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MINISTRY OF EDUCATION, HERITAGE & ARTS

FIJI YEAR 12 CERTIFICATE EXAMINATION

2021

ENGLISH

MARKING SCHEME

COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2021.

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QUESTION 1 FORMAL WRITING 15 MARKS

Criteria Descriptor Marks

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

Style • 0-2 different types of errors 3

• 3– 4 different types of errors 2
• 5 – 6 different types of errors 1
• 7 or more different types of errors ½
• Wrong style of writing used 0
(sentence structure/pattern/type, paragraphing, vocabulary, register,
expression, linking devices, redundancy, repetition, rambling, incomplete
sentences, missing words, flow of ideas, introduction-body-conclusion appropriate
for style of writing, layout, etc.)
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 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.
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.

EXPOSITORY ESSAY
Features required: What to avoid:
 Block style of writing  personal pronouns
 formal tone  informal expressions
 passive sentences  contractions
 proper paragraphing  slangs
 linkages  jargons
 sentence beginners  incomplete sentences
 appropriate formal vocabulary  run-on sentences
 compound and complex sentence structure  minor sentences
 one idea per paragraph with supporting  abbreviations
examples  redundancy
 paragraph unity  repetition of ideas.
 cohesive organisation
 development of ideas.
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Question 1 Expository Essay

Either
(a) The reasons Agriculture is very important for a society

Civilization began with agriculture, and though humanity has

changed significantly, agriculture still remains very
important. In certain countries, its significance is more
obvious, but the reality is that every country in the world
depends on agriculture for one thing or another. Here are
ten reasons agriculture is important:

#1. It’s the main source of raw materials

#2. It’s important to international trade

#3. It plays a big role in a nation’s revenue

#4. It provides employment

#5. It’s crucial to a country’s development

#6. It can help heal the environment
#7. It goes hand-in-hand with war
#8. It’s the source of our food supply
#9. It drives innovation in technology
#10. The state of agriculture reflects our future

(b) Pandemics provide rare opportunities of challenging lessons

“And the people stayed home. And read books, and listened, and
rested, and exercised, and made art, and played games, and learned
new ways of being, and were still. And listened more deeply. Some
meditated, some prayed, some danced. Some met their shadows. And
the people began to think differently.” ~Kitty O’Meara

Here are six valuable lessons I think we will learn from this.

1. The power of stillness.

Our lives were put on pause, many were forced to work from home, and we
can longer travel unless necessary.
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With this, we were given the power of stillness and the opportunity to
unapologetically slow down. There is no other situation other than an outbreak
of a virus where our world would come to such a pause. This will most likely
be an opportunity that we never get again (and ironically, we are all hoping we
won‟t ever get again).

As such, now more than ever—for those who are still under lockdown—this is
the time to go within and be still with yourself. Heal, remove emotional
blockages, meditate, and practice yoga. Take this opportunity to do the inner
work that you previously had no time for. If ever there was time for personal
transformation, it‟s now.

And as the lockdowns begin to lift perhaps we will see the value in living a
quieter and more peaceful life.

2. Friends and family mean everything.

Probably the most difficult part of this journey for most people is being
separated from their friends, family, and maybe even a romantic partner.

I once heard someone say that “connection is something that all humans
need, but we are just not very good at it.” Who here feels that maybe they
took human interaction for granted before this? I will raise my hand to that.

Connection is something that is so critical for our emotional and mental well-
being, yet it something we often take for granted.

After this is over, I think people will reach out to each other like never before
and everyone will be so overjoyed to see their loved ones again. And just
maybe we might be a little bolder and share our smiles and greetings with
those we don‟t even know.

3. Nature continues to thrive even if the world has shutdown.

For many during this lockdown, including myself, nature has been a life saver.
Whether we spend time in our garden, walk through a park, do gardening,
grow food (I grant that not everyone has been able to enjoy these luxuries),
or simply poke our head out of our window for some fresh air and sunlight, the
serenity of nature has been something we can rely on. While the world
stopped, nature remained constant.
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Incredible stories have also emerged about wild animals taking over quiet city
centers and dolphins returning to waters that they haven‟t been spotted in for
hundreds of years. Nature never stops, and the sad truth is that less human
activity has meant that nature has been able to thrive in a way that most of us
haven‟t seen in our lifetime.

Yet, maybe seeing nature in full force with all its beauty will prompt us to
create new systems where humans and nature can thrive together. I can‟t
bear to think of losing our new fresh air or the animals that have finally felt
safe enough to come closer to us. Perhaps this will be the big wake up call we
needed.

Either way, I believe humans will make a renewed relationship with nature and
just hopefully this might lead to big environmental change.

4. Material goods mean nothing.

As I have already mentioned, this pandemic has forced us to completely

rearrange our priorities, and I can‟t help but feel this is a good thing. What
good are material things when your health, safety, and access to food are
jeopardized? They mean zero at times like this, which I think just helps us put
into perspective exactly what we should be prioritizing in our lives.

Since realizing this virus was going to be something that was very serious, I
have barely bought anything that isn‟t absolutely essential. And of course, this
doesn‟t mean that I am done with buying beautiful clothes or things to make
my life more enjoyable, but it has cast a light on how little I actually need and
what truly makes me happy.

5. Our health is gold.

Health is something we so easily take for granted until it is at risk. The

possibility of our health taking a downturn has made many of us pay more
attention to our nutrition intake and cleanliness. Some of us have even been
taking preventative health measures and steps to boost our immune system.

If we have a working body with no serious physical ailments, we should be

beyond grateful!
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6. Essential workers are heroes.

Every good story needs its hero, and in the story that is playing out on our
planet right now, our heroes are of course key workers—healthcare workers,
delivery drivers, bus and train drivers, and those who work in the
supermarkets and food distribution. These are the people who are keeping
everything going and right now risking their health and safety every day to do
it.

In the past, so many of these professions were deemed as jobs that require
little skill or don‟t deserve much pay, but right now there is no saying what we
would do without these people.

I hope in the future these professions shall be seen with high esteem, and the
soldiers fighting on the frontline will be remembered. If this pandemic is
teaching us one thing, it is not to take anyone or anything for granted.

What Will Be the Outcome of All This?

I think everyone is wondering what exactly will come out of this crisis and
whether we will really change our ways. Will we learn the lessons or go back
to the way we were before—our unhealthy „normality‟?

This is yet to be seen. However, as individuals we can make our own choices,
and it is our individual choice that will make all the difference.

