ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 2
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

INSTRUCTIONS AND INFORMATION 

1.  Candidates are required to answer questions from TWO sections. 
2. These marking guidelines have been finalised at a marking guideline discussion session at DBE at which all provinces were represented. Any  omissions or queries should be referred to Chief Markers/Analytical  Moderators/Internal Moderators at marking centres. All protocol must be  followed. 
3. Candidates' responses should be assessed as objectively as possible. 
4. MARKING GUIDELINES
   4.1 A candidate may not answer more than ONE question on the same  genre.
   4.2 If a candidate gives two answers where the first one is incorrect  and the next one is correct, mark the first answer and ignore the  next.
   4.3 If answers are incorrectly numbered, mark according to the  marking guidelines.
   4.4 If a spelling error affects the meaning, mark incorrect. If it does not  affect the meaning, mark correct.
   4.5 If the candidate does not use inverted commas when asked to  quote, do not penalise.
   4.6 For open-ended questions, no marks should be awarded for  YES/NO or I AGREE/I DISAGREE. The reason/substantiation/ motivation is what should be considered.
   4.7 No marks should be awarded for TRUE/FALSE or FACT/OPINION.  The reason/substantiation/motivation is what should be considered.

MEMORANDUM 

SECTION A: NOVEL 
NOTE: Candidates are required to answer ONE question on the novel they have  studied. 
QUESTION 1: CRY, THE BELOVED COUNTRY 
Candidates are required to answer BOTH questions, i.e. QUESTIONS 1.1 and 1.2. 
1.1
1.1.1

1. Ndotsheni
2. big cities
3. Reverend Msimangu
4. Gertrude (4) 

1.1.2 His son, Matthew, might escape punishment if a lawyer defends  him. (2) 
1.1.3

• Matthew Kumalo is an accomplice when they burgle Arthur Jarvis's  house.
• Johannes Pafuri attacks Arthur Jarvis' male servant (Richard  Mpiring with an iron bar)./Johannes Pafuri masterminds the  crime.(2)

1.1.4

1. Disbelief/incredulity/shock (1)
2. Stephen Kumalo cannot believe that John denies Matthew's involvement in the crime. (1) 

1.1.5 Absalom is truthful/honest/remorseful/repentant. Matthew, on the other hand, is selfish/disloyal (turns his back on  Absalom)/dishonest.
NOTE: The difference in character traits must be clear for 2  marks to be awarded. (2) 
1.1.6 The discussion of the theme of power, should include the following  points, among others: 

• Power corrupts even John Kumalo, who seems to be working  for the cause (the fight against apartheid/for freedom/equality).
• His immunity to conscience is clear. He does not take his  brother's feelings into consideration when Stephen tells him  about the murder case. 
• The power of forgiveness between James Jarvis and Stephen  Kumalo. James forgives Stephen, although it is Stephen’s son  (Absalom) who kills James’ son (Arthur).
  NOTE: For full marks, the response must be well-substantiated. A candidate can score 1–2 marks for a response which is  not well-substantiated. The candidate's interpretation  must be grounded in the novel. (3)

1.1.7 Open-ended.  

• Accept a relevant response which shows an understanding of the following viewpoints, among others: 

Yes. 

• The young man is disappointed in Absalom.
• He goes to great lengths to rehabilitate Absalom. 
• He is not compelled to assist Stephen Kumalo by driving him  around.
• He is not obliged to become involved in the conflict between the  two brothers. 

OR 
No. 

• The young man should not give up on Absalom that easily. 
• He should stand firm in his beliefs. 
• He cannot renege on his willingness to have agreed to assist  Stephen Kumalo. 

