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NATIONAL
SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2018

ENGLISH HOME LANGUAGE P2

MARKING GUIDELINE

MARKS: 80

This marking guideline consists of 22 pages.

2 ENGLISH HOME LANGUAGE P2 (EC/NOVEMBER 2018)

NOTE TO MARKERS

• This marking guideline is intended as a guide for markers.

• Candidates’ responses must be considered on their merits.

MARKING GUIDELINES

• Wherever a candidate has answered more than the required number of

questions, mark only the first answer/response. (The candidate may not
answer the essay and the contextual question on the same genre.)
• In SECTION A, if a candidate has answered all four questions on seen
poems, mark only the first two.
• In SECTIONS B and C, if a candidate has answered two contextual or two
essay questions, mark the first one and ignore the second. If a candidate
has answered all four questions, mark only the first answer in each section,
provided that one contextual and one essay has been answered.
• If a candidate gives two answers where the first one is wrong and the next
one is correct, mark the first answer and ignore the next.
• If answers are incorrectly numbered, mark according to the memo.
• If a spelling error affects the meaning, mark incorrect. If it does not affect
the meaning, mark correct.
• Essay question: If the essay is shorter than the required word count, do not
penalise because the candidate has already penalised him/herself. If the
essay is too long, consider and assess a maximum of 50 words beyond the
required word count and ignore the rest of the essay.
• Contextual questions: If the candidate does not use inverted commas when
asked to quote, do not penalise.
• Answers to contextual questions must be assessed holistically. Part marks
should be awarded in proportion to the fullness of the response to each
question.
• This marking guideline is a guide. Consider relevant and alternative
answers.

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(EC/NOVEMBER 2018) ENGLISH HOME LANGUAGE P2 3

SECTION A: POETRY

QUESTION 1: PRESCRIBED POETRY – ESSAY QUESTION

THE CHILD WHO WAS SHOT DEAD BY SOLDIERS AT NYANGA – Ingrid

Jonker

In a carefully planned essay, critically discuss how the poet uses the title,
repetition and climax to highlight events in South African history. Your essay
must be 250–300 words (about ONE page) in length.

• Title: The title reads like the start of a story; the reader is anticipating
an explanation or the rest of the story. It sounds matter-of-fact, and
does not name the victim, and reminds one of similar reports during the
Apartheid era.
• Repetition: The poet repeats the phrase ‘the child’ for emphasis. It
indicates that children were the hapless victims during a war, because
they were killed by soldiers. Soldiers should kill other soldiers, not
children. During Apartheid, states of emergency were declared, which
would legitimise soldiers’ presence in townships. There was no
conventional war.
The listing of the many townships shows the pervasiveness of the
oppression. It was not isolated; rather, Apartheid was enforced
everywhere. The uprising was not isolated.
• Climax: The poet uses climax in the last stanza to show that the ‘dead
child’ is not dead – it grows beyond the boundaries of townships to
extend to Africa and then the world. This is effective, because
Apartheid could not succeed in keeping millions of people (the ‘child’)
from being free; they grew up and became ‘men’. The climax highlights
the power that South Africans have; it allowed them to grow beyond the
constraints of ideology. [10]

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QUESTION 2: PRESCRIBED POETRY – CONTEXTUAL QUESTION

AFRICAN POEM – Augustinho Neto

2.1 What effect does the poet achieve with the inclusion of many foreign words?
• They make the poem realistic.
• The words specifically describe typical African things and places. (2)

2.2 Comment on the repetition in line 10.

• The word ‘sweet’ is repeated for emphasis.
• The woman’s appearance and her kindness are both ‘sweet’. (2)

2.3 What impression is created about African life in stanza 4? Quote in

support of your answer.
• Communities get together at night and make music.
• They celebrate – ‘with their arms raised’ (line 19).
• The music is ‘warm’ (line 20), which suggests happiness and
peace.
Award 2 marks for 2 points; 1 mark for relevant quotation. (3)

2.4 The last stanza differs in imagery and tone from the rest of the poem.
Explain.
• The repetition of ‘consuming’ suggests severe damage; that little
remains afterwards.
• The peaceful image of people listening to ‘warm tune(s)’ contrasts
with that of coals that are ‘burning’; ‘consuming’.
• It is an ongoing and devastating process.
• Both the literal and figurative meanings convey an ominous tone.