Let us learn from this situation and do what we can to preserve nature, to
bring more stillness into our lives, and to never take people or our health and
safety for granted again. As always, individual change and transformation will
always triumph.
.
Or (c) Investment in education results in personal and societal
rewards

Education: the most powerful investment in our future

More than two decades of experience in development and emergency response have
shown how education can make a lasting difference in children‘s lives. It is not just good
for children, it is good for nations. Investing in education is not the just the right thing to
do, it‘s smart economics.
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Education can put people on a path towards good health, empowerment and
employment. It can help to build more peaceful societies. And the benefits of girls‘
education extends to their own children who are often healthier and more educated
because their mothers went to school.
Evidence shows that, on average, each additional year of education boosts a person‘s
income by 10 per cent and increases a country‘s GDP by 18 per cent. Some researchers
estimate that if every child learned to read, around 170 million fewer people would live in
poverty.
© UNICEF/AFGA2013-00017/FroutanAbu (12) is very conscientious about his studies. He
is in class five at a school in Sierra Leone. ©UNICEF/PFPG2014P-0707/Lynch
Yet, there‘s an education crisis. Right now, in 2015, more than 120 million children are out
of school. And worse, we face a learning crisis. An estimated 130 million children cannot
read or count despite reaching Grade 4.
On top of that, the children who would most benefit from an education are those most
denied it through no fault of their own. Perhaps their families are poor. Perhaps they live
with disabilities and cannot access school. Perhaps they live in remote areas or belong to
nomadic communities.
More than half of the children who don‘t go to school live in conflict-affected countries.
This is especially sad. Education can offer them safety and the opportunity to learn skills
that will help them to heal wounds and rebuild their societies.
And the challenge is growing. By 2030, over 600 million more children will need to be
enrolled in school to achieve basic education for all.
©UNICEF Cambodia/2015/Iman MorookaChildren attend pre-primary classes in
Rangamati, Bangladesh. ©UNICEF/BANA2014-00606/Mawa
So, what do we have to do to get more children in school and learning?
These issues, and more, are addressed in a new UNICEF report: The Investment Case
for Education and Equity, which I launched today.
First, we must invest more in education. We need $26 billion more to get children in
school and learning.
Second, we must invest more effectively: in learning; expanding preschool; abolishing
school fees; improving learning assessment; and being more accountable to communities
for education results.
And third, we must invest more equitably. So that the children who are most in need have
access to quality learning.
Consider this: on average, in low-income countries, about half of all public education
resources are allocated to the 10% of students that are most educated. Resources to the
wealthiest quintile of children are up to 18 times larger than those to the poorest quintile.
That is wrong. We cannot, we must not, ignore this injustice. This knowledge must be an
impetus for changing the way we finance global education.
The Investment Case for Education and Equity calls for urgent action. The report suggests
that we:
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 allocate more resources to education in the early grades;

 target resources to the poorest areas and most marginalized
children;
 establish policies and methods that improve spending
efficiency; and
 strengthen learning assessment systems and implement
accountability measures that involve parents and communities.

There is no time to lose. Educated children are at the heart of healthy, productive and
prosperous societies. If that is the future we want tomorrow, we must invest today.

Or (d) The news media shapes the society by influencing how people feel and
act

Mass Media Plays A Crucial Role In Influencing People‘s Mind

It is quite evident to all of us that the mass media has become an essential part of
everyone‘s life.
Rather, the media plays a constructive role in today‘s society – from increasing public
awareness to collecting views, information, and also the attitude of the people towards
certain issue.

What Is Media?It is one of the most powerful tools of communication in developing

countries, as well as in developed countries. It can aid in promoting the right things at the
right point of time or can make use of any situation to create disturbance around the
people or in society. Media helps to provide a strong message to the world about what is
right or wrong.

Media is present all around us. For example, when we watch the Television; listen to the
radio; read books, newspapers, magazines, journals; etc.

The world is making steady progress towards a better future every day. But still, people
are bound by the social problems and issues directly or indirectly are ― affected by the
people, of the people and for the people.‖

Media Keeps You Informed Irrespective Of Geo-LocationNo one can deny the
blessings of media in today‘s world. The mass media helps people to remain informed and
updated about the various news, events, social activities, lifestyle, entertainment, and
advertisements irrespective of the geographical barriers. For example, while sitting in
India, one can get all the latest news and events of the UK or the USA. Like, even while
sitting miles away, one got the breaking news of Barack Obama winning the Presidential
election. He became the first African American to hold the office.
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How It Impacts?Mass media have made a profound impact on societies and their culture.
It ceases the boundaries of different societies among the individuals and creates
‗Globalization.‘ The globalization is a decent case to delineate the friendship of media
since people can witness what is happening in different nations or how they dress up and
what their way of life is. Subsequently, they typically mirror what others do.

Furthermore, media are a storehouse of information. It educates individuals about day to

day occasions or new revelations. This data some of the time is utilized to change
individuals‘ sentiment. For instance, in the race of president, the devotee of candidates
publicize in media such as, TV or the web for them, and ingest consideration regarding
choose any individual that they need.

Thus, it can be concluded mass media have a powerful influence in shaping a persons‘
lives.
However, mass media can have both positive and negative impact on the lives and on the
minds of the people. It depends on the mindset of the people, as to which side they look
for.

Media: The Good & Bad Aspects

Media can help to create awareness among the people faster than any other thing. In fact,
mass media can have a great impact on peoples‘ lifestyles and culture. For example, girls
living in a conservative country or girls who are growing up in a conservative culture can
be prompted and motivated to wear short dresses by watching TV shows or by following
another country‘s culture. They might consider by wearing short dresses they can become
cool just like the TV personalities they admire.

SECTION A WRITING [25 marks]

QUESTION 1 (15 marks)
Begin your essay on page 3.

Title: ______________________________________________________________
CHOICE

Plan (2 marks)
________________________________________________________________________________
____

Introduction [3 parts: 1 mk; 2: 1/2m. 1: ½; irrelevant: 0]

Need for Ethics Education [General Statement (G/S)]

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Important in education [Topic Sentence; T/S – stance chosen ; this is a one-sided one so
all positive points]
Curriculum Content, holistic approach with problems, maintaining ties, discipline and
sustainability [Justifications; Rs- the 5 –content paragraph points]
________________________________________________________________________________
____

Content[ point, expl, eg/stats, sub-conclusion: 1 mk each]

Foremost, [Linking device/LD] exposure in Curriculum means good base for dealing with
life better.

Similarly, [ LD], builds confidence and others follow suit.

Moreover, [LD] based on universal values-build ties further.

Furthermore,[LD]Through parental engagement and conscience, better decision-making.

Ultimately[LD], sustainability of values, environment and nation.

________________________________________________________________________________
Conclusion [[3 parts: 1 mk; 2: 1/2m. 1: ½; irrelevant: 0]
On the whole, curriculum, confidence, universal values, decision-making and
sustainability [Summarise all the five points].

Ethics Education: important [State your view again]

Human welfare advantage [Neat/powerful close]

Or
Report
(e) Using the statistics in the table given below, write a report titled:

Secondary Education Enrolment from 2012 to 2020

Source: http://www.education
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You may use the following headings in the report:

(i) Introduction
(ii) Comparative analysis of data
(iii) Possible reasons for the trend (discuss two)
(iv) Conclusion
(v) Recommendation (discuss one)
 The Plan which become the Introduction, Content and Conclusion paragraphs.
Introduction Student enrolment is generally increasing.

Compulsory education policy.

Major
observations The table shows:
From 2012 to 2020, there was an increase in the number of enrolment
for secondary schools in Fiji during the first 3 years.

There was a slight decrease in 2015 and 2016 , however, a major increase
was evident in 2017.
Another sharp fall was evident in 2018 which then increased till 2020.

Reasons for the

trend The increase may have been due to :
Compulsory education policy

Quality and knowledge- based society

Free education by government.

Informed parents.
Pressing or low living conditions and thus the desire to get educated for
better jobs.

Conclusion Quality education ensures job security.

The desire for improved lifestyle/ standard of living.

Job security overseas.

Recommendation Students to take advantage of free education.

Benefit from quality education.

Work towards better life.