NOTE: Do NOT award a mark for YES or NO. Credit responses  where a combination is given. For full marks, responses must be well-substantiated. A candidate can score 1–2  marks for a response which is not well-substantiated. The  candidate's interpretation must be grounded in the novel. (3) 
AND 
1.2
1.2.1 Books on Abraham Lincoln/South Africa/Afrikaans/religion/ sociology/crime and criminals/poetry/novels/Shakespeare.NOTE: Accept any TWO of the above. (2) 
1.2.2

• Jarvis is shocked by the revelations (the plight of black South  Africans) made by Arthur who knew so much about South  Africa.
  OR 
• He is hurt because he realises that he (Jarvis) has failed his son because he did not teach him anything about South Africa.
  OR
• Jarvis is shocked and hurt because his son was murdered by the  very people whom he was trying to uplift.  (2)

1.2.3 

1. 'trembling' (1) 
2. It is the mark of the blood left on the carpet  after Arthur  Jarvis is shot/killed (by Absalom Kumalo).  (2)

1.2.4 C/becomes emotional (1) 
1.2.5 It is ironic that Arthur Jarvis, who makes it his mission in life to uplift  the South African black people, is killed by a black South African (Absalom Kumalo). 
NOTE: BOTH parts should be included to earn the marks. (2) 
1.2.6 Absalom is a murderer/criminal/takes an innocent/good man's  life. (1) 
1.2.7

1. Metaphor/Personification (1) 
2. In the same way that a star is a guiding light,  Arthur wants  authenticity and not a misguided version of what is really  happening in South Africa. He wants to work towards change  (and not for personal glory).
   OR
   The star is given the human quality of guiding him towards  uncovering the truth (about life of the black people in South  Africa). (2)

1.2.8 Open-ended.  
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 

Yes. 

• Up to now Jarvis has not really known his son (Arthur). 
• He has been unaware of the things that lay close to his  heart/were important to Arthur.
• He is indifferent to the plight of black South Africans. He could  have helped the villagers of Ndotsheni earlier.
• Arthur is dead and it is now too late for him to witness real  change in his father.  

OR 
No. 

• Arthur's writings clearly have an impact on James Jarvis  because he now appears to understand Arthur's perspective  on the South African situation and the need to change. 
• Jarvis' own awareness increases and he resolves to be more  tolerant of especially black people.
• He helps the people of Ndotsheni by providing them with milk  and arranging for an agricultural expert to teach the farmers. 
• He is understanding and forgiving towards Stephen Kumalo  and donates money towards the erection of a new church  building. 

NOTE: Do NOT award a mark for YES or NO. Credit responses  where a combination is given. For full marks, the  response must be well-substantiated. A candidate can  score 1–2 marks for a response which is not well substantiated. The candidate's interpretation must be  grounded in the novel. (3) [35]

QUESTION 2: STRANGE CASE OF DR JEKYLL AND MR HYDE
Candidates are required to answer BOTH questions, i.e. QUESTIONS 2.1 and 2.2. 
2.1
2.1.1 

1. lawyer
2. Mr Enfield
3. Dr Jekyll
4. Mr Hyde (4) 

2.1.2 Mr Utterson is concerned about Dr Jekyllbecause he leaves his  estate/property/belongings to Mr Hyde(who is unknown to him). (2) 
2.1.3

1. Surprise/amazement (1)
2. Mr Utterson is surprised to discover that Dr Lanyon and  Dr Jekyll are no longer in contact with each other, since they  are friends/both scientists.  (1)

2.1.4 'balderdash'  (1) 
2.1.5

• Sir Carew is gentle/kind-hearted/polite.
• Mr Hyde, on the other hand, is heartless/cruel/impolite/vicious.
  NOTE: The difference in character traits must be clear for  2 marks to be awarded. (2) 

2.1.6 He is loyal: Poole does not reveal to anybody that he suspects Dr  Jekyll and Mr Hyde is the same person./ He goes out of his way to  find the powders to make the potion./He consults with Mr Utterson  when he becomes concerned about Dr Jekyll’s behaviour. 
2.1.7

• Mr Utterson identifies the cane as the present he has given  Dr Jekyll.
• Half of the broken cane/stick which was used to assault Sir Carew  is found behind the door of Mr Hyde’s house.
• Utterson finds the stub of a cheque book in the hearth, he links this  information with his knowledge of Jekyll’s will.
• The letter written by Mr Hyde to Dr Jekyll, is later discovered (by Mr  Guest), to have been written by Jekyll himself. 
  NOTE: Accept any TWO of the above. (2)

