GRAAD 12

NATIONAL
SENIOR CERTIFICATE

GRADE 12

ENGLISH FIRST ADDITIONAL LANGUAGE P2

FEBRUARY/MARCH 2014

MEMORANDUM

MARKS: 70

This memorandum consists of 31 pages.

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INSTRUCTIONS AND INFORMATION

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

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

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SECTION A: NOVEL

NOTE: Candidates are required to answer ONE question (EITHER the essay OR the
contextual question) on the novel they have studied.

QUESTION 1 (ESSAY QUESTION)

TO KILL A MOCKINGBIRD

NOTE: Use the 35-mark assessment rubric on page 31 to assess candidates'

essays.
The following points are by no means exhaustive. Candidates are
expected to discuss relevant incidents from the novel in their essays.

• The trial of Tom Robinson and its outcome

o The incident between Tom Robinson and Mayella Ewell
o The proceedings in the court-room
o The verdict and its impact

• Atticus's influence on his children

o Atticus's views on discipline
o Atticus's behaviour and attitude towards others
o The values he teaches his children

• Calpurnia's influence on Jem and Scout

o Calpurnia's role as a mother-figure
o Jem's and Scout's regard for Calpurnia
o The lessons Jem and Scout learn from Calpurnia [35]

OR

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QUESTION 2 (CONTEXTUAL QUESTION)

TO KILL A MOCKINGBIRD

Candidates are required to answer BOTH questions, i.e. QUESTIONS 2.1 and 2.2.

2.1.1 (a) B/Jem and Scout's uncle 

(b) C/Jem and Scout' friend

(c) A/loved gardening 

(d) E/Jem's teacher  (4)

2.1.2 Jem and Dill exclude Scout from their games and Miss Maudie
likes having the children over.  (2)

2.1.3 Nobody ever sees him./He is a recluse.  (1)

2.1.4 False.  She tries to avoid discussing Boo by talking about her
mimosa/flowers. 

NOTE: Award a mark for the reason/motivation only if the first part
of the answer (FALSE) is correct.
If only FALSE is given, award 1 mark. (2)

2.1.5 The manner in which the Radleys have confined Boo to the house
is sad/equal to having buried him. 
Any discussion on death is morbid.
All stories about Boo are negative. 

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

2.1.6 Open-ended

Accept a relevant response which shows an understanding of the

prejudice in Maycomb society and the cruelty and unfairness of
spreading rumours.
For full marks, the response must be well-substantiated. A
candidate can score 1 mark for a response which is not well-
substantiated. (2)

2.1.7 C/imaginative  (1)

2.1.8 Open-ended

Accept a relevant response which shows an understanding of

children's/Jem's and Scout's characters and lifestyle/the freedom
the children (Jem and Scout) have to go to school and to play
outdoors. (1)

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2.1.9 They are curious. 

They are disobedient. 
They are naughty. 

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

2.2.1 Tom Robinson is accused of rape.

Atticus is the defending lawyer. 
They are awaiting the verdict.  (3)

2.2.2 Atticus does not want them to be exposed to the unfair justice
system./He does not want them to be disillusioned. (1)

2.2.3 That one should not believe rumours./It is not fair to stereotype
people/be prejudiced towards people. (1)

2.2.4 It shows that everybody/the atmosphere is tense/nervous before

the verdict is given. (1)

2.2.5 (a) Heck Tate does not reveal that Boo Radley is the killer/ does
not arrest Boo Radley. He says that Bob Ewell fell on his
knife.  (2)

(b) He loves the children/Scout and Jem. 

He is caring. 
He is protective. 
He is not the monster everybody thinks he is. 

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

2.2.6 (a) They expect Tom to be acquitted/freed/released.  (1)

(b) They think he is a brilliant lawyer  and he will win the case. 