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QUESTION 2 PERSONAL WRITING 10 MARKS

Criteria Descriptors Marks

Plan • Plan well followed from Introduction, Body & Conclusion 1
• Plan done but not followed/ missing points for introduction ½
and conclusion
• No plan 0

Introduction • Appropriate and linked to topic 1

• Not closely linked to topic ½
• Irrelevant and not in any way related to topic/ no introduction
0

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

• 2 relevant ideas 2
• 1 relevant idea 1
• Totally off topic 0

Conclusion • Appropriate and linked to ideas in essay 1

• Not closely linked to essay ½
• Irrelevant and not in any way related to essay/ no conclusion 0

Accuracy • 0-2 different types of errors 2

• 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 • 0-2 different types of errors 2

• 3- 4 different types of errors 1
• 5- 6 different types of errors ½
• Wrong style of writing used 0

(for letter – outside address, inside address, salutation, semi- formal/block style –
sentence structure/pattern/type, paragraphing, vocabulary, register,
expression, linking devices, redundancy, repetition, rambling, incomplete sentences, missing
words, flow of ideas, introduction-body-conclusion appropriate
for style of writing, layout, etc.)

Some personal styles at Year 12 level are:

o Summaries
o Narrative
o Journals
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o Written response to Literature texts

o Letter to the editor o Editorial comment
Write a plan worth 1 mark (has an Introduction based on the question, 3 points for content
explained briefly and a neatly controlled conclusion).
Ensure that your Introduction and Conclusion paragraphs are clearly shown as separate from
the Content paragraphs.
The Block style is to be used for the letter to the editor.
If a candidate does not prefer a specific style option that appears before the pictures, then one
of the pictures can be used to answer that same style that was not preferred as a specific
question in (a), (b), (c).
This also means that the picture option is an open one where other styles in Year 12 English
can be used to compile a personal writing piece.
Write the correct option in the box and the number of words at the end of the attempt.

QUESTION 2 PERSONAL WRITING (10 marks)

The theme of this question is Self- Reflection.

Write about 180 to 200 words on one of the topics (a) to (e) given below.
Each requires writing in a particular register for a particular audience.

For this question, ensure that you pay close attention to the theme, and have at least three main
ideas.

Plan is worth one mark.

Either
(a) Referring closely to the theme, write a narrative essay
including the sentence given below in any part of your writing:
Or
Today, I feel I have come a long way.

(b) Write a journal entry beginning with:

I recall a time when all I seemed to need was support.

Or

(c) Write a newspaper article about a famous personality’s self-reflection

during the pandemic.

Or
(d) Choosing one picture on page 4 to guide you, write about the
theme using a personal style of writing of your choice.
Turn Over
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(i)

Source: http://91.74.194.35.bc.googleusercontent.com
(ii)

Source: https://fijiwomensfund.org
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Example 1:
This is a news report from The Levuka Times. It is about children in the town of Avengers’ End Game
who are the best nationally at maths.

Why Avengers‟End Games kids are so good at maths

The school regularly tops national competitions. What‟s the secret of its achievement?

Su smiles when asked how his parents would react to a low test score. ―My parents are not that
strict but they have high expectations of me,‖ he says. ―I have to do well. Excel at my studies.
That‘s what they expect from me.‖ The cheerful, slightly built 13-year-old is a pupil at Koromakawa
Secondary School, a government secondary school in the northern suburbs of Avengers‘ End
Games that opened in 2002.

At meetings of the school councils, when it is his turn to speak, ―everyone listens very closely‖,
says Andrew Som, head of the education assessment programme.

However, what is it about the Avengers‘ system that enables its kids to outperform their peers ?
How easy will it be for other schools to latch on its success?

The town and its low line of buildings set among coconut and mango trees along the beach front
was the first colonial capital. It developed from the early 19th century as a centre of commercial
activity where warehouses, stores, port facilities, residences, and religious, educational and social
institutions around the villages of the South Pacific island‘s indigenous population were built. It is a
rare example of a late colonial port town that was influenced in its development by the indigenous
community which continued to outnumber the European settlers. Thus, the town, an outstanding
example of late 19th century Pacific port settlements, reflects the integration of local building
traditions by a supreme naval power, leading to the emergence of a unique landscape.

An interview with an old scholar, he said, ―To survive, you have to be exceptional.‖ The alternative,
he warned, was being ―pushed around, shoved about, trampled upon; that‘s the end of the town
and the end of us‖.

The Levuka Times, Dorothy Brown.

(313 words)

Analysis of newspaper report with an informal style

For a newspaper report such the one in the sample, the use of an informal style makes it part
of a personal style of writing that is evident in the manner:

 It uses the headline to make a direct statement in place of making it ambiguous; “Why
Avenger’s End Game kids are so good at maths” – the purpose of the report is to explain why.

 The rhetorical question (informal feature as if it is an informal exchange), “What’s the secret of
its achievement?” is to interest the reader.

 The conversational tone ( informal aspect avoids it from being too formal, for example, “kids”
and “what’s the secret” – the audience might be parents as well as educational experts.
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 More rhetorical questions prepare the reader for “answers” provided by the report but with an
informal style thus a part of personal writing.
 It has figures of speech in the description of its history; gives an idea how the humble
beginnings may have been the reason they are so successful.
 Imperative language from an old scholar explains the efforts behind the brilliant maths results,
“You have to be exceptional”.
 The extract ends with a rule of three: “pushed around, shoved about, trampled upon” – the
aggressive verbs imply the struggle the students face if they do not achieve highly at school;
this is very much like a story that unfolds from experience in place of the use of just facts and
all these are part of an informal/personal style.
 For activity purposes, make a comparision of a fully-fledged formal style of writing of a
newspaper report (similar to what is studied in the varieties section of the Year 12
English Course) and the above sample of the newspaper report with an informal style.
 Notice the difference which equals to a news report having an informal style as part of
personal writing and;
 Do note that just as a newspaper report with an informal style can be a part of the
personal writing options as per the styles of writing in the realignment , a newspaper
article
(an editorial or a letter to the editor ) is considered a part of personal writing options
and can be attempted instead should it be preferred.
 Example 2: A minimum requirement plan for a letter to the editor (block format
required):

Your address

Date

****************************************************(LEAVE A

LINE)

The Editor

Fiji Sun Limited

Suva

********************************************************************
***

Dear Sir/Madam

*******************************************************************

Re: External exams for a secure future amidst challenges (Only the title is underlined)

********************************************************************

Paragraph 1: (Introduction) Importance of these exams in general

********************************************************************
Paragraph 2: (Idea 1) All the more reasons for me for having the 2021 exams
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********************************************************************

Paragraph 3: (Idea 2) Its considerations

********************************************************************
Paragraph 4: (Idea 3) Its implications
********************************************************************
Paragraph 5: (Conclusion) Lessons learnt/ shared for others

********************************************************************
***
Yours faithfully (Capital letter Y in Yours, no apostrophe in Yours and small letter f in faithfully)

Sign

Full name

III. Journal Writing:

 Is a process of recording personal insights, reflections and questions on topics.
 Can include your thoughts about daily experiences or current events.

 A minimum requirement sample of a Journal is:

 Plan:

◊ Introduction: My past reading challenge.

School and homework preferred.

◊ Content: (p2) My time.

(p3) Which book to read and lessons learnt.
(p4) Reading online.

◊ Conclusion: Influence of news media.

Information on covid for safety.

Sample Journal I now have time (Title is optional)

Although in the past years I intended to take a reading challenge, and now seems the right time to tick a few books on
the list, I prefer to use this free time to review my materials for school and to finish my homework.

At the same time, I also want to take time for myself and do some things that I have postponed in the last few months,
things forgotten in the agenda, such as watching documentaries or reading magazine updates, newsletters, which
recently evoked COVID-19, to listen to more podcasts or a Ted Talk and, even though I can't leave the house, I try to
get out of my comfort zone by learning more about topics that I am passionate about, but about which I don't feel I know
as much as I want to.