2.1.8 Open-ended. 
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes. 

• Mr Utterson and Dr Jekyll have a friendship spanning many  years. 
• As his lawyer, he is in possession of Dr Jekyll's will and is  terribly perturbed/concerned on learning that Mr Hyde is the  beneficiary.
• His concern for Dr Jekyll stems from the fact that as a close  friend he has never met Mr Hyde. 
• Mr Utterson thinks that Mr Hyde is blackmailing Dr Jekyll and  he is, therefore, concerned.
• Dr Jekyll's refusal to talk about Mr Hyde prompts Mr Utterson to  try and find Mr Hyde/solve the mystery. 

OR 
No. 

•  Mr Utterson should respect Dr Jekyll's wish not to speak about  Mr Hyde. 
• Mr Utterson should contain his curiosity and not meddle in Dr  Jekyll's affairs by trying to solve the mystery. 
•  As Dr Jekyll's lawyer, he should maintain the confidentiality and  trust expected from a lawyer.
• Dr Jekyll is a learned man and Mr Utterson should not question  his decisions. 

NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the novel. (3) 
AND 
2.2
2.2.1 C/Soho (1)
2.2.2 

1. Simile (1) 
2. Dr Jekyll's crying is compared to that of a crying woman/lost  soul who experiences intense pain/agony/suffering/distress.
   This shows Dr Jekyll's agony as he cannot undo what he has  done. (2) 

2.2.3

1. Mr Utterson and Poole are afraid of what they might  find/what is happening in the cabinet.  (2)
2. Dr Jekyll/Mr Hyde is contemplating suicide. His pacing  shows his uncertainty.
   OR
   He is desperate in the hope of receiving the powder to make  the potion. (2) 

2.2.4 Mr Utterson calls out repeatedly to see Dr Jekyll, unaware that it is  actually Mr Hyde in the cabinet and not Dr Jekyll. NOTE: BOTH parts should be included to earn the marks. (2) 
2.2.5 Poole and Utterson find the body of Mr Hyde/a crushed phial/a fire  burning/a boiling kettle/cups and saucers/a neat pile of papers/a  will/a letter/chemicals/Hyde is dressed in Jekyll’s clothes. NOTE: Accept any TWO of the above. (2)
2.2.6 The discussion of the theme of violence, should include the  following points, among others: 

• Mr Hyde is violent, with no apparent motive.
• Mr Enfield witnesses Mr Hyde bumping into a little girl and then  trampling on her.
• Hyde beats Sir Danvers Carew to death with a walking stick.
• Hyde defaces Dr Jekyll's favourite religious work. 
• Jekyll commits the violent act of suicide. 

NOTE: For full marks, the response must be well substantiated. A candidate can score 1–2 marks for a  response which is not well-substantiated. The  candidate's interpretation must be grounded in the  novel. (3) 
2.2.7 Open-ended.  
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes. 

• Dr Jekyll duplicates himself into two different persons with  ambivalent qualities.
• He remains respectable in public (as Dr Jekyll).
• He indulges in indecent activities (as Mr Hyde).
• He experiments with several potions and is eventually  successful in creating one that transforms him into the evil Mr Hyde and vice versa. 

OR 
No. 

• Dr Jekyll succeeds only in separating his evil half into Mr Hyde while he remains both good and evil.
• Dr Jekyll has to increase his dosages of the potion as Mr Hyde  becomes the stronger one. 
• Without taking the potion he loses control – Mr Hyde still  appears.
• Dr Jekyll is consumed by his own potion which eventually  claims his life. 

NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the novel. (3) [35] 

TOTAL SECTION A: 35

SECTION B: DRAMA 
NOTE: Candidates are required to answer ONE question on the drama they have  studied. 
QUESTION 3: MACBETH 
Candidates are required to answer BOTH questions, i.e. QUESTIONS 3.1 and 3.2. 
3.1
3.1.1 

1. Cawdor
2. king of Scotland
3. Scottish
4. happier (4) 

3.1.2

• Lady Macbeth should clasp/fidget with her hands.
• She should use hand gestures to show guests the door. 
• She should stand next to Macbeth. 

