MINISTRY OF EDUCATION

FIJI YEAR 12 CERTIFICATE

EXAMINATION

2017

ENGLISH

COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2017.

 FIJI YEAR 12 CERTIFICATE EXAMINATION – 2017

EXAMINER’S REPORT : ENGLISH

INTRODUCTION

The Ministry of Education wishes to express gratitude to all teachers of English language for
Year 12 in preparing students well for the 2017 Fiji Year 12 Certificate Examination English
paper. A total of 12, 345 candidates sat for the Fiji Year 12 Certificate English Examination
paper in 2017 compared to12, 681 in 2016.
The paper was regarded as student friendly but also included some challenging questions
which tested students’ abilities and capabilities. This Examiner’s Report must be closely used
by teachers to inculcate better strategies in teaching of English and as such attaining higher
benchmarks of student performances.
This report also stipulates areas where students have done well and therefore, teachers are
advised not to neglect it but polish it further to achieve better results. The weak areas must be
analyzed, coordinated with the syllabus outcomes and re-visited to manage student
understanding.

SECTION A WRITING [25 marks]

Question 1 Formal Writing (15 marks)
The most popular choice for Question 1 was (e) – ‘Letter writing’. Expository essay was the
2nd popular choice and the common options chosen were (b) and (c).

Strengths

There has been some improvement in the writing style of candidates who attempted
Formal Letter and Expository Essay.

TEXC model was used by few students who attempted Expository essays. Relevant
examples were used to support discussions.

Some students wrote effective Introduction and Conclusion.

Consistency in the letter format was maintained by majority of the students.

Appropriate style with good sentence beginnings and correct linkages/connectives were
utilized by students who wrote good essays/letter.

Report writing was done under sub-topics by a few students who chose this option.

Variations in sentence patterns and appropriate vocabulary featured in many brilliant
answers that scored excellent marks.

Some students showed good understanding of the topic or what the question was asking;
properly dissecting the different demands of the question and keeping a coordinated flow.

There were some impressive letters and expository essays written with matured insight,
apt and effective use of ideas, facts and logically organised materials.
2
Weaknesses

Many candidates had insufficient content– hardly 200 words, especially, in letter writing.

Students continue to use personal pronouns, informal expressions, contractions,
generalizations, rhetorical questions and subjective tone.

Poor development of introduction and conclusion, especially, for Expository essay,
Speech and Report writing.

Students lacked in-depth knowledge of expository essay and speech topics. Fact based
explanations were missing and generalizations indicated limited knowledge and exposure.

Repetition of ideas was evident and most essays lacked cohesion.

Some students failed to adhere to the TEXC format and combined more than one idea per
paragraph.

Letter writing structure errors were evident, for example, date was missing, wrong date
was written, errors in the placement of dates, ‘Re’ was missing, errors in inside address,
missing outside address, errors in salutation and complimentary close and inconsistent
layout.

Mechanic and stylistic errors impeded the presentation and meaning of ideas in all types
of writing. The common errors identified were: poor sentence structure, tense,
agreement, spelling, rambling, punctuation, word order, prepositions, improper use of
connectives and sentence beginners.

Poor time management was reflected by students, for example, some students wrote
lengthy essays, thus exceeding the word limit, some had incomplete work which indicated
poor planning and some students left few sections blank, especially the essays.

For those who attempted Report writing, analysis of tables was not carried out correctly
and effectively - discussions were broad and vague.

A few students had hand writing issues, especially, use of very small print and unclear
writing.

Option numbers were missing.

Recommendations

Improvement is needed in teaching various styles of writing. Teachers need to closely
emphasize on the distinctive features of each type of writing so that students do not
overlap the features of a particular writing.

Teachers need to teach all types of writing and not limit to letter writing only.

Students must be reminded to note the key points that they need to discuss in the letter to
guide them in developing their content.

The mechanics of marking criteria must be spelt out clearly at the beginning of Year 11.
The marking criteria must be used to mark internal examination papers so that students
are aware of the standard expectation at the national level exams.

Emphasis should be given to Expository essay writing practice to prepare students well
for Year 13 level. Analysis of Expository essay topics and content development should
be focused closely (TEXC format).

3

Students are to be exposed to current national, international and regional issues that have
relevance.

Students should be exposed to and taught the different types of formal letters.

Teachers must emphasize on the difference between Formal Speech and Impromptu
Speech. Hence, closely focus on the choice of words [formal/impersonal], language
accuracy and competency, use of appellations/direct address, correct sentence
construction etc.

Students need to be drilled on the do’s and don’ts of all formal writing types, for example,
tone, paragraphing, language, grammar, sentence structure and connectives.

Students should be reminded that the content of the letter must meet the word limit. They
need to elaborate on every aspect of the questions raised in the letter to rightfully deserve
the full 5 marks.

Students need exposure on creative introductions and conclusion write ups.

More practice with tabulated data and graph interpretation is needed, particularly drawing
a comparison between data given for different years or any other variables given.

Reading, research work and more practice of the various forms of writing activities
should be widely encouraged.

Teachers must train students to properly manage their time so that they are able to
complete the paper within the 3 hours given.

Students must be exposed to all aspects of Language, Grammar, sentence types and
sentence beginners. This will enable them to formulate accurate sentences and thus,
convey their ideas effectively.

Question 2 Personal Writing (10 marks)

For Question 2, (a) ‘Conversation’, (b) ‘Diary writing’ and (d) ‘Letter to a Friend’ were the
common options.

Strengths

Some students wrote excellent essays with fully developed content on the given theme.

Some students showed an understanding of what sportsmanship means while others
successfully gave an example of an act of sportsmanship – showing their understanding
of the theme.

Appropriate conversation style was used with clear introduction and conclusion.

For Diary Entry, there was fluency in writing and wise choice of vocabulary was used to
describe feelings and situations. Students were able to identify and discuss relevant ideas
in accordance with the question and the theme. Mature insights were shown in the
development/ discussion of ideas.

Most candidates outlined relevant plans that were followed closely in their essays.

4
Weaknesses

Some students wrote their essays/letter using inappropriate styles. For example, some
students wrote a letter to a friend using a formal, expository style in their writing.

Incomplete work or sections left blank indicated poor time management and poor
planning.

Content was poorly developed by many students as students’ understanding on Good
Sportsmanship was very limited. Instead, the focus was generally on Sports.

Introduction and conclusion was poorly developed, especially, for Diary entry,
Conversation and Letter to a Friend.

Many students still greeted the diary as if it was a real person – asking about their well-
being and what they had been doing. Also, many diary entries sounded like a letter to a
friend and essay - experiences and in-depth feelings was missing.

Mobile phone language, vernacular language and slangs were used mostly in
Conversation, Diary entry and Letter to a friend.

Some students failed to link the picture to the theme and many students wrote an
Expository Essay based on the picture.

Recommendations

Variety of themes must be discussed in class. Students must be encouraged to read widely
to gain greater knowledge and understanding of a larger scope of general topics.

Different types of personal letters should be taught.

Time management skills must be developed, that is, students must be trained to adhere to
time limits and not write overly lengthy or very less content.

Teachers should make students understand the mechanics of the marking criteria.

Students must be urged to choose wisely for the options available in personal writing.
They should analyse the question well and only when they have valid, convincing points,
they should attempt.

More practice of all types of personal writing styles should be done in classes so that
students are aware of the distinctive features.

Appropriate use of linkages and connectives in order to logically develop content
into cohesive paragraphs should be emphasized.

Most students find writing difficult. Thus, there is a need for a lot of practice to
achieve perfection.

5
SECTION B COMPREHENSION AND SUMMARY WRITING [20 marks]

Question 3 Comprehension (15 marks)

Strengths

Multiple choice was attempted exceptionally well.

Students understood the requirements for both sentence completion and open ended -
questions as shown by the majority of students who scored well in these two questions.

Most Students answered using complete sentences.

Some secured either full or partial marks as they managed to locate answers from within
the passage.

Weaknesses

Direct lifting was clearly evident.

Students had difficulty in rewriting using their own words. Meanings were changed as a
result of this.

Some students were unable to comprehend the level of discussion for a 1 mark question
and a 2 mark question.

Grammatically incorrect sentences were evident.

Incomplete sentences were evident in ‘Open-Ended questions’. Some students did not
paraphrase at all while some altered the meaning in an attempt to paraphrase.

Some students did not attempt few questions.