Award 2 marks for explanation of contrast; 1 mark for tone. (3)

[10]

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QUESTION 3: PRESCRIBED POETRY – CONTEXTUAL QUESTION

THE AUTHOR TO HER BOOK – Anne Bradstreet

3.1 Refer to lines 1–4. Comment on the speaker’s feelings about her offspring,
and quote in support of your answer.
• She calls her offspring ‘ill-formed’ – she disapproves of it, because
it is misshapen.
OR
• She admits that her writing is the result of her ‘feeble brain’, which
indicates that she sees her brain as inferior and unable to function
properly. (1)
• She is harshly critical of her work. (1) (2)

3.2 ‘I stretched thy joints to make thee even feet’ (line 15).
What does this line reveal about the speaker’s efforts to change her work?
Mention TWO things.
• It shows that she forces changes – it is painful to stretch unwieldy
joints.
• She cannot accept what she has written, and is almost violent in
her attempts to ensure a change.
Award 3 marks only when reference is made to line 15. (3)

3.3 If the speaker criticises her work as ‘homespun’ (line 18), and associated
with ‘vulgars’ (line 19), what do you think were her aspirations?
• Those words suggest that her work is ordinary, common, probably
enjoyed by ordinary, uneducated (‘vulgars’) people.
• She probably hoped to produce work that was loftier, more
academic; intellectual; artistic; poetically more accomplished.
Award 3 marks only if her aspirations are clearly indicated. (3)

3.4 Explain how the use of pronouns helps create the mood of the poem.
• The first and second person is used.
• It helped to set an intimate, realistic and convincing tone. (2)
[10]

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6 ENGLISH HOME LANGUAGE P2 (EC/NOVEMBER 2018)

QUESTION 4: PRESCRIBED POETRY – CONTEXTUAL QUESTION

SONNET 130 – William Shakespeare

4.1 From the descriptions in lines 5–6, describe what a woman’s complexion
should look like.
• She should have red cheeks and a white skin (‘roses damasked,
red and white’). (2)

4.2 Are Shakespeare’s observations in the quatrains cynical or not? Explain

your answer.
• No. (No mark)
• Women, like men, are not perfect. Shakespeare is realistic. He
loves his mistress despite her shortcomings.
Consider a ‘YES’ answer on merit. (2)

4.3 Refer to line 12. Comment on the effect pace has on the meaning of the
line.
• The pace slows down with monosyllabic words.
• It indicates the heavy, dull treading of his mistress’ walking.
• The sound adds to the image of his lover’s heavy gait. (3)

4.4 Analyse how the sonnet form supports the speaker’s attitude to his
mistress.
• The quatrains list the many unpleasant and unflattering qualities
of the mistress. They establish, beyond a doubt, that the woman
is very unattractive physically.
• The rhyming end couplet contradicts the speaker’s attitude – ‘And
yet…’
• He unequivocally swears ‘by heaven’ that his love for his mistress,
is ‘rare’. He looks beyond her physical condition and loves that.
Award 3 marks only if at least 2 characteristics of the sonnet are
addressed. (3)
[10]

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(EC/NOVEMBER 2018) ENGLISH HOME LANGUAGE P2 7

QUESTION 5: UNSEEN POETRY – CONTEXTUAL QUESTION

WHERE THE RAINBOW ENDS – Richard Rive

5.1 Refer to the whole poem. Why is music an effective image to use?
• It is effective because music is universal; it needs no words.
• The speaker believes that it is raceless (‘There’s no such tune as
a Black tune,/There’s no such tune as a White tune,’), therefore it
will bring people together – music does not discriminate.
Award 2 marks for explanation of the image. (2)

5.2 Describe how the use of an informal style adds to the main idea of the
poem.

• An informal style makes the content accessible.

• ‘Brother’; ‘Cause’ (line 8); ‘You and I’ (line 11) are familiar
colloquial terms.
• Readers will associate more readily with a recognisable style; they
will feel as if the speaker were chatting to them.
Award 3 marks for two style characteristics and one quotation. (3)

5.3 Although music is often associated with pleasant times, the speaker differs
in lines 7–10. Explain the metaphors.

• The speaker admits that there are going to be problems to sing the
‘sad song’ – our history of racial discrimination is painful and sad.
• We ‘don’t know the tune’ – living together is strange and unknown.
• It is not going to be easy to live together – ‘difficult tune’ – and
South Africans still have to learn the ‘tune’.
Award 3 marks only if 3 metaphors are explained. (3)