NOTE: Accept any TWO RELEVANT responses. (2) 
3.1.3 Macbeth pays a servant in the home of every Thane (to spy on  whoever he considers to be an enemy). (2) 
3.1.4

1. Metaphor/Hyperbole (1) 
2. Macbeth compares his murderous deeds/blood he has shed  to a river of blood.He feels that to return would be  impossible.  (2)

3.1.5 C/ the noblemen from Scotland.  (1) 
3.1.6 The discussion of the theme of fate versus free will, should include  the following points, among others: 

• Macbeth goes to the witches because he believes that the  witches are the agents of fate, foretelling the future that is  already decided.
• It is not fate that determines Macbeth's future, he chooses to  murder Duncan.
• Macbeth has made his choice in that he has already killed to  secure his position (he cannot undo what he has done). 
• The only way he will remain in power is by committing further  murders (the planned killing of Macduff), thus it is his choice  and not fate.
  NOTE: For full marks, the response must be well substantiated. A candidate can score 1–2 marks for a  response which is not well-substantiated. The  candidate's interpretation must be grounded in the  drama. (3)

3.1.7 Open-ended.  
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes. 

• Initially Macbeth confides in Lady Macbeth when he tells her  about the prophecy of the witches. He calls her 'his dearest  partner of greatness,' yet later he excludes her from the plan to  murder Banquo.
• They are not as close as they were when they planning Duncan's murder.
• Macbeth is intent on being 'safe' and securing his position as  king, that he cannot focus on anything else, not even on Lady  Macbeth. As a result, she becomes lonely and self-absorbed.
• Lady Macbeth only finds out later about the cruel deeds her  husband has committed (killing of Lady Macduff and her children). This causes her insanity and later her suicide.  

OR 
No. 

• Lady Macbeth is responsible for her own death as she prays to  the evil spirits to be filled with evil to commit the deed (the  killing of King Duncan) which she later regrets.
• She is the one who directs Macbeth onto the path of destruction  and becomes ridden/consumed with guilt.
• She loses her mind as she cannot take the strain anymore (sleepwalking) and commits suicide.
  NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the drama. (3) 

AND 
3.2.1 Macbeth will not be defeated until Birnam Wood moves to  Dunsinane (Hill). (2) 
3.2.2 Macbeth murders Duncan. 

• He kills Duncan's guards.
• He arranges for Banquo to be killed
• He orders the killing of Lady Macduff and her son.
• He kills all those whom he suspects to be against him.
  NOTE: Accept any TWO of the above. (2)

3.2.3

1. The soldiers/Malcolm and the English army. (1) 
2. Macbeth compares himself to a bear that is tied to a pole and must fight (dogs) to survive. / Similarly, as a bear tied to  a pole there is no escape for him (Macbeth).  (2)

3.2.4 

1. Disgust/contempt/scorn. (1)
2. Young Siward disapproves of Macbeth's cruel/evil deeds. (1) 

3.2.5 Macbeth is over-confident when he says that he is unafraid of a  man born of a woman, yet it is Macduff not born in a natural  way/Caesarean birth that kills Macbeth. 
NOTE: BOTH parts should be included to earn the marks. (2)
3.2.6 Donalbain flees to Ireland./Malcolm flees to England.  (1) 
3.2.7

• Malcolm is resourceful/intelligent ─ he comes up with a plan on  how to conceal their numbers.
  OR
• He is strategic/organised ─ he plans the attack
  .OR
• He is respectful ─ he talks about 'noble' Young Siward and  'worthy' Macduff.
  OR
• Malcolm is brave – he is prepared to lead the army against  Macbeth and his troops. 
  NOTE: Accept any ONE of the above. (2) 

3.2.8 Open-ended. 
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes. 

• Macduff flees from Scotland leaving his wife and children  unprotected.
• He should have realised what consequences his actions (not  attending the coronation and the banquet) would have for his  family.
• It appears that he loves his country more than his family ─ his  first thoughts should have been to provide his family with  security before he flees. 
• Macduff is suspicious of Macbeth (killing of Duncan and the  guards) and should have known what Macbeth is capable of. 