OR

They have absolute faith in their father and that he has

convinced the jury Tom is innocent.  (2)

(c) They find Tom guilty.  (1)

2.2.7 Open-ended

Accept a relevant response which shows an understanding of the

characters of both Mayella and Tom and the racial prejudice in
Maycomb County.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not well-
substantiated. (2)

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2.2.8 Open-ended

Accept a relevant response which shows an understanding of the

circumstances surrounding Tom Robinson's death.
For full marks, the response must be well-substantiated. A
candidate can score 1 mark for a response which is not well-
substantiated. (2)
[35]

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QUESTION 3 (ESSAY QUESTION)

LORD OF THE FLIES

NOTE: Use the 35-mark assessment rubric on page 31 to assess candidates'

essays.
The following points are by no means exhaustive. Candidates are
expected to discuss relevant incidents from the novel in their essays.

• Ralph's hopes in the beginning

o Ralph's efforts to provide food and shelter
o The importance of the fire
o The need for discipline

• Ralph's relationship with Piggy

o Ralph's initial attitude towards Piggy
o How Piggy became important to Ralph
o The effect of Piggy's death on Ralph

• How the conflict with Jack changes Ralph

o The difference in Jack's and Ralph's priorities
o The battle for leadership
o How Ralph survives Jack's aggression [35]

OR

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QUESTION 4 (CONTEXTUAL QUESTION)

LORD OF THE FLIES

Candidates are required to answer BOTH questions, i.e. QUESTIONS 4.1 and 4.2.

4.1 4.1.1 (a) E/has fits

(b) D/head boy

(c) A/acts as a mock pig

(d) C/is disciplined (4)

4.1.2 (a) It is thin and white in colour.  (2)

(b) They use Piggy's glasses. (1)

(c) Smoke would attract passing ships  which would rescue

them.  (2)

4.1.3 A/excited (1)

4.1.4 Jack is interested in hunting/fun and games/food while Ralph is

interested in shelter and rescue.  (2)

4.1.5 Jack and his 'tribe'  come to steal Piggy's glasses.  (2)

4.1.6 He needs privacy/to be alone./He wants to be in a beautiful

place.  (1)

4.1.7 Open-ended

Accept a relevant response which shows an understanding of the

harmful effects of bullying/conduct that is unacceptable in civilised
society.
For full marks, the response must be well-substantiated. A
candidate can score 1 mark for a response which is not well-
substantiated. (2)

4.1.8 Open-ended

Accept a relevant response which shows an understanding of the

relationship between Ralph and Simon and Simon's good nature.
For full marks, the response must be well-substantiated. A
candidate can score 1 mark for a response which is not well-
substantiated. (2)

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4.2 4.2.1 They were evacuated during a war. Their plane caught fire. 
They were let down via a tube  and landed on the island. (3)

4.2.2 The boys form two opposing armies. 

They kill each other. 
They behave like soldiers. 
Jack has an army. 
Jack's team hunts Ralph. 

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

4.2.3 True.  Simon comes across the dead parachutist./Simon comes

to realise that the only beast is the evil within themselves. 

NOTE: Award a mark for the reason/motivation only if the first part
of the answer (TRUE) is correct.
If only TRUE is given, award 1 mark. (2)

4.2.4 Open-ended

Accept a relevant response which shows an understanding of the

severity of the situation and the officer's sense of surprise/disbelief. (1)

4.2.5 They look dirty. 

Their hair is unkempt/long. 
Their faces are painted. 
They are running with sticks. 
They are naked. 
They have distended bellies. 

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

4.2.6 (a) He is brave/courageous. 

He is responsible. 
He is arrogant. 
He is confident.
He is idealistic.
He is assertive. 

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

(b) It shows his pride of being the elected leader. 

It shows he has a sense of responsibility. 
It shows he is proud/not afraid to admit he has lost control. 
He has presence of mind.

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

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4.2.7 Open-ended

Accept a relevant response which shows an understanding of

Ralph's character and the extent to which he has been affected by
events on the island.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated. A
candidate can score 1 mark for a response which is not well-
substantiated. (2)
[35]

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QUESTION 5 (ESSAY QUESTION)

A GRAIN OF WHEAT

NOTE: Use the 35-mark assessment rubric on page 31 to assess candidates'

essays.
The following points are by no means exhaustive. Candidates are
expected to discuss relevant incidents from the novel in their essays.