Recommendations

More comprehension passages should be provided for practice and discussions. Students
should be closely given opportunities to analyse various types of Completion and Open-
Ended questions.

Teachers must teach the different text types to students. This will help them analyse the
type of texts they are reading and also help them identify the purpose of the texts that they
read.

Time management skills should be developed through practice.

Students should be encouraged to read widely on important/relevant issues in the
society/nation/region/world.

Teachers should expose students closely to the different reading strategies to assist them
in answering comprehension questions. Library classes are an essential tool.

6
Question 4 Summary Writing (5 marks)

Strengths

Students were able to identify the main ideas.

General layout was well done.

Students used their own words and maintained the required word limit.

Some students used appropriate linkages and language.

Weaknesses

Direct/Partial lifting was evident in most scripts.

Incorrect use of sentence beginners and connectives.

Wrong paragraphs were summarized by some students.

Draft section was not used at all/effectively.

Lack of paraphrasing of ideas.

Summary title was not given.

Number of words used was not indicated.

Word limit was exceeded and the number of words indicated did not match with the exact
number of words used.

Some students wrote more than one paragraph.

Some students did not attempt this section.

Recommendations

Teachers must teach the importance/relevance of highlighting points in draft section.

The mechanics of the marking criteria should be clearly understood by students.

More summary writing exercises should be provided for practice in class. Students need
to know what they need to summarise and how to paraphrase.

SECTION C LANGUAGE [25 marks]

Part I Grammar and Vocabulary (15 marks)

Strengths

Some students did well in all the four sections which reflected their understanding of
Grammar rules and application.

Some meaningful sentences were written for sentence completion.

Those who scored very good marks reflected excellent command of Basic English.

7
Weaknesses

A large number of students faced difficulty in Language usage, tenses and sentence
completion.

Errors in spelling and capitalization were noted in many scripts, thus, students were
penalized.

Students did not apply grammar rules nor did they follow instructions closely for sentence
completion question.

Students wrote the answers for language usage, rather than writing the alphabets of the
correct answer.

Some students wrote the answers at the wrong places on the Answer Sheet.

Recommendations

There is a great need to emphasize on teaching rules and applications of grammar,
vocabulary and sentence structure.

More exercises to be given to the students for practice in class from a variety of sources.
They should be exposed to as many grammar activities as possible in the application of
rules of syntax and semantics derived from a range of print materials such as, daily
newspapers, academic journals, internet, prescribed and supplementary texts etc.

More practice activities on Sentence completion should be provided to the students for
analysis.

It is imperative for teachers to remind students on the importance of correct spelling,
proper punctuation, rules and applications of grammar, subject and verb agreement and
correct sentences in this section.

Part II Register Study (10 marks)

The favorite question attempted from this section was ‘Language of Science’ followed by
‘Language of Newspaper Reporting’. A good number of students also attempted the
remaining two questions.

Strengths

Generally attempted well. Many students scored full marks in this section.

Some showed good knowledge of features of the registers that were answered.

A good attempt at writing complete sentences.

Students were able to identify tone, purpose and justify it with specific lines from the
sample.

8
Weaknesses

Incomplete sentences/ one word answers were still evident.

Failure to understand the requirements of questions e.g. students providing explanations
instead of examples.

Questions were not clearly/fully answered. While identification of features was clear and
correct, explanations were vague.

Some students still had problems with correct identification of features, for example,
acronym, commercialese, sentence structure, non- linguistic features etc.

Simple questions such as ‘purpose of sample’ were given incomplete answers such as,
‘to inform’ only.

Identification of the ‘Verb in passive voice’ was not done well.

While quoting examples of jargon or passive voice, students quoted the whole sentence.

Some students were not able to provide correct functions of certain features, e.g.,
diagram, direct quotations.

Few students wrote multiple answers.

A few students did not attempt one or both questions on registers.

Recommendations

All four Registers should be taught thoroughly.

More exercises should be given on all the four registers for analysis and discussion in
class. Teachers should use widely available resources to provide samples.

Students need to write their answers in complete sentences, for example: The purpose of
this sample is to inform the readers about the water closure. Note that students need to
write the ‘who’ (inform who?) and ‘about what’ (what is being informed?) to attain the
full 1 mark.

Teachers should be firm and penalize students accordingly if they write incomplete
sentences/one word answers during in-class activity or marking of internal exams.

Students should be taught how to differentiate between Linguistic and non-linguistic
features and their functions. .

Students should be taught how to interpret the key words in the question so that they
answer the questions accordingly, e.g. purpose, tone, audience.

SECTION D LITERATURE [30 marks]

Strengths

A good number of students received full marks in this section showing accurate
interpretation of questions.

Questions were attempted with good knowledge of literature works - mature insights,
ideas, points of view were clearly expressed.

9

Use of effective language and vocabulary resulted in clarity in expression; hence, this
demonstrated students’ deep understanding of the text studied and literary works in
general.

Close reference to literary work was evident in the quotations and examples of incidents
or scenes that students used to support or justify viewpoints.

Titles of Literary works chosen and names of authors were correctly identified.

Some students wrote very good introductions and conclusions.

Plans were generally clear and well written/organized.

Weaknesses

Incorrect spelling and identification of titles/authors/poets/playwright was evident in
many papers.

Many students chose the wrong s/stories or poems to answer questions. Either both/one
choice was incorrect and did not match with the Theme.

A few students answered 2 questions under the same Prose section, that is, they answered
novel and short stories.

Many students did not use relevant quotations or used incorrect quotations to support
discussions for Poetry and Drama.

Requirements of questions were not well understood/ interpreted incorrectly.

Poor organization of ideas. Some students wrote one paragraph to answer both parts of
the question.

Generally, part (ii) of the questions was not attempted as thoroughly as part (i).
The part of the question on discussion of language features and poetic devices was poorly
answered.
• Few students provided the general plot instead of answering the question as per the
requirements.

Many students did not write the correct question numbers.

Some students did not attempt both or one of the questions which indicated poor time
management.

Few students chose titles of works studied at Year 11 to answer questions, thus, lost
marks.

Students who attempted the ‘Reading a Poem’ question did not do very well.

Recommendations

Students should be provided with more literature essay writing questions for all genres
for practice in class and marking should be based on the External Examination marking
guidelines.

Skills in answering Literature questions need to be thoroughly revised, for example,
Question breakdown, mark allocations for each part and organization of ideas need to be
clearly understood by students.

10

Literature notes given to the students need to be accurate and should cover an in-depth
analysis of the relevant genre, for example, setting & background, plot, characterization,
literary devices, themes, issues, relevance, mood, tone, title analysis, language features
etc.

Teachers are to teach the difference between literary technique and literary element,
specific poetic devices and also the difference between the theme, the plot and lesson
learnt by students. Teaching these distinctive features will enable students to accurately
discuss their understanding of a particular literary work. It will also enable the students to
appreciate the works of literature since they are able to understand its features and
significance.

It should be emphasized to students that all answers have to be substantiated with relevant
and correct quotations and examples.

There is a need to strengthen the appropriate skills of analyzing poems in the classroom.
This will enable students to answer questions on ‘Reading a Poem’ well and score marks.

Teachers are to familiarize themselves with the Marking Scheme and apply the marking
guidelines closely while marking Internal Examination papers.

Internal Exam papers should be set to the standards of External Exam papers for greater
exposure of students.

All HODs and teachers must ensure that the prescribed texts are being studied at
Year 12.

Choice of Questions in Order of Preference

A. PROSE – Q10C, 10D, 10A, 10B.
B. POETRY – Q11C, 11B, 11A, 11D.
C. DRAMA – Q12D, 12B, 12C, 12A.

CONCLUSION

Overall, the effort put in by students is commendable. There were some excellent scripts
which clearly demonstrated the hard work of our students. However, students are continuing
to make some re-occurring mistakes which can be dealt with. It is hoped that teachers will
take time to read through the Examiners’ Report thoroughly and closely refer to it while
teaching.

I thank all English Teachers for the fine effort and at the same time challenge you all to set
higher benchmarks for the delivery of this important subject to our children. Teachers should
come up with innovative strategies to try and improve students’ performance. Teachers must
ensure that students are made aware of the requirements of English at Year 12 level from the
onset and all resources and effort are put in place to meet student needs.

Best wishes for the teaching of English in 2018.

