what
is wrong for him/her.
 Guide their children using religious values.
 If parental guidance and their presence at all times then the younger generation will
not be involved in any criminal activity.
 Parents monitoring of their children even when they are older can help avoid criminal
acts.
 Parents can restrict their children activities and involvement.
 Have better family time so that children do not seek other people‘s company.
 Parents can share their own experiences of things they had seen or heard regarding
crime.

b) Quality education for better societies

Key term to  Quality education- Quality education is a human right for all. Government and other
consider public authorities should ensure that a quality education service is available freely to
all citizens from early childhood into adulthood. Quality education provides the
foundation for equity in society. It provides the outcomes needed for individuals,
communities, and societies to prosper.
Points for  Education is a fundamental human right for all.
Discussion  Quality education needs an inclusive and holistic approach
 Fairness and equity is fundamental to quality education.
 Education is a public good.
 Quality education can ensure quality jobs, improved lifestyles and better decision
making.
 Education to be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms.
 Practice quality education: including adequate investment in public education, safe
and healthy schools with adequate infrastructure, facilities and resources and qualified
and well-supported teachers.
 Results in broad outcomes including critical thinking and problem-solving
capabilities, civic-mindedness and other life skills.
 It can teach subjects and essential life skills, values and relations.
 Quality education for all is financed by the Governments to invest in quality education

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 for their own countries‘ social, democratic and economic development, as well as the
individual development of their populations.
 Resource management with transparent funding practices and dedication are also
important.
 Services to reduce female household care work, as well as programmes to change
attitudes on the division of labour between men and women and boys and girls, and
ensuring that (gender or ethnic) stereotypes are not exacerbated and perpetuated
through education must be given high priority.

(c) Preserving the indigenous languages.

Key term  Preserving- conserve/ maintain/ to keep it alive

 Indigenous – native or original/ ethnic language.
to
Language- dialect/ tool for communication.
consider

Points for  Indigenous languages play a crucial role in the daily lives of people, not only as a tool for
Discussion communication, education, social integration and development but also as a repository for
each person‘s unique identity, cultural history, traditions and memory.
 For indigenous peoples, languages not only identify their origin or membership in a
community, they also carry the ethical values of their ancestors – the indigenous knowledge
systems that make them one with the land and are crucial to their survival and to the hopes
and aspirations of their youth.
 The state of indigenous languages today mirrors the situation of indigenous peoples. In many
parts of the world, they are on the verge of extinction.
 The biggest factor contributing to their loss is state policy.
 Indigenous languages are referred to as dialects, and accorded less importance than national
languages, contributing to their eventual loss.
 Grave threats-The biggest threat comes from climate change, which is gravely impacting their
subsistence economies.
 The concern is the impact of these threats on indigenous cultures and values.
 Indigenous peoples derive their identities, values and knowledge systems from their
interaction with their territories, whether forests or seas.
 Their languages are shaped by their environment – it is their attempts to describe their
surroundings that form the bases of their unique tongues. Thus, when the territory is altered,
changes also occur in the culture and eventually, in the language.
 Notions and values lost- many indigenous parents choose to teach and talk to their children in
the dominant languages – in order to create optimal conditions for their social success. Since
their mother tongue is often used only by older people, an entire generation of indigenous
children can no longer communicate with their grandparents.
 The lack of dialogue between elders and the youth is exacting a toll, not just in terms of
language but in ancestral ethical principles.
Keeping languages alive- with the growing global recognition of indigenous knowledge
systems, the hope that indigenous languages will thrive and spread in spoken and written
forms is being rekindled.

The UN declared 2019 as The Year of Indigenous Languages (IY2019) in order

to raise awareness of them, not only to benefit the people who speak these
languages, but also for others to appreciate the important contribution they make
to our world‘s rich cultural diversity.
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(d) Pedestrian education on road safety is equally important.

Key term  Pedestrian- person walking on the road.

to  Providing pedestrian education, outreach, and training is a key strategy in increasing
pedestrian awareness and behaviour.
consider  Educational campaigns – public awareness, targeted campaigns, and individual
campaigns.
Points for  A major proportion of the people killed or seriously injured in road traffic crashes are the
Discussion pedestrians, and children are particularly vulnerable.
 Education programmes try to teach people how to cope with the road environment and
road rules.
 Parents as educators. That pedestrian safety education can improve children's road safety
knowledge and their observed road crossing behaviour.
 Education may need to be repeated at regular intervals, as the effect can decline with time.
However, whether these changes to knowledge or behaviour can be linked to a reduction
in pedestrian deaths and injuries is unknown.
 Pedestrian safety education can result in improvement in children's knowledge and can
change observed road crossing behaviour, but whether this reduces the risk of pedestrian
motor vehicle collision and injury occurrence is unknown.
 Each year pedestrians die or are seriously injured on the roads. Educational measures to
teach pedestrians how to cope with the traffic environment are considered to be an
essential component of any prevention strategy, and pedestrian education should be
recommended for all Fiji citizens.
 Pedestrians and/or motorists can be misinformed regarding traffic laws, which may lead to
risky or reckless behaviour. Pedestrian and driver education can provide information to
roadway users and help motivate a change in specific behaviours to reduce the risk of
pedestrian injuries.
 Educational messages should encourage people to think about their own travel attitudes
and behaviours and make more informed choices.
 Pedestrian educational campaigns must be a part of a long-term and on-going traffic
safety program through news media, social media, city councils, municipalities and
schools.
 Educational programs and materials should be sensitive of different groups of people.
 Outreach material [pamphlets, brochures] should be interesting and involve visual as well
as written messages.
 Political support needed to ensure a comprehensive program.
 Introducing safety education within established school system curricula at all levels.

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(e) Report

Year 2010 2011 2012 2013 2014 2015 2016 2017 2018

Enrolment 60963 66244 65509 65810 68063 67447 67947 65915 69053
The following points to be written in paragraphs using complete sentences.

Title: Fiji Secondary Education Enrolment from 2010 to 2018

Introduction  Free education.

(1m)  More students enrol.
 Compulsory education policy.
Major observations The table shows:
(2m)  From 2010 to 2014, there was an increase in the number of enrolment for secondary
[At least 2 schools in Fiji.
observations in the  Slight decrease in enrolment in 2015 and 2017. Major increase in enrolment for the
content for 2 marks] year 2018.
 From 2014 onwards increased enrolment rate compared to enrolment data from 2010
to 2013.
Reasons for the The reasons for increase may have been due to :
trend  Compulsory education policy.
(discuss two)  All taking advantage of Free Education Scheme by the government/ free student
(2m) transport assistance/ free textbooks.
 Informed parents.
[accept logical  Desire to have quality and knowledge based society. To get educated.
reasons as it may  Pressing or low living conditions and thus the desire to get educated for better jobs
vary] or opportunities.
The reasons for the decrease may have been due to:
 School dropout cases due to peer pressure, involvement in substance abuse cases,
lack of interest in academic work and so on.
 Students and their parents prefer their children to work on their farms or get a job
instead of completing education. [income earned from farms maybe is better]
Conclusion  Quality education ensures job security.
(1m)  The desire for improved lifestyle/ standard of living.
 Job security in local or overseas job markets.
Recommendation  Students to take advantage of free education.
(discuss one) (1m)  Benefit from quality education.
 Attain academic qualification for better future.
 Work towards better life.