The following points may be included in the essay, among others, but allow for
candidates' own interpretation as well:

• Mumbi before her marriage to Gikonyo

o What makes Mumbi different from the other young women
o How Mumbi sees herself
o How other people view Mumbi

• Mumbi's attempts to survive while Gikonyo is in detention

o Taking care of her mother-in-law
o Mumbi's attempts to preserve her independence
o Her relationship with Karanja

• Mumbi's life after Gikonyo's return to Thabai

o How Mumbi deals with Gikonyo's rejection
o The difficult decisions she has to make
o Her reconciliation with Gikonyo [35]

OR

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QUESTION 6 (CONTEXTUAL QUESTION)

A GRAIN OF WHEAT

Candidates are required to answer BOTH questions, i.e. QUESTIONS 6.1 and 6.2.

6.1.1 (a) He is contemplating killing her/imagining himself strangling

her.  (1)

(b) She thinks he is capable of killing while he dislikes

violence.  (2)

6.1.2 She never stopped making it clear that he was a burden to her/an
ungrateful wretch.
She falsely accused him of theft. 
She drank too much and forced him to clean up after her when she
was sick. 
She constantly broke down his self-esteem and pride/made sure
he was haunted by a very bad self-image. 
She constantly hit him. 

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

6.1.3 His difficult childhood/living with his abusive aunt prevented him
from establishing normal relationships. 
He is a dreamer/not an outgoing person. 
He finds happiness/solace in working the land rather than in the
company of others. 
His betrayal of Kihika leaves him feeling so guilty and afraid that he
tries to avoid others as far as possible. 

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

6.1.4 Mugo is asked (by General R and Lieutenant Koina) to speak at

the Uhuru celebrations. They also want him to make himself
available as chief of the Thabai/Rung'ei area.  (2)

6.1.5 He betrayed Kihika./He confessed to betraying Kihika.  (1)

6.1.6 (a) personification (1)

(b) The word 'soar' has the meaning of climbing or rising/flying/not

being earth-bound.  In the same way Mugo's dreams took off
without limits/knew no bounds.  (2)

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6.1.7 (a) He was her brother. (1)

(b) Kihika prevented Mugo's dreams from coming true.  (1)

(c) Open-ended

Accept a relevant response which shows an understanding of

Mugo's unrealistic ambitions.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)

6.1.8 Open-ended

Accept a relevant response which shows an understanding of

Waitherero's ill-treatment of Mugo, Mugo's character and the
impact of abuse on him.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)

6.2.1 (a) B/a respected village elder 

(b) C/collaborates with the British

(c) A/a plant pathologist

(d) D/a flirtatious Englishwoman (4)

6.2.2 B/he wanted to buy the farm, but he did not succeed. (1)

6.2.3 (a) The Kenyans who are taking over from the British.  (1)

(b) They have too much/unlimited power/the power to determine

the course of others' lives.  (1)

6.2.4 Gikonyo knows the boy is not his son  but he also understands
that he (the boy) is not responsible for anything.  (2)

6.2.5 False They will be just as corrupt/worse than the British rulers.

NOTE: Award a mark for the reason/motivation only if the first

part of the answer (FALSE) is correct.
If only FALSE is given, award 1 mark. (2)

6.2.6 He feels that she betrayed him/she had a child with Karanja/slept
with Karanja while Gikonyo was in detention.  (2)

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6.2.7 Open-ended

Accept a relevant response which shows an understanding of the

relationship between Gikonyo and Mumbi and her feelings towards
him in spite of his harsh treatment of her. (1)

6.2.8 Open-ended

Accept a relevant response which shows an understanding of

Karanja's beliefs and motives.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)
[35]

TOTAL SECTION A: 35

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SECTION B: DRAMA
NOTE: Candidates are required to answer ONE question (EITHER the essay OR the
contextual question) on the drama they have studied.
QUESTION 7 (ESSAY QUESTION)
ROMEO AND JULIET
NOTE: Use the 35-mark assessment rubric on page 31 to assess the
candidates' essays.
The following points are by no means exhaustive. Candidates are
expected to discuss relevant incidents from the play in their essays.
The following points may be included in the essay, among others, but allow for
candidates' own interpretation as well:

• How the Montagues contribute to the tragedy

o The feud between the Capulets and the Montagues
o Their attitude towards Romeo
o How they could have acted differently

• How the Capulets contribute to the tragedy

o The Capulets' ambition for their daughter
o Lord Capulet's unreasonable behaviour
o Lady Capulet's unsympathetic treatment of Juliet

• How Romeo and Juliet influence their own fate

o Romeo's and Juliet's impulsive behaviour
o How they are ill-advised
o The tragic outcome of their actions [35]

OR

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QUESTION 8 ( CONTEXTUAL QUESTION )

ROMEO AND JULIET

Candidates are required to answer BOTH questions, i.e. QUESTIONS 8.1 and 8.2.

8.1.1 (a) Verona 

(b) Escalus 

(c) feud/dispute/fight/battle/row/quarrel/hostility/disagreement/
argument/grudge 

(d) death (4)

8.1.2 Romeo cannot win Rosaline's heart.

He goes to the ball in the hope of seeing her.
Instead, he sees Juliet and falls in love with her. 

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

8.1.3 He wants the Friar to marry him and Juliet. (1)

8.1.4 (a) happy expression/smiling (1)

(b) shock/astonishment/concern.  (1)

8.1.5 Rosaline rejected Romeo  and broke his heart/ made him sad.  (2)

8.1.6 It refers to both Romeo and Juliet being struck by love/Cupid's

arrow.  (1)

8.1.7 impulsive/hasty/fickle/erratic/unpredictable/impetuous/rash/
irresponsible

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

8.1.8 They share a close relationship. 

Romeo trusts Friar Lawrence. 
Romeo confides in the friar. 

NOTE: Accept any ONE of the above. (1)

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8.1.9 Open-ended

Accept a relevant response which shows an understanding of the

circumstances surrounding the tragedy and Friar Lawrence's
actions/advice to Romeo and Juliet.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)

8.1.10 Open-ended

Accept a relevant response which shows an understanding of

Romeo's and Juliet's characters and the challenges that faced
them. (1)

8.2.1 She brings news that Juliet is to marry Paris. (1)

8.2.2 panic/nervousness/concern/confusion (1)

8.2.3 Tybalt challenges Romeo/wants to fight Romeo. Instead, he

fights Mercutio  and kills him. Romeo kills Tybalt to take
revenge.  (3)

8.2.4 D/hyperbole (1)

8.2.5 (a) Too much sadness/expression of too much sadness  shows

that you are weak/cannot control yourself./You are not
sensible/clear.  (2)

(b) She lacks compassion./She is unsympathetic. (1)

8.2.6 (a) Tybalt  (1)

(b) Romeo  (1)

8.2.7 False.  She walks out on her./She tells her she must do as she
pleases. 

NOTE: Award a mark for the reason/motivation only if the first part
of the answer (FALSE) is correct.
If only FALSE is given, award 1 mark. (2)

8.2.8 Open-ended

Accept a relevant response which shows an understanding of

Juliet's relationship with Romeo and with Tybalt.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)
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8.2.9 Open-ended

Accept a relevant response which shows an understanding of

possible reasons Lady Capulet dislikes Romeo.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)
[35]

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QUESTION 9 (ESSAY QUESTION )

NOTHING BUT THE TRUTH

NOTE: Use the 35-mark assessment rubric on page 31 to assess candidates'

essays.
The following points are by no means exhaustive. Candidates are
expected to discuss relevant incidents from the play in their essays.

The following points may be included in the essay, among others, but allow for
candidates' own interpretation as well:

• Themba's influence on Sipho

o Themba and Sipho's childhood
o Themba's actions during the struggle
o Themba's influence on Sipho's family

• The impact of Mandisa's arrival

o The reason for Mandisa's visit
o The emotional impact her arrival has on Sipho
o Mandisa's lifestyle and views

• A new Sipho
o Forgiveness and reconciliation
o Acceptance of his situation
o Sipho's plans for the future [35]

OR

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QUESTION 10 (CONTEXTUAL QUESTION)

NOTHING BUT THE TRUTH

Candidates are required to answer BOTH questions, i.e. QUESTIONS 10.1 and
10.2.