5.4 Refer to the title. Identify the tone of the poem from what you know about
the end of the rainbow.

• The end of the rainbow cannot be found; it does not exist; it is a

fantasy. (1)
• The tone is one of hopelessness; it is an unattainable goal.
OR
• Although the end of the rainbow can never be found, the dream of
the riches it is purported to hold is worth chasing.
• Therefore, the tone is one of guarded hope; optimism. (2)
[10]

TOTAL SECTION A: 30

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8 ENGLISH HOME LANGUAGE P2 (EC/NOVEMBER 2018)

SECTION B: NOVEL

QUESTION 6: THINGS FALL APART – ESSAY QUESTION

In a carefully planned essay of 350–400 words (1½–2 pages) in length, critically

discuss to what extent Okonkwo’s life is determined by his past and traditional
beliefs.

• This is a guide. Please consider alternative and relevant answers.

• Okonkwo’s profound shame about his father’s lack of ambition, his

inability to provide adequately for his family, his disregard for his family’s
well-being and other shortcomings help shape his determination not to be
like him at all.
• Unoka was always in debt because he is a ‘loafer’. This humiliates
Okonkwo. He grows up to be a very hard worker. He starts off as a
sharecropper and with the help of Nwakibie, a wealthy farmer who gives
him yams to start his own farm, he eventually becomes a wealthy farmer
in his own right, well able to provide for his family.
• As thin and stooped as Unoka was, Okonkwo was a big, strong man. He
had a physical presence and was well respected in Umuofia. Unlike his
father, whose only achievement was playing the flute very well, Okonkwo
was well-known and enjoyed people’s respect.
• Okonkwo thinks his father was weak. Thus he abhors weakness in others.
He has great difficulty in accepting Nwoye’s sensitivity. He is ashamed of
his son’s ‘laziness’. Nwoye knows that his father wants him to be
‘masculine and to be violent’, but prefers to listen to his mother’s stories.
Later he rejects his father’s aspirations for the forgiving and loving
teachings of the Christian faith.
• Nwoye’s rejection adds to Okonkwo’s feeling of alienation from the Igbo’s
traditions and customs after his return from exile in Mbanta. It is also a
repetition of his rejection of his father, albeit for a different reason.
• Okonkwo’s belief that he has to be belligerent, aggressive and ill-
tempered to prove his masculinity serves him no good. He commits
murders, beats his wives, and rejects his son to prove that he is a man.
But in the process, he loses everything.
• Okonkwo honours the Igbo traditions and lives by them. In order to
protect these traditions, he wants to go to war against the white man, who
has encroached on all that he holds dear. He is unable to understand that
clinging to his traditions and insisting on their authority will be disastrous.
• His belief in traditional life is destroyed by his inability to adapt to outside
influences, in the same way as the Igbo’s way of life is destroyed by the
influence of Western domination and Christian liberties. [25]

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(EC/NOVEMBER 2018) ENGLISH HOME LANGUAGE P2 9

QUESTION 7: THINGS FALL APART – CONTEXTUAL QUESTIONS

7.1 Relate why Okonkwo is enquiring about Ojiugo.

• It was her turn to prepare his midday meal.
• He is hungry and wants to eat.
• Wives were not supposed to neglect their domestic
responsibilities.

Any 2 explanations. (2)

7.2 Comment on the irony of beating his wife at this time.

• The village was celebrating the Week of Peace; beating your wife is
hardly a peaceful act. (2)

7.3 What is the significance of an obi?

• It is the hut where the male head of a family lives.
• It shows his importance; position; status. (2)

7.4 Discuss how Okonkwo’s behaviour in lines 4–7 is typical of his character.
• He is cruel – he waits for his wife to return in order to punish her
severely.
• He cannot control his anger – he is so beset that he is unaware of
his wives’ warnings.
• He is very rigid – he sees Ojiugo’s carelessness as a serious
transgression that he has to punish.
• He is unforgiving and harsh – he believes that beating his wife
because she fell short of his requirements is his right.

Any 3. Award 1 mark for characteristic and reference from extract. (3)

7.5 What does this extract reveal about communal life?

• Villagers live close to one another.
• They are involved – when Okonkwo’s neighbours hear the noise of
Ojiugo’s shouting (presumably), they ask him what is going on;
some even visit.
• They are collectively concerned about the effect of Okonkwo’s
disrespect for their gods and ancestors – what one villager does,
affects every other villager.
• Ezeani, who was the priest, visits Okonkwo to express his concern
and dismay – community leaders are protective and reprimand
those who behave contrarily.

