1002.2 ENGLISH FIRST LANGUAGE SG (PRIMARY …wcedmis.pgwc.gov.za/wcedmis/webadmin.wwdoc_process.process... · Refer to Sonnet 116 by William Shakespeare in the Addendum. ... 5.3 Refer

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ENGLISH FIRST LANGUAGE STANDARD GRADE (PRIMARY LANGUAGE) (PAPER 2)

1002.2 ENGLISH FIRST LANGUAGE SG (PRIMARY LANGUAGE) (PAPER 2) NOVEMBER 2007

SENIOR CERTIFICATE EXAMINATION: 2007

This question paper consists of 13 pages and an addendum of 8 pages.

WCED: SENIOR CERTIFICATE EXAMINATION/N'2007 ENGLISH FIRST LANGUAGE SG/P2

(PRIMARY LANGUAGE) (1002.2)

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INSTRUCTIONS

1. ANSWER THE FOLLOWING QUESTIONS

SECTION A: Poetry: There are four questions (12 marks each). Answer any TWO questions (12 + 12 = 24). An additional mark may be awarded for appropriate presentation and language, to make the total 25 marks for this section. AND

SECTION B: Drama: There are four questions. A contextual question and an essay-type question have been set on each of two plays. Answer ONE question (25 marks).

AND

SECTION C: Novel: There are two questions. A contextual question and an essay-type question have been set on the novel. Answer ONE question (25 marks).

PLEASE NOTE THAT IF YOU ANSWER A CONTEXTUAL QUESTION FROM SECTION B, YOU MUST ANSWER AN ESSAY QUESTION FROM SECTION C.

BUT IF YOU ANSWER AN ESSAY QUESTION FROM SECTION B, YOU MUST ANSWER A CONTEXTUAL QUESTION FROM SECTION C.

NO CREDIT WILL BE GIVEN FOR ANSWERING MORE QUESTIONS THAN ARE REQUIRED.

2. ARRANGEMENT OF ANSWERS: Begin each section on a new page. Do not write headings for your answers. Write only the question numbers.

3. LENGTH OF ESSAY ANSWERS: The suggested length is about 350 words. Avoid re-telling the story. Make sure that you stick to the question.

4. LENGTH OF CONTEXTUAL ANSWERS: Aim at conciseness and relevance. Be guided by the mark allocation. Answer in your own words as far as possible, except when actually quoting.

5. PRESENTATION: Accuracy in grammar, spelling and punctuation, as well as neat presentation, will count in your favour.

6. PERSONAL JUDGEMENT: Do not hesitate to give your personal judgement frankly where required. Your answers will be assessed on the competence of your expression and your understanding of the work.



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SECTION A: POETRY Answer any TWO of the four questions in this section (2 x 12 = 24). An additional one mark may be awarded for appropriate presentation and language, to make the total for this Section 25 marks. Please note that the Unseen Poem (QUESTION 1) is not compulsory. QUESTION 1: UNSEEN POEM: (NOT COMPULSORY) Refer to A Woman’s Hands by Eva Bezwoda in the Addendum. 1.1 ‘A woman’s hands always hold something: A handbag, a vase, a child, a ring, an idea.’ (lines 1-2) 1.1.1 What do these two lines say about the lives of women? (2) 1.1.2 Choose any two of the objects mentioned in line 2 and

say what activities each might suggest. (2) [4] 1.2 ‘My hands are tired of holding’ They simply want to fold themselves.’ (lines 3-4) 1.2.1 How does the speaker feel in these lines? (Do not merely write ‘tired’.) (2) 1.2.2 How would the meaning change if instead of ‘They simply want to fold

themselves’ (line 4), the speaker had written ‘I simply want to fold my hands’? (2) [4] 1.3 ‘On a crowded bus, I watched a nun’s empty hands’ (line 5) What job does the speaker realize a nun has despite her empty hands? [2] 1.4 ‘Scattering cooking pots’ (line 10) 1.4.1 What does the speaker want to do about her life? (1) 1.4.2 The word ‘scattering’ (line 10) suggests the speaker has

A a weary attitude. B an irresponsible attitude. C a rebellious attitude. D a careless attitude. (1) [2]