Speaking about books, I would recommend to everyone Educated. It has been included in the recommendation lists of
many people I admire and has received countless awards. The story is about Tara - a young woman struggling to
escape the brutality of her childhood and her family and the only weapon she has is education. The book reminded me
to pay more attention to the people around me, but also to me, it taught me about compassion, truth and the weight of
choosing between yourself and anyone else, about the strength of blood ties and about how to break a toxic circle.
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Now that the online environment has become part of the reality because of the virus, several physical outlets have
virtual tours on their websites. Plays can also be watched online. I certainly don't want to miss this!

Even if I try as much as possible to stay away from devices and social media, I check daily the latest news about
COVID-19 from relevant sites and take the recommended protection measures.

(309 words)

IV. Choosing one of the pictures to guide you, write about the theme using a
personal style of writing of your choice.
.

 Your discretion needs to be based on one of the pictures.

SECTION B COMPREHENSION AND SUMMARY [20 marks]

QUESTION 3 COMPREHENSION (15 marks)

A. Multiple-Choice (4 marks)

1. D (profoundly) 2. D (internet-enabled computers)

3. D disadvantages) 4. C (online education)

B. Sentence Completion (6 marks)

5. [2m] According to paragraph 3, two ways online education is flexible are:

 Own learning pace of teacher and student (1mk)

 A schedule that satisfies everyone‟s agenda (1mk

 [Result: Better balance of work and studies ]

6. [2m] Studying or teaching from anywhere in the world is possible because

 No travel/physical [commute] movement is needed (1mk)

 A rigid schedule is not needed. (1mk)
 [There is internet connection everywhere]
 21

7. [2m] Standard class sizes are________ and ________________:

 Bigger than online classes

 Able to have more learners

 Less interactive

 Less feedback-oriented between the student and the teacher/tutor

 Lacking in availability of diverse learning materials

 Restricted in integrative formats

 Not able to expose students to extra content.

Any two for 2 marks

C. Open-ended Questions (5 marks)

8. [2m] Explain the phrase more dynamic and tailor-made education as used in
the passage.

The phrase means a new form of education (1m)

that meets a learner‟s needs (1m)

9. [1m] State from the passage how most students today regard online education.

→ Online education is the same (1/2)

as that of a traditional/standard classroom. (1/2)

OR
→ Online education is viewed better (1/2)

than a traditional/conventional classroom (1/2)

10. [2m] Explain the message in the conclusion of the passage.

→ Students‘ decision of choice of classes (1)
is to be based on their learning needs (1)
 22

OR
→ Online classes (1)
may not be for everyone (1) .

OR
→ Online class (1)
is still a workable/convenient option (1)

OR
→ Online class has endless options (1)
for international students world over (1)
 Any of the above for two 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)

Use this space for listing main points, planning and drafting.

1. Features of on-line classes:

→ Smaller than normal/standard/conventional classes
→ Allows one to one participant learning and feedback between teacher and
student.

2. Materials offered in online classes:

→ Diverse material access
→ Integrated format to improve lessons
→ Extra content availability anywhere makes learning according to needs.

3. Choice of type of class to take:

→ Today, students think online classes are the same as or better.
→ Students must see what their needs are then decide.
 23

→ Online classes may not be for everyone but are convenient as anywhere
option.

Summarise. Use about 70 to 80 words.

Points:

Marking Criteria Deductions

Points - 3 marks  No title : -½m
(½ mark for each  More than 1 paragraph : -½m
point)  No. of words not indicated : -½m
Language - 1 mark  More than 100 words : -½m
 Direct lifting from the passage: mark only for
Cohesion - 1 mark Points (not for Language & Cohesion).
 Partial lifting from the passage: mark only for
points and cohesion.
 If draft only, mark for points only.
Note: All the above deductions will be from the total
marks scored in summary.

Title: _Online Classes/Learning_

→ Three/some features of on-line classes include being smaller

than normal/standard/conventional classes. A one to one participant
learning and feedback between the teacher and student is also possible. In
addition/secondly, the materials offered in online classes have
diverse access and include an integrated format to improve lessons. Finally/Last,
class types are available to choose from. Today, students think
online classes are the same as or better than standard classes. Students must see what their
needs are to decide this.
→ (Approximate number of words: _____79 words________
KEY
→ Linking devices
→ Three main points
→ Three sub -points
)
For marker’s use only:
 24

Points Language Cohesion

3 1 1

SECTION C LANGUAGE [25 marks]

Part I GRAMMAR AND VOCABULARY (15 marks)

QUESTION 5

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

A. Grammar and Vocab

1. C (rings)
2. C (don‟t they)
3. D (guard)
4. C (dilemma) (4 marks)

B. Prepositions [If caps in answer, accept; wrong spelling, do

not]
1. for
2. until/ till/ for/ in/
3. among/ to?
4. from (4 marks)
C. Punctuation
1. Saras ’ / Sara’s dog bit the grey shoes. (apostrophe after –s in Saras)

2. How fast was the fox ? asked Miku. (Question mark after fox but
before”)

3. While bracing the door, he reached for the keys. (Comma after door).

4. There is a beautiful garden near my home explained Kiara. (Full stop after
Kiara)

D. Rewriting

1. You play volleyball. (Change into the Simple past tense).

→ You played volleyball. (1 mark)

 25

Affirmative sentences

Simple Present Simple Past

You play volleyball. You played volleyball.

2. Thomas has a dental appointment. He will be early to work. (Join using:…but…….)

→ Thomas has a dental appointment but he will be early to work. (1 mark)

3. You can call me at home. You can also call me at the office.

(Rewrite using: …either…or…..)

You can either call me at home or at the office. (1 mark)

15

PART II REGISTER STUDY (10 marks)

QUESTION NUMBER 6

LANGUAGE OF SCIENCE.

The purpose is to inform ______________ about ( from the title of the sample)

Mode is written.

Tone is formal/neutral/impersonal/objective.

Sources are Science textbooks/Sc journals/Sc magazines/Sc manuals

 LINGUISTIC FEATURES
*Concise exact word eg litre
*Scientific jargon eg molecule
 26

*Present tense verbs eg conducts

*Literal, specific words eg efferversecnce
*Wide use of nouns esp concrete nouns
*Use of articles
*Passive voice used as Sc is concerned with results not identities of people
*Impersonal subject
*Sentence structure esp comp or complex
*Use of learned or academic English
→ NON – LINGUISTIC FEATURES
 Use of symbols
 Diagrams, figures, formulae,tables
 Headings and sub-headings
 Capitals
 Labels/arrows
 Parenthesis
 BOLD is not A TYPICAL NL FEATURE HERE.

Register: Language of _Science_

 27

Antibodies
Antibodies (also called immunoglobulins) are specialised proteins that travel through
the bloodstream and are found in bodily fluids. They are used by the immune system to identify and
defend against foreign intruders to the body.

These foreign intruders, or antigens, include any substance or organism that evokes an immune
response.

Examples of antigens that cause immune responses include:

 bacteria
 viruses
 pollen
 incompatible blood cell types

Antibodies recognise specific antigens by identifying certain areas on the surface of the antigen
known as antigenic determinants. Once the specific antigenic determinant is recognised, the
antibody will bind to the determinant. The antigen is tagged as an intruder and labelled for
destruction by other immune cells. Antibodies protect against substances prior to cell infection.

Retrieved from: https://www.thoughtco.com

QUESTIONS

[1m] (i) State the purpose of this sample.