Award 3 marks for 3 relevant points, or 2 points well discussed. (3)

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10 ENGLISH HOME LANGUAGE P2 (EC/NOVEMBER 2018)

7.6 Refer to the first paragraph. Comment on the relationship between Mr Brown
and Okonkwo, and explain how this touches on one of the themes of the
novel.
• They represent the existing traditional Ibo culture and European
colonisation.
• There is obvious conflict between these groups – Mr Brown’s
attempts to meet with Okonkwo are rebuffed by him.
• The main reason for Okonkwo’s antagonism is Nwoye’s rejection
of his Ibo roots for the White man’s religion and laws, which
Mr Brown personifies.
• Nwoye’s decision confirms Okonkwo’s belief that his son is ‘like a
woman’, and not worthy to be his son.
Award 3 marks only if theme is discussed. (3)

7.7 Briefly explain Okonkwo’s absence from Umuofia.

• He inadvertently shoots and kills Ezeudo’s son at Ikemefuna’s
funeral.
• He has to flee to Mbanta, his mother’s village, with his family.
• He is welcomed by his uncle Uchedu, and he lives there during his
seven-year exile.
Award 3 marks for 3 points. (3)

7.8 ‘Okonkwo’s return to his native land was not as memorable as he had
wished.’ (line 8). Provide at least TWO possible reasons for the lukewarm
welcome that Okonkwo and his family receive when they return to Umuofia.
• Things have changed since his exile.
• Many villagers have become preoccupied with the arrival of the
colonists’ religion and their laws.
• The daily routine of traditional living is no longer evident.
• He has lost his influence; he does not enjoy the recognition of
earlier times.
Award 3 marks for 2 well discussed points. (3)

7.9 Refer to both extracts. How does Okonkwo’s behaviour in each extract
determine the mood?
• Extract A: He beats up Ojiugo in a fit of irrational anger. It creates
a mood of fear, shock, horror.
• Extract B: He is diminished – he is no longer prominent; he has lost
his clout. The mood is sombre, melancholy. (4)
[25]

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(EC/NOVEMBER 2018) ENGLISH HOME LANGUAGE P2 11

QUESTION 8: TSOTSI – ESSAY QUESTION

In a carefully planned essay of 350–400 words (1½–2 pages) in length,

discuss to what extent Tsotsi’s fate is influenced by his past.

• This is a guide. Please consider alternative and relevant answers.

• Tsotsi is a dangerous criminal, whose life revolves around a cycle of
stealing to provide food and drink, and then stealing to provide food
and drink again. He lives in the moment, because he refuses to be
reminded of his past.
• His associates know that he started life as a young boy on the streets,
where he quickly learnt to fend for himself by robbing others.
Although younger and smaller, he is recognised as the leader by Die
Aap, Boston and Butcher, because he is dangerous, clever and
vicious.
• Boston keeps on asking Tsotsi about his past when everybody else
knows it is ‘verboten’. Boston is beaten up within an inch of his life
by Tsotsi when he will not stop nagging.
• When Tsotsi is left with the scrap of a baby, something is triggered in
his memory. At first it is only the image of ‘a yellow bitch’, but
gradually his memory returns.
• The child is the first living thing for whom he is responsible. It is as if
caring for the child allows him to recognise the child he had been
once. He sees in the child something of himself. He recalls his
parents’ disappearance, his escape from his unsafe home, and finally
joining a group of street children living in a drain pipe.
• Tsotsi admits where he comes from. He finds the courage to
acknowledge his very painful past when he decides to look after the
baby boy.
• He names the child David, which is his real name. It is almost as if he
is giving himself a second chance by caring for ‘his’ son.
• He persuades Miriam to help look after the child without resorting to
his usual treatment of women. His actions are no longer shaped by
the ‘darkness’ of his past – he treats Miriam with respect, and sees in
her the beauty of his mother’s love for him.
• Morris Tshabalala’s utterance that ‘mothers love their children’ adds
to Tsotsi’s understanding of his past. His mother loved him; his
separation from her was due to circumstances. His healing and
redemption is brought on by his love for the baby boy. His past is not
dark any longer.
• His past is also influenced and determined by Apartheid. He loses his
parents as a direct result of Apartheid laws. There are no systems in
place to take care of him – he has no other place to go to than the
streets of the township, which shapes him into a criminal. Apartheid
creates his ‘darkness’ and finally his death.

