ENGLISH HOME LANGUAGE
PAPER 2
GRADE 12
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018
INSTRUCTIONS AND INFORMATION
TABLE OF CONTENTS
SECTION A: POETRY | |||
QUESTION NO. | QUESTION | MARKS | PAGE NO. |
1. 'First Day after the War' | Essay question | 10 | 6 |
2. 'Remember' | Contextual question | 10 | 7 |
3. 'somewhere i have never travelled,gladly beyond' | Contextual question | 10 | 8 |
4. 'An African Elegy' | Contextual question | 10 | 9 |
AND Unseen Poem: COMPULSORY question | |||
5. 'Autumn' | Contextual question | 10 | 10 |
SECTION B: NOVEL Answer ONE question.* | |||
6. The Picture of Dorian Gray | Essay question | 25 | 11 |
7. The Picture of Dorian Gray | Contextual question | 25 | 11 |
8. Life of Pi | Essay question | 25 | 13 |
9. Life of Pi | Contextual question | 25 | 13 |
SECTION C: DRAMA Answer ONE question.* | |||
10.Hamlet | Essay question | 25 | 15 |
11. Hamlet | Contextual question | 25 | 15 |
12. Othello | Essay question | 25 | 19 |
13.Othello | Contextual question | 25 | 19 |
14. The Crucible | Essay question | 25 | 22 |
15. The Crucible | Contextual question | 25 | 22 |
NOTE: In SECTIONS B and C, answer ONE ESSAY and ONE CONTEXTUAL question. You may NOT answer TWO essay questions or TWO contextual questions.
CHECKLIST
Use this checklist to ensure that you have answered the correct number of questions.
SECTION | QUESTION NUMBERS | NO. OF QUESTIONS ANSWERED | TICK (✔) |
A: Poetry (Prescribed Poetry) | 1–4 | 2 | |
A: Poetry (Unseen Poem) | 5 | 1 | |
B: Novel (Essay OR Contextual) | 6–9 | 1 | |
C: Drama (Essay OR Contextual) | 10–15 | 1 |
NOTE: In SECTIONS B and C, ensure that you have answered ONE ESSAY and ONE CONTEXTUAL question.
You may NOT answer TWO essay questions or TWO contextual questions.
SECTION A: POETRY
PRESCRIBED POETRY
Answer any TWO of the following questions.
QUESTION 1: POETRY – ESSAY QUESTION
Read the poem below and then answer the question that follows.
FIRST DAY AFTER THE WAR – Mazisi Kunene
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In 'First Day after the War', the speaker focuses on the celebration of new beginnings.
With close reference to diction, imagery and tone, critically discuss the validity of this statement.
Your response should take the form of a well-constructed essay of 250–300 words (about ONE page). [10]
QUESTION 2: POETRY – CONTEXTUAL QUESTION
Read the poem below and then answer the questions that follow.
REMEMBER – Christina Rossetti
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2.1 Account for the repetition of the word, 'remember' throughout the poem. (2)
2.2 Refer to lines 5–8: 'Remember me when … then or pray.' Explain what these lines suggest about the speaker's relationship with her loved one. (2)
2.3 Comment on the significance of the reference to 'the darkness and corruption' (line 11) in the context of the poem. (3)
2.4 Refer to lines 13–14: 'Better by far … and be sad.' Critically comment on how the speaker's tone in these lines reinforces the central idea of the poem. (3) [10]
QUESTION 3: POETRY – CONTEXTUAL QUESTION
Read the poem below and then answer the questions that follow.
somewhere i have never travelled,gladly beyond – ee cummings
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3.1 Refer to lines 1–2: 'somewhere i have never travelled,gladly beyond/any experience'. What impression of the speaker is created by the use of 'gladly' (line 1)? (2)
3.2 'Spring' (line 7) is the only word that is capitalised in the poem. Explain the effect of this capitalisation in context. (2)
3.3 Refer to line 4: 'or which i cannot touch because they are too near'. Discuss the significance of the paradox in this line. (3)
3.4 Refer to lines 17–19: '(i do not … than all roses)'. Critically comment on how the speaker's tone in these lines reinforces the central idea of the poem. (3) [10]
QUESTION 4: POETRY – CONTEXTUAL QUESTION
Read the poem below and then answer the questions that follow.
AN AFRICAN ELEGY – Ben Okri
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4.1 Refer to line 8: 'Do you see the mystery of our pain?' Suggest a reason for the inclusion of the rhetorical question. (2)
4.2 Refer to line 9: 'That we bear poverty'. Explain what the word, 'bear' implies about the local people. (2)
4.3 Refer to lines 16–17: 'That is why … the air remember.' Comment on the significance of the music's being 'so sweet' that it 'makes the air remember'. (3)
4.4 Refer to the final stanza. Critically comment on how the speaker's tone conveys the central idea of the poem. (3) [10]
AND
UNSEEN POETRY (COMPULSORY)
QUESTION 5: UNSEEN POETRY – CONTEXTUAL QUESTION
Read the poem below and then answer the questions that follow.