Note:
 If sub-headings are missing, do not penalise.
 Report to be written in block style essay form.
 Recommendation will be marked under Content.
 Sample report can also be accessed on pages 179-180 of English Communications Year 12.

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QUESTION 2 PERSONAL WRITING (10 MARKS)

For 2020 and onwards, use the criteria given in Circular #2/2020.
Year 12 English teachers are to assess and guide their students using the revised criteria.

Criteria Descriptors Marks

Plan • Plan well followed from Introduction, Body & Conclusion 1
• Plan done but not followed/ missing points for introduction and ½
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
Mechanics • 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, capitalization, word
form, preposition, article, conjunction, degree of comparison, voice,
subject-verb agreement, pronouns, etc.)

Style • 0-1 error 2

• 2 different types of errors 1
• 3– 4 different types of errors ½
• Wrong style of writing used 0
(for letter – address, inside address, salutation, semi- formal/block style –
sentence structure/pattern/type, paragraphing, vocabulary, register, expression,
linking devices, redundancy, rambling, incomplete sentences, missing words,
flow of ideas, introduction-body-conclusion appropriate for style of writing,
etc.)

 Please note that if there are many errors of the same type throughout the essay then deduct ½m for each TYPE
of error (e.g. more than two spelling mistakes -½m, more than two agreement errors -½m). Do not deduct for
each error (e.g.do not deduct ½m for each spelling error found as one will be deducting for one type of
error only).

 For style of writing, DO NOT give zero unless the wrong style of writing has been used e.g. writing
Expository essay under personal writing and vice versa. Some marks must be given for using correct
register, tone etc.

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QUESTION 2 PERSONAL WRITING

The theme of this question is Youth Challenges.

a) As a youth of your community, you had joined the clean-up campaign done in your area yesterday.
Write a diary entry describing your feelings on your experience of that day and state why it is
important for all youths to care for the environment that they live in.

Diary features Points

 Include a date/day is compulsory
[Time, mood and venue are
optional].
 Salutation- Give your dairy a
name. do not write: Dear Diary
 Introduction- includes the topic
sentence of what the diary entry is
about.
 Avoid greeting your diary as it
cannot reply.
 Use of past tense.
 Focus should be on one day event.
 Conclusion
 Sign off with a signature or name
at the end.
 Environment care is like your own personal care.
 It felt wonderful to care for the environment through
cleaning.
 Beautification and cleanliness of the community that we live
in.
 Destroys breeding places for flies/ roaches and rodents (rat
family).
 Such actions contribute to civic pride and citizenship duties.
 Enjoyed meeting other people in the community who also
cared for the environment. [feelings written]
 Socialising and making friends with those with similar
interests in the environment care.
 Promotes unity for a noble course.
 Promotes teamwork with community members.

b) Referring closely to the theme, write a narrative essay including the sentence given below in any
part of your writing:
With little knowledge of using computer technology, I struggled to compile my research work.

 Should not be an expository.

Includes the sentence given: With little knowledge of using computer technology, I
struggled to compile my research work.

 Some points can be:


 Difficulty in operating a computer as a non- computer student.
 Do not have computers at home to boost or enhance learning.
 Takes a lot of practice to learn and master technological skills of graphs and data input.
 Issues of virus affecting the saved work
[Shortcut version of files saved/ unable to recover documents saved/ loss of data
complied]
 Lack of knowledge of using computers in school and at home.
 Computer learning is limited in schools.
 Not enough free time to learn computer skills.
 Cannot afford computer training.
 Fear of using technology/ have inhibitions/ feel shy.

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 c) You have been selected for the Young Entrepreneurship Scheme.
Write a conversation between you and your friend on the innovative ideas you have for a project that you
want to do. Discuss the challenges that you are likely to face as a young entrepreneur.
Innovative ideas: Challenges:
 Names the project: ______________________  Lack of support from families/
[can be any reasonable project] and explains the communities.
need for it.  Dilemma of not taken seriously about
 It provides immediate assistance in the form of the project chosen.
grants to young and budding entrepreneurs.  Self-doubt. If it is possible…..
 Those with innovative and bankable ideas/projects  Business growth and success.
can fulfil their dreams and aspirations.  What marketing strategies to use.
 An initiative to be job creators.  Delegating task to employees.
 Opportunity to prove your talents or interests as a  Time management.
young person.  Cash flow management.
 Financial independence.  Keeping proper records/
documentation.

d) Write a letter to the editor of a local newspaper highlighting your concerns on the lack of youth
participation in cultural activities.

13 Straw Avenue must use the address given

Yanuca
28th October 2019
=

The Editor
The Fiji Sun If not in the middle: DO NOT PENALISE
Private Mail Bag
Suva
=
Dear Sir/Madam
=
RE: Lack of Youth Participation in Cultural Activities
=
Points to consider:
 Concerns on lack of youth involvement in cultural activities.
 Lack of interest by youths. The main reason for the low participation of young people in cultural activities.
 Young people spend their free time without any initiative or in any kind of cultural activity.
 Formal education takes up a lot of time for youths even to think of doing any cultural activity.
 Youth‘s preference of spending free time is mostly dominated by technological gadgets.
 Parents in urban centres are too involved in work and dealing with traffic woes that less attention is paid to
various cultural activities.
 There is a need to have cultural institutes so that youths can actively take part in learning. This way they will be
occupied.
 It will take a lot of effort, work, time, but it will contribute to the continuous development of cultural interests,
the improvement of the lives of young people and the improvement of the life of community.
 Schools can also encourage student participation in cultural activities.

=
Yours faithfully
James Singh
James Singh OR Sheral Jones

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 e) Picture Descriptions

Picture A: Youth Challenges Picture B: Youth Challenges

 Picture shows youth working as caterers or  Picture shows youths graduation.

studying to be one.
 This shows their desire to learn and have
positive outcomes in life/ secure jobs.
 Any form of work can assure security.
 Youth talents will be recognised.
 Youth independence.
 Catering/ cuisine related work is in demand
due to expanding tourism industry.
 Securing a job in this field can be
challenging for both males and females.
 The challenge of finding a job.
 Securing employment is a challenge.
 Studying and graduating is one thing and
getting a job is another.
 Sometimes choice of study is based on the job
demand trend but changes by the time of
completion of programme.
 The anticipation of job security is seen as the
biggest challenge.
 Job security.
 Job availability.
 Better lifestyle.