/12/

AND/OR



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QUESTION 2 Refer to Sonnet 116 by William Shakespeare in the Addendum. 2.1 ‘Let me not to the marriage of true minds Admit impediments.’ (lines 1-2) 2.1.1 When Shakespeare writes about love, why does he call it a marriage of true minds. Refer to both words in bold. (2) 2.1.2 What does Shakespeare say are the reasons people fall out of love

(i.e. the ‘impediments’ to love)? (2) [4] 2.2 ‘it is an ever-fixèd mark’ (line 5) 2.2.1 What does ‘ever-fixèd’ say about Shakespeare’s view of love? (1) 2.2.2 Quote 2 separate words from the second quatrain (lines 5-8) which convey

the opposite to the word ‘ever-fixèd’. (2) [3] 2.3 ‘It is the star … Whose worth’s unknown, although his height be taken.’ (lines 7-8) What does the comparison between the star and love tell us about the qualities

of the kind of love Shakespeare writes about? [2] 2.4 Refer to the third quatrain (lines 9-12). What picture does Shakespeare give of time and the way it affects people? [2] 2.5 In the closing couplet (lines 13-14), Shakespeare tries to convince us that his opinions of love are correct. In your own words explain his closing argument. [1]

/12/

AND/OR



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QUESTION 3 Refer to I saw your mother by Jeremy Cronin in the Addendum. 3.1 ‘on the day that you died’ (line 5) The event of the speaker’s wife’s death is surely the most significant aspect

of the day he describes, yet he puts the line last in stanza one. Why does he do this? [2]

3.2 ‘one quarter hour’ (line 4) Why does the speaker use ‘one’ instead of ‘a’ quarter of an hour which is

more usual? [2] 3.3 ‘I was told, and warned’ (line 7) 3.3.1 In what way does what he was told reflect negatively on the guards? (2) 3.3.2 How does the warning reflect the insensitivity of the guards? (2) [4] 3.4 ‘I couldn’t place my arm around her’ (lines 12-13) Quote one line from elsewhere in the poem to show why he could not do so. [1] 3.5 ‘one crime they managed not to perpetrate’ (lines 20-21) 3.5.1 Which word in the quote implies that many crimes were committed on

this day? (1)

3.5.2 What is the speaker’s tone in the statement quoted? (1) 3.5.3 What for the speaker was the worst crime committed by the guards on

this day? (1) [3]

/12/

AND/OR



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QUESTION 4 Refer to Decomposition by Zulfikar Ghose in the Addendum. 4.1 Refer to lines 1-3. The opening three lines of the poem have a detached, almost indifferent tone.

Which single word reinforces the mood of detachment? [1] 4.2 ‘his shadow thrown aside like a blanket’ (line 4) 4.2.1 This simile changes the tone from one of detachment to one of A intimacy. B sympathy. C love. D care. (1) 4.2.2 Does the beggar have a blanket? (1) [2] 4.3 In stanza 2 (lines 5-8), the physical condition of the old man is described.

Give two characteristics of the old man that stand out for you. Please quote briefly in addition to your answer. [4]

4.4 ‘Behind him, there is a crowd passingly

bemused’ (lines 9-10) What do these lines tell us about the people walking past? [2] 4.5 ‘I thought it then a good composition’ (line 13) 4.5.1 What word in the quote tells us that the speaker no longer feels it is a good composition? (1) 4.5.2 How does he feel about his photograph now? (1) 4.5.3 Quote a word or phrase from lines 17-20 which shows that the

poet’s conscience bothers him. (1) [3]

/12/ TOTAL FOR SECTION A: 12 + 12 + 1 = /25/

[ENSURE THAT YOU HAVE ANSWERED ONLY TWO QUESTIONS FROM SECTION A.]