AUTUMN – Douglas Ridley Beeton
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5.1 How does the description of the landscape in the first stanza support the title of the poem? (2)
5.2 Refer to lines 3–4: 'The khaki veld hums, a long singing/Late-noon dream.' Explain how these lines convey the mood of the first stanza. (2)
5.3 Refer to line 13: 'And feel the fine air stabbing out at me'. Comment on the effectiveness of the image in this line. (3)
5.4 By referring to the poem as a whole, discuss the change in the speaker's attitude toward his father. (3) [10]
TOTAL SECTION A: 30
SECTION B: NOVEL
Answer ONLY on the novel you have studied.
THE PICTURE OF DORIAN GRAY – Oscar Wilde
Answer EITHER QUESTION 6 (essay question) OR QUESTION 7 (contextual question).
QUESTION 6: THE PICTURE OF DORIAN GRAY – ESSAY QUESTION
In The Picture of Dorian Gray, the inability to distinguish between art and reality has tragic consequences.
Critically assess the validity of the above statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½ pages). [25]
QUESTION 7: THE PICTURE OF DORIAN GRAY – CONTEXTUAL QUESTION
Read the extracts below and then answer the questions that follow.
EXTRACT A
'Good God, Dorian, what a lesson! What an awful lesson!' There was no answer, but he could hear the young man sobbing at the window. 'Pray, Dorian, pray,' he murmured. 'What is it that one was taught to say in one's boyhood? "Lead us not into temptation. Forgive us our sins. Wash away our iniquities." Let us say that together. The prayer of your pride has been answered. The prayer of your repentance will be 5 answered also. I worshipped you too much. We are both punished.' Dorian Gray turned slowly around, and looked at him with tear-dimmed eyes. 'It is too late, Basil,' he faltered. 'It is never too late, Dorian. Let us kneel down and try if we cannot remember a prayer. Isn't there a verse somewhere, "Though your sins be as scarlet, yet I will make them 10 as white as snow?" ' 'Those words mean nothing to me now.' 'Hush! Don't say that. You have done enough evil in your life. My God! Don't you see that accursed thing leering at us?' Dorian Gray glanced at the picture, and suddenly an uncontrollable feeling of hatred for 15 Basil Hallward came over him, as though it had been suggested to him by the image on the canvas. [Chapter 13] |
7.1 Place this extract in context. (3)
7.2 Refer to line 5: 'The prayer of your pride has been answered.' Explain the meaning of Basil's statement in context. (3)
7.3 Refer to lines 2–4: 'Pray, Dorian, pray … not into temptation.' Using these lines as a starting point, discuss how they reflect the differences between Basil Hallward's and Lord Henry's attitude toward life. (3)
7.4 Refer to lines 7–8: 'It is too late, Basil'. Comment on Dorian's assertion that it is 'too late' for him to repent. (3)
7.5 Refer to lines 15–16: 'suddenly an uncontrollable feeling of hatred for Basil Hallward came over him'. In your view, is Dorian's 'hatred for Basil' justified? Motivate your response. (3)
AND
EXTRACT B
It was a lovely night, so warm that he threw his coat over his arm, and did not even put his silk scarf round his throat. As he strolled home, smoking his cigarette, two young men in evening dress passed him. He heard one of them whisper to the other, 'That is Dorian Gray.' He remembered how pleased he used to be when he was pointed out, or stared at, or talked about. He was tired of hearing his own name now. Half the charm 5 of the little village where he had been so often lately was that no one knew who he was. He had often told the girl whom he had lured to love him that he was poor, and she had believed him. He had told her once that he was wicked, and she had laughed at him, and answered that wicked people were always very old and very ugly. What a laugh she had! – just like a thrush singing. And how pretty she had been in her cotton 10 dresses and her large hats! She knew nothing, but she had everything that he had lost. ... [Chapter 20] |
7.6 Refer to line 11: 'She knew nothing, but she had everything that he had lost.' Explain how this line reflects Dorian's mood at this point in the novel. (3)
7.7 Refer to lines 8–9: 'He had told … and very ugly.' Comment on whether Hetty's assertion in these lines reflects the general attitude of people in Victorian society. (3)
7.8 Refer to lines 13–19: 'Was it really … hope for him?' Dorian's eventual ruin offers a warning about the dangers of following a hedonistic lifestyle. Using your knowledge of the novel as a whole, discuss the extent to which you agree with the above statement. (4) [25]
LIFE OF PI – Yann Martel
Answer EITHER QUESTION 8 (essay question) OR QUESTION 9 (contextual question).