↘ The purpose of the sample is to inform Science students/audience (1/2m)
about Antibodies. (1/2m)
[1m] (ii)Identify an example of a jargon in the sample above.
↘ Immunoglobulins/
bloodstream/bodily/fluids/immune/intruders/substance/organism/response/
bacteria/ viruses/ pollen/ incompatible blood cell
types/antigens/antigenic/antibody/cell/infection.
→ Any one of these: (1 mk)

(iii) [1m]State the importance of the feature in (ii) above for this sample.
→ The scientific jargon :
 identifies the register/
 adds insight to the discussion/ subject of anti-bodies
 contributes to the tone
↘ Anyone of the three: (1 mk)
↘

(iv) [1m]Identify the feature in bold in the last paragraph in this sample.
→ It is a passive (voice) :(1 mrk)
(v) [1m] Identify the sentence structure that is underlined in this sample.
 28

↘ It is a simple sentence ( one idea is expressed) : (1 mrk)

 The Language of Business Notes

This register is formal . It includes, but is not limited to, business letters, reports, business
journalism and memoranda
Purpose : usually to inform or to instruct.
Mode : Both written and spoken.
Tone : Neutral, impersonal, polite especially when providing information.
Authoritative- especially when instructing.
Features
A. Linguistic Features1. Vocabulary /words
a. clear, precise
b. Business jargon : tender, fiscal, economy, stockbroker , receipt ( accounting
terms )
c. Nouns
d. factual and neutral words. Words with negative connotations are used
when reprimanding , making complaints or expressing discontent.
2 Phrases :
Business phrases are often used as formulae in business letters or reports.
These are easily recognised and understood by those dealing regularly with
business organisations. E.g terms and conditions ; enclosed, please find ; at
your earliest convenience; as per; we, the undersigned
3. Sentence structure
This may range from the simple , to the compound , to the complex . It is
important to relate the type of sentence to the purpose of writing.
a. Simple sentences are used to get the reader’s attention and to
emphasize or make an important point.
b. Compound sentences are used to give details, provide information, or
provide additional information .
c. Complex sentences are used to explain points already made, to clarify ,
or to qualify a point.
4. The active voice is used to establish a courteous , business-like, even friendly
tone.
5. The passive voice is used for two purposes :
i) to give a heavy, authoritative tone, and if necessary, carry
suggestions of legal threat.
ii) to create formality, that is, distance the writer from the reader as in written reports.
N.B. The tone in this register is very important because of the nature of
business organisations where it is vital to maintain cordial relationships .

6. Business reports are objective, having neutral words and no pronouns.

 29

7. Business letters are generally polite , using personal pronouns like “ you”
and “we” . This makes it slightly personal and friendly. However, the use of “we”
can also show threat or authority.
e.g. : We will have no choice but to seek legal counsel.
We appreciate your assistance in this matter.

B. Non –linguistic features :

1. Usually one sentence to one paragraph is used. This is to avoid ambiguity or

confusion.

2. Pro – forma or templates are commonly used in business for general

purposes, either for information or instruction.
This is a set letter or form on which certain information is already put..eg. the
letterhead , and only the information or instruction required is entered or filled in.
Business letters, order forms, memoranda and report outlines are examples. This is
useful to have because it preserves a carefully worked-out structure or format
for a particular purpose.

3. Enumeration , in the form of dates, times, data etc. are effective for clarification
purposes.
 30

QUESTION 7 LANGUAGE OF BUSINESS (5 marks)

17 October 2021

To: All Employees

From: Jason Soko, Vice president of Marketing

Subject: Product Launch Update for the GHY Computer

Dear Colleagues

Considering the responses we have received over the past three months from product testers and
customer surveys, I am writing to inform you that the product launch for the GHY Computer will
be delayed from its initial date to April 2, 2022.

We believe that the extra time to test the computer's capability with updated software programs
will serve to help the customer in expanding their usage of software to perform daily tasks.

The marketing department will keep the organisation posted on new updates. We understand that
this change may affect the revenue and profits generated by the sales team.

While this delay is unfortunate news for all of us, we believe in the promise of our employees to
rebound from this and thrive during the 2021 fiscal year.

We believe our current clients will stay committed to us despite this news.

Thank you.

Yours faithfully

J Soko

Jason Soko
jsoko@ghycomputers.com
458-983-6470

Adapted from: https://www.indeed.com

QUESTIONS

(i) [1m]Identify the tone of the sample above.

↘ The tone is neutral/polite: 1mk

(ii) [1m] Identify an example of a linguistic feature (not already mentioned) in the
sample.
 31

↘ (Clear and precise words[strictly correct in amount or value])eg 2021 fiscal year.

↘ (Business jargon) e.g is in the sample.

↘ (Business phrases as standard expressions in business letters or report) e.g.stay

committed

↘ (Simple) eg Paragraph 2: We believe that the extra time to test the computer's
capability with updated software programs will serve to help the customer in
expanding their usage of software to perform daily tasks.

↘ (Complex) eg Paragraph 1: Considering the responses we have received over the

past three months from product testers and customer surveys, I am writing to
inform you that the product launch for the GHY Computer will be delayed from its
initial date to April 2, 2022.
↘ (Active voice) eg. We believe/We understand
↘ (Passive voice)eg. have received/be delayed/ (1 mk)
(iii) [1m] State what can be said about the paragraphs in this sample.

↘ Usually one sentence to one paragraph is used. (1 mk)

(iv) [1m] Identify an example of a non-linguistic feature in the sample.

↘ (Use of figures or numbers or statistics) ,e.g, 17th/2021/2/2022/485-983-6470

↘ (Use of dates) -. 17th October, 2021/April 2 2022/2021
↘ (Use of standard / headings) e.g. To From / RE (1 mk)
(v) [1mk]State the function of the non-linguistic feature in (iv) above in this sample.

(Feature) Function – 1 mark for any one of these

Figures/Numbers Specific reference
Dates for reference purposes and for precision
Standard Headings Specific reference

Language of Journalism/ Newspaper Reporting

This variety is used in the world of mass media: newspaper, magazine, radio, television.
Purpose: is generally to inform – by providing news and useful information.
Other purposes of newspapers are to: educate, entertain, advertise, act as a watchdog for society, allow
public to express views, to reflect society, to act as a government mouth – piece, and to make a profit the
owners.

Mode: Written
 32

Tone: Reports are factual, objective and neutral. Articles may be partially subjective/ biased. In order to
write balanced and neutral reports, Reporters/journalists must always:
1. Compress information into a given or particular space. (Concise)
2. Be clear

Difference between Reports and Articles

Newspaper Report Newspaper Article
Factual (no opinion) Mostly facts, but few opinions.
Formal, neutral language tone Slightly informal language and tone.
Objective Use of favourable/unfavourable words (bias).