SECTION B COMPREHENSION AND SUMMARY WRITING [20 marks]

QUESTION 3 COMPREHENSION (15 marks)

A. Multiple-Choice (4 marks)

1. C [line 5]

2. B [line 7]

3. D [line 13]

4. D [line 29]

B. Sentence Completion (5 marks)

5. My Fiji Shark Initiative model would be helpful in supporting its partners‘ to raise the profile of marine
conservation in the region. [line 10-11] (1 mark)
Or
[realise this- is explained as new approaches towards marine conservation if traditional knowledge is
supported with science and technology. [line 9-10]

6. The funds raised from this initiative will ensure that they assist the government in to play their in marine
conservation [1mk] and achieving the fisheries management goals. [1mk]. [line 33-34] (2 marks)

7. Globally sharks are threatened by overfishing [1mk] and loss of habitat [1mk]. (2 marks)

C. Open-ended Questions (6 marks)

8. Explain a way in which shark populations contribute to Fiji‘s ecotourism industry. (2 marks)
It contributes to Fiji‘s eco-tourism as observation of sharks in their natural environment as a tourist attraction
and contributes hugely [more than FJ$80 million] towards sustainable income every year. [line 41]

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9. List two human qualities attributed to the sharks from the passage. (2 marks)

The two human qualities attributed to sharks are beautiful/ intelligent/ and dynamic creatures with individual
personalities/ and character traits like humans. [Any two] [line 36-37]

10. Explain the significance of 'My Fiji Shark‘ initiative for the people in Fiji. (2 marks)

The significance of it for the people in Fiji is to help or support the effort of nurturing and preserving sharks
[Or support or help in the conservation efforts of sharks] which is also linked to Fijian culture. [line 43-45]
(2 marks)
Deductions
 If more than 3 incomplete sentences, deduct ½ a mark from total.

 If more than 3 instances of directly lifting from the passage deduct ½ a mark from the total.

QUESTION 4 SUMMARY WRITING (5 marks)

Summarise lines 24 to 37 of the comprehension passage. Use about 70 to 80 words.
Main Points
Suggested Titles : Conservation of the sharks/ Adopt a Shark program or campaign/ Conserving Life
Below Water
1. My Fiji Shark Initiative is about SDG 14 on Life Below Water.
2. Initiative is to protect the shark species.
3. It supports marine ecotourism and involving ‗Adopt a Shark‘ campaign.
4. The campaign is about oceans and marine species.
5. Sponsors can adopt a shark in their natural habitat.
6. Various levels of adoption packages are being offered ranging from US$50 - US$10,000.
7. The funds will assist the government in marine conservation goals announced at the 2017 Ocean
Conference.
8. This project will help to change the public‘s view of sharks as beautiful, intelligent, and dynamic
creatures with individual personalities and character traits just like humans.

Marking Criteria Deductions

Points - 3 marks  Direct lifting from the passage: mark only for Points (no
[from marks for Language & Cohesion).
 No title : -½m
lines 24-37] (½ mark for each point)
 More than 1 paragraph : -½m
 No. of words not indicated : -½m
 More than 90 words or less than 60 words:-½m
Language - 1 mark  Partial lifting from the passage: mark only for points and
[different type of errors] cohesion.
 If draft only, mark for points only.
Cohesion - 1 mark
Note: All the above deductions will be from the total marks
[connective devices to connect ideas, scored in summary.
smooth flow]

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SECTION C LANGUAGE [25
marks]

Part I GRAMMAR AND VOCABULARY (15 marks)

QUESTION 5

A. Language Usage (4 marks)

1. D [whom]
Accept word answers if the letters A-D are not written.
2. C [reading]
3. B [Despite]
4. C [efficient]

B. Word Formation (4 marks)

1. impressive
2. Unfortunately [deduct ½ mark if U is not capitalised]
3. continuous
4. consumption

C. Confused Pairs (4 marks)

1. orchards
2. course
3. proceed
4. cite

D. Completion (3 marks)

1. I would rather stand than sit and watch the game/ sit on the cold floor/pavement/ sit on the wet
bench.
(1 mark)

2. None of us had any money with us/ studied last night for the test. (1 mark)

3. If only I had studied hard, I would have passed my exams/ listened to her advice, I would have
passed. (1 mark)

Deductions
 Deduct ½ a mark for a type of language error.

 Deduct ½ a mark if sentences are less than five words or more than 8 words.

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Part II REGISTER STUDY (10 marks)

Answers must be written in complete sentences.

QUESTION 6 LANGUAGE OF SCIENCE (5 marks)

(i) Main purpose to inform/ aid in knowledge gain/ educate/ the students or teachers or those studying
science about the subject or plastic production.
(ii) Best Subject area: Chemistry/ Science
(iii) Purpose of using diagrams assists in better understanding of the processes, for clarity purposes, to avoid
ambiguity and aids in visualising the processes.
(iv) One linguistic feature: (v) The importance of the linguistic feature
 use of science jargons. Eg. Polymerisation/  to give the sample a formal tone.
polycondensation/ molecules/ hydrocarbon
 compound to complex sentences.  provides supporting information or to add meaning
 use of concrete nouns.  for specificity.
 absence of personal pronouns.  To achieve formal tone.
 Use of present tense verbs.  makes it factual/ objective.

QUESTION 7 LANGUAGE OF BUSINESS (5 marks)

(i) The target audience is the companies/ business or firms who are in business of auditing/ audit firms.

(ii) A jargon typical to this type of register: quote/ quotation/ business/ audit/ expression of interest/
procurement/ registration/ TIN/ product/ company and services.
(iii) The purpose of using the jargon is to achieve formal tone/ and authority.

(iv) Non-linguistic feature: (v) The importance of using non-linguistic

feature:
 logo  to make the sample formal/ authentic.

 bold print  for emphasis/ catch the reader‘s attention.

 numerals  for clarity/ easy to read and follow.
 listing.  for clarity/ easy to read and follow.
 abbreviation  saves space.

QUESTION 8 LANGUAGE OF NEWSPAPER REPORTING (5 marks)

(i) The first paragraph is known as the lead-in paragraph.

(ii) An example of a stock phrase: ‗Tourism Fiji‘s...……Patricia Mallam, said…..‘/ ‗Ms Mallam added 152

buyers……..‘/ ‗She said there will be……..in the tourism industry‘

14 |© MEHA, FY12CE 2019: ENGLISH.
(iii) The importance of using stock phrase is to ascertain the originality of what is being said/ for clarity/ to
avoid ambiguity.

Note:
Stock Phrases: These are words such as He said…/ She said…../ According to…: Such phrases are used for
clarity and to avoid ambiguity.
Direct and Indirect Quotations: These are also used as added information. The direct quotes are marked
by inverted commas and the exact words of the person involved are reported. The indirect quotations
report the speaker’s words indirectly. They are also used for verification purposes (Refer to English
Communications Y12 pg. 72)

(iv) Feature not already mentioned: (v) Importance of the feature in (iv)
 inverted pyramid style information.  It shows how news is given from most to least
important manner.
 one sentence paragraphs  gives one idea per paragraph
 brief heading/ shortened clipped headline  to save space
 use of acronyms  is used to save space
 use of by-line  indicates the writer for transparency of the report.
 direct quotes  for verification/ accuracy of the information.
 bold heading  to catch the reader‘s attention.
 column layout  to save space
 numbers  to save space

QUESTION 9 LANGUAGE OF PUBLIC ADMINISTRATION (5 marks)

(i) Target audience is the customers of CELTEL internet and voice service in the central division.
(ii) It is found in the Classified section of the newspapers.