QUESTION 8: LIFE OF PI – ESSAY QUESTION
The novel, Life of Pi, suggests that, despite offering contradictory approaches to life, reason and faith can co-exist.
Critically discuss the extent to which you agree with the above statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½ pages). [25]
QUESTION 9: LIFE OF PI – CONTEXTUAL QUESTION
Read the extracts below and then answer the questions that follow.
EXTRACT C
The elements allowed me to go on living. The lifeboat did not sink. Richard Parker kept out of sight. The sharks prowled but did not lunge. The waves splashed me but did not pull me off. I watched the ship as it disappeared with much burbling and belching. Lights flickered and went out. I looked about for my family, for survivors, for another lifeboat, for 5 anything that might bring me hope. There was nothing. Only rain, marauding waves of black ocean and the flotsam of tragedy. … I inched my way along the oar till my feet were against the bow of the boat. I had to proceed with extreme caution. My guess was that Richard Parker was on the floor of the lifeboat beneath the tarpaulin, his back to me, facing the zebra, which he had no 10 doubt killed by now. … Of greater significance to me was the strange fact that Richard Parker had not killed it. In the normal course of things he should have killed the zebra. That's what predators do: they kill prey. In the present circumstances, where Richard Parker would be under tremendous mental strain, fear should have brought out an exceptional level of 15 aggression. The zebra should have been properly butchered. [Chapter 41] |
9.1 Refer to lines 1–2: 'Richard Parker kept out of sight.' Explain Richard Parker's presence on the lifeboat. (3)
9.2 Refer to lines 4–7: 'I watched the ship … flotsam of tragedy.' What do these lines suggest about Pi's state of mind as the ship sinks? (3)
9.3 Refer to lines 20–21: 'It was the … a spotted hyena.' Comment on the significance of the hyena in the context of the novel as a whole. (3)
9.4 In the light of the novel as a whole, critically discuss how Pi's knowledge of animals ensures his survival on the lifeboat. (3)
AND
EXTRACT D
The smell of vegetation was extraordinarily strong. As for the greenness, it was so fresh and soothing that strength and comfort seemed to be physically pouring into my system through my eyes. … I heard a growl. I turned. Richard Parker was observing me from the lifeboat. He was looking at the island, too. He seemed to want to come ashore but was afraid. Finally, 5 after much snarling and pacing, he leapt from the boat. I brought the orange whistle to my mouth. But he didn't have aggression on his mind. Simple balance was enough of a challenge; he was as wobbly on his feet as I was. When he advanced, he crawled close to the ground and with trembling limbs, like a newborn cub. Giving me a wide 10 berth, he made for the ridge and disappeared into the interior of the island. I passed the day eating, resting, attempting to stand and, in a general way, bathing in bliss. I felt nauseous when I exerted myself too much. And I kept feeling that the ground was shifting beneath me and that I was going to fall over, even when I was sitting still. … [Richard Parker] killed beyond his need. He killed meerkats that he did not eat. 15 In animals, the urge to kill is separate from the urge to eat. To go for so long without prey and suddenly to have so many – his pent-up hunting instinct was lashing out with a vengeance. [Chapter 92] |
9.5 Place the extract in context. (3)
9.6 Refer to lines 9–10: 'Giving me a … of the island.' Based on your knowledge of the novel as a whole, discuss the implication of Richard Parker's behaviour in these lines. (3)
9.7 Refer to lines 16–17: 'To go for … have so many'. Comment on the extent to which these lines foreshadow the effect that Pi's ordeal will have on his life. (3)
9.8 Refer to lines 11–12: 'I passed the … bathing in bliss.' Do you agree that the island represents the contrast between reality and illusion? Justify your response, using this extract as a starting point. (4) [25]
TOTAL SECTION B: 25
SECTION C: DRAMA
Answer ONLY on the play you have studied.
HAMLET – William Shakespeare
Answer EITHER QUESTION 10 (essay question) OR QUESTION 11 (contextual question).
QUESTION 10: HAMLET – ESSAY QUESTION
Gertrude and Ophelia's passivity makes them vulnerable to exploitation and manipulation.
Critically discuss the extent to which you agree with the above statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½ pages). [25]
QUESTION 11: HAMLET – CONTEXTUAL QUESTION
Read the extracts below and then answer the questions that follow.