11
FIJI YEAR 12 CERTIFICATE EXAMINATION
2017

ENGLISH

MARKING SCHEME
&

DETAILED SOLUTIONS

12
QUESTION 1 FORMAL WRITING (15 MARKS)
Marking Rubric:
Criteria Descriptor Marks
Plan ᛫ Plan thoroughly linked and followed in Introduction, Content ᛫ 2
and Conclusion
᛫ Plan done and followed but missing points for introduction and ᛫ 1½
conclusion
᛫ Plan done but not closely ᛫ 1
᛫ followed Plan done but not ᛫ ½
᛫ followed at all No plan ᛫ 0

Introduction  Linked closely and relevant to topic  1

 Not closely linked to topic/ rephrases topic  ½
 Irrelevant and not in any way relevant to topic  0
Content  5 or more relevant ideas  5
Ideas discussed & supported
 4 relevant ideas  4
with relevant examples
 3 relevant ideas  3
 2 relevant ideas  2
 1 relevant idea  1
 Totally off topic  0
Conclusion  Appropriate
m and links well to whole essay  1
 Not closely linked to whole essay /rephrases introduction or a  ½
new
 Veryisirrelevant
idea and inappropriate
introduced  0
Mechanics  No errors  3
 2 – 4 different types of errors  2
 5 – 6 different types of errors  1
 7 or more different type of errors  0
(spelling, punctuation, tense, wrong word order, capitalization, word form,
preposition, article, conjunction, degree of comparison, voice, subject-verb
agreement, pronouns, etc.)
Style  No errors  3
 2 – 4 different types of errors  2
 5 – 6 different types of errors  1
 7 or more different types of errors  ½
 Wrong style of writing used  0
(sentence structure/pattern/type, paragraphing, vocabulary, register,
expression, linking devices, redundancy, rambling, incomplete sentences, missing
words, flow of ideas, introduction-body-conclusion appropriate for style of
w r i t i n g , etc.)

 Please note that if there are many errors of the same type throughout the essay then deduct ½ for
each TYPE of error (e.g. 2 or more spelling mistakes -½, 2 or more agreement errors -½).
Do not deduct for each error (e.g.do not deduct ½ 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.
using personal style for an expository essay and vice versa. Some marks must be given for
using correct register, tone etc.

13
 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
In general, a good introduction can:
• introduce the topic and provide background information
• provide a hook to capture the interest of the reader - use statistics or relevant information
• have a thesis statement – this limits the scope of the discussion
• link the hook to the thesis statement
• define/state the topic – but not merely providing a dictionary definition
• purpose statement – present the plan of coverage including your line of
argument/viewpoint/conclusions (usually the last sentence of the introduction)
• be totally relevant
• be concise: 8-9% of the total number of words is usually recommended

 If the candidate has been able to have 2 out of the 8 listed above – give them the 1 mark.
The most important components are highlighted.

FIVE WAYS TO DEVELOP THE INTRODUCTION PARAGRAPH OF AN ESSAY – ASTOP

Action & Anecdote – describe some EXAMPLE
A action about a real person in an Mr. Lavo rushed to the ‘Buyers’ department of the
interesting or amusing way, which is Unit Trust of Fiji Land Shares. Picking up a piece of
related to the topic. chalk, he wrote ’10.50’. Then he added his number
‘67’. Almost immediately a seller shouted at
him……
Speech – Start with a dialogue, which EXAMPLE
S is related to the topic “What’s that? Fifteen thousand or fifty? Oh, five oh.
What a price! $10.50?”
“Yes, I think I can get them at that price. OK. I’ll
ring back when I’ve bought them”
Mr. Lavo made an entry in his book: ’50,000 Land
at $10.50 – Mr. Raikiliu.’

Theme – State your theme in the EXAMPLE

T opening sentence. This is a common One of the most interesting markets in Fiji is the
and useful method because it tells your money market, the Unit Trust of Fiji: On a busy day,
reader what you are writing about. more than a million dollars worth of shares change
hands on it.

14
 Opinion – Start with an opinion about EXAMPLE
O your topic. This may or may not be There are many different kinds of markets but the
your theme. one which fascinates me most is the money market.
I know about it because my brother works in the
office of a stockbroker.
P Proverb or Quotation – find a EXAMPLE
suitable proverb or quotation that “A market is a place where buyers and sellers
relates to your topic or theme to begin meet,” say economists. In fact, it is something much
with. more interesting than that.

NOTE: Choose an appropriate method for ASTOP to suit your topic/type of writing.

FIVE WAYS TO DEVELOP THE BODY OF AN ESSAY – DAFTI

D Different types, attitudes, reasons, factors EXAMPLE
etc. • different types of trees
• different uses of trees
• different attitudes towards trees
A Advantages and disadvantages of a topic EXAMPLE 1
• advantages and
• disadvantages of examinations
EXAMPLE 2
• the reasons why homework should be
abolished
• reasons why it should not be abolished
F Factual account EXAMPLE 1
This method is more suitable for topics • The importance of fertilisers to farmers.
dealing with circumstances that exist or EXAMPLE 2
with nature. • Pollution
T Time or historical approach to a topic EXAMPLE
Gives the historical account of the • The development of farming from early times
development of something. up to the present.
• Consider possible farming methods in the
future
I Importance of a topic to man, society etc. EXAMPLE
• Importance of farming in the life of man
• How farming has fallen in importance
throughout the ages.

NOTE: We can combine two or three methods from DAFTI when dealing with a topic.

The Conclusion
A good conclusion should:
 restate your main argument.
 emphasise or reinforce the main points of your argument in a concise way.
 include final broad statements (about possible implications, future directions for research,
limitations, to qualify the conclusion).

15
FIVE WAYS TO WRITE A CONCLUDING PARAGRAPH – SCARF
S Sum up an argument or give a summary of your main points.
C Climax – this means that your reach the most exciting point in a story and then finish
quickly.
A Write your conclusion in such a way to show the reader that you have finished.
R Repeat your theme and show that you have proved your point.
F Look into the Future – consider what may happen in future regarding topics, such as,
Pollution, Climate Change , Technology etc.

EXPOSITORY ESSAY

a) Is it possible to fight corruption?

Item Definition
Corruption: Corruption is a form of dishonest or unethical conduct by a person entrusted with a
position of authority, often to acquire personal benefit. Corruption may include many
activities including bribery and embezzlement, though it may also involve practices that
are legal in many countries.
POINTS FOR DISCUSSION
Possible Not Possible
 Government officials, policy-makers,  Acceptance of the status quo: Bribery and deceptive
Civil servants, Non-Government practices seem to have become so engrained in some
organisations, civil society, Media and parts of the sector that in many cases they have
become accepted as the norm.
the Private sector can fight corruption
• Corruption is an accepted part of life in many
by:
societies. The people in those societies see nothing
wrong in it.
• Strengthening democracy
• Bribery and deceptive conduct are not really crimes.
• Promoting justice… By reporting
They are just age old business practices.
incidents of corruption.
• The cost of a bribe is merely an essential business cost.
• Supporting education… By investing in
It forms part of the contract.
and protecting funds for education.
• If we stop bribing, competitors will not stop.
• Bringing prosperity… By refusing to
Therefore, businesses have to bribe in order to remain
participate in any activities that is not
competitive.
legal and transparent.
• Lack of knowledge: There is often a lack of
• Safeguarding development.
awareness within the industry and amongst the public
• Improving public health… By ensuring
as to the nature of the different types of corruption and
that funds are not diverted away from
that they constitute criminal offences. Thus, corruption
healthcare.
often goes undetected, even by those against whom it
is perpetrated, and therefore goes unreported.