Linguistic Features
1. Headline – short and perhaps catchy phrase (sometimes the phrase is ambiguous – Why? To
arouse the readers interest/pique readers curiosity).
2. By-line – specifies who has written the article. Why? For verification purposes, for specific
reference in case of queries.
3. Use of sub-headings in longer articles e.g. features articles. Why? To divide/split relevant
information accordingly.
4. Lead-in- a summary of main points in the items. Why? Saves the reader time or even for attention.
5. Information written in an inverted pyramid structure- that is it ranges from most important
information to least important information. Why? Saves the reader time.
6. Frequent use of inverted commas (“ ”) for *direct quotation, *indirect quotation or *to highlighting
or emphasise words if they are used in a new technical way. Why? For quotations, it maybe for
specific reference or for query purposes.
7. Use of dashes to - Mark parallelism and for greater independence
8. Variety of sentences from simple to complex sentences. Simple sentences – for easier
understanding, compound sentences – to add additional information, complex sentences – for
clarification.
9. Adverbials of time, place, manner are common. Reason: For accurate reporting/ or for specificity.
10. Use of stock phrases common – e.g. “according to……….”, “he said”. Why? For specific reference in
case of queries.
11. Use of acronyms – e.g. USP, FNU –Why? Commonly known and to save space.
Non-Linguistic Features
1. Bold or Capitalised Headline – Why? To grab attention of the readers
2. Picture (has a caption) – this accompanies article/ report. Purpose: Adds interest to the article, or visual
representation for better understanding.
3. . Many one-sentence paragraphs: Why? It aids in layout and readability
4. Columns – article/report is laid out in columns following the conventions of newspaper reporting and to
save space.
5. Source – e.g. Reuters AP – For verification purposes
 33

QUESTION 8 LANGUAGE OF NEWSPAPER REPORTING (5 marks)

COVID-19: Suva Opens Up

Suva was at its usual as commuters came in “I commute daily by bus to work and have to
numbers to do their shopping and travel to take precaution because I have children at
work after the four-day Suva-Nausori home,” Mr Dan said.
lockdown ended.
Suva Retailers Association president
Members of the public could be seen flocking welcomed the opening of businesses in Suva
around the Suva municipal market and at and emphasised the importance of retailers
major shopping centers as the shopping frenzy observing COVID-19 safe protocols.
continued through the afternoon.
“The shopping frenzy was expected as the big
A Nadera resident was thankful for the lifting crowd came to cash their $90 shopping and
of the lockdown but cautioned on travelling stock up on essentials,” he said.
because people were still at risk.
“The message is clear that all shops have to
adhere to protocols set up.”

QUESTIONS

(i) [1m] Identify the purpose of the sample.

↘ The purpose of the sample is to inform readers (1/2m)

↘ about Suva opening up/when lockdown ended in Suva for shopping (1/2m)

(ii) [1m] State one meaning of the headline.

↘ During COVID-19 precautions (1/2m) , Suva also opens up (1/2) Literal/real
meaning)
↘ OR Something called Covid opens up an entity called Suva.

(iii) [1m] Identify the feature that is underlined in the sample.

↘ It is a direct speech : (1 mk)

(iv) State the importance of the feature in (iii) in the sample. (1 mk)

↘ It ascertains the authenticity/ evidence/truth of the report?

(v) State how the details of the news are presented in the sample. (1 mk)

↘ Details are presented in a normal pyramid structure

OR
↘ Details are least present in the beginning of the report (1/2)
Then increase as we go further into the report (1/2)
 34.

LANGUAGE OF PUBLIC ADMINISTRATION

 Register is formal and written; directed to the public and deals with matters of
authority(power)-therefore needs to be clearly stated with no ambiguity.
 It includes official documents, public notices, rules/regulations,business reports,laws,
memorandums,etc.
 Purpose_ To inform, sometimes to instruct.
 Mode is written.
 Tone: Formal/authoritative/commanding/neutral/objective/impersonal.Only friendly or
consultative if pers prons used.
 Sources are documents,letters,notices,reports,laws,memorandums,books,constitutions.

Linguistic Features
1. Concrete Nouns,Proper Nouns
2. Polysyllabic words
3. Administrative jargon
4. Omission of pers. Pronouns
5. Passive voice gives objective tone
6. Active Voice gives authoritative/emphatic tone
7. Use of co-ordinating conjunction ‘or’ ,’and’- for clarity, to provide alternative,avoid
ambiguity.
8. Standardised expressions
9. Impersonal subject
10. Neutral formal words give a formal tone.
11. Generally complex sentences. Some compound and a few simple sentences.

(Typical) Non-Linguistic Features

↘ Headings and Sub-headings

↘ Tone
↘ Enumeration/Listing
↘ Designation of signing authority
↘ Seal/Stamp of authority
↘ Dates.
 35.

QUESTION 9 LANGUAGE OF PUBLIC ADMINISTRATION (5 marks)

COVID-19 Vaccination Update

The Ministry of Health and Medical Services wishes to advise that due to the high uptake
of the COVID-19 vaccine, the vaccination campaign in Suva has concluded as of 4th May
2021.

The target group for this phase of vaccination roll-out includes:

 Persons living with disabilities.

 Individuals above 60 years of age.

 Individuals with Co-morbid issues such as diabetes, hypertension, heart conditions,

asthma, HIV, cancer, patients undergoing renal dialysis and any other medical
condition.

The Ministry of Health will announce when more vaccines are available in the country.
Until then, all vaccine eligible individuals above 18 years of age are urged to register for
the vaccine at https://vra.digitalfiji.gov.fj//

For further queries on registration, please email: vrsupport@digitalfiji.gov.fj

Adapted from: https://www.health.gov.fj

QUESTIONS

(i) [1m] Identify the purpose of this sample.

↘ The purpose of the sample is to inform the public (1/2)

about vaccination updates (1/2)
(ii) [1m] Identify a feature that contributes to the tone of this sample.

↘ Neutral words (1/2) give a formal tone (1/2)

OR

↘ Active Voice (1/2) gives authoritative/emphatic tone(1/2)

(iii) [1mk]Identify an example of passive construction in the sample above.

↘ Passive voice : has concluded/ are urged (1mk)

 36.

(iv) [1mk]State the importance of a non- linguistic feature in the sample above.

→ Headings (1/2) : specific information(1/2)

→ Listing: clarity of information/specific information
→ Dates: when the event is scheduled

(v) [1mk] Identify an example of a standardised expression that is used in the sample.

↘ For further queries on registration, please email: vrsupport@digitalfiji.gov.fj

(1mk)

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/disorganized  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 or
poet 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 the  ½
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).
 37.

(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.

YEAR 12
Literature
Short Stories  Text: Other Worlds
Theme 1 : Relationships
 Preliminary Inspection: Raymond Pillai
 The Cabuliwallah: Rabindranath Tagore

Theme 2 : Values
 The Gift of the Magi: O. Henry
 A Day in the Country: Dan Jacobson

Poetry  Text: Possibilities

 Theme 1 : Progress
1. Reality 2. Kidnapped

 Theme 2 : Social Issues

1. Meditatio 2. The Old

Novel  Text: I Heard The Owl Call my Name

Margret Craven

Drama  Text: Julius Caesar

William Shakespeare
 38.

SECTION D LITERATURE [30 marks]

GENRE: ________NOVEL/SHORT STORIES____________________________________________

QUESTION NUMBER 10 OPTION A

QUESTION 10 PROSE
With close reference to the Prose chosen, answer one option from (A) to (D) in your
Answer Booklet.

Either
(A) Important events in a story usually teach lessons to the readers.
With reference to the novel you have studied this year,

(i) explain two events which you consider important, and (4 marks)

(ii) discuss one lesson that you have learnt from each of the events in (i) above.

Title of Work(s) Studied:

I Heard the Owl Call My Name______________________________

Name of Author(s)/Poet(s)/Playwright:

_Margaret Craven_____________________________________________________________
Plan on this page (for essay).
(2 marks)
.
PLAN: (2 marks)
 Introduction: Defining an aspect of novel:
 Your stance from the question
 Evidence of the topic content to be placed here; important event and lesson.
 Content:
Use point form to list main ideas
P1: EVENT 1 explain its importance and examples- it will help you
P2: Theme from it- name and explain. while writing the final essay.