(iii) One polysyllabic word: Maintenance/ effective/ experience/ inconvenience/ assistance/ apologise/
customer/essential

(iv) The purpose is to keep the tone formal.

(v) Reason for using Logo as a non-linguistic feature: It is used for authenticity/ originality/ authority.

Deductions
 If 3 or more incomplete sentences, deduct ½ a mark from the total.

15 |© MEHA, FY12CE 2019: ENGLISH.

SECTION D LITERATURE [30 marks]

Structure Criteria Mark

Plan  writing a good plan and following the plan  2
 plan is written but disorganised yet followed to some extent  1½
 writing the plan but not following it
 plan is limited/disorganised  1
 no plan at all/one line or sentence or plan is written AFTER the  ½
essay or plan is irrelevant  0
Title and  title and author/playwright/poet is correctly spelled/written  1
author/  title written/correctly spelled but no author/poet/playwright or  ½
playwright/ playwright/poet/author written and correctly spelled but no title
poet or both written but there is a spelling error
 no title/author/playwright/poet or wrong text title /author  0
/playwright/ poet
Introduction  introduction is well written - readers/ markers know what to  1
expect from the essay
 introduction is just a rephrase of the question  ½
 no introduction/ introduction is off topic  0
Content  content will depend on the question and mark allocation of  10
question
Conclusion  conclusion is well written - readers / markers know the main  1
argument of the essay
 conclusion is just a rephrase of the question - doesn't round off  ½
the essay or a new idea introduced
 no conclusion/ conclusion is off topic  0

Please note the following:

(1) -½ from the total for not writing correct question number or option.
(2) -½ from the total for not underlining/highlighting/quote marking the title of the text in the essay.
(3) -1 from the total for not using appropriate drama and poetry quotes in the essay (it is important to quote
lines from the poetry and drama text).
(4) -½ from the total for using wrong poetry and drama quotes.
(5) If wrong text is used (not a Year 12 text: E.g. Things Fall Apart instead of I Heard the Owl Call My name)
– mark as normal, total and divide by 3.
(6) If wrong Year 12 text/or wrong genre used (e.g. short story titles are used to answer a poetry question or
novel is used for a short story question) - mark as normal, total and divide by 2.
(7) If essay is not written - but plan is elaborate - give 1 mark for plan and 1 mark for
title/author/poet/playwright (if correctly written).
(8) If essay is the plot of the story/poem/play (does not answer the question) – award maximum of 3 (1 mark
for title/author/poet/playwright + 2 for plan - if correctly followed – you will not award marks for the
content!)
(9) Do not award marks for content if essay is not written or there is one sentence only.
 If two questions from the same genre are answered, mark both and divide the second one by 2.
Verb Descriptors
Describe Systematically recount or explain, including all the relevant characteristics, qualities, or events.
Discuss Examine, analyse carefully and answer in a complete and detailed manner using your skill at
reasoning, backed up by carefully selected evidence to make a case for and against an argument.
Outline Provide an organised description. Give main points and essential supplementary materials, omitting
minor details, and present the information in a systematic arrangement or classification.
Comment Provide opinion of or on something or give an explanation of it.

16 |© MEHA, FY12CE 2019: ENGLISH.

QUESTION 10 PROSE (15 Marks)

(A) The ending of the story often makes us change our attitude to life.
I Heard the Owl Call My Name
With reference to the novel studied this year,
By Margaret Craven
(i) describe the ending of the novel, and (4 marks)
(ii) discuss how it changed your attitude to life. (6 marks)

Novel: I Heard the Owl Call My Name Author: Margaret Craven

(i) describe the ending of the novel (4 (ii) discuss how it changed your attitude to life. (6 marks)
marks)
 The novel ends with the death and  It helps one to realise the special place or value that people like
funeral of Mark Brian. Mark have even being a white man.
 The whole society is quiet and thinking  The loss of life of dear ones often makes us re-think of what matters
of the young vicar. most in life. In the case of Mark Brian, he was like a son, brother
 They silently mourn as death of Mark and friend to the people Kingcome village.
Brian affected them all.  That people like Mark Brian are hard to find.
 He sacrificed luxurious life to help the people of the Kingcome
What is the ending? 1mk
village and live a simple life makes us think about the good
Description. 3mks
relationships formed.
 Important decisions of how to live one‘s life need to be made.

Discusses how the described ending changed attitude to life.

(B) A good novel, through its characters, setting and theme, should

above all please and entertain readers. I Heard the Owl Call My Name
By Margret Craven
With reference to the novel studied this year,

(i) explain any two of the elements from the statement above, and (4 marks)
(ii) comment how these two elements pleased and entertained its readers. (6 marks)

Novel: I Heard the Owl Call My Name Author: Margret Craven

(i) explain any two of the elements
(4 marks)
Elements- character/ setting/ plot/
theme
Each element explained- 2mks [two
elements explained-4mks]
 Characters- notable or distinctive
qualities of a character. The moral
qualities of an individual.
 Character : Mark Brian
 Setting- physical environment or
surrounding, place and time in
which an event or story takes place.
Place [where] and time [when]. The
(ii) comment how these two elements pleased and entertained its
readers. (6 marks)
Each explained element is pleases and entertains the readers- 3mks for each
 Mark as the central character, displays balance in his self-beliefs
and commitment to Christianity, with his concern and
understanding of the point of view of the native Indians who are
affected by such change.
 Mark‘s influence through his thoughts, advice and actions is based
on being humble and self-sacrificing. His unselfishness, politeness
and understanding of the point of view of all parties make him a
respected and loved figure among the Indians. By listening
selectively to the advice of others and learning from the experiences
of life, he is able to make firm decisions.
 Readers liked him for these reasons.
 I Heard the Owl Call my Name is set in a small fishing village
called Kingcome village on Vancouver island off the coast of
British Columbia, Canada.
 The village is isolated and conditions are harsh. The native people

17 |© MEHA, FY12CE 2019: ENGLISH.

 setting shapes the thoughts and of this area belong to the Kwakiutl tribe. In order to survive, the
actions of the characters. Kwakiutl people have developed a culture that is closely linked with
nature.
 The novel is set around 1965 (Craven‘s visit to the Kingcome
village was during the 1960s). The time span in the novel is about
two years from when Mark Brian arrives at Kingcome and his death
at the end of the novel. Within the novel the time frame moves from
the present to the past as series of flashbacks to help explain events
prior to the main time frame of the novel.
 Kingcome is served by Christian missionaries and the Royal
Canadian Mounted Police (RCMP). There is no secondary school in
the village. The older children go to a boarding school in Alert Bay.
Most of the young men are occupied with fishing. Older men and
women stay in the village where they are occupied with myths,
legends, potlatch ceremonies and carving.
 Why the setting is pleasing and entertaining- suitable for the story
and the reality portrayed by the characters present in that setting or
the messages/ lessons learnt from this setting.