OR
No. 

•  Macduff wants to serve his king and country before all else.
• He flees to England to request Malcolm's assistance in raising an army to overthrow Macbeth. 
• He supports Malcolm, who is the rightful heir to the throne, and  wants order to be restored in Scotland.
• He could not have known that Macbeth would go to that  extreme to have his (Macduff's) family murdered. 

NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the drama. (3) 
OR

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QUESTION 4: MY CHILDREN, MY AFRICA! 
Candidates are required to answer BOTH questions, i.e. QUESTIONS 4.1 and 4.2. 
4.1
4.1.1 

1. literature
2. Grahamstown
3. English
4. tense (4) 

4.1.2

• The leaders of the apartheid governmentcould soon be  overthrown/lose their power. 
  OR
• There are statues/symbols of the apartheid regime that need to  be removed. (2) 

4.1.3

1. Personificatio (1) 
2. Thami says that they have no patience and want to expedite  the action of overthrowing the government as they want  immediate change (2) 

4.1.4 The comrades/people who are fighting for freedom/liberation in  South Africa (1) 
4.1.5

1. Sarcastic (1) 
2. Mr M does not believe that violence, (as advocated by  'The People', will bring about change).  (1) 

4.1.6 Mr M, being a black person, assumes that the colour of his skin  automatically qualifies him to be regarded as a member of the movement/Tshisa Qhumisa (The fight against Bantu Education/for  freedom/equality). (2) 
4.1.7 C/principal  (1)
4.1.8 Open-ended. 
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes. 

• Mr M believes that The People/Comrades can be orderly and  rational – the destruction of statues is irrational and will not  bring about freedom. 
• He rejects violence as this can lead to destruction, suffering  and pain – the incident where the children cry out to him from  the police vehicle.
• He advocates argument and debate as this can achieve  change without destruction or loss of lives – when he reads the  learners' names from the register, he does not know how many  of them have been killed.
• He believes education is the key to free the mind – he persists  in going to school during the boycotts in the hope that the  children would follow his example. 

OR 
No. 

• Words alone are not enough; drastic action is sometimes needed to achieve certain demands – the school boycotts.
• People run out of patience and the only way for them is to  resort to violent action – rioting in Brakwater.
• The unjust political system forces people to take the law into  their own hands – the destruction of Zolile High School.
  NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the drama. (3) 

AND 
4.2
4.2.1

• She wants to know if Thami was present when Mr M was killed. Whether Thami has tried to prevent the killing of Mr M. 
• Whether Thami was part of the mob who killed Mr M.
• She wants to know why Mr M has been killed.
  NOTE: Accept any TWO of the above. (2)

4.2.2

• Thami should shrug his shoulders.
• He should hold his head in his hands.
• He should shake his head from side to side.
• His arms should be half-stretched with his hands open.
  NOTE: Accept any TWO RELEVANT responses. (2)  

4.2.3 Thami plays an integral part in the boycotts/unrest and now that the  police are looking for him, he goes north.NOTE: BOTH parts should be included to earn the marks. (2)
4.2.4 Mr M rents a room from the Reverend (Mbopa). (1) 
4.2.5

• Isabel wants to bid her last farewell to Mr Mbut does not know  where to go.
  OR
• The Wapadsberg Pass is where Mr M decides that he wants to  be a teacher/wants to make teaching his career. (2) 

4.2.6

• Isabel is compassionate – The repetitive questioning shows that  Isabel needs answers in order to find closure as she mourns the  death of Mr M.  
  OR
• She is caring – she wants to know what Thami's intentions are  as the police are looking for him.
  OR
• She is empathetic – she realises that her questions upset  Thami.
  OR
• She is forgiving – previously she wanted to have nothing to do  with Thami/did not want to see him but now she affords him the  opportunity to speak with her. (2)
  NOTE: Accept any ONE of the above. 