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• By admitting that he has a past, and by allowing himself to recall it, he

is not haunted by ‘darkness’ anymore. He has managed to escape
from it; he has made amends with Boston; he has learnt about the love
of Christ, and he has a child to look after.
• His past was so painful that he had to run away from it. His attempts
to do so were dangerous. The child, however, unlocks the past for him,
and he can now change course and face the future. But no future could
predict the devastation of Apartheid bulldozers. [25]

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QUESTION 9: TSOTSI – CONTEXTUAL QUESTIONS

9.1 Provide two reasons for Tsotsi and his friends’ presence on the train.
• They planned to rob someone to have money for the weekend.
• They targeted Gumboot because they saw that he had money.
Award 2 marks for a well-rounded answer. (2)

9.2 What was the ‘writing man’ (line 8) going to do for Gumboot Dhlamini?
• He was going to write a letter on behalf of Gumboot, to his wife
Maxulu, to tell her that he will be back within a week. (2)

9.3 Surprises are usually quick. Why would Gumboot’s surprise (line 11) be
‘slow’?
• He was unaware of anything happening to him; he did not feel the
spoke; he felt no pain; there were too many people pressing
against him.
Award 2 marks for relevant explanation. (2)

9.4 Refer to lines 14–18. What do these lines reveal about Tsotsi’s character?
Support your answer by quoting from these lines.
• He is cruel – he ‘smiled at the growing bewilderment’.
• He enjoys causing pain – ‘whispered an obscene reference to his
mother’.
• His behaviour is inhumane – no decent human being will delight in
another’s pain; death.
Award 2 marks for character and 1 mark for relevant quotation. (3)

9.5 How is Gumboot’s senseless death a reflection of life in the townships in

the Fifties?
• Many gangsters operated in the townships, and residents lived in
fear of them.
• Tsotsi and his gang made their living by robbing and killing usually
innocent people. Lives were cheap.
Award 3 marks for 2 points well discussed. (3)

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14 ENGLISH HOME LANGUAGE P2 (EC/NOVEMBER 2018)

9.6 Boston feels ‘sick, sick right through his brain’ (line 22) when he steals
Gumboot’s pay. From what you know about the rest of the novel, what is
Boston’s role in Tsotsi’s life?
• Boston’s character is in contrast to Tsotsi’s cold and cruel
character. Even when he is severely beaten up by Tsotsi, he does
not bear him a grudge.
• Later Tsotsi approaches him to ask him about God, recognising
that Boston knows what life is about. He helps Tsotsi find
redemption.
Award 3 marks for 2 relevant points about Boston’s role in the
novel well discussed. (3)

9.7 How is the literal image of the clean washing also a figurative reference to
Tsotsi’s circumstances at this stage?
• Miriam’s kindness and willingness to look after the baby has
caused a radical change in Tsotsi. He is no longer the cruel and
vile gangster.
• She has ‘washed’ him of the darkness of his past. He has found
redemption in Miriam’s acceptance, and his acknowledgement of
his past.
Award 3 marks only if metaphor is explained. Allow for alternative
interpretations. (3)

9.8 Explain the bitter irony of Tsotsi’s distrust in Miriam’s plea that the baby
stays with her.
• Tsotsi takes the boy back to the ruins.
• When he realises that the bulldozers are razing the ruins, he is too
late to rescue the child.
• They both die when the building collapses, and Tsotsi could not
protect the child.
Award 3 marks only if irony is explained. (3)

9.9 Refer to Extracts C and D. Discuss the change in Tsotsi’s attitude.

• Extract C: Tsotsi’s attitude is almost barbaric in its cruelty. (1) He
smiles when Gumboot dies. (1)
• Extract D: Tsotsi wants to protect rather than harm – he takes care
of the baby. Miriam is safe in his presence. (1) He is no longer a
predator; he has become humane. (1) (4)
[25]

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SECTION C: DRAMA

QUESTION 10: MACBETH – ESSAY QUESTION

In a carefully planned essay of 350–400 words (1½–2 pages) in length, discuss

the role of women in the play.

• This is a guide. Please consider alternative and relevant answers.