 Theme- messages/ lessons learnt-
gives messages about the society or
people in the story. The idea of
writing for a purpose or meaning.
 Nature dominates life- The people of Kingcome are dependent on
nature. Their society and culture have been interacting with their
natural surroundings since its existence.
 Cultural Changes- Traditional and cultural Indian lifestyle is
interconnected to their past through beliefs, myths, legends,
symbolism, nature and the environment. This is threatened by
external forces of education and white culture of doing things-
concepts of colonialism and Christianity. Examples of the younger
generation influenced by the European society which leads to
younger Kwakiutl moving out of the villages to live in urban areas.
 The Generation Gap- between the village elders and the young
people highlights the growing tension and conflict as the two groups
find themselves divided on issues of tradition and change.
 Explains how the themes are pleasing and entertaining to the
readers. What lessons are learnt?

(C) Relationships often affect the behaviour of the people.

With reference to the two short stories studied this year on the theme Relationships,
THEME 1: RELATIONSHIPS
1). Preliminary Inspection by Raymond Pillai
2). The Cabuliwallah by Rabindranath Tagore

(i) describe one relationship you admired in each short story, and (4 marks)

(ii) discuss one lesson you learnt from each relationship discussed in (i) above. (6 marks)

(i) describe one relationship you
admired in each short story.
(4mks)
Describes 1 relationship from each
short story - 2mks. [2mks x2]
The Cabuliwallah
 Mini and her father.
 Father daughter relationship
 Father loves Mini a lot.
18 |© MEHA, FY12CE 2019: ENGLISH.
(ii) discuss one lesson you learnt from each relationship (6mks)
Discusses 1 lesson from each short story - 3mks [3mks x2]
Friendship – we can be friends with people from other social
background or those who are poor. In this age did not matter in
forming friendship.
Sadness- all of us experience sadness at some point in our lives.
  He is very patient and tries to
give Mini answers for every
question that she has, even
when he is working on his
novel.
 He understands that Mini is
trying to learn.
 He cannot see his daughter
unhappy and takes her side
when Mini‘s mother is
annoyed with her chattering.
Preliminary Inspection
 Savitri and Gopal.
According to Gopal, Savitri is
an angel.
Savitri is very honest and
does not hide things from her
parents. She told her parents
everything about her
relationship with Gopal
before even he came to their
house.
Compassion- compassion comes when you share another person‘s
suffering. The narrator is compassionate towards Rahum [the
Cabuliwallah], who also has a daughter.
 Trust – we should not look down on people from other social
background due to our preconceived ideas or prejudiced beliefs.
We need to understand their plight and need to have trust in them.
“I told them everything before you even came to the house.”
“Of course. I tell them everything. That‟s why they trust me.”
 Love – Savitri‘s parents love her a lot because Savitri is an honest
and trustworthy person. Thus, they do not oppose her relationship
with Gopal because they know that Savitri is happy.
 Honesty - we need to be honest with our parents and share
everything with them. They have raised us and provided with the
necessities of life so we should not keep them in dark by hiding
things from them.

Or

(D) Stories set in other societies appeal to us because they deal with issues that are common in
our own society. THEME 2: Values
1). The Gift of Magi by O’ Henry
2). A Day in the Country by Dan Jacobson
With reference to the two short stories studied this year on the theme Values,

(i) describe an issue that each story reveals about the society it is set in, and (4 marks)
(ii) discuss how relevant each issue is for young people today. (6 marks)
(i) describe an issue that each story reveals about (ii) discuss how relevant each issue is for young
the society it is set in (4 marks) people today (6 marks)
Describes 1 issue from each short story linking it to the Discusses each issue from each story with its relevance
setting - 2mks [2mks x2] to the young people - 3mks [3mks x2]
A Day in the Country  helps to realise that all human beings should be
Setting- set in South Africa. The story starts on a treated equally.
farm and ends on their way back home. The issue is  Learn to live in peace in a multi-cultural society
focussed on a society where white are considered as to overcome life challenges
superior and black people as inferior.  Have courage to build good relationships
Discrimination between races.  encourages one to manage or conserve family
values through their attitude and behaviour.
The Gift of Magi  Makes one realise that money is not as
Set in an apartment in an urban area around important as love. Young people worry too
Christmas time. much about money or giving expensive gifts.
The issue is about giving gifts to each other during  Love requires sacrifice. As young people we
Christmas, which Jim and Della have been doing to can learn to be selfless like the two characters
show their love to each other. in this story.

19 |© MEHA, FY12CE 2019: ENGLISH.

QUESTION 11 POETRY

(A) The poems in Possibilities have a special meaning and relevance to the people of the Pacific.

With reference to the two poems on the theme Social Issues,

(i) explain one idea from each poem, and (4 marks)
(ii) comment on how each idea in each poem is important for the people of
the Pacific. (6 marks)
THEME 1: Social Issues
1). Meditatio by Ezra Pound
2). The Old by May Ligo

Theme : Social Issues Title : The Old Title : Meditatio

Poet : May Ligo Poet : Ezra Pound
(i) explain one idea  Rural – urban drift: is a reality. The  Human behavior:
from each poem old man is alone as his children and Selfish/jealous and greedy –
Explains 1 idea from each grandchildren are not with him. the poet portrays the reality of
poem - 2mks [2mks x2]  Loneliness in old age: the old man human behavior and actions in
feels lonely like any other old person
our societies.
who lives alone as their loved ones
have gone.  Erosion of moral values,
 Urge for companionship: the old humanity – the poem shows
people in the village fend for that there human beings have
themselves with no loved ones become greedy and selfish.
around.  Humans quest for gain and
supremacy.
(ii) comment on how  Rural – urban drift:  Human behavior:
each idea in each poem - People opt for better living Selfish/jealous and greedy:
is important for the standards/services and opportunities in -Although humans have progressed
people of the Pacific. urban areas. so much, our valuable humanly
Comments on the idea -Migration means that loved ones have to values have been displaced.
from each poem or gives be left behind -Humans are supposed to be the
opinions - 3mks [3mks x2] -Pursuance of personal dreams and smartest but our behavior in the
ambitions means people have to move and modern day society with acts of
leave their parents behind. war, terrorism, hatred, arrogance
and inhumane ways makes us
 Loneliness in old age worse than animals.
-While young people and others are busy
with the day to day work and other  Erosion of moral values,
commitments, old people are often left humanity:
alone. -modern day thinking connected to
-Day to day life commitments of people progress and technology has
means often old people get isolated. eroded the importance of moral
values in humans.
 Longing for companionship
-with busy modern and fast life, the
elderly long for companionship and time
with their loved ones- children,
grandchildren.

20 |© MEHA, FY12CE 2019: ENGLISH.