4.2.7 The discussion of the theme of the generation clash, should  include the following points, among others: 

• The younger generation (Thami and his peers) oppose the  older generation's (Mr M) approach of non-violence towards  attaining freedom.
• They are impatient and want immediate change whereas Mr M (the older generation) believes that change can eventually be brought about through dialogue and negotiation.
• Thami opposes Mr M's way of teaching ('old-fashioned'); 
• Mr M is dictatorial in his approach to the youngsters ('I teach,  Thami learns') allowing them no opportunity to think  independently.
• There is a clash between Isabel and her parents, who are not  keen on her visiting Thami in the township. 
  NOTE: For full marks, the response must be well substantiated. A candidate can score 1–2 marks for a  response which is not well-substantiated. The  candidate's interpretation must be grounded in the  drama. (3) 

4.2.8 Open-ended. 
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes. 

• Isabel's visit to Zolile High is a turning point in her life. Prior to  this visit the only contact she has across the colour line is with  their domestic worker (Auntie) and her father's delivery man (Samuel).
• Her social and political awareness grows when she befriends Thami and Mr M and learns more about the school boycotts and opposing views.
• When Isabel goes to Mr M's special place she promises him that she will make her life useful/not allow her life to be  wasted (Mr M's lament: that the lives of the learners are destroyed).
• This signifies hope for the future of South Africa.
• Isabel is the voice of hope, despite the terrible events that take place.
• She has discovered a new world (her growing sense of the  inequalities that exist).
  OR

No. 

• Isabel lives a sheltered life and is ignorant about the effects of apartheid on the people of colour. 
• The debating competition at Zolile High is an isolated event  and will not ensure equal opportunities for everyone. 
• Isabel is an individual and on her own she will not make a  significant change. 
• Isabel promises to make a success of her life but does not become actively involved to improve the lot of black people/to  make others aware of the inequalities that exist. 

NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the drama. (3) [35] 

TOTAL SECTION B: 35

SECTION C: SHORT STORIES 
QUESTION 5 
Candidates are required to answer BOTH questions, i.e.
QUESTIONS 5.1 AND 5.2 THE NEW TRIBE – BUCHI EMECHETA 
5.1
5.1.1 

1. St Simon
2. reverend
3. Nigerian
4. Miss Slater/Miss Slattery (4) 

5.1.2 

1. The children mock him by calling him king of devils. (1) 
2. Ginny thinks that the role of Orient king suits Chester because  of his dark skin./Ginny had already made the costume for Chester./Ginny makes Chester aware of his roots/identity. (1)

5.1.3 Apologetic/remorseful. (1)
5.1.4 B/brave enough to tell Ginny how he feels. (1) 
5.1.5 Chester regards Arthur as emotionally strong/dependable/solid. He feels safe with Arthur. (2) 
5.1.6

• Chester is considerate/caringwhen he makes her a Christmas  card/gives her a diary as a gift.
  OR
• He is strong-willed/brave/resolutewhen he confirms that he does  not want to play the role as King of Orient. (2) 

5.1.7 The discussion of the theme of insecurity, should include the  following points, among others: 

• From a very young age Chester feels that he does not 'belong'.
• The insecurity manifests itself when Chester goes to school  and does not want to stay there. 
• When Ginny talks about 'your people' are from the East,  Chester begins to doubt who he is.
• Chester knows he is 'different' and feels he has to do so much  more to be accepted which accentuates his insecurity. 
• hen Chester and Julia are told they are adopted, both  become insecure. (Chester escapes into his dream world  while Julia becomes introverted 'stares into space').
• The theme of insecurity could also relate to Arthur and Ginny.  They fear that they will not be accepted as adoptive parents or  that the biological parents will return and claim the children. 

NOTE: For full marks, the response must be well substantiated. A candidate can score 1–2 marks for a  response which is not well-substantiated. The  candidate's interpretation must be grounded in the  short story. (3)
5.1.8 Open-ended. 
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes. 

• Julia is abandoned as a baby and brought to the Arlingtons by  the man who delivers the newspaper.
• As the elder child Julia is expected to take care of/protect  Chester because he is 'different'/ she knows what he is  exposed to at school. 
• She develops an inferiority complex/becomes withdrawn/ avoids eye contact with people after her parents tell her that  she has been adopted. 