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SECTION B: DRAMA: Hamlet or Othello by William Shakespeare Answer only ONE of the four questions in this Section. Note that if you answer a contextual question in Section B, you must answer an essay question in Section C. If you answer an essay question in Section B, you must answer a contextual question in Section C. QUESTION 5: Contextual Question: Hamlet by William Shakespeare Refer to Extract A in the Addendum. 5.1 HAMLET O, that this too too sullied flesh would melt, Thaw and resolve itself into a dew! Or that the Everlasting had not fixed His canon ’gainst self-slaughter! (lines 129-132) 5.1.1 Why does Hamlet feel that his flesh is ‘sullied’(dirty)? (2) 5.1.2 Which word (in the quote) indicates Hamlet’s desire to commit suicide? (1) 5.1.3 Why does he ultimately decide against suicide? (2) [5] 5.2 HAMLET O God, God, How weary, stale, flat, and unprofitable Seem to me all the uses of this world! (lines 132-134) What do the quoted words tell you about Hamlet’s state of mind at this time? [2] 5.3 Refer to lines 137 to 146. In your own words write the three reasons Hamlet gives for his state of mind. [3]

5.4 HAMLET

’tis an unweeded garden (line 135)

If the ‘unweeded garden’ is a metaphor for the quality of life in Denmark, what does Hamlet want to emphasise about life in Denmark with this metaphor? [2]



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5.5 HAMLET …things rank and gross in nature Possess it merely. (lines 136-137) This line means that A evil goes on its way and good does not matter. B ugliness is all around him in nature. C good people are ugly by nature. D evil cannot be stopped. [1] 5.6 HAMLET Frailty, thy name is woman! (line 146) What does Hamlet feel is ‘frailty’ in his mother, and by implication, in all women? [2]

AND

Refer to Extract B in the Addendum. 5.7 HAMLET Look here, upon this picture, and on this, The counterfeit presentment of two brothers. See what a grace was seated on this brow Hyperion’s curls (lines 53-56) 5.7.1 In this conversation with his mother, Hamlet again,

as in passage A, refers to his father as ‘Hyperion’. What qualities do Hyperion and his father have in common? (2)

5.7.2 By implication, Claudius does not have the qualities Hamlet ascribes to his father. Why does he feel the need to point out their differences? (2) [4] 5.8 HAMLET Where every god did seem to set his seal (line 61) What do these words say about the moral life of Old Hamlet, Hamlet’s father? [2]



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5.9 HAMLET

Look you now what follows. Here is your husband, like a mildewed ear, Blasting his wholesome brother. (lines 63-65) Claudius is described as mildewed and Old Hamlet as wholesome. Explain carefully, with specific reference to the words in bold, what these

words mean in Hamlet’s comparison and description of: 5.9.1 Claudius (2) 5.9.2 Old Hamlet. (2) [4]

/25/

OR QUESTION 6: Essay Question: Hamlet by William Shakespeare LAERTES The King, the King’s to blame. (Act 5, Scene 2, line 314) Do you agree with Laertes that Claudius is to blame for all the deaths

and tragedy that have plagued Denmark? Give your opinion in an essay. Carefully substantiate your views with evidence from the play. /25/

OR



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QUESTION 7: Contextual Question: Othello by William Shakespeare Refer to Extract A in the Addendum. 7.1 OTHELLO It is the cause, it is the cause, my soul – Let me not name it to you, you chaste stars!– It is the cause. Yet I’ll not shed her blood (lines 1-3) 7.1.1 What is the ‘cause’ Othello refers to? (1) 7.1.2 What is the effect of the repetition of ‘It is the cause’? (2) 7.1.3 What is significant in referring to the stars as ‘chaste’? (2) 7.1.4 Give two reasons why Othello does not want to ‘shed her blood’? (4) [9] 7.2 OTHELLO Yet she must die, else she’ll betray more men. (line 6)

How does Othello see his intention to kill Desdemona? [2]

7.3 OTHELLO Put out the light, and then put out the light. (line 7)

Othello is referring to two different ‘lights’, one literal, the other figurative.

7.3.1 What is the literal meaning of ‘put out the light’? (2) 7.3.2 What is the figurative meaning of ‘put out the light’? (2) [4]

AND

Refer to Extract B in the addendum.