16
b) The cost of development on the environment
Item Definition
Development The act of developing or the state of being developed, as:
a. The application of techniques or technology to the production of new goods or
services.
b. The business of constructing buildings or otherwise altering land for new uses.
Environment The complex of physical, chemical, and biotic factors (as climate, soil, and living things)
that act upon an organism or an ecological community and ultimately determine its form
and survival
POINTS FOR DISCUSSION
• Whilst development aims to bring about positive changes, it can lead to conflicts. In the past, the
promotion of economic growth as the motor for increased well-being was the main development thrust
with little sensitivity to adverse social or environmental impacts.
• The need to avoid adverse impacts and to ensure long term benefits led to the concept of
sustainability. This has become accepted as an essential feature of development if the aim of increased
well-being and greater equity in fulfilling basic needs is to be met for this and future generations.
• Major environmental issues are forest and agricultural degradation of land, resource depletion (water,
mineral, forest, sand, rocks etc.), environmental degradation, public health, loss of biodiversity, loss of
resilience in ecosystems, livelihood security for the poor.
• Water shortages, soil exhaustion and erosion, deforestation, air and water pollution will afflict many
areas.

c) Schools should focus on skill based learning

Item Definition
Skill based Skill-based learning and training is an approach to teaching and learning- more often used
learning in learning concrete skills than abstract learning. It differs from other non-related
approaches in that the unit of learning is extremely fine grained.
POINTS FOR DISCUSSION
• The central focus is on learning transferable literacy skills that help students independently make
meaning from new information. Responsibility for learning transfers to the student over time.
• Assessments are used to measure growth and to identify supports to help students meet standard.
Reading, writing, and speaking in the content area is explicitly taught and practiced every day.
• Students are taught how to think critically and are expected to solve problems on their own. Students
engage in authentic reading experiences. They practice various reading skills and explore written and
spoken texts as readers and writers. Students seek to understand how meaning is constructed in texts.
• Skills-based learning provides classroom environments where independence, thinking skills,
collaboration and active learning are developed at the same time as knowledge is acquired.
• Design in opportunities for skills development including team work, independent enquiry, self-
evaluation, problem solving, time management, effective communication and critical/creative
thinking.
• Learning of practical skills is also skill-based learning mostly applicable to non-formal or vocational
educational environments. The focus is on learning key skills through practice rather than over-
reliance on theoretical approach.
• Input of ideas such as inquiry based learning gives the opportunity to students to attain lifelong skills.

17
(d) Speech
The Yellow Ribbon Rehabilitation Programme has had great impact on your life and successful
business. You have been invited by the Youths of your community to be the Chief Guest in the
opening of their one day workshop during the National Youth Day Celebrations.
Compose the text of your speech keeping in mind the theme of the Day: Wealth and Progress are
within our Reach.

Yellow Ribbon • The Yellow Ribbon Program was promoted as being responsive to
Rehabilitation offenders and the general welfare of the public as it assisted with the
Programme rehabilitation of the prisoners and the overall improvement of prisons.
• By providing rehabilitative opportunities such as, instruction in farming
techniques and industry skills, literacy courses, spiritual counselling and
education on alcohol and drug abuse the project was seen as addressing the
country’s social and economic problems such as unemployment, poverty
eradication and the poor literacy rate amongst adults that contribute to
crime.
• Various public activities have been organised to create public awareness
and promotion of the YRP. Awareness continues to be made in the urban
and rural areas promoting its objectives and educating the public on matters
relating to the need for reform and greater involvement from the
community.
Wealth Wealth is the abundance of valuable resources or valuable material
possessions.
Progress Forward or onward movement towards a destination.
POINTS FOR DISCUSSION
• This could be a reflective speech: whereby the speaker will focus on his/her life and explain how
he/she was able to become successful. Give brief details on what Yellow Ribbon Rehabilitation
Programme is and how it assisted you to start the business.
• Advice to youths: Key attributes to becoming successful:
Learn from mistakes
Choose to spend your time with the right people.
Make a friend of failure.
Hard work, determination and perseverance

 Effective use of Public Speaking Register is needed here.

18
(e) Letter
You have just completed Year 12 and are concerned about your career path.

Write to the Senior Education Officer – Careers, Ministry of Education, Private Mail Bag, Suva
seeking advice on the options that are available. In your letter, mention the subject combination that
you took, the financial assistance available and the career that you are interested in. Include any other
relevant information.

12 Tuwai Rd
Suva
28th October 2017
=
The Senior Education Officer - Careers
Ministry of Education
Private Mail Bag
Suva
=
Dear Sir/Madam If not in the middle, DO NOT PENALISE
=
RE: Assistance in Career Path
=
 I wish to seek your advice and guidance regarding my career path options for next year.
 Completed Year 12
 Subject combination
 Dream career
 Financial assistance available for tertiary studies
 Is there a need to do Year 13
 The option of apprenticeship/part time job

o request for handbook

o other advisors who can assist
writer’s contact
=
Yours faithfully If students have used Yours Sincerely,
JerryTuwai deduct marks from Style.
Jerry Tuwai (Mr)

19
(f) Report

Using the statistics below, write a report titled:

Major Causes of Mortality in Fiji from 2012 to 2013
You may use the following headings in the report:
(i) Introduction
(ii) Major Trends
(iii) Possible reasons for trend (discuss two)
(iv) Conclusion
(vi) Recommendation (discuss one)

Introduction: refer to notes on how to make a good introduction.

Mortality rate, or death rate, is a measure of the number of deaths (in general, or due to a specific
cause) in a particular population.
Major trends
• Diabetes mellitus is the major cause for death in Fiji. This is closely followed by Hypertensive
diseases and Ischaemic diseases.
• Amongst the major causes, Diabetes and Hypertensive diseases declined in 2013 but Ischaemic
diseases increased.
• Another significant increase was noted for cerebrovascular diseases.
• Most other causes are consistent over the two years.
Possible reasons for trend:
• Diabetes is the major killer- it is a life-style disease and it is obvious that people are not
conscious of their diet and exercise.
• Diabetes and Hypertensive diseases declined in 2013- could be due to awareness by respective
Ministry and NGOs
• Ischaemic diseases increased- may be neglected by authorities.
Conclusion: refer to notes on how to make a good conclusion.
Recommendation (either one): in order to address the high mortality rate,
• Control diet
• Exercise regularly
• Medical check-up regularly

20
QUESTION 2 PERSONAL WRITING (10 MARKS)
Marking Rubric:
Criteria Descriptors Marks
Plan ● Plan well followed from Introduction, Body & Conclusion  1
● Plan done but not followed/ missing points for introduction  ½
and conclusion
● No plan  0
Introduction ● Appropriate and linked to topic  1
● Not closely linked to topic  ½
● Irrelevant and not in any way related to topic/ no  0
introduction
Content ● 3 or more relevant ideas [linked to question]  3
● 2 relevant ideas  2
● 1 relevant idea  1
● Totally off topic  0
Conclusion ● Appropriate and linked to ideas in essay  1
● Not closely linked to essay  ½
● Irrelevant and not in any way related to essay/ no  0
Accuracy ● conclusion
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.)  ½
 0
Style ● No errors made  2
● 2 different types of errors  1
● 3 – 4 different types of errors  ½
● Wrong style of writing used/register  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 ½ for
each TYPE of error (e.g. 2 or more spelling mistakes -½, 2 or more agreement errors -½). Do not
deduct for each error (e.g.do not deduct ½ 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.

21
(a) Write a conversation that you and your friend had on the topic: Sports people are
ambassadors of a country during any international sports tournament.

Introductory paragraph: What is the conversation about?

Who are having the conversation?
Where are they having the conversation?
MAIN POINTS
• Most spectators in the stadium and at home may never have heard about small island nations such
as, Fiji but through superb performance in sports, they indicate to the world that their nations are one
of the best.
• Their behaviour and attitude - determines the culture and values of their home countries and people
can judge whether they should visit as tourists.
• Sportsmanship: is an aspiration or ethos that a sport or activity will be enjoyed for its own sake, with
proper consideration for fairness, ethics, respect, and a sense of fellowship with one's competitors. A
"sore loser" refers to one who does not take defeat well, whereas a "good sport" means being a
"good winner" as well as being a "good loser"(someone who shows courtesy towards another in a
sports game). Such behaviour displayed by sports personalities help spectators make judgement
about the values and ethics of their nation.
Concluding paragraph: What is the overall lesson learnt?
What have the two speakers decided to do?

(b) You witnessed an act of good sportsmanship in a sports competition organised this year.

Write a diary entry expressing your thoughts and feelings on such an act of good
sportsmanship stating why it is important for youths of today.

Date (may include day, time, venue and mood)

=
Dear Diary (or you may give a name to your diary)
=
Introduction: set the scene – what was the day like? How do you feel? What did you do? E.g. Today I
feel so excited because it is the first time for me to watch Marist 7s LIVE!!
=
Paragraph 2: what did you observe? - describe the act of good sportsmanship.
=
Paragraph 3: what was the reaction of others- such as other teams, spectators, referees, etc.?
=
Paragraph 4: what lesson did you learn from this experience? How did it make you feel?
=
Concluding paragraph: your final thoughts

Sign off
 Note: Do not greet diary, e.g. ‘How are you?’