OR 
No. 

• The Arlingtons are loving parents. ∙ Being adopted is no sin; it should not make her feel inferior to  others.
• Unlike Chester, she is white and less likely to be mocked at  school.
• She now has opportunities to develop which she would  otherwise not have had with her biological mother. 
  NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the short story. (3) 

AND
5.2 THE FUR COAT – SEAN O'FAOLAIN 
5.2.1 

1. Molly is frustrated/upset because Paddy is not paying  attention to her. (2) 
2. Simile (1) 
3. The figure of speech shows Molly's anger.  She does not  tuck the children into bed gently but does so in a rough  manner just as one would throw turf into a cellar. (2) 

5.2.2 Paddy is trying to find ways to cut costs/perfect the construction of  the pier and is therefore focused on the plan. (2) 
5.2.3 Molly hopes that Paddy will show more enthusiasm/interest when she talks about the fur coat./She needs confirmation/ reassurance (from Paddy regarding the fur coat). (2) 
5.2.4

• Molly desperately wants a fur coat, yet she considers it to be  vulgar.
  OR
• She says she doesn’t care what others say, yet she’s pestering him  about the fur coat.
  NOTE: BOTH parts should be included to earn the marks. (2) 

5.2.5 Molly: 

• She wants to be able to wear the fur coat at any given time and  still look well-dressed./She could wear any dress underneath  it.
• Without a fur coat, she will be forced to purchase new outfits  including the accessories./She would not have to buy a new  outfit for each occasion she attends.
• A fur coat will elevate her social status. 

Paddy: 

• Paddy says a fur coat will keep her warm.
• It will prevent her from getting a cold.
• She could show off in it.

NOTE: Accept any ONE of the above for each character. (2)
5.2.6 Molly tears the cheque (and does not use it to buy the fur coat). (1)
5.2.7 Open-ended. 
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes.  

• Paddy agrees to give her the money, but she refuses it.
• Molly spends a long time trying to convince Paddy that a fur  coat will be practical, but Paddy has already agreed that she  may have it.
• Paddy tries to work on how to change the pier, but Molly  persists with her nagging of the fur coat.
• She becomes angry when she thinks that Paddy is indifferent  to the buying of the fur coat, but she simultaneously becomes  angry with him when he agrees with her. 

OR 
No. 

• Molly asks permission to have the fur coat but is not  demanding in her request. 
• She gives practical reasons why she needs the fur coat. 
• Molly is indecisive: her experience of poverty and having to rely  on relatives and the Prisoners' Dependence' Fund, while  spending money on the fur coat, might seem extravagant.
• Buying a fur coat is expensive and needs careful consideration  and discussion but Paddy appears not to pay attention to the  matter.
  NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the short story. (3) [34] 

TOTAL SECTION C: 34

SECTION D: POETRY 
6.1 'SONNET 18' – WILLIAM SHAKESPEARE 
6.1
6.1.1

1. Elizabethan
2. quatrains
3. rhyming couplet
4. iambic (4) 

6.1.2

• Summer has strong/harsh winds. 
• It is too brief. 
• Sometimes the temperature is too high/the sun is scorching.
• It is often cloudy/overcast.  

NOTE: Accept any TWO of the above. (2)
6.1.3

1. B / alliteration (1) 
2. Everything eventually loses its beauty whether by  coincidence/ accident or through natural causes. (2)

6.1.4

1. Personification  (1) 
2. The speaker personifies Death which falsely boaststhat it  will claim the speaker's beloved.  (2) 

6.1.5

1. eternal' (1)
2. The speaker will write about his beloved's beauty in this  poem/his poetry.  (1)

6.1.6 Adoration/devotion/affection (1)
6.1.7 Open-ended. 
Accept a relevant response which shows an understanding of the following viewpoints, among others: 
Yes. 

