SUBJECT English FAL

GRADE 12
TASK DESCRIPTION Literature Assignment
DURATION 1 hour 30 minutes
MARKS 35
EXAMINER Ms Lehlokwa
MODERATOR Ms Molefi
MARKING GUIDELINE

INTRUCTIONS TO MARKER

1. Candidates are required to answer questions from TWO sections.

2. These marking guidelines are merely a guide to assess learners’ responses.

3. Candidates' responses should be assessed as objectively as possible.

4. MARKING GUIDELINES

4.1 If answers are incorrectly numbered, mark according to the marking

guidelines.
4.2 If a spelling error affects the meaning, mark incorrect. If it does not affect
the meaning, mark correct.
4.3 If the candidate does not use inverted commas when asked to quote, do
not penalise.
4.4 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.
4.5 No marks should be awarded for TRUE/FALSE or FACT/OPINION. The
reason/substantiation/motivation is what should be considered.

This question paper consists of 5 pages inclusive of the cover page

SECTION A: SHORT STORIES
QUESTION 1: THE WIND AND A BOY by Bessie Head
The number of marks allocated to each question serves as a guide to the expected
length of your answer.
QUESTION 1.2
EXTRACT 1
1.1.1 It is false because heavy rains make hunting easier for them as rabbits, moles
and porcupines are easily obtainable as they get stuck under the mud. ✓ (1)

1.1.2 The setting is at a village (Ga-Sefete-Molemo), ✓soon after independence

where gender roles are clearly defined and boys are pretty much free of household
duties. ✓ (2)

1.1.3 Metaphor ✓ The young boys are referred to as kings, ✓ since kings are
ordinarily the ones who make rules, and not bound by those rules. Similarly, these
boys are seemingly free of rules.✓ (2)
EXTRACT B

1.2.1 (a) Sejosenye is heartbroken/devastated✓because she has just received sad

news of the death of Friedman.✓ (1)
(b) They are very close, we see that in the way they work together in the fields OR
the way Friedman asks for a bicycle so as to assist Sejosenye with chores OR the
way Sejosenye defends Friedman when people become critical of him. ✓ (1)
*Credit relevant response

1.2.2 Simile ✓ Sejosenye’s fall, because of shock, is compared to the fall of a log✓
because it was without any attempt to break that fall (to maintain balance). ✓ (2)
1.2.3 The tragic and sudden death of Friedman from being knocked down by a car is
ironic because drivers do stop for the goats, but it was not to be for Friedman. ✓✓ (2)
1.2.4 The community of Ga-Sefete-Molemo is experiencing change in many ways.
 There is political change (Independence of the Country).
 There is economic change (more and more people become rich and want to
have cars.
 There is social change (because of money, some people lose morals and
good values and drive recklessly or without drivers’ licences). ✓✓
NOTE: For full marks, the response must be well-substantiated. A candidate may
score 1 or 2 marks for a response which is not well substantiated. The candidate’s
interpretation must be grounded in the short story. (2)
1.2.5 Open ended.
. Yes.
 Friedman developed a new desire to assist people since the character of
Robinson Crusoe had a duty to help people.
 He also once saved people of his community from the mice that had been
washed away in a storm, but at the same time saved the mice by not killing
them, but taking them back to the wild, as a result of Robinson Crusoe’s
character.
 When Friedman asked for a bicycle so as to assist Sejosenye, he might have
been influenced by the Robinson Crusoe character. ✓✓
OR
No.
 Friedman might have gone too far with his risk-taking behaviour, as it might
have caused him to be daring in front of a truck, resulting in his death.
 He also used his courageous behaviour for the not-so-good activities, like
being naughty with the boys and running quickly after stealing. This definitely
does not make him a better person. ✓✓
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 may
score 1 mark for a response that in not well-substantiated. The candidate’s
interpretation must be grounded in the story. (2)
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SECTION B: DRAMA
QUESTION 2: SHORTER TRANSACTIONAL TEXT
 The number of marks allocated to each question serves as a guide to the
expected length of your answer.
 The body of your response should be between 80 and 100 words in length.
 The candidate’s interpretation must be grounded in the story