22
(c) Referring closely to the theme, write a narrative essay including the sentence given
below in any part of your writing. The gesture showed more than what sports should be
about.

Narrative Essay – written account of connected events; a story.

The story should say what gesture was displayed by a sports personality.
 What happened to make the narrator come to that conclusion?

(d) Write a letter to a friend thanking him or her for helping you cope with the pressure of
being a famous sports personality. Explain how his/her help made you realise the importance
of being a good sports man/woman.
13 Votecity Street
Lomalagi Town Not using Address and Name given
in the question, deduct ½ mark
23rd October 2017
=
Dear Bestie
=
Introduction – greetings and asking about the family etc.
=
Paragraph 2 – why are you writing? How did your friend help? What did he/she help you with?
=
Paragraph 3 – how has the help made you realise the importance of being a good sports man/ woman.
=
Paragraph 4 – final comments and prepare for conclusion
=
Take care my friend and God bless always.
=
Your friend
Amaya
Note:
 If vernacular words are used – do not overly penalise – one or two is fine but if three or more,
deduct ½ mark from style.
 This is an English examination paper and all writing should be in accordance.

(e) Choosing one picture on page 5 to guide you, write about the theme using a personal
style of writing of your choice.

List of Personal Writing styles:

Diary entry, Letter to a friend, Letter to editor, Editorial, News report, Poem, Narrative, Descriptive,
Imaginative, Conversation, etc.
23
QUESTION 3 COMPREHENSION (15 marks)
A. Multiple-Choice Questions (4 marks)

1. According to the first paragraph, Lapita people

A. were Austrronesians.
B. came from South China.
C. first settled 3,500 years ago.
D. were based on archeological findings.

2. From the Linguistic findings, early settlers

A. were from Taiwan.
Tongan Fisi/ the word originated when the early
B. arrived first in Viti Levu.
settlers were on their journey to Fiji.
C. named Yasawa as Naviti.
D travelled to Fiji from Tonga.

3. The word elevation (line 14) is synonymous with

A. boost.
B. height.
C. advanced.
D. promotion.

4. The word scouting (line 28) is closest in meaning to

A. hunting.
B. camping.
C. exploring.
D. experimenting.

.
B. Sentence Completion (3 marks)

5. After visiting Naviti, William Bligh experienced mutiny on his ship. (1 mark)

6. The two other places the first settlers of Gunu village had previously settled include Vitogo/
Marou/ Somosomo Choose any two (1 mark)

7. Nalotawa, Ba is the origin of the current chiefly title holders in Gunu Village. (1 mark)

C. Open-ended Questions (8 marks)

8. Explain how Viti Levu was named. (2 marks)

Vitilevu was seen after Naviti and the early settlers saw the sun rising from Viti Levu
and it was bigger than Naviti. So, Viti Levu means a big place having the first sun rise.

9. What does the phrase ‘tucked away’ (line 19) imply about Gunu Village? (1 mark)

The village is isolated and hidden/interior

24
10. Identify two factors which contributed towards choosing Gunu Village for settling. (2 marks)

(i) Safe and secure

(ii) Freshwater availability

11. Explain the significance of the title. (2 marks)

 It helps to describe the journey or migration pattern of the early settlers in Fiji
 The Paths of the Sun as the title signifies that these migrants travelled from the
East/ The sun was primarily used as their navigation to their destination.

12. What is the overall tone of the passage? (1 mark)

Objective/ Informative/Formal/Impersonal tone

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 27 to 46 of the comprehension passage. Use about 70 to 80 words.

Title: In the Path of the Sun

- A team was sent and they arrived at a spring called Naqakiloko.
- They found a good place where freshwater was available.
- They arrived at Naqakiloko to quench their thirst, thus the origin of the name of the village
Gunu.
- A big owl was sent by their concerned elders to check on them which made the earth
tremble and gave a thunderous roar.
- Members of the Tokatoka Nabebe followed from Soso.
- There have been numerous intermarriages and agreements between the three tokatoka and the
Tokatoka Navuti was given the chiefly title.

Deductions:
Score:
 No Title – -½
Points – 3
 Students may pick any five to six points.
Language – 1
 No number of words – -½
Cohesion – 1
 More than 100 words – -½
TOTAL = 5
 More than 1 paragraph – -½
 Directly lifting (plagiarism) mark only for points
 Partial plagiarism mark only for points and cohesion
 If draft only is done mark for points only
25
SECTION C LANGUAGE [25 marks]

PART I GRAMMAR AND VOCABULARY (15 marks)

QUESTION 5

A. Language Usage (4 marks)

1. Through an ___________, your letter was left unanswered.

A. overcharge
B. overtone
C. oversight
D. overtime
2. “How many times have I told you _________ rugby in the street?”
A. not to play
B. not playing
C. do not play
D. not to have played
3. It is important for a firm to keep _________the changes in the market.
A. pace of
B. up with
C. touch with
D. track about
4. __________ he arrived at the bus stop when the bus came.
A. Hardly had
B. No sooner had
C. Not until had
D. No longer has

B. Tenses (4 marks)

1. A stone struck the windshield while we were driving down the gravel road.

2. Having finished/Finishing their farm work, the farmers returned home.

3. Not once did he look into her eyes.

4. The lady dressed in blue is her aunt.

C. Proof Reading (3 marks)

1. Neither Krystal nor her brothers is going to attend the funeral.

Error: is /brothers Correction: are/brother

2. Laura will be celebrating her birthday tommorow.

Error: tommorow Correction: tomorrow

3. Although Zar was sick but he still went out swimming in the river.

Error: but Correction: comma /,

26
D. Sentence Completion (4 marks)

Complete the following sentences using 5 to 8 words in the space provided in

the Answer Booklet.

1. However hard he tries,_______________________________________________

_________________________________________________________________.
2. __________________________________________________________________
_________________________________unless you learn to listen to your parents.

Answers must be written in

complete sentences.
PART II VARIETIES OF ENGLISH (10 marks)

QUESTION 6 LANGUAGE OF SCIENCE (5 marks)

(i) Identify the target audience for the above sample. (1 mark)

Science students/ teachers/Scientists/Students/ or related people.

(ii) Give one example of a parenthesis in the above sample. (1 mark)

(changes directly from solid to gas)

(iii) Identify a verb used in passive voice from the sample. (1 mark)

is being added/is seen/is called

(iv) Quote a scientific jargon used in the above sample. (1 mark)

Naphthalene, sublimes, enthalpy, sublimation, solid, gas, temperature, energy

(v) What is the reason for using a diagram in the sample above? (1 mark)

- Help illustrate the ideas mentioned in the paragraphs for better understanding.
- Helps to visualize the processes involved
- For clarity.

QUESTION 7 LANGUAGE OF BUSINESS (5 marks)

(i) State the main purpose of the above sample. (1 mark)

To inform the taxpayers/employees/accountants about personal income tax.

(ii) Give one reason for the use of bullet points in the above sample. (1 mark)

Easy to read and follow, to avoid ambiguity, for clarity

27
(iii) Identify a verb used in passive voice from the sample. (1 mark)

o is the tax charged o have been withdrawn

o are entitled o are required
o were previously enjoyed o will not be required
(iv) Quote a commercialese used in the above sample. (1 mark)

Tax, employees, income, allowances, dividend, insurance, employers, income tax return,
business, authority

(v) Indicate why bold print is used in this phrase ‘PAYE as a compulsory deduction’ (1 mark)

To emphasis/ show importance/to highlight/to capture readers attention.

QUESTION 8 LANGUAGE OF NEWSPAPER REPORTING (5 marks)

(i) Identify the target audience for the above sample. (1 mark)

General public/ readers/people

(ii) Quote a stock phrase used in the sample above. (1 mark)

He said, Mr. Bainimarama made these remarks, he spoke candidly, Prime Minister
Voreqe Bainimarama said….