• The speaker claims his beloved is not moody/temperamental  like the season of summer.
• She is not harsh like the wind that could be destructive in  damaging the buds.
• The beloved's beauty does not change unlike the sun which is  either too scorching or at times hidden by the clouds. 
• Summer is a short period of time; his beloved's beauty,  however, is eternal and not even death can affect it as it will  be immortalised in the poem. 

OR
No. 

• His beloved's beauty cannot be compared to a perfect  summer's day.
• Summer is regarded by many as being a beautiful season.  However, the speaker's perception of his beloved's beauty is  personalised and not shared by everybody.
• Just as summer has imperfections (strong winds, hot sun), so  too does the speaker's beloved (bad temper, mood swings).
• Everything is subject to the passage of time.
  NOTE: Do NOT award a mark for YES or NO. Credit  responses where a combination is given. For full  marks, the response must be well-substantiated.  A candidate can score 1–2 marks for a response which  is not well-substantiated. The candidate's interpretation  must be grounded in the poem. (3) 

AND 
6.2 'STILL I RISE' – MAYA ANGELOU 
6.2
6.2.1

• The speaker's opinion of history is that it is not a true account of  events because it is written from the historians’/current regime’s point of view.
  OR
• When the speaker reflects on her past, the shameful act of slavery  imposed on her ancestors brings back painful memories.  (2)

6.2.2

1. sassiness'/ ‘pumping’ (1) 
2. Simile (1) `
3. The speaker walks as if she had the world's wealth and  walks with an air of self-confidence. /The oil symbolises her  success and she walks with pride.(2) 

6.2.3 The speaker refers to natural forces/elements that are eternal and  cannot be contained/controlled.  Likewise, she is certain that she  will not give up and cannot be controlled.  OR  Moon and stars can also refer to achieving success/ambition thus  the speaker will not give up but work towards achieving her  goals.  (2)
6.2.4 When you hurt someone by looking contemptuously/scornfully/ deprecatingly at the person. (2) 
6.2.5 Even though the speaker writes about herself/women, the poem is  about the atrocities she and her ancestors (males and females)  suffered as slaves (lines 39─40).  (1) 
6.2.6 Accept a relevant response which shows an understanding of the  theme of perseverance, among others: 

• The speaker portrays the history of racism and brutality to her  race and the determination to overcome this wretched  treatment.
• The poem depicts the American treatment of African Americans. Despite slavery and prejudice the speaker  says/promises that none of that will stop African-Americans in  their quest for equality, contentment and success. 
• The phrase 'Still I rise' is repeated several times. It reflects the  idea that no matter what comes your way, she/African Americans will stand up and try again. 
• Throughout the poem the speaker makes the point that nothing  that the oppressors have done to African-Americans all these  years will stop them from overcoming their obstacles and  succeeding. This is resonated in 'like dust…', 'like air I'll rise'. 
• The poem reflects the universal idea that no matter what comes  your way, the determination to ‘rise’ is evident. 

NOTE: For full marks, the response must be well substantiated. A candidate can score 1–2 marks for a  response which is not well-substantiated. The  candidate's interpretation must be grounded in the  poem. (3) 
6.2.7 Open-ended. 
Accept a relevant response which shows an understanding of the  following viewpoints, among others: 
Yes 

• The speaker writes from personal experience.
• She is an African-American woman who is subjected to slavery,  discrimination, oppression and wants to empower other women  to break free from this bondage.
• Despite her suffering, she has risen above her circumstances.
• She portrays resolution and determination; thus becoming the  hope for many other African-Americans. 

OR
No 

• The speaker writes from her experiences as an African American slave. Slavery no longer exists in America.
• She focuses on prejudice (against black women). Women do  have equal opportunities and may not regard her as their role  model ('dream').
• African-Americans may not read her poetry/writings or know  her background, thus they may not consider her as their dream  and hope (the emancipation of women/feminists). 

NOTE: Do NOT award a mark for YES or NO. Credit responses  where a combination is given. For full marks, the  response must be well-substantiated. A candidate can  score 1–2 marks for a response which is not well substantiated. The candidate's interpretation must be  grounded in the poem. (3) 

TOTAL SECTION D: 35 
GRAND TOTAL: 70