7.4 OTHELLO Then must you speak Of one that loved not wisely, but too well; Of one not easily jealous, but, being wrought, Perplexed in the extreme; (lines 345-348) Explain why you may agree with Othello’s assessment that he

7.4.1 ‘loved not wisely, but too well’, (2)

7.4.2 was ‘not easily jealous, but, being wrought’, and (2)

7.4.3 was ‘Perplexed in the extreme’. (2) [6]



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7.5 What similarities does Othello see between himself and 7.5.1 ‘the base Indian’ (line 349) and (2) 7.5.2 ‘a turbaned Turk’ (line 355). (2) [4]

/25/

OR QUESTION 8: Essay Question: Othello by William Shakespeare In a well substantiated essay, show how betrayal leads to tragedy in the play. You may wish to refer to some of the following forms of betrayal:

- Iago’s betrayal of Othello - Othello’s betrayal of Desdemona - Desdemona’s betrayal of her father - Emilia’s betrayal of Desdemona

/25/

[ENSURE THAT YOU HAVE ANSWERED ONE QUESTION FROM THIS SECTION.] NOTE THAT IF YOU ANSWERED THE CONTEXTUAL QUESTION HERE, YOU MUST ANSWER THE ESSAY QUESTION IN SECTION C. IF YOU ANSWERED THE ESSAY QUESTION HERE, YOU MUST ANSWER THE CONTEXTUAL QUESTION IN SECTION C.



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SECTION C: NOVEL: Things Fall Apart by Chinua Achebe Answer only ONE of the two questions in this section. Note that if you answered a contextual question from Section B, you must answer an essay question from Section C. If you answered an essay question from Section B, you must answer a contextual question from Section C.

QUESTION 9: Contextual Question: Things Fall Apart by Chinua Achebe Refer to the passage in the Addendum. 9.1 ‘In the end Mr Brown’s arguments began to have an effect. More people

came to learn in his school, and he encouraged them with gifts of singlets and towels.’ (lines 1-3)

9.1.1 What were the arguments Mr Brown used to persuade the clansmen to

send their children to school? (2) 9.1.2 Mr Brown uses gifts to encourage clansmen to come to his school.

What is your opinion of this method of encouragement? (2) 9.1.3 Explain how Mr Brown’s roundabout way of winning converts through

offering school can be seen as both underhand and generous. (2) [6] 9.2 ‘And it was not long before the people began to say that the white man’s

medicine was quick in working.’ (lines 6-7) 9.2.1 Explain in what way the schooling offered by Mr Brown can be seen

as a ‘medicine’. (2) 9.2.2 In what way does the schooling offered by Mr Brown also have a

negative impact? Refer only to lines 1-13. (2) [4]

9.3 ‘From the very beginning religion and education went hand in hand.’ (lines 12-13)

Explain how the reader could see this statement as an accusation against the white man? [2]

9.4 ‘But in the end he had to leave his flock, sad and broken.’ (lines 17-18)

What do the adjectives ‘sad’ and ‘broken’ tell us about the character of Mr Brown? [2]

9.5 ‘He had just sent Okonkwo’s son, Nwoye, who was now called Isaac, to the new training college for teachers in Umuru.’ (lines 22-24) What is the name change from Nwoye to Isaac symbolic of? [2]



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9.6 ‘But Okonkwo had driven him away with the threat that if he came into his compound again, he would be carried out of it.’ (lines 25-26)

In what way had this kind of behaviour driven Nwoye from Okonkwo to the Christian faith? [2]

9.7 ‘Okonkwo’s return to his native land was not as memorable as he had wished.’ (lines 27-28) 9.7.1 What does this tell about the character of Okonkwo? (2) 9.7.2 Why was so little notice taken of his return? (2) [4] 9.8 ‘Okonkwo was deeply grieved.’ (line 42) We grieve when we have suffered a loss. Name three things Okonkwo

feels he has lost. Refer only to the passage. [3] /25/

OR QUESTION 10: Essay Question: Things Fall Apart by Chinua Achebe Okonkwo describes his son, Nwoye, as ‘impotent ash’. In many ways one can see Okonkwo as impotent ash. In a well-substantiated essay, give your view of Okonkwo and his life. /25/ GRAND TOTAL: /75/ [ENSURE THAT YOU ANSWERED ONLY ONE QUESTION FROM SECTION C AND THAT IT WAS NOT THE SAME TYPE OF QUESTION (ESSAY OR CONTEXTUAL) AS THE ONE YOU ANSWERED FROM SECTION B.]