 (B) Progress relates to education and poets often write about it.
With reference to the two poems on the theme Progress,
(i) describe one issue in each poem that relates to progress, and
(ii) discuss how each issue impacts young people‘s education.
Theme : Progress Title : Reality
Poet : Konai Helu Thaman
(i) describe one issue in  Unemployment: In the poem, the person
each poem that relates to has the qualifications, but is not able to
progress find a job.
Explains 1 issue from each Unemployment is a reality which people
poem - 2mks
can be made to deal with in life even
[2mks x2] though he/she may have the
qualifications.
 Prioritising and over-reliance on formal
education – in his race to gain formal
education, the persona has lost his
traditional skills and knowledge.
(ii) discuss how each issue  Unemployment: a reality which people
impacts young people‘s even qualifications have to deal with in
education modern day life. Young people are not
Explains 1 idea from each prepared for reality of securing an
poem - 3mks employment during their course of study
[3mks x2] and take it for granted that it will give
them a good job.
 Over-reliance or over dependence on
formal education: Often young people
are so focussed or preoccupied with
formal qualifications that they tend to
disregard learning life skills and informal
education which is equally valuable for
survival. Formal education does not
necessarily prepare young people for the
real world. It is important to acquire
informal knowledge as part of learning
for survival in the real world.
(C) Poets express themselves using various writing techniques.
Refer to the two poems from either one of the two themes, Progress or Social Issues
(i) outline one technique with an example used by the poet for the two poems on the same theme, and (4 mks)
(ii) discuss the effect that each technique has on the readers.
Theme: Social Issues Poem 1
Title : Meditatio
Poet : Ezra Pound
(i) outline one technique  Irony – ‗When I carefully consider the
with an example used by curious habits of dogs/ I am compelled to
the poet for the two conclude/ That man is the superior animal.//
poems on the same theme When I consider the curious habits of man/ I
21 |© MEHA, FY12CE 2019: ENGLISH.
THEME 2: Progress
1). Reality by Konai Helu Thaman
2). Kidnapped by Ruperake Petaia
(4 marks)
(6 marks)
Title : Kidnapped
Poet : Ruperake Petaia
 Change is inescapable in the
pursuit to attain formal education;
the persona has lost his cultural
values and identity. This is a
reality of life and we have to
accept change.
 Culture or identity loss due to
formal education.
 Importance of education – parents
give importance to formal
education and they make sacrifices
for it.
 Change will happen as:
-The modern day society puts greater
emphasis on education and where there
is education, changes are bound to
happen.
 Culture or identity loss due to
education
-While education has its own benefits
in modern societies, it clearly displaces
the role of culture and identity values
in one‘s life. Young people are
becoming more western in their ideas
and ideals and thus, have lost their
cultural knowledge and identity. In the
poem, the persona says that he has
become „whiter and whiter‘. This
means that he has become more
modernised in his thoughts and has
lost his cultural identity.
(6 marks)
Poem 2
Title : The Old
Poet : May Ligo
 Personification - ‗Thrice a day
smoke rises/Vertically but
worriedly…‘
 Rhetorical question - ‗But
Outlines 1 technique with an
eg. from each poem - 2mks
[2mks x2]
(ii) discuss the effect that
each technique has on the
readers.
Discusses the effect of the
technique identified in (i)
has on its readers for each
poem - 3mks
[3mks x2]
confess, my friend, I am puzzled‘. The poet
is ironic in his description of the dog and the
man. This points out that even though man
is considered superior their actions say
otherwise.
 Repetition – ‗When I carefully consider…‟
is repeated to show how the persona is
emphasising the comparisons. The word
―Curious habits‖ is repeated to allow the
reader to use their own interpretation of
what these habits might be.
 Direct Address -―I confess, my friend I am
puzzled.‖ This line shows that the persona
is talking directly to the reader.
 Symbolism – ‗When I consider the curious
habits of man/ I confess, my friend, I am
puzzled.‘
 Alliteration – ‗When I carefully consider
the curious habits of dogs.‘
Effect
 The use of irony and repetition portray the
main concern of human values which is
deteriorating – the attitude and habits of
man at times are worse than dogs. Man
being superior lack humbleness and are the
cause of so many other issues. Irony points
out that even though man is considered
superior their actions are destructive.
 The irony expressed here shows that
although man is supposed to be the superior
animal since man possesses ideas and
thoughts and is able to know the difference
between right and wrong, seldom do men
get it right. Animals/Dogs tend to show
more affection than humans have for each
other and even behave much better than
humans.
 Through the use of Symbolism, Pound
portrays that although dogs may seem
inferior to humans, when one thinks about
everything that humans do, we begin to
wonder who is really better. He explains, in
concise, clear style that he feels that
humans, because of our many strange and
pointless habits, are not necessarily superior
to animals.
 „When I consider the curious habits of man/
I confess my friend, I am puzzled‘ clearly
show that there is something wrong with
man. Pound expresses his attitude towards
human race, that is, that man is on the same
level as a dog.
22 |© MEHA, FY12CE 2019: ENGLISH.
where is everyone else?‘ – This
points out the dilemma that
nearly all older people in the
villages face.
 Imagery - ‗His supporter his
walking stick.‘
 Symbolism - the ‗white man‘s
highway‘ symbolises
modernisation.
 The old man represents culture
and tradition, which is left
behind when people choose
modernisation.
Effect
 The use of Personification
portrays the old man‘s
loneliness – he lives alone and
no one cares about him. He is
worried about having to
survive alone in his old age.
 The use of rhetorical questions
portrays the concern that
Young people are abandoning
their elders and are not
concerned about them. The
elders are neglected and
deprived of love and care. The
Young people are abandoning
their villages to be in the towns
where they think they will find
a better life.
 Imagery - this brings out the
concern that the old man has
no one to care for him, to look
after him, to talk to him, to
support him.
 Symbolism portrays the impact
of modernisation which has an
impact on the young people‘s
culture and way of thinking.
The old man represents the
culture and tradition.
However, modernisation leads
to drift of the younger people
to urban areas which leads to
loss of culture and traditions.
 OR
Theme: Progress Poem 1 Poem 2
Title: Reality Title : Kidnapped
Poet : Konai Helu Thaman Poet : Ruperake Petaia
(i) outline one  Irony- ‗I see my teacher  Satire- ‗western philosophers‘
technique with an sitting on a sterile rock Near the  Metaphor – ‗kidnapped‘, ‗ransom fees‘, ‗I
example used by the beach grew whiter and whiter‘, ‗release‘.
poet for the two selling green coconuts‘  Imagery- each stanza in the poem conveys
poems on the same  Repetition- ‗a fool still‘ ‗A a different image. Examples of imagery are
theme poor fool‘ Stanza two, three, and seven.
 Metaphor- ‗Casting dark  Allusions- Stanza three includes several
Outlines 1 technique shadows‘ and ‗green coconuts‘ allusions to historical figures such as
with an eg. from each  Rhyming words- ‗flies‘ and Churchill and Garibaldi.
poem - 2mks ‗pies‘
[2mks x2]