10.1 10.1.1 (a) librarian

(b) Mandisa

(c) ashes/urn 

(d) retirement (4)

10.1.2 (a) upset/angry/disappointed/offended/hurt  (1)

(b) calm
rational
reasonable 
peaceful
patient 

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

10.1.3 He was not sure how he was going to organisea funeral service if
there was no corpse. 

OR

He expected to fetch a corpsefrom the airport, but returned

instead with an urn of ashes.  (2)

10.1.4 anger/frustration/anxiety/confusion (1)

10.1.5 (a) She was angry/upset/disappointed (1)

(b) Mandisa is not traditional./She is liberal.

Mandisa is disrespectful/outspoken/rude.
Mandisa has been westernised/has picked up British
language/phrases. 

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

10.1.6 apologetic/reconciliatory/pacifying (1)

10.1.7 C/he went into exile and remained there (1)

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10.1.8 Open-ended

Accept a relevant response which shows an understanding of the

complex relationship between Themba and Sipho.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)

10.1.9 Open-ended

Accept a relevant response which shows an understanding of the

value of knowing one's traditional practices/heritage/keeping up
with changing times.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)

10.2.1 political gatherings  (1)

10.2.2 It made no difference./He treated all women the same.  (1)

10.2.3 He was a political activist. 

The Security Police were looking for him. 
He slept with his brother's wife and was ashamed. 
He had many adulterous relationships and this posed a danger to
his life. 

NOTE: Accept any THREE of the above. (3)

10.2.4 He is worried that someone will kill his brother. He also blames
him for Luvuyo's death.  (2)

10.2.5 She is shocked that a person whom she loved could be

described in such bad light. 

OR

She idolised her father  yet Sipho blames him for killing Luvuyo. (2)

10.2.6 He had a conviction/premonition/feeling that Luvuyo was going to

die. 

OR

Luvuyo was so angry with Sipho that he felt he hated him.  (1)

10.2.7 Thando wanted Sipho to stop talking about the hurtful past. (1)

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10.2.8 False.  He thought that Sipho was a coward. 

NOTE: Award a mark for the reason/motivation only if the first part
of the answer (FALSE) is correct.
If only FALSE is given, award 1 mark. (2)

10.2.9 Open-ended

Accept a relevant response which shows an understanding of

Themba's actions and circumstances.
Do NOT award a mark for YES or NO. (1)

10.2.10 Open-ended

Accept a relevant response which shows an understanding of the

reasons for Sipho's anger.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated.
A candidate can score 1 mark for a response which is not
well-substantiated. (2)
[35]

TOTAL SECTION B: 35

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SECTION C: SHORT STORIES

NOTE: Candidates are required to answer ONE question (EITHER the essay OR the
contextual question) on one of the short stories they have studied.

QUESTION 11 (ESSAY QUESTION)

THE DUBE TRAIN

NOTE: Use the 35-mark assessment rubric on page 31 to assess the

candidates' essays.
The following points are by no means exhaustive. Candidates are
expected to discuss relevant incidents from the short story in their
essays.

The following points may be included in the essay, among others, but allow for
candidates' own interpretation as well:

• The tsotsi
o The possibility that the tsotsi knows the young girl
o The way the tsotsi treats the young girl
o His behaviour towards the elderly woman

• The huge man

o His initial lack of involvement
o His feelings about the tsotsi swearing at the old woman
o His violent reaction

• The woman who shouts at the men

o Her disapproval of the tsotsi's treatment of the girl
o Her disapproval of the men's cowardly behaviour
o How the tsotsi's treatment of this woman forces the huge man to react
violently [35]

OR

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QUESTION 12 (CONTEXTUAL QUESTION)

The Coffee-cart Girl – Es'kia Mphahlele

12.1 12.1.1 The strikers become violent. 