EXTRACT E
GUILDENSTERN But we both obey, [Act 2, Scene 2] |
11.1 Refer to lines 1–4: 'But we both …To be commanded.' Explain what has prompted Claudius and Gertrude to send for Rosencrantz and Guildenstern. (3)
11.2 Refer to line 8: 'My too much changéd son.' Account for the change that has come upon Hamlet. (3)
11.3 Refer to lines 18–20: 'Assure you, … my gracious king'. Discuss how this statement is typical of Polonius's character. (3)
11.4 Refer to line 36: 'At such a time I'll loose my daughter to him.' Based on your knowledge of the play as a whole, comment on the role Ophelia plays in influencing Hamlet's attitude toward women. (3)
11.5 Refer to lines 10–11: 'Heavens make our … helpful to him!' Comment on the irony of Guildenstern's words in the above lines. (3)
AND
EXTRACT F
CLAUDIUS [Act 3, Scene 3] |
11.6 Refer to line 3: 'Pray can I not'. Account for Claudius's inability to pray for forgiveness. (3)
11.7 Refer to Hamlet's words and the stage directions in lines 7–9: '(Approaches the entry … draws his sword)'. If you were the director of a production of Hamlet, how would you instruct the actor to deliver these lines? Pay specific attention to body language and tone. Motivate your instructions. (3)
11.8 Hamlet's hesitation in taking revenge is a sign of cowardice. Critically comment on the extent to which you agree with this statement. (4) [25]
OTHELLO – William Shakespeare
Answer EITHER QUESTION 12 (essay question) OR QUESTION 13 (contextual question).
QUESTION 12: OTHELLO – ESSAY QUESTION
Desdemona and Emilia contradict the idea that Venetian women are submissive and immoral.
Critically discuss the extent to which you agree with the above statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½ pages). [25]
QUESTION 13: OTHELLO – CONTEXTUAL QUESTION
Read the extracts below and then answer the questions that follow.
EXTRACT G
DUKE BRABANTIO DESDEMONA BRABANTIO DUKE [Act 1, Scene 3] |
13.1 Account for Brabantio's approaching the Duke and the Senate on the issue of Desdemona's marriage. (3)
13.2 Refer to lines 1–3: 'I think this … at the best.' Explain what has prompted the Duke's response in these lines. (3)
13.3 Refer to lines 7–11: 'If she confess … you owe obedience?' Discuss the accuracy of Brabantio's perception of Desdemona. (3)
13.4 Refer to lines 32–37: 'The Turk with … and boisterous expedition.' In the light of later events, comment on how Othello compromises his reputation. (3)
AND
EXTRACT H
OTHELLO [Act 3, Scene 3] |
13.5 Refer to lines 10–15: 'Have you not … his beard with.' Account for Iago's deliberate mention of the handkerchief at this point in the play. (3)
13.6 Refer to line 1: 'O monstrous, monstrous!' If you were the director of a production of Othello, how would you instruct the actor to deliver these lines? Pay special attention to body language and tone. Motivate your instructions. (3)
13.7 Refer to line 30: 'Patience, I say. Your mind perhaps may change.' Explain the irony of Iago's advice in the above line. (3)
13.8 Iago's treachery is a sign of cowardice. Critically comment on the extent to which you agree with this statement. (4) [25]
THE CRUCIBLE – Arthur Miller
Answer EITHER QUESTION 14 (essay question) OR QUESTION 15 (contextual question).
QUESTION 14: THE CRUCIBLE – ESSAY QUESTION
The manner in which Salem views its women contributes to the tragedy that unfolds. Critically assess the validity of this statement.
Your response should take the form of a well-constructed essay of 400–450 words (2–2½ pages). [25]
QUESTION 15: THE CRUCIBLE – CONTEXTUAL QUESTION
Read the extracts below and then answer the questions that follow.
EXTRACT I
TITUBA : (already taking a step backward): My Betty be hearty soon? [Act 1] |
15.1 Refer to the stage direction in line 1: '(already taking a step backward)'. Explain what prompts Tituba's behaviour here. (3)
15.2 Refer to line 18: 'There be no unnatural cause here.' Account for Parris's contradiction of this statement when he later supports the witchcraft allegations. (3)
15.3 Refer to lines 11–12: 'with an endless capacity for dissembling.' Discuss the accuracy of this description of Abigail. (3)
15.4 Based on your understanding of the nature of Salem society, discuss the reasons for 'the rumour of witchcraft' (line 26) spreading so quickly. (3)
AND
EXTRACT J
DANFORTH Who is this man? [Act 3] |
15.5 Place this extract in context. (3)
15.6 Refer to line 10: 'What's that?' If you were the director of a production of The Crucible, how would you instruct the actor to deliver these lines? Pay specific attention to body language and tone. Motivate your instructions. (3)
15.7 Refer to line 3: 'His wife's Rebecca that were condemned this morning.' Using this line as a starting point, discuss how Rebecca Nurse's execution influences the villagers' changing perception of the court. (3)
15.8 Danforth's refusal to listen to the truth is a sign of cowardice. Critically comment on the extent to which you agree with this statement. (4) [25]
TOTAL SECTION C: 25
GRAND TOTAL: 80