(ii) discuss the effect Effect Effect

that each technique  Use of irony reveals that the  The poet is being sarcastic about the
has on the readers. reality of life can be a simple
Discusses the effect of act of selling coconuts even if
the technique identified you are as educated as a
in (i) has on its readers teacher.
for each poem - 3mks  Repetition is for emphasis and  Use of metaphorical device helps the writer
[3mks x2]
drawing the attention of the
reader to realise why the person
remains ‗a fool still‘.
 Use of metaphor ‗Casting dark
shadows‘ to suggest no hope
for job opportunities and ‗green
coconuts‘ refers to knowledge
of life skills yet to learn.
 In poetry, rhyming words adds
to interest of readers.
education system as he is satirising the
western philosophers [teachers] which
makes the readers feel that western
education trapped them.
create a verbal picture that for the reader to
see ideas clearly.
‗kidnapped‘- referring to compulsory
education and the poet describes Western-
style schooling as a kidnapping. ‗ransom
fees‘- the exorbitant school fees. ‗I grew
whiter and whiter‘- refers to the absorption
of western education and ‗release‘ implies
the final graduation.
 Imagery conveys most vivid mental
images. Each stanza in the poem conveys a
different image—the speaker going to
school, the teachers, the lessons, the
parents, the graduation- helps us visualize.
 These allusions are meant to be symbolic of
a typical Western education. Winston
Churchill was a British politician

Or

(D) Reading a Poem

(i) Identify a pair of rhyme in Stanza 1. (1 mark)

Strong wrong/ around found

(ii) Describe the mood of the poem. (2 marks)

The mood is sympathetic/ humble/ realistic

(iii) What truth is being referred to in 1ine 4? (2 marks)

That first impressions can be the best ones. It can be wrong.

23 |© MEHA, FY12CE 2019: ENGLISH.

(iv) Identify with an example one poetic device used by the poet and explain its effect. (2 marks)
Rhyming words e.g. strong/wrong
Effect- to keep the rhythm or flow of words in the poem.

(v) Discuss the message that the poet is conveying to the readers. (3 marks)
 We cannot judge anyone based on what they seem.
 Different individuals have different perceptions of the kinds of people they interact with.
 One should not have preconceived ideas of anyone.
 It is up to us as individuals to choose we want to be with as friends.

(vi) Explain lines 21-22 in your own words. (2 marks)

―I'd rather know a few people a lot than a lot of people a little‖
This means the persona wants to know few people quite well compared to knowing a
lot of them and not actually know them well.

(vii) Discuss how this poem has encouraged you to view life differently. (3 marks)
 It teaches about human personalities.
 It gives us an insight that our perceptions can be wrong and right both.
 It highlights importance of knowing well than not totally knowing them at all.

QUESTION 12 DRAMA

Either

(A) Many characters in Drama have their loyalties tested in some

way during the play.

Choose two such characters and for each;

(i) relate an incident in which his/ her faith is tested, and (4 marks)

(ii) discuss with reasons whether he/ she passes or fails the test. (6 marks)

Play : Julius Caesar Playwright : William Shakespeare

Choose 2 characters whose loyalties were tested (2mks) Reasons whether he/ she passes or fails the
and an incident (2mks) test
Discusses with reasons for each character –
3mks x2
1. Brutus and Caesar 1. Brutus is torn between his loyalty to Caesar
Brutus - A supporter of the republic who believes and his allegiance to the state, Brutus
strongly in a government guided by the votes of becomes the tragic hero of the play. He is a
senators. While Brutus loves Caesar as a friend, he patriot blinded by idealism that he cannot
opposes the ascension of any single man to the position differentiate right from wrong and therefore,
of dictator, and he fears that Caesar aspires to such he easily manipulated by Cassius. He
power. Brutus‘s inflexible sense of honour makes it misjudges people – he is not able to judge
easy for Caesar‘s enemies to manipulate him into Cassius and understand how envious he is of
believing that Caesar must die in order to preserve the Caesar. He also misjudges Caesar.
republic. While the other conspirators act out of envy Brutus is guided in all things by his concepts
and rivalry, only Brutus truly believes that Caesar‘s of honour. He speaks of them often to
death will benefit Rome. Unlike Caesar, Brutus is able Cassius, and he is greatly disturbed when
to separate completely his public life from his private events force him to act in a manner
life; by giving priority to matters of state, he epitomizes inconsistent with them. Brutus is proud of his
24 |© MEHA, FY12CE 2019: ENGLISH.
 Roman virtue.
2. Antony and Caesar
Antony proves strong in all of the ways that Brutus
proves weak. His impulsive, improvisatory nature
serves him perfectly, first to persuade the conspirators
that he is on their side, thus gaining their leniency, and
then to persuade the plebeians of the conspirators‘
injustice, thus gaining the masses‘ political support.
Antony proves himself a consummate politician, using
gestures and skilled rhetoric to his advantage. He
responds to subtle cues among both his nemeses and his
allies to know exactly how he must conduct himself at
each particular moment in order to gain the most
advantage. In both his eulogy for Caesar and the
play as a whole, Antony is adept at tailoring his
words and actions to his audiences’ desires.
reputation for honour and nobleness. Brutus
faces a moral dilemma and is guided in all
things by his concepts of honour----fails the
test of loyalty.
2. Anthony -A friend of Caesar. Antony
claims allegiance to Brutus and the
conspirators after Caesar‘s death in order to
save his own life. Later, however, when
speaking a funeral oration over Caesar‘s
body, he spectacularly persuades the audience
to withdraw its support of Brutus and instead
condemn him as a traitor. With tears on his
cheeks and Caesar‘s will in his hand, Antony
engages masterful rhetoric to stir the crowd to
revolt against the conspirators. Antony passes
the test of loyalty.

Or

(B) Drama can be about manipulation or deception.

With close reference to the play you have studied this year,

(i) describe a scene which was about manipulation or deception, and (4 marks)

(i) discuss the purpose the scene you have described in (i) above serves
in the play. (6 marks)
(i) describe a scene which was about manipulation or (ii) discuss the purpose the scene you have
deception described in (i) serves in the play.
Description of the scene - 4mks Purpose discussed relating to the play and its
events -6mks
1. One of the first examples of deceit occurs in the first act, 1. As it turns out, these letters ultimately convince
when Cassius sends anonymous letters to Brutus. Cassius Brutus to join the conspiracy — a major step
boldly claims that these letters will eventually allow him to towards Caesar‘s deathly fate. Besides, without
―shake‖ Caesar and make him suffer (1. 2. 315). the use of deception, Brutus would never fall into
Cassius‘s power-hungry hands, and without
2. Another event in which deception plays a major role can be Brutus‘s role in the conspiracy, the events of this
found in Act Two, when Decius assures Caesar that his wife‘s tragedy would follow entirely different routes, or
daunting dream has been ―all amiss interpreted‖ (1. 1. 83) for perhaps not even take place at all.
it was instead ―a vision fair and fortunate‖ (1. 1. 84).
2. This lie is key to the narrative because it
3. Antony‘s eulogy scene. He continuously calls Brutus an convinces Caesar to attend the senate where his
―honourable man,‖ but only to carefully compare this attribute murder takes place. Thus, without Decius‘
with his suspicious deeds (3. 2. 82–91), eventually turning deception, the conspirator‘s plan might have
praise into mockery, whereas he questions Caesar‘s ambition failed.
by reiterating to the people of Rome his honourable
accomplishments: 3. By using powerful rhetorical devices in his
He hath brought many captives home to Rome, renowned speech, Antony leads the people of
Whose ransoms did the general coffers fill. Rome to rampage in quarrel against anyone
Did this in Caesar seem ambitious? involved in the rebellious attempt that his
When that the poor have cried, Caesar hath wept; audience had just a few moments
Ambition should be made of sterner stuff: before praised and supported.
Yet Brutus says he was ambitious,
And Brutus is an honourable man. (3. 2.)