The strikers destroy some of the carts. 
China pulls Pinkie's cart across the street.  (3)

12.1.2 To show respect./He is older than Pinkie.  (1)

12.1.3 C/annoyance (1)

12.1.4 She is poor./She appears to be undernourished.  (1)

12.1.5 She finds him attractive yet repulsive. 

She is attracted to himbut realises that he might be dangerous. 

NOTE: For full marks a candidate must give a positive and a

negative feeling. (2)

12.1.6 (a) simile (1)

(b) He is beautiful/scary/emotionless (1)

12.1.7 He loses his job.  (1)

12.1.8 Pinkie leads a poor life./She cannot get a proper job./She is no

longer allowed to operate her cart. 
China is underpaid./He loses his job when he participates in a
protest strike./He has trouble finding a new job. 

NOTE: Award one mark for Pinkie and one mark for China. (2)

12.1.9 She is compassionate. 

She is caring. 
She is sympathetic. 
She is unselfish. 
She is grateful. 

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

12.1.10 Open-ended

Accept a relevant response which shows an understanding of

Pinkie's need to make a living as opposed to the rules/by-laws in
the city.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated.
A candidate can score one mark for a response which is not
well-substantiated. (2)

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12.2.1 (a) ring

(b) jealous
(c) aggressive
(d) guilty (4)

12.2.2 He is a cheapjack/hawker/vendor (1)

12.2.3 False.  Naidoo gave her the ring as payment for the coffee and
cakes. 

NOTE: Award a mark for the reason/motivation only if the first part
of the answer (FALSE) is correct.
If only FALSE is given, award 1 mark. (2)

12.2.4 A cat is ferocious and a mouse is timid. 

OR

Just as a cat can overpower a mouse so, too, can China

overpower Pinkie. 

OR

She has no chance against China,as he is much stronger than

she is. 

NOTE: Accept any ONE of the above combinations. (2)

12.2.5 He was aggressive/violent/He was a murderer. 

NOTE: Accept any ONE of the above (1)

12.2.6 She is puzzled/does not understand that his aggressive

behaviour has changed to that of being apologetic.  (2)

12.2.7 (a) He realises that she is innocent./He still loves her.  (1)

(b) Open-ended

Accept a relevant response which shows an understanding of

what happens between Pinkie and China, his violent past and
how it affects her.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated. A
candidate can score one mark for a response which is not
well-substantiated. (2)

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12.2.8 Open-ended

Accept a relevant response which shows an understanding of

Pinkie's actions and her feelings towards China.
Do NOT award a mark for YES or NO. (1)

12.2.9 Open-ended

Accept a relevant response which shows an understanding of the

characters and the structure of the short story.
Do NOT award a mark for YES or NO.
For full marks, the response must be well-substantiated.
A candidate can score one mark for a response which is not
well-substantiated. (2)
[35]

TOTAL SECTION C: 35

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English First Additional Language/P2 27 DBE/Feb.–Mar. 2014
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SECTION D: POETRY

NOTE: Candidates are required to answer ANY TWO of the prescribed poems.

QUESTION 13: Death be not proud – John Donne

13.1 13.1.1 person ( ½ )

13.1.2 powerful ( ½ )
13.1.3 overcome ( ½ ) (1½)

13.2 3 quatrains/3 sets of 4 lines and a rhyming couplet. (2)

13.3 To show Death it is not powerful./To tell Death that it is weak. (1)

13.4 To mock Death./To show a kind of pity./To show Death's lack of power.

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

13.5 13.5.1 rest  and sleep  (2)

13.5.2 Death must also be a pleasant experience.  (1)

13.6 True.  'Rest of their bones, and souls' delivery.'

NOTE: Award a mark for the reason/motivation only if the first part of the
answer (TRUE) is correct.
If only TRUE is given, award 1 mark. (2)

13.7 poison/sickness/fate/chance/war/suicide

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

13.8 B/contempt (1)

13.9 Open-ended

Accept a relevant response which shows an understanding of the influence of

the judiciary, politics, crime and suicide or death. Do NOT award a mark for
YES or NO. (1)