EXTRACT 3
3.1 DIARY ENTRIES
Feelings BEFORE and AFTER attending the literature quiz practice session.
Below are points to be referenced.
 Isabel cannot freely go into the township to visit Thami/to learn more about
the Black communitybecause of the apartheid laws.
 It refers to the idea that Mr M wants Isabel and Thami to compete as a team
in the (Grahamstown) literary quiz.
 Isabel and her school mates expect the learners to struggle with English and
that their debating skills would not be that good, the debate will be boring with
very little excitement/enthusiasm, she expects the debaters to be
humbler/polite and grateful and that they underestimate the learners and
expect to win the debate (easily).
 Isabel realises that she was completely wrong in her perception of the
learners/debating team/learners' debating skills.
 Isabel has an open relationship with her parents because she feels free to
discuss her experiences at Zolile High, she is candid when disagreeing with
their views concerning other racial groups.
 Yes. Mr M remains passive throughout the school boycotts.
 He believes that change should be implemented through negotiation and not
violence.
 He clings to his 'outdated', autocratic way of teaching in which Thami learns
that 'I teach' forms the basis of his teaching.
 Learners are not given the opportunity to become critical thinkers.
 Mr M is aware of the feelings of the learners but fails to support them in their
quest for better education/equal opportunities.
OR
 No. Mr M believes that education could free them from the bondage of
oppression.
 Mr M claims that he has worked to sabotage Bantu Education from within his
classroom and that he has been successful therein/has opposed the
government's policies on Bantu Education.
 He sees Thami as proof of his success and that he has liberated his mind.
  He creates opportunities like the debate across the colour line in an effort to
improve their education.
 He enters Thami in the Grahamstown literary quiz competition – his ultimate
aim being that Thami could gain a bursary –another effort to sabotage Bantu
Education.
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2.2 INVITATION CARD
Surprise function to honour Thami Mbikwana, one of their greatest Alma matar
(former learner) as he is about to retire after 30 years as a political activist.
The following aspects of format must be included:
 Date
 Venue
 Time
 RSVP details
 The type of function should be clear.
 The name of the retiring educator must be included.
 Language must be appropriate to the context.
 Full sentences are not necessary.
Below are points to be referenced.
 Thami compares freedom to medicine that black people need to get in order
to be healed from oppression. It is not bottles of pills and medicine, but
freedom that will heal Thami's people.
 Thami displays sarcasm/disillusionment/disappointment/disdain/anger as they
are considered bright/intelligent but they do not have the freedom to realise
their dreams.
 Thami's outstanding academic achievements make his teachers proud and
happy. However, the teacher who cares the most about him (Mr M) becomes
very unhappy/disillusioned and disappointed in him/Thami is unhappy.
 Thami does so well at school, yet he is now prepared to throw it all away to
join the Struggle.
 Thami works so hard, yet he does not benefit from his hard work under the
system of apartheid.
 Thami is resolute/adamant. He makes up his mind that he is not going to
study further.
 He is realistic/open-minded. He realises that, as a black student, he has no
future.
 Isabel lives in town and Thami lives in the location with inferior infrastructure,
e.g. Auntie lives in a two-roomed house without electricity or running water.
 They are not allowed to live together in the same areas./Racial groups are
separated according to apartheid law (the Group Areas Act). Black people do
not have the privilege to choose where they want to live. Brakwater is seen as
a 'terrible mess'.
  Different educational systems (Bantu vs. White) do not allow equal
opportunities for black people to realise their potential.
 Isabel describes the Number One Classroom, 'as the bleakest, depressing,
dingy classroom'. She cannot believe that anybody could study in such an
environment.
 Yes. Thami is no longer a child and can see that not all people in South Africa
are treated equally.
 He feels education is not going to benefit him in any case because black
people are deprived of good jobs.
 He sees the pain and suffering of his people every day and knows that there
is a better life for them.
 He does not accept the inferior education system for black people in South
Africa and wants to join those who have stood up to fight apartheid.
 No. Education is important and Thami should first complete school before
joining the struggle.
 Without a good education it will be difficult for him to change his
circumstances.
 He is intelligent and hardworking with a bright future ahead of him.
 If the fight for freedom is realised, Thami may be uneducated and without a
job.
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SHORTER TRANSACTIONAL TEXT RUBRIC