P3: EVENT 2 explain its importance

P4: Theme from it- name and explain.
 Conclusion:
 In a nutshell, summarise points of the question;
 Reiterate your stance.
 Powerful thought/quote on the question or the genre.
 39.

QUESTION PROSE- ONLY

10 (A) NOVEL

Name first important event: 1

(i) mark Name second important event: 1 mark
4mks Explain it : 1 mark Explain it : 1 mark

Lesson 1 from event 1: 1 mark Lesson 2 from event 2: 1 mark

(ii) Explain it : 2 marks Explain it : 2 marks

6mks

QUESTION 10 (B) Some components of culture include symbols, language, values, beliefs
and norms.

With reference to the novel studied this year,

(i) explain one example each from any of the two components above, and (4 marks)

(ii) discuss how each example in (i) above is similar to or different from your
culture. (6 marks)

GENRE Culture components: Two components similar/different to your

symbols,language,values, beliefs, norms ( culture
10 B. 2+2 = 4)
(3 + 3= 6)

Name one example of one component : Is Component 1 similar/different : (1m)

NOVEL 1 mark
Discuss it (2m)
Describe it : 1 mark

Name another example of another Is Component 1 similar/different : (1m)

component : 1 mark
Discuss it (2m)
Describe it : 1 mark

QUESTION 10 (C) A good story is one which connects a reader with familiar knowledge or
experience(s) from the very beginning.

With reference to the two short stories studied this year on the same theme of Relationships,

(i) explain the beginning of each of the stories, and (4 marks)

(ii) discuss one way in which each of the stories displays familiar knowledge
or experience for you. (6 marks)
 40.

GENRE Beginning of S/S ( 2 + 2= 4) How beginning displays familiar

knowledge/experience
10 c.
( 3 + 3 = 6)

SHORT S/S 1 :what is the beginning like: S/S1: Beginning displays Y/N: 1m

STORIES ( 1m) Explain how: 2m

Explain it (1m)

S/S 2 :what is the beginning like: S/S 2: Beginning displays Y/N: 1m

( 1m) Explain how: 2m

Explain it (1m)

QUESTION 10 (D) Challenges make people stronger.

With reference to the two short stories studied this year on the theme Values,

(i) explain one hardship a character in each story faced, and (4 marks)

(ii) discuss how each hardship described in (i) above has made each
character stronger. (6 marks)

GENRE Hardship faced by characters How hardship made characters stronger:

10 c. S/S ( 2 + 2= 4 ) ( 3 + 3 = 6)

SHORT S/S 1 : Name hardship faced by S/S1: Did hardship make C1

character 1: ( 1m) stronger: 1 mk
STORIES
Explain it (1m) Explain it: 2 mks

S/S 2 : Name hardship faced by S/S1: Did hardship make C1

character 2: ( 1m) stronger: 1 mk

Explain it (1m) Explain it: 2 mks

Author/Poet/
Title Playwright Plan Intro. Content Conclusion Total

½ ½ 2 1 10 1 15 15
 41.

QUESTION 11 POETRY

Either

(A) Important issues by poets deepen readers’ understanding and appreciation

of the poems.

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

(i) explain one important issue in each poem, and (4 marks)

(ii) discuss how each issue in (i) deepens your understanding and appreciation
for each poem. (6 marks)

GENRE Important issues in each poem How the issues deepen understanding
&appreciation of poems
11A. S/S ( 2 + 2= 4 )
( 3 + 3 = 6)

POETRY Name important issue in poem 1: Issue 1 deepens U & A? : 1 MK

(1m)
Explain it does this: 2 mks
Explain it: 1m

Name important issue in poem 2: Issue 2 deepens U & A? : 1 MK

(1m)
Explain it does this: 2 mks
Explain it: 1m

(B) Education and progress are inseparable elements.

With reference to the two poems on the theme Progress,

(i) explain one impact of education that is expressed in each poem, and (4 marks)

(ii) discuss how each impact in (i) above is relevant to a type of progress you are familiar
with. (6 marks)

Name poem 1 impact of education: Name poem 2 impact of education:

(i) 1 mark 1 mark
4mks Explain it : 1 mark Explain it : 1 mark

Poem 1 education impact relevant? 1mk Poem 2 education impact relevant? 1mk

(ii) Explain how relevant: 2mks Explain how relevant: 2mks

6mks

(C) With progress comes issues for people or other living things or the environment.
 42.

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

(i) describe a literary device used by each poet for the two poems
on the same theme, and (4 marks)

(ii) discuss how each of the literary devices in (i) bring out the issues related
to progress in each of the two poems. (6 marks)

(i) Name poem 1 literary device: 1 mark Name poem 2 literary device: 1 mark
4mks Explain it : 1 mark Explain it : 1 mark

Name issue 1 in poem 1 brought out by

literary device: 1
mark Name issue brought out by literary device:
1 mark
Explain how the literary device brings
out the issue in Poem 1: Explain how the literary device brings out
(ii) 2 marks the issue in Poem 2: 2 marks.
6mks

 Literary Devices: Literary/Poetic device is a technique a writer uses to produce a special

effect on their writing.
1.Repetition
Strategic repetition of certain phrases can reinforce the core of your poem.
2. Internal & End Rhyme
3.Alliteration : a powerful, albeit subtle, means of controlling the poem‘s mood.
4.Consonance and assonance
5.Metaphor

Author/Poet/
Title Playwright Plan Intro. Content Conclusion Total

½ ½ 2 1 10 1 15 15
 43.

(D) Reading a Poem

Read the poem given below and answer the questions that follow in the Answer
Booklet. Number your answers correctly.

Building
I. E. Dickenga

We are building every day

In a good or evil way,
And the structure, as it grows,
Will our inmost self disclose,
5 Till in every arch and line
All our faults and failings shine;
It may grow a castle grand,
Or a wreck upon the sand.

10 Do you ask what building this

That can show both pain and bliss,
That can be both dark and fair?
Lo, its name is character!

Build it well, whate'er you do;

Build it straight and strong and true;
Build it clear and high and broad;
Build it for the eye of God.

Source : http://www.stresslesscountry.com

QUESTIONS

(i) Identify a rhyme in the poem

↘ day/way, grows/disclose, line/shine, grand/sand, this/bliss,

do/true, broad/God
↘ ( Both for 1 mark)

(ii) Describe the mood of this poem.

 (Tone is what the writer feels) What do you feel after reading it?
 Name it and explain it
 The mood is hopeful/questioning ( 1 mk)
 as it weighs the pros and cons but overall ends positively(1mk)

(iii) Explain who we in line 1 refers to in this poem.

↘ We are the readers/us ( 1 mark)

It refers to people/us and our character ( 1 mark)
 44.

(iv) Explain the use of a figure of speech in the poem.

↘ I. Till in every arch and line

All our faults and failings shine is a metaphor ( 1 mark)
Where our shortfalls will be compared/brought out ( 1 mark)

 Name figure of speech: 1m

 Explain it : 1m

II. The title Building‟ is a metaphor- 1mk

Our character is the building we are constructing- 1 mk

(v) Explain the phrase: Build it for the eye of God. (2 marks)

It means the character we develop/strengthen ( 1 mk)

Must be for the path of righteousness (straight/strong and true)/ ( 1 mk)
like what is religiously expected.