25 |© MEHA, FY12CE 2019: ENGLISH.

Or

(C) Playwrights often use their work as a platform to convey important

messages to the society.
With close reference to the play you have studied this year,
(i) describe two incidents in the play you have studied that reflect two
important messages the author wishes to get across to the readers and (4 marks)
(ii) discuss how these messages are relevant to your society. (6 marks)

Play : Julius Caesar Playwright : William Shakespeare

(i) describe two incidents that reflect two
important messages
each incident described – 2mks x2
1. Caesar‘s speech in Act III, scene I, just before his
assassination. Ambition and conflict. The conspirators
have come to Caesar in the Senate under the pretense of
pleading for amnesty for Metellus‘s banished brother,
Publius Cimber. Caesar replies that he will adhere to his
word and not change his earlier decision. His ambition
worries Brutus, and ultimately leads to Brutus joining the other people prospering in life. People in the
conspiracy to murder Caesar. Cassius is also a very
ambitious man and uses Brutus for his own agenda.
(ii) discuss how these messages are relevant to
your society
Discusses relevance of each message – 3mks x2
1. Caesar comparing himself to the North Star,
Caesar boasts of his constancy, his commitment
to the law, and his refusal to waver under any
persuasion. We also have people who are
boastful and very ambitious. There are people
like Cassius, who are jealous and cannot see
society today even go to great lengths to rid of
other people of the highest power.

2. Greed in Julius Caesar 2. Greed can disrupt a family, town, or even a

The play "Julius Caesar" was a great example of the
power of greed. In the play "Julius Caesar" the driving
forces were Cassius, Brutus, Marc Antony, and Octavius
Caesar. Cassius's greed for power, good reputation, and
his jealousy lead to Caesars death. Cassius had the most
honourable man in Rome to help in his plot to kill
Caesar. Brutus was the honourable roman which Cassius
took control of. Brutus loved Rome and all of the Roman
people. Brutus was actually the true leader of the
conspirators because he made the important
decisions. Brutus had a different motivation for killing
Caesar. The conspirators killed Julius Caesar because
they were worried that if Caesar had succeeded in
becoming king all the conspirators would lose their
power. Brutus's motive for killing Julius Caesar was his
fear of Caesar destroying the city of Rome.
3. Loyalty and Revenge. Mark Antony was a regular
Roman citizen, who was good friends with Julius
Caesar. After Julius Caesar's death, Marc Antony recited
a speech at Julius Caesar's funeral to all the people of
Rome. The speech caused the plebeians to destroy
everything in sight. It was by his speech that Marc
Antony got his revenge towards Brutus and
Cassius. Octavius Caesar was the nephew of Julius
Caesar. When he got to Rome he and Marc Antony
teamed up to fight against the forces of Brutus and
Cassius. It was at Brutus and Cassius's last battle where
Octavius and Marc Antony succeeded in their plan.
country. People do not realise the
repercussions of their actions as often it leads to
downfall of other innocent people. Modern life
wars, acts of terrorism across the world, hate
crime, cyber bullying through social media to
defame people, etc. not actually hurts
individuals but engulfs a large group of people
who are connected.
3. Loyalty- we have some loyal people in our
societies as they give do their best in their
family life, work, and communal work.
Revenge is a key issue leading to human
suffering in modern life. On a large scale
countries take revenge on each other through
war and fighting. People murder, steal from and
ill-treat others to take revenge. Revenge leads
people to court cases to seek loss and
compensation. The old system of just asking for
forgiveness is virtually non-existence in the
modern day life. Revenge led the breakdown of
the whole of the Rome Empire. Cassius and
Brutus want to bring Caesar down and his
government down. The conspirators have a
grudge to settle against Caesar. Antony takes
revenge on the conspirators because of the
murder of a great leader and a friend. When the
Roman mob learns from Antony how much
Caesar loved them, they also take revenge.

4. Betrayal – Act III Scene I, the murder of Caesar is the 4. Betrayal is very much evident among friends
primary example of treachery and betrayal in the play. and relatives in today‘s society. People betray
26 |© MEHA, FY12CE 2019: ENGLISH.
 Caesar regards Brutus as a friend and Brutus admits in his
soliloquy that he has full faith in Caesar‘s honesty. Yet
he joins the conspiracy and stabs Caesar. This act of
treachery is the betrayal of the trust and confidence that
Caesar has in Brutus. It can also be seen as a betrayal of
self because Brutus went ahead with this plan against the
dictates of his conscience.
others due to success agenda, hatred and
jealousy. In the modern day life, people give
secrets of their families and friends, deceive
loved ones for money and land, betray their
married partners, and join others to plot
downfall of people who actually trust them.

(D) Extract
(i) State the title and the playwright of the above extract. (2 marks)
Play: Julius Caesar
Playwright: William Shakespeare

(ii) Who is X in the extract above? (1 mark)

The character X is Trebonius.

(iii) Explain the importance of character X. (2 marks)

Trebonius is one of the conspirators against Caesar and with his explanation that
―There is no fear in him; let him not die; For he will live and laugh at this hereafter‖
Cassius and Brutus eventually agree not to kill Mark Antony as they believe that without Caesar, Mark Antony
is harmless and not a person to be concerned with.

(iv) Who is Cassius referring to as „him‟ in line 1? (1 mark)

Him is referred to Mark Antony

(v) Discuss the relationship „him‟ and Caesar seem to share. (3 marks)
Caesar and Mark Antony are loyal friends. Mark Antony loves Caesar and can die for him. He takes revenge
for Caesar‘s death/ assignation.

(vi) Discuss what Brutus means when he says:

If he love Caesar, all that he can do
Is to himself, take thought and die for Caesar (3 marks)
When Caesar is dead, Mark Antony will be sad and will die for him. Mark Antony will take his own life for
love of his master and friend as he is loyal to Caesar/ He will grieve and die in his grief.

(vii) Discuss the importance of this scene given in the extract. (3 marks)
This act and scene is one of the most important in the play. This scene informs its readers that the conspirators
are confident that Antony will be sad and not want to live or even kill himself when Caesar is dead. They are
speculating that Antony might instead focus otherwise as he is habituated to sports, wild living and lots of
company. At this point they are ruling him out as a threat after Caesar‘s death. Leads to downfall of all
conspirators/ chaos in Rome.

THE END

27 |© MEHA, FY12CE 2019: ENGLISH.