ENGLISH FIRST LANGUAGE STANDARD GRADE

(PRIMARY LANGUAGE) (PAPER 2)

ADDENDUM

1002.2 ENGLISH FIRST LANGUAGE SG (PRIMARY LANGUAGE) (PAPER 2) ADDENDUM NOVEMBER 2007

SENIOR CERTIFICATE EXAMINATION: 2007

This addendum consists of 8 pages.

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Refer to QUESTION 1 A Woman’s Hands A woman’s hands always hold something: A handbag, a vase, a child, a ring, an idea. My hands are tired of holding They simply want to fold themselves. On a crowded bus, I watched a nun’s empty hands 5 Till I reminded myself that she clutched God. My hands are tired of holding. I’d gladly let them go, and watch a pair of hands Run ownerless through the world, Scattering cooking pots and flowers and rings. 10

Eva Bezwoda

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Refer to QUESTION 2 Sonnet 116 Let me not to the marriage of true minds Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove. O, no, it is an ever-fixèd mark 5 That looks on tempests and is never shaken; It is the star to every wand’ring bark, Whose worth’s unknown, although his height be taken. Love’s not Time’s fool, though rosy lips and cheeks Within his bending sickle’s compass come; 10 Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. If this be error and upon me proved, I never writ, nor no man ever loved.

William Shakespeare

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Refer to QUESTION 3 I saw your mother I saw your mother with two guards through a glass plate for one quarter hour on the day that you died. 5 ‘Extra visit, special favour’ I was told, and warned ‘The visit will be stopped if politics is discussed. Verstaan – understand!?’ 10 on the day that you died. I couldn’t place my arm around her, around your mother when she sobbed. 15 Fifteen minutes up I was led back to the workshop. Your death, my wife, one crime they managed 20 not to perpetrate on the day that you died.

Jeremy Cronin

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Refer to QUESTION 4 Decomposition I have a picture I took in Bombay of a beggar asleep on the pavement: grey-haired, wearing shorts and a dirty shirt, his shadow thrown aside like a blanket. His arms and legs could be cracks in the stone, 5 routes for the ants’ journeys, the flies’ descents. Brain-washed by the sun into exhaustion, he lies veined into stone, a fossil man. Behind him, there is a crowd passingly bemused by a pavement trickster and quite 10 indifferent to this very common sight of an old man asleep on the pavement. I thought it then a good composition and glibly called it The Man in the Street, remarking how typical it was of 15 India that the man in the street lived there. His head in the posture of one weeping into a pillow chides me now for my presumption at attempting to compose art out of his hunger and solitude. 20

Zulfikar Ghose

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Refer to QUESTION 5 Hamlet by William Shakespeare Extract A Act 1 Scene 2, lines 129 – 146 HAMLET O, that this too too sullied flesh would melt, Thaw and resolve itself into a dew! 130 Or that the Everlasting had not fixed His canon ’gainst self-slaughter! O God, God, How weary, stale, flat, and unprofitable Seem to me all the uses of this world! Fie on’t! ah fie! ’tis an unweeded garden 135 That grows to seed, things rank and gross in nature Possess it merely. That it should come to this! But two months dead, nay! not so much, not two…, So excellent a king, that was to this Hyperion to a satyr, so loving to my mother, 140 That he might not beteem the winds of heaven Visit her face too roughly. Heaven and earth! Must I remember? Why, she would hang on him As if increase of appetite had grown By what it fed on, and yet within a month … 145 Let me not think on’t … Frailty, thy name is woman! Extract B Act 3 Scene 4, lines 53 – 67 HAMLET Look here, upon this picture, and on this, The counterfeit presentment of two brothers. See what a grace was seated on this brow 55 Hyperion’s curls, the front of Jove himself, An eye like Mars to threaten and command, A station like the herald Mercury, New-lighted on a heaven-kissing hill, A combination and a form indeed, 60 Where every god did seem to set his seal To give the world assurance of a man. This was your husband – Look you now what follows. Here is your husband, like a mildewed ear, Blasting his wholesome brother. Have you eyes? 65 Could you on this fair mountain leave to feed, And batten on this moor? Ha! have you eyes?