• LADY MACBETH: She is Macbeth’s ‘partner in greatness’. He is close

to her and relies on her for advice. As soon as he receives news of
his thaneship, he writes her a letter detailing what had happened
during the meeting with the witches.
• Prior to Macbeth’s arrival, Lady Macbeth’s chilling soliloquy indicates
that she will stop at nothing to become queen. She continues in this
vein when Macbeth arrives and they discuss the possibilities of the
witches’ prediction.
• Lady Macbeth says Macbeth is ‘infirm of purpose’ when he has doubts
about murdering Duncan. She belittles him and thus persuades him
to go ahead with her murderous plans.
• Macbeth is unable to resist her admonitions and accusations. She
succeeds in tipping the scales of Macbeth’s ambiguous conscience;
he agrees to murder Duncan – ‘bring forth men children only’.
• When Macbeth loses his grip on reality during the banqueting scene,
Lady Macbeth is in charge. She resorts to her usual ploy by asking,
‘Are you a man?’ She is irritated by her husband’s odd behaviour, and
that he cannot control himself.
• The relationship changes after Duncan’s murder. Macbeth does not
consult Lady Macbeth about Fleance and Banquo’s murders (‘be
innocent of the knowledge, dearest chuck’). She is losing her
influence on Macbeth; he is now eager to consult with the witches
instead. Duncan’s murder drives a wedge between the couple; Lady
Macbeth is no longer her husband’s confidante.
• At the end of the play, Macbeth is almost unmoved by the news of
Lady Macbeth’s death – ‘She should have died hereafter’ – he is
indeed ‘rapt’ in his own world of murder, treason and desperation.
• THE WITCHES: These characters act as if they were an extension of
Lady Macbeth, because they have similar qualities: they are cruel and
cold-hearted and they actively seek to damage or hurt others.
• The witches focus on Macbeth because they understand his moral
ambiguity. His ‘vaulting ambition’ prompts him to turn his back on
that which is morally right. He pursues his desire based on the
witches’ intentional ambiguous prophecies only to lose everything.
• Macbeth is unable to resist his wife’s manipulations and the witches’
equivocations – all these women influence him in the worst possible
ways. [25]

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QUESTION 11: MACBETH – CONTEXTUAL QUESTION

11.1 Place the extract in context.

• Macbeth and his wife had planned to murder King Duncan while
he was on a visit to their castle.
• Macbeth had just stabbed King Duncan to death.
• He returns to their bedchamber where Lady Macbeth is waiting
for him.
Any 2 relevant points. (2)

11.2 Why would Macbeth think that he 'had most need of blessing, and
‘Amen’” in line 7?
• Macbeth realises that the sin of murdering Duncan has removed
him from God’s presence.
• He is admitting that what he has done is evil. (2)

11.3 ‘These deeds must not be thought/After these ways; so, it will make us
mad’ (lines 9–10). Explain the dramatic irony of Lady Macbeth’s words.
• Later on, Lady Macbeth does lose her mind, because she is
haunted by images of Duncan’s bloody murder. (2)

11.4 In lines 19–20 Macbeth refers to Glamis and Cawdor. From what you
know about the play, what do these references imply?
• Glamis and Cawdor are Macbeth’s titles/These are the titles with
which the witches greet Macbeth on his return from the
battlefield. (1)
• He is referring to himself when he mentions the titles and that he
will not sleep again. His conscience will not allow him any respite
– he has ‘murdered sleep’. (2) (3)

11.5 What does Lady Macbeth mean when she accuses Macbeth of being
‘brainsickly’ (line 23)? Mention THREE things from the extract that prove
her accusation.
• He seems to be lost in thought – he refers to himself in the third
person in lines 19–20.
• He forgot to leave the daggers in Duncan’s room; he has them
with him, covered in blood.
• His references to prayer and God show that he is in extremis; he
is shocked and bereft.
• He refuses to return the daggers to Duncan’s room.
Any 3 points well expressed. (3)

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11.6 Refer to lines 31–36. What is Lady Macbeth’s attitude towards her
husband and the crime he has just committed? Quote in support of your
answer.
• She is irritated/short-tempered. She thinks Macbeth is over-
reacting, and that he should get rid of his stupor. ‘Consider it
not so deeply’; ‘Infirm of purpose!’
• She thinks that ‘the sleeping and the dead/Are but as pictures’
– murder is nothing more than sleeping, and that it is childish
to be scared of death.
Award 3 marks only if reference to Macbeth and death is made.
Award 1 mark for quote. (3)
11.7 ‘My soul is too much charged/With blood of thine already.’ (lines 7–8).
Explain what Macbeth is referring to here, and what it reveals about his
state of mind.
• He is referring to the murders of Macduff’s family which he had
ordered. (1)
• It sounds as if he feels guilty or burdened by the memory of the