(iii) Give a reason for the use of direct quotations. (1 mark)

Authenticity/ specificity/ true and factual

(iv) Cite an example of an acronym used in the sample above. (1 mark)

COP/ COP23/PM

(v) Identify a non-linguistic feature (not already mentioned above). (1 mark)

Bold heading, two columns, use of numbers, one sentence paragraph,

capitalisation

28
QUESTION 9 LANGUAGE OF PUBLIC ADMINISTRATION (5 marks)

(i) Who is the target audience of the above sample? (1 mark)

People living in those areas affected/residents of Namaka/consumers of Namaka/General

Public

(ii) Identify a verb used in passive voice from the sample (1 mark)

-will be disrupted

- is expected

-to be restored

(iii) Name the sentence structure used in the first sentence. (1 mark)

Complex sentence

(iv) Quote one example of an administrative jargon from the above sample. (1 mark)

Customers, enquiries, authority

(v) Identify an example of a non-linguistic feature from the above sample. (1 mark)
bold heading, logo, bold and underline, bullet points, numbers, date
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  1½
some extent
 writing the plan but not following it  1
 plan is limited/disorganized  ½
 no plan at all/one line or sentence or plan is  0
written AFTER the essay or plan is irrelevant
Title and  title and author/playwright/poet is correctly  1
author/playwright/poet spelled/written
 title written/correctly spelled but no  ½
author/poet/playwright or
playwright/poet/author written and correctly
spelled but no title or both written but there is a
spelling error
 no title/author/playwright/poet or wrong text  0
title /author /playwright/ poet
Introduction  introduction is well written - readers/ markers  1
know what to 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  10
mark allocation of question
Conclusion  conclusion is well written - readers / markers  1
know the main argument of the essay
 conclusion is just a rephrase of the question -  ½
doesn't round off 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) – mark as normal, total and divide by 3.
(6) If wrong Year 12 text/or wrong genre used - 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.

30
QUESTION 10 PROSE

(A) The novel studied this year focuses on the meaning of life.
With reference to the above,
(i) describe two incidents that reveal the meaning of life in the novel, (5 marks)
(ii) discuss specific meanings of life highlighted in the incidents in (ii) above (one
each from the two incidents). (5 marks)

Item Definition
Describe To state the features or items of an object or process. Give an account in words of (someone
or something), including all the relevant characteristics, qualities, or events.
Discuss Where you are using your skill at reasoning, backed up by carefully selected evidence to
make a case for and against an argument, or point out the advantages and disadvantages of a
given context.
 two incidents that reveal the meaning of life  meanings of life (2.5 marks
(2.5 marks each) each)
 Identify the incident – 1 mark
 Give the example and describe from the novel –  Specific meanings of life – 1 mark
1.5 mark  discuss – 1.5 marks
1. In September, Mark and Jim went up the river to 1. The swimmer’s life is used symbolically to
seek the end of the swimmer. Marta and Keetah reflect on our lives. We should fulfil our
were also present. Upon seeing the end of the duties and responsibilities- for which we are
swimmer, Keetah gets emotional. Mark comforts born. By the time we die, we should be ready
her and tells her that the whole life of the swimmer because we have met all the expectations of
is one of courage and adventure. When the life.
swimmer dies, he has spent himself completely for 2. The building the vicarage incident teaches
the end for which he was made, and this is not readers that in order to get something one
sadness. It is triumph. would have to work very hard to get it.
2. Mark had noticed that the old vicarage that he was Respect and trust are values that we have to
expected to live in needed maintenance. The next earn- it is not something that we can demand
day, he inspected the vicarage. The villagers had from people even though one may be a
expected that Mark will go to them asking for religious leader. So, when the people realised
help. However, he waited and lived in the that Mark is part of the village, they offered
vicarage. When the time was right and the their help.
materials had arrived, the villagers offered their
assistance.

31
(B) With reference to the novel studied this year,

(i) outline how two minor characters influenced the main character, (4 marks)
(ii) relate two aspects of the nature of the society from the contributions of the two
characters in (i) above. (6 marks)

Item Definition
Outline To provide general ideas only without detail. To outline the main features of…
Relate Compare to their lives and see similarities and differences.
 outline how two minor characters influenced the main character, (4 marks)
 one character- 2 marks:
identify character- ½ mark
how influenced the main character- 1 ½ marks
 Jim Wallace- was a brother figure and like a  Mrs. Hudson - Old Indian woman. He is
friend to Mark. Since they were of similar Keetah's grandmother and is a wise and bitter
age, they mostly stayed together and Jim woman. She did not really like the white man
helped Mark understand the village, their and during celebrations, she made food that
customs, beliefs and expectations. Through she knew a white man wouldn’t like. She
Jim’s experiences, Mark was able to made Mark realise the impact of threat faced
understand the complexities of life. by the villages from the outside world. By the
end of the novel, she realizes how cruel to the
white man she was and begins to cook things
everyone would like.
 relate two aspects of the nature of the society from the contributions of the two characters
(3 marks each)
 What aspect -1.5 marks
 Contribution from character – 1.5 marks
 Through Jim, we can analyse the importance  The society is witnessing the loss of young
of Family because Jim shows to Mark that ones to the modern education system and the
the village cares about all the people in it and ‘white men’s world’ and this has led to
they treat each other like family. During culture loss. There is a sense of sadness in the
celebrations, the people gave what they had society because the old people are mourning
and not only what they could afford to give. the breakdown of social values in the society.
Everyone cared for one another as family Also, through Mrs Hudson’s character, it is
and also respected each other. obvious that change is an inevitable aspect of
any society and the elders need to appreciate
this fact of life.

32
(C) With reference to the two short stories studied this year under the theme
Relationships,

(i) describe one aspect of relationship highlighted in each story, (5 marks)

(ii) outline one language feature used in each of the short stories to bring out the
aspects in (i) above. (5 marks)

Item Definition
Describe To state the features or items of an object or process. Give an account in words of
(someone or something), including all the relevant characteristics, qualities, or events.
Outline To provide general ideas only without detail. To outline the main features of…
Short Story 1 : Short Story 2 :
The Cabuliwallah – Rabindranath Tagore Preliminary Inspection – Raymond Pillai
 describe one aspect of relationship highlighted in each story, (2.5 marks each)
 Identify aspect of relationship (1 mark)
 Describe in relation to story (1.5 marks)
Aspect: love between parents and children can be Aspect: Parents want the best for their children.
like two friends/ mutual trust. From the interrogation of Gopal by Savitri’s
Mini’s father (narrator) encourages his daughter father, it is obvious that he wants to make Gopal
to tell him all stories and they share mutual trust realise how important Savitiri is and that he
and respect. Although Mini’s mother does not should treat her as an equal. Savitri’s father
approve of Mini meeting the Cabuliwallah, he proves this when he makes Gopal realise that
encourages Mini to be bold. despite his high education and job, he still has
weaknesses (does not know his mother tongue/
not married but works as a social welfare
officer).
 outline one language feature used in each of the short stories to bring out the aspects
(2.5 marks each)
 identify feature- 1 mark
 relate to aspects- 1.5 mark
 First person method of narration- the narrator  The author uses native words such as ‘appa’
is able to justify his actions and reactions and ‘Namaste’- this does not only help
especially how he encourages Mini to describe the social background of the
overcome her fear of the fruit sellers. characters but it also help Savitri’s father to
 Figurative languages- the author uses a later analyse that Gopal is not able to speak
variety of figurative languages such as Malayala (his mother tongue). Gopal is
‘judicious bribery’ and ‘barren mountains irritated by Savitri’s father but his love for
and long lost father’. This helps to reveal the Savitri makes him to tolerate him- this may
emotions of the narrator especially when he also be a test for Gopal (whether he really
realises the influence the Cabuliwallah has loves Savitri).
on Mini and when he realises the character
of the Cabuliwallah.

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(D) With reference to the two short stories studied this year under the theme Values,

(i) outline the setting of each short story, (4 marks)

(ii) examine how the setting in (i) above influenced the main idea in
each of the stories. (6 marks)

Item Definition
Outline To provide general ideas only without detail. To outline the main features of…
Examine To analyse or make judgements or careful observations on ideas, features or
characteristics and providing examples. To investigate thoroughly.
Short Story 1 : Short Story 2 :
A Day in the Country – Dan Jacobson The Gift of the Magi – O. Henry
 outline the setting of each short story (2 marks each)

 set in a separate village (during apartheid)  The setting fits this story, with a shabby little
when the Africans worked for the ‘whites’ apartment which costs '$8 a month.' It
 a day in April/ cold season happens before Christmas.
 on a farm/ countryside with dusty roads  Their poverty -stricken apartment that was
 the story takes place mostly along the dusty furnished sparely and with tattered and worn
roads of the countryside furnishings, as well as the barren and lonely
yard.
 gives a look for poverty or middle income
earners flat
 it takes place in New York City during the
Winter of 1905.
 examine how the setting in (i) above influenced the main idea (3 marks each)
 main idea (1.5 marks)
 how setting influenced (1.5 marks)
 Life is difficult enough as it is and if we do  Life/ love is not about material possessions
not show compassion and love for others but rather to appreciate the good that people
than the world will not be a good place to do for each other
live in. It has made one understand that if  Love requires sacrifice- since they live in a
we do good to others, good will come to us. poor background, they small gifts (although
It has made me realise that negative actions may not be expensive) make readers realise
towards others is not a good thing – it is that it was given whole heartedly.
inhumane to treat others badly based on our
prejudices.
 Through the setting of countryside makes
readers realise the basics of life- what is
important for us. This is something missing
in the urban settings because most people do
not have time to appreciate these values.