(vi) Discuss the message that the poet conveys to the readers. (3 marks)

↘ Name the message ( 1 mk) and explain it ( 2 mks)

↘
↘ The type of character we are building/power to strengthen the soul/making
decisions and reflecting character is very important ( 1 mk)
That building ( character should be built in such a way that it is what God
has expects ( 1 m)
„character being straight/strong/true/clear/high/broad for God ( 1 mk)

(vi) Discuss in your own words what the poem is about.

The poem is about how character formation is like a structure that results into a
building ( 1 mk)
From its beginning, whether good or bad ways/paths taken/processes that
contributed in its making ( 1mk)
should ultimately be that which is what God will approve/righteous ( 1 mk)

 Three ideas/explanations that sum up the poem for 3 marks

QUESTION 12 DRAMA (15 MARKS)

(A) Elements of drama can bring life to ordinary people or events.

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

(i) explain one event or one character who appears ordinary, and (4 marks)

(ii) discuss how two elements of drama bring life to either of them.
(6 marks)
Name one event or character appearing Name another event or character
(i) ordinary: 1 mark appearing ordinary: 1 mark
 45.

4mks Explain it : 1 mark Explain it : 1 mark

Name element 1 that brings life to event Name element 2 that brings life to event or
or character: 1 mark character: 1 mark

(ii) Explain this : 2 marks Explain this : 2 marks

6mks

 ELEMENTS OF DRAMA:
 role, character and relationships, situation, voice, movement, space and time, language
and texts, symbol and metaphor, mood and atmosphere, audience and dramatic tension.
(B) There is no drama without conflict.

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

(i) explain a scene that depicts a conflict, and (4 marks)

(ii) discuss how the conflict develops further to high intensity drama. (6 marks)

Name a scene which has a conflict :

2 marks Explain what is the conflict in the scene:
(i) 2 marks
4mks

How then it then further upgrades to high

intensity drama: 3 marks
How does the conflict develop into
drama: Maybe inclusion of other characters, etc ;
use your discretion to ensure answer is
(ii) 3 marks (3 points) high intensity drama.

(C) It is common in drama to witness a fall on the part of a character who

who lets pride rule him.

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

(i) describe a character who displays pride, and (4 marks)

(ii) discuss two ways how that pride leads to the downfall of this character. (6 marks)

Name and describe a character (who How does the character display pride:
(i) display pride): 2 marks 2 marks
 46.

4mks Two points needed.

Name the first way pride leads to Name the second way pride leads to
character’s downfall: 1 mark character’s downfall: 1 mark

(ii) Explain this: 2 marks Explain this: 2 marks

(D) Extract. (Act 2 Scene II)

Y: If you shall send them word you will not come,

Their minds may change. Besides it were a
mock
Apt to be rendered for someone to say,
5 “Break up the senate till another time
When Caesar’s wife shall meet with better
dreams.”
If Caesar hide himself, shall they not whisper,
“Lo, Caesar is afraid”?
10 Pardon me,Caesar. For my dear, dear love
To your proceeding bids me tell you this,
And reason to my love is viable.

Z: How foolish do your fears seem now,

Calphurnia!
I am ashamed I did yield to them.
Give me my robe for I will go.

Source: https://cambridgeschoolshakespeare.com

Summary and Analysis Act II: Scene 2

The scene is set in Caesar's house during a night of thunder and lightning, and Caesar is
commenting on the tumultuous weather and upon Calphurnia's having dreamed of his being
murdered. He sends a servant to instruct his augurers, men designated to interpret signs and
appease the gods, to perform a sacrifice. Calphurnia enters and implores Caesar not to leave
home for the day. She describes the unnatural phenomena that have brought her to believe in
the validity of omens. Caesar replies that no one can alter the plans of the gods and that he will
go out. When Calphurnia says that the heavens proclaim the deaths of princes, not beggars,
Caesar contends that the fear of death is senseless because men cannot avoid its inevitability.
 47.

The servant returns with information that the priests suggest Caesar stay at home today
because they could not find a heart in the sacrificed beast. Caesar rejects their interpretation,
but Calphurnia does finally persuade him to stay at home and have Antony tell the senators
that he is sick. Decius then enters, and Caesar decides to send the message by him; Decius
asks what reason he is to give to the senators for Caesar's failure to attend today's session,
and Caesar says to tell them simply that he "will not come. / That is enough to satisfy the
Senate." Privately, however, he admits to Decius that it is because of Calphurnia's dream in
which many "smiling Romans" dipped their hands in blood flowing from a statue of him. Decius,
resorting to the flattery to which he knows Caesar is susceptible, reinterprets the dream and
says that Calphurnia's dream is symbolic of Caesar's blood reviving Rome; the smiling Romans
are seeking distinctive vitality from the great Caesar. When Decius suggests that the senate
will ridicule Caesar for being governed by his wife's dreams, Caesar expresses shame for
having been swayed by Calphurnia's foolish fears. He declares that he will go to the Capitol.

Analysis of the scene:

Analysis

If Portia is noble, Calphurnia, Caesar's wife, suffers greatly in comparison. She is not so well-
husbanded, for here Caesar shows himself to be weak and superstitious. Still, there is truth in
Calphurnia's dreams and real caring for her husband in her attempts to keep him from going to
the Capitol. Her fault lies in her shrewish nature, which her husband allows to get out of control.
Her ability to convince him to stay at home serves to show his weakness.

Caesar shows some vestiges of masculinity, however. Calphurnia describes "fierce, fiery
warriors . . . which drizzled blood upon the Capitol," but Caesar responds that "cowards die
many times before their deaths." He is determined not be a coward. But as Calphurnia kneels
before him, he is persuaded. Here, the reader is meant to remember Portia's actions in the
previous scene. She, too, knelt before her husband and he was persuaded. Shakespeare
invites the readers to draw comparisons between the two and see a strong woman married to a
strong man and a weak woman married to a weak man.

Decius enters the scene as Caesar agrees to feign illness and stay at home. Decius uses all of
his powers of persuasion to ensure that Caesar will go out that day. Caesar orders Decius to
say he will not come — Caesar seems unable to give one command and follow it through, but
is constantly changing his mind — but Decius will not do so unless he can give a good reason
for Caesar's non-appearance. Caesar tells of Calphurnia's dream, that "she saw my statue, /
Which, like a fountain with an hundred spouts, / Did run pure blood; and many lusty Romans /
Came smiling and did bathe their hands in it." Decius reinterprets the dream for him and
convinces him that it is a good omen, appealing to Caesar's vanity. Yet even in Decius'
flattering description, Caesar is effeminized, for the blood that pours from his statue signifies
that "great Rome shall suck / Reviving blood." Caesar is placed in the position of mother, rather
than father, of Rome. Convinced, Caesar prepares to go to the Capitol and the tension begins
to build. Suddenly, he is surrounded by the men who plan to kill him and his only protector,
Antony, enters, tired from the previous night's revels. Caesar, through vanity and weakness,
blithely begins the procession to his own death.
 48.

QUESTIONS
(i) State the title and the playwright of the above extract.

↘ The Tragedy of Julius Caesar/ Julius Caesar ( 1 mark)

↘ William Shakepeare ( 1 mark)

(ii) Identify character Y in the extract.

Decius Brutus ( 1 mark)

(iii)Explain why character Y is important in the extract.

He is the character who will use all his powers ( 1 mark)

To ensure that Caesar goes to the Senate today- that their conspiracy should be successful
( 1 mark)

(iv) Who is character Z? (1 mark)

(v) Discuss the type of relationship Y and Z share. (3 marks)

(v) Discuss what fear is being referred to in line 13 of the extract. (3 marks)

(vi) Discuss the importance of this scene to the rest of the play. (3 marks)

THE END
49.