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Refer to QUESTION 7

Othello by William Shakespeare Extract A Act 5 Scene 2, lines 1 – 15 Cyprus. A bedchamber in the citadel. Desdemona in bed asleep. Enter Othello with a light

OTHELLO It is the cause, it is the cause, my soul – Let me not name it to you, you chaste stars! – It is the cause. Yet I’ll not shed her blood, Nor scar that whiter skin of hers than snow And smooth as monumental alabaster. 5 Yet she must die, else she’ll betray more men. Put out the light, and then put out the light. If I quench thee, thou flaming minister, I can again thy former light restore Should I repent me; but once put out thy light, 10 Thou cunning’st pattern of excelling nature, I know not where is that Promethean heat That can thy light relume. When I have plucked the rose, I cannot give it vital growth again – It needs must wither. I’ll smell it on the tree. 15

Extract B Act 5 Scene 2, lines 340 – 358

OTHELLO Soft you – a word or two before you go. 340 I have done the State some service and they know’t. No more of that. I pray you in your letters, When you shall these unlucky deeds relate Speak of me as I am. Nothing extenuate, Nor set down aught in malice. Then must you speak 345 Of one that loved not wisely, but too well; Of one not easily jealous, but, being wrought, Perplexed in the extreme; of one whose hand, Like the base Indian, threw a pearl away Richer than all his tribe; of one whose subdued eyes, 350 Albeit unused to the melting mood, Drop tears as fast as the Arabian trees Their medicinal gum. Set you down this: And say besides that in Aleppo once Where a malignant and a turbaned Turk 355 Beat a Venetian and traduced the State, I took by the throat the circumcised dog – And smote him – thus. Othello stabs himself

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Refer to QUESTION 9

Things Fall Apart by Chinua Achebe

from Chapter 21 5 10 15 20 25 30 35 40 45

In the end Mr Brown’s arguments began to have an effect. More people came to learn in his school, and he encouraged them with gifts of singlets and towels. They were not all young, these people who came to learn. Some of them were thirty years old or more. They worked on their farms in the morning and went to school in the afternoon. And it was not long before the people began to say that the white man’s medicine was quick in working. Mr Brown’s school produced quick results. A few months in it were enough to make one a court messenger or even a court clerk. Those who stayed longer became teachers; and from Umuofia labourers went forth into the Lord’s vineyard. New churches were established in the surrounding villages and a few schools with them. From the very beginning religion and education went hand in hand. Mr Brown’s mission grew from strength to strength, and because of its link with the new administration it earned a new social prestige. But Mr Brown himself was breaking down in health. At first he ignored the warning signs. But in the end he had to leave his flock, sad and broken.

. . . . . . . . . . . . . . . . . It was in the first rainy season after Okonkwo’s return to Umuofia that Mr Brown left for home. As soon as he had learnt of Okonkwo’s return five months earlier, the missionary had immedi-ately paid him a visit. He had just sent Okonkwo’s son, Nwoye, who was now called Isaac, to the new training college for teachers in Umuru. And he had hoped that Okonkwo would be happy to hear of it. But Okonkwo had driven him away with the threat that if he came into his compound again, he would be carried out of it. Okonkwo’s return to his native land was not as memorable as he had wished. It was true his two beautiful daughters aroused great interest among suitors and marriage negotiations were soon in pro- gress, but, beyond that, Umuofia did not appear to have taken any special notice of the warrior’s return. The clan had undergone such profound change during his exile that it was barely recognizable. The new religion and government and the trading stores were very much in the people’s eyes and minds. There were still many who saw these new institutions as evil, but even they talked and thought about little else, and certainly not about Okonkwo’s return. And it was the wrong year too. If Okonkwo had immediately initiated his two sons into the ozo society as he had planned, he would have caused a stir. But the initiation rite was performed once in three years in Umuofia, and he had to wait for nearly two years for the next round of ceremonies. Okonkwo was deeply grieved. And it was not just a personal grief. He mourned for the clan, which he saw breaking up and falling apart, and he mourned for the warlike men of Umuofia, who had so unaccountably become soft like women.

Documents

1002.2 ENGLISH FIRST LANGUAGE SG (PRIMARY …wcedmis.pgwc.gov.za/wcedmis/webadmin.wwdoc_process.process... · Refer to Sonnet 116 by William Shakespeare in the Addendum. ... 5.3 Refer