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QUESTION 11 POETRY

The use of apt quotations improves the quality of the answers.

(A) With reference to the two poems on the theme Progress,

(i) discuss one impact of education highlighted in each poem, (4 marks)

(ii) outline one poetic device used in each poem to bring out the impacts in (i)
above. (6 marks)

Item Definition
Outline To provide general ideas only without detail. To outline the main features of…
Discuss Where you are using your skill at reasoning, backed up by carefully selected evidence
to make a case for and against an argument, or point out the advantages and
disadvantages of a given context.
Poem 1 : Poem 2 :
Kidnapped – Ruperake Petaia Reality - Konai Helu Thaman
 discuss one impact of education highlighted in each poem (2 marks each)

 Western Education can result in the loss of  Western type education does not necessarily
cultural identity. In the poem the persona prepare you for the real world. In the poem
says that he has become ‘whiter and whiter’. the persona says that he has certificates and
This means that he has become more the he as ‘learnt them all’ yet he is still
modernised in his thoughts and has lost his without a job even though he has passed
cultural identity – he isn’t even marginalised, with ‘honours’.
rather he has become ‘white’.
 outline one poetic device used in each poem to bring out the impacts (3 marks each)
 poetic device (1 mark)
 bring out the impacts (2 marks)
 Repetition of phrases such as “richer and  Direct quotation- of the old man “come
richer’ and ‘poorer and poorer’- this helps to fishing with me today/ for you have a lot to
highlight the impact of western type learn yet” reveal that the western type
education which makes people behave more education is not complete and does not
like the westerners prepare one to survive in the real world.
 Irony- the poem sounds more like someone  Symbolism/ metaphor “sterile rock” help to
who was kidnapped physically by words such show that the teachers are unproductive and
as ‘ransom’, however, it was noted that not giving out students who will be able to
actually the persona’s mind/ ideas/ believes use their knowledge and skills in the real
were kidnapped by the western type world.
education system.

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(B) With reference to the two poems from the theme Social Issues,

(i) outline the central theme in each poem, (4 marks)

(ii) discuss how the themes in (i) above relates to you as a student. (6 marks)

Item Definition
Outline To provide general ideas only without detail. To outline the main features
of…
Discuss Where you are using your skill at reasoning, backed up by carefully
selected evidence to make a case for and against an argument, or point out
the advantages and disadvantages of a given context.
Poem 1 : Poem 2 :
Meditatio – Ezra Pound The Old – May Ligo
 outline the central theme in each poem (2 marks each)
 Human values- attitude of man at times are  Young people are abandoning their villages
worse than dogs. Man being superior lack to be in the towns where they think they
meekness/ humility and (at times) will find a better life but the fact is that life
cleanliness. in the village is just as good if not better.
 Man likes to think they are the better species  Young people are abandoning their elders
but the fact is that animals behave much and are not giving them their due
better than humans. consideration.
 In the poem the lines ‘When I consider  This can be clearly seen in the poem:
the curious habits of man/ I confess my The young ones, where are they? / In the
friend, I am puzzled’ clearly show that towns.’
there is something wrong with man.
 discuss how the themes in (i) above relates to you as a student. (3 marks each)
 2 ideas (3 marks)
 1 idea (1.5 marks)
Students to compare their behaviour and reflect: Students to reflect:
 Act wisely  Care for elderly
 Be friendly to others  What goes around comes around
 Display good manners  Culture and values- preserve instead of only
focusing on material things.

(C) Refer to the two poems from either one of the two themes Progress or Social Issues
to answer the following:

(i) outline the major issue in each poem, (4 marks)

(ii) examine why these poems are worth studying in Year 12. (6 marks)

Item Definition
Outline To provide general ideas only without detail. To outline the main features of…
Examine To analyse or make judgements or careful observations on ideas, features or
characteristics and providing examples. To investigate thoroughly.

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 Poem 1 : Poem 2 :
Kidnapped – Ruperake Petaia Reality - Konai Helu Thaman
 outline the major issue in each poem (2 marks each)
• Western Education can result in the loss of • Western type education does not necessarily
cultural identity. In the poem the persona prepare you for the real world. In the poem
says that he has become ‘whiter and whiter’. the persona says that he has certificates and
This means that he has become more the he as ‘learnt them all’ yet he is still
modernised in his thoughts and has lost his without a job even though he has passed with
cultural identity – he isn’t even marginalised, ‘honours’.
rather he has become ‘white’.
 examine why these poems are worth studying in Year 12. (6 marks)

• Relate to the ideas about the need to localise •
the education system.
• Students can be aware of the culture loss- it is
awareness for those who have not realised •
that they are losing their cultures.
• Appreciate the sacrifice of parents- their •
effort in educating their children (they want
the best for their children’s future).
Students need to realise the importance of
non-formal education/ skill based/
competency based learning.
Students should appreciate that no job is too
small.
Application of knowledge- whatever they
learn in schools, they should apply to the real
world so that education is meaningful.

(D) Reading a Poem

(i) Examine the rhyming pattern of each stanza. (1 mark)

Rhyme scheme AABB

(ii) Give a reason for your answer to (i) above. (2 marks)

- Easy to follow
- Make the poem/ ideas entertaining

(iii) What is the overall mood of the poem? (1 mark)

Appreciative/ thankful/ grateful

(iv) Explain how the mood is achieved. (2 marks)

By the use of phrases such as ‘be glad’ and

“not pasted on some other place--

be glad your nose is on your face!”

(v) Discuss the central message portrayed in this poem. (4 marks)

The overarching message is thankfulness. It is through appreciating what we have,

rather than focusing on what we do not or what we wish to change, that we can truly be
content in life. We often want to believe if we just had one missing thing, slightly
changed a situation, or forgot an experience we might be better off. We often fail to
realize the actual impact such adjustments may have on life and do not stop to think
those effects could be highly negative or make no difference at all.

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(vi) What is the significance of repeating the title? (2 marks)

For emphasis- to be appreciative of the fact that the nose is positioned/ located at the
right place.

(vii) Explore the use of imagery in the above poem. (3 marks)

Mostly refer to stanza 2 especially by beginning with the word ‘imagine.’ It helps
readers visualise the disgust of the consequence of placing the nose between the toes.

QUESTION 12 DRAMA

The use of apt quotations will improve the quality of the answers.

(A) In the play you have studied this year,

(i) describe the opening scene, (5 marks)

(ii) discuss the significance of this scene to the rest of the play. (5 marks)

Item Definition
Describe To state the features or items of an object or process. Give an
account in words of (someone or something), including all the
relevant characteristics, qualities, or events.
Discuss Where you are using your skill at reasoning, backed up by carefully
selected evidence to make a case for and against an argument, or
point out the advantages and disadvantages of a given context.
JULIUS CAESAR by WILLIAM SHAKESPEARE

 describe the opening scene:

 characters involved (1 mark)
 setting (1 mark)
 Matters (3 marks)
• On a street in ancient Rome, Flavius and Marullus, two Roman tribunes — judges meant to
protect the rights of the people — accost a group of workmen and ask them to name their trades
and to explain their absence from work. The first workman answers straight forwardly, but the
second workman answers with a spirited string of puns that he is a cobbler and that he and his
fellow workmen have gathered to see Caesar and to rejoice in his triumph over Pompey.
• Marullus accuses the workmen of forgetting that they are desecrating the great Pompey, whose
triumphs they once cheered so enthusiastically. He upbraids them for wanting to honor the man
who is celebrating a victory in battle over Pompey's sons, and he commands them to return to
their homes to ask forgiveness of the gods for their offensive ingratitude.
• Flavius orders them to assemble all the commoners they can and take them to the banks of the
Tiber and fill it with their tears of remorse for the dishonor they have shown Pompey.
• Flavius then tells Marullus to assist him in removing the ceremonial decorations that have been
placed on public statues in honor of Caesar's triumph.
• Marullus questions the propriety of doing so on the day during which the feast of Lupercal is
being celebrated, but Flavius says that they must remove the ornaments to prevent Caesar from
becoming a godlike tyrant.