13.10 Open-ended

Accept a relevant response which shows an understanding of the poet's

argument and the various ideas about the concept of death. Do NOT award a
mark for YES or NO.
For full marks, the response must be well-substantiated. A candidate can score
one mark for a response which is not well-substantiated. (2)
[17½]

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QUESTION 14: 'Cheetah' – Charles Eglington

14.1 14.1.1 harmless ( ½)

14.1.2 killer ( ½)
14.1.3 feared ( ½) (1½)

14.2 'grinning, gangling' (1)

14.3 kitten/cat
pup/dog (2)

14.4 It looks like a leopard  but is not quite the same/as impressive. 

OR

Although it is stealthy like the leopard,  it is not the same because it is

grinning and gangling.  (2)

14.5 True.  'slouching'/ 'loose-limbed'/ 'lolling'/ 'purring' 

NOTE: Award a mark for the reason/motivation only if the first part
of the answer (FALSE) is correct.
If only FALSE is given, award 1 mark. (2)

14.6 When the sun sets, shadows/darkness develop which hide the cheetah.  (2)

14.7 There is still light to enable them to escape.

They depend more on smell than sight to sense the cheetah's presence.
They prioritise grazing more than safety.

NOTE: Accept any ONE of the above. (1)

14.8 Fear/Awareness of the cheetah's presencepasses through the herds

separating them like a rake parting leaves.  (2)

14.9 A/in a hurry  (1)

14.10 Open-ended

Accept a relevant response which shows an understanding of the working of a

noose and the cheetah's movement towards the herd. Do NOT award a mark
for YES or NO. (1)

14.11 Open-ended

Accept a relevant response which shows an understanding of the theme of

survival and the issues surrounding hunting for pleasure.
For full marks, the response must be well-substantiated. A candidate can
score one mark for a response which is not well-substantiated. (2)
[17½]

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QUESTION 15: 'The serf' – Roy Campbell

15.1 15.1.1 sleepwalking ( ½)

15.1.2 ploughing ( ½)
15.1.3 battles( ½) (1½ )

15.2 It is very hot/difficult/uncomfortable.  (1)

15.3 'hooves' (1)

15.4 15.4.1 The land before it is ploughed. (1)

15.4.2 The land after it is ploughed/the eventual/imminent revolution. (1)

15.5 15.5.1 'share'/'plough'  (1)

15.5.2 True  'Lies fallow now' 

NOTE: Award a mark for the reason/motivation only if the first part
of the answer (FALSE) is correct.
If only FALSE is given, award 1 mark. (2)

15.5.3 C/pointed  (1)

15.6 'toppled clods'

'falling flowers'  (2)

15.7 15.7.1 personification (1)

15.7.2 Just as there is nothing on a naked person,  there is nothing on

the earth.  (2)

15.8 Open-ended

Accept a relevant response which shows an understanding of the working

conditions of the serf. Do NOT award a mark for YES or NO. (1)

15.9 Open-ended

Accept a relevant response which shows an understanding of the serf's

wishes and the way oppression is eventually overcome. Do NOT award a
mark for YES or NO.
For full marks, the response must be well-substantiated. A candidate can
score one mark for a response which is not well-substantiated. (2)
[17½]

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English First Additional Language/P2 30 DBE/Feb.–Mar. 2014
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QUESTION 16: 'A prayer for all my countrymen' – Guy Butler

16.1 16.1.1 plea (½)

16.1.2 unjust (½)
16.1.3 cruelty (½) (1½ )

16.2 16.2.1 (few) people (1)

16.2.2 They are able to see that the future will be better.  (2)

16.2.3 Injustice/torture/insults/oppression/persecution (1)

16.3 People terrorise each other/ hurt each other by means of words and deeds. 
People hate each other.  (2)

16.4 16.4.1 metaphor (1)

16.4.2 The speaker compares the period they are living in to something
that is decomposing/diseased/bad.  (2)

16.5 True.  'beaten, broken'

NOTE: Award a mark for the reason/motivation only if the first part of the
answer (TRUE) is correct.
If only TRUE is given, award 1 mark. (2)