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 discuss the significance of this scene to the rest of the play. (5 marks)

• First, it shows that the common people are very fond of Caesar and seemingly would not be
opposed to his taking more power for himself. As the Cobbler says, "But indeed, sir, we make
holiday, to see Caesar and to rejoice in his triumph."
• Second, we are told that although the people are supportive of Caesar, they are very fickle and
have previously supported Caesar's rivals with just as much fervor. This raises a question mark
over the popular enthusiasm for Caesar, and indicates that popular opinion may change if
carefully shaped.
• Third, in the words of Flavius and Marullus, the scene shows that some of the Roman ruling class
have begun to entertain doubts and fears about Caesar's rise. These two officials explicitly charge
the commoners with gross ingratitude, but they also indicate that they fear that unrestrained
popular approval will go to Caesar's head and make him dream of still greater powers

(B) In the play you have studied this year,

(i) describe two qualities of a character, (4 marks)

(ii) discuss how the qualities described in (i) above affected his/ her decision
making and/or leadership. (6 marks)

Item Definition
Describe To state the features or items of an object or process. Give an
account in words of (someone or something), including all the
relevant characteristics, qualities, or events.
Discuss Where you are using your skill at reasoning, backed up by
carefully selected evidence to make a case for and against an
argument, or point out the advantages and disadvantages of a given
context.
 describe two qualities of a central character (2 marks each)
• Brutus is proud of his reputation for honor and nobleness.

Brutus' concentration on honorable and noble behavior also leads him into assuming a naive view of
the world. He is unable to see through the roles being played by Cassius, Casca, and Antony.

Brutus is endowed with qualities that could make him a successful private man but that limit him
severely, even fatally, when he endeavours to compete in public life with those who do not choose to
act with the same ethical and moral considerations.

Brutus makes moral decisions slowly, and he is continually at war with himself even after he has
decided on a course of action. He has been thinking about the problem that Caesar represents to
Roman liberty for an unspecified time when the play opens.

On the other hand, Brutus characteristically makes decisions that are essential to his and Cassius'
success with much less forethought, and after he's committed to a plan, he does not waiver.

Brutus' character is made even more complex by his unconscious hypocrisy. He has conflicting

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attitudes toward the conspiracy, but he becomes more favourable following his becoming a member
of the plot against Caesar. He attacks Cassius for raising money dishonestly, yet he demands a
portion. Nevertheless, at the end, Brutus is a man who nobly accepts his fate.
 discuss how the qualities described in (i) above affected his/ her decision making and/or
leadership (6 marks : 3 marks each)
He is not always practical, and is often naive.

The most evident reason as to why Brutus was not triumphant in his plans was because of his naiveté.
He thought that all was good in the world, and that all men were respectable. He believed all that
people told him and felt no one would lie or deceive him. Just because he did not betray anyone, he
assumed the city of Rome would return this act.

All that he trusted swindled him at one time or another throughout the play. He allows others, like
Cassius and Antony to betray him.

He is too trustful and does not realize what people are capable of doing to him after making them his
ally. Due to this tragic flaw, a demise of the character took place shortly after. His first error was
when the forged letters are sent to him from the conspirators.

Brutus was youthful and did not realize the true behaviour of the people he trusted.

(C) In the play you have studied this year,

(i) outline two important lessons you have learnt, (5 marks)

(ii) examine why this play is worth studying in Year 12. (5 marks)

Item Definition
Outline To provide general ideas only without detail. To outline the main
features of…
Examine To analyse or make judgements or careful observations on ideas,
features or characteristics and providing examples. To investigate
thoroughly.
 outline two important lessons you have learnt (2.5 marks each)

• Persuasion is a concept at the centre of this play. Everyone seems to be trying to convince
someone else of something: Caesar tries to create an image in the public's mind of his crowing (an
ancient form of spin doctoring); Cassius finds the best way to manipulate each man he seeks to
bring to his side; and Brutus, whom the reader hopes will refuse to participate, takes longer than
the others to respond to Cassius' manipulations, but eventually does respond and even finishes the
job for him by persuading himself (see his soliloquy in Act II, Scene I).

This pivotal scene, when Brutus joins the conspirators, is also interesting because Portia, Brutus'
wife, serves as the voice of Brutus' conscience.

• Leadership: Shakespeare took the potential for upheaval in Julius Caesar and used it to examine a
leadership theme. Concentrating on the responsibilities of the ruling class, he looked at what
could happen if that class no longer had a unified vision and hand lost sight of what it meant to be
Roman. In fact, the characters of the play lose touch with the tradition, glory, integrity, and
40
 stoicism of their past. As you read the play, note the way that Cassius use the memory of that
glorious past to persuade men to become conspirators, and the way the actions of the conspirators
do or do not return Rome to its golden age.

While gender itself is not a central issue to this play, questions of Masculinity and effeminacy are.
Caesar's weakness — his effeminacy — makes him vulnerable. On the other hand, the
incorporation of the so-called feminine traits of compassion and love into the friendship between
Brutus and Cassius paradoxically allows the men to show greater strength and allows the audience
to have greater sympathy for them.
 examine why this play is worth studying in Year 12 (5 marks - 2 ideas)
• helps students understand the complexities related to leadership- how leaders can be misjudged
• influence (manipulation) by others
• consequences of one’s actions/ misjudgements can lead to chaotic situations
• learn of the history of the real Julius Caesar

(D) EXTRACT

You will need to identify the title and playwright for 1 mark.

(i) Identify characters X and Y. (2 marks)

X- Calphurnia

Y- Julius Caesar

(ii) Examine the nature of character Y based on the above extract. (3 mark)

• Proud and arrogant- Caesar has accomplished a lot during his leadership (defeated a lot
of empires and extended their territory). He has witnessed a lot of fights and killings so
he has become bold and thinks highly of his achievements.
• He is a super hero!!- amidst his victory, he thinks that he has become a ‘god-like’ figure
who cannot be defeated by men or other supernatural elements.

(iii) Outline character X’s reasoning for mentioning ‘You shall not stir
out of your house to-day’ (3 marks)

Calphurnia had nightmares the previous night. Three times she has called out in her sleep
about Caesar’s murder. She tells Caesar of what happened in the city earlier that night: dead
men walked, ghosts wandered the city, a lioness gave birth in the street, and lightning
shattered the skies. These signs portend true danger, she says; Caesar cannot afford to ignore
them.

(iv) Discuss what happened immediately before this scene. (3 marks)

Brutus knows with certainty that Caesar will be crowned king; what he questions is whether
or not Caesar will be corrupted by his power. Brutus’s servant enters with a letter that he has
discovered near the window. Brutus reads the letter, which accuses him of sleeping while
Rome is threatened. Cassius, Casca, Decius, Cinna, Metellus, and Trebonius meet Brutus.
41
 Cassius then suggests that they would do well to kill Antony in addition to Caesar, but Brutus
refuses, saying that this would make their plan too bloody.

Cassius states that no one knows whether Caesar will come to the Capitol that day, since the
warnings of augurs (seers or soothsayers) after this brutal evening might keep him at home.
But Decius assures the others that he will be able to convince Caesar to ignore his
superstitions by flattering his bravery.

Portia wonders what has been worrying Brutus, for his behaviour has been strange. He says
that he has felt unwell.

Ligarius enters, looking sick. He says he would not be sick if he could be sure that Brutus was
involved in a scheme in the name of honor. Brutus says that he is. Ligarius rejoices and
accompanies Brutus offstage to hear more of the plan.

(v) Discuss the importance of this Act and Scene in relation to the rest of the play. (3 marks)

This scene shows the weakness of Julius Caesar- he is not heeding to the advice given to him
by his wife and other people. This causes him to be easily manipulated by the conspirators to
go to the senate house. It is scene which will result in Caesar’s poor decision making and
eventual downfall (assignation).

THE END

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