16.6 B/to live ordinary lives despite hardships.  (2)

16.7 Optimistic/hopeful/sad/respectful/humble (1)

16.8 Open-ended

Accept a relevant response which shows an understanding of the problems

addressed in this poem and the power of prayer. Do NOT award a mark for
YES or NO. (1)

16.9 Open-ended

Accept a relevant response which shows an understanding of the period in

which the poem is set and the current situation. Do NOT award a mark for
YES or NO.
For full marks, the response must be well-substantiated. A candidate can
score one mark for a response which is not well-substantiated. (2)
[17½]

TOTAL SECTION D: 35
GRAND TOTAL: 70

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English First Additional Language/P2 31 DBE/Feb.–Mar. 2014
NSC – Memorandum

FIRST ADDITIONAL LANGUAGES: RUBRIC FOR MARKING THE LITERATURE ESSAY

Note the difference in marks awarded for content versus structure and language.
CONTENT [25] MARK STRUCTURE AND LANGUAGE [10]
CODES & MARK Interpretation of topic. Depth of argument, ALLOCATION Structure, logical flow & presentation.
ALLOCATION justification & grasp of prescribed work. Language, tone and style.
Code 7 Outstanding - In-depth interpretation of topic, all aspects of topic fully Outstanding - Coherently structured piece.
explored. - Excellent introduction & conclusion.
80–100% - Excellent response. (90+: outstanding response). - Arguments well structured & clearly developed.
20–25 - Range of striking arguments extensively supported from 8–10 - Language, tone & style mature, impressive & correct.
marks text. marks
- Excellent understanding of genre & text.
Code 6 Meritorious - Above average interpretation of topic. All aspects of topic Meritorious - Essay well structured.
adequately explored. - Good introduction & conclusion.
70–79%
- Detailed response. - Arguments & line of thought easy to follow.
17½–19½ - Range of sound arguments given, well supported from text. 7–7½ - Language, tone & style correct & suited to purpose.
marks - Very good understanding of genre & text. marks - Good presentation.

Code 5 Substantial - Shows understanding & has interpreted topic well. Substantial - Clear structure & logical flow of argument.
- Fairly detailed response to topic. - Introduction, conclusion & other paragraphs
60–69% - Some sound arguments given, but not all as well motivated coherently organized.
15–17 as they could be. 6–6½ - Flow of argument can be followed.
marks - Understanding of genre & text evident. marks - Language, tone & style largely correct.
Code 4 Adequate - Fair interpretation of topic, but not all aspects explored in Adequate - Some evidence of structure.
detail. - Essay lacks well-structured flow of logic &
50–59%
- Some good points in support of topic. coherence.
12½–14½ - Most arguments supported but evidence is not always 5–5½ - Language errors minor, tone & style mostly
marks convincing. marks appropriate.
- Basic understanding of genre & text. - Paragraphing mostly correct.
Code 3 Moderate - Very ordinary, mediocre attempt to answer question. Moderate - Planning and/or structure faulty.
- Very little depth of understanding in response to topic. - Arguments not logically arranged.
40–49% - Arguments not convincing & very little justification from - Paragraphing faulty.
10–12 text. 4–4½ - Language errors evident.
marks - Learner has not fully come to grips with genre or text. marks - Tone & style not appropriate to purpose of academic
writing.
Code 2 Elementary - Poor grasp of topic. Elementary - Poor presentation & lack of planned structure
- Response repetitive & sometimes off the point. impedes flow of argument.
30–39%
- No depth of argument, faulty interpretation/Arguments not - Language errors & incorrect style make this a largely
7½–9½ supported from text. 3–3½ unsuccessful piece of writing.
marks - Very poor grasp of text & genre. marks
Code 1 Not - Response bears some relation to topic but argument Not Achieved - Difficult to determine if the topic has been
difficult to follow or largely irrelevant. addressed.
0–29% achieved
- Poor attempt at answering the question. The few relevant - No evidence of planned structure or logic.
points have no justification from the text. 0–2½ - No paragraphing or coherence.
0–7 - Very poor grasp of text & genre. marks - Poor language.
marks - Incorrect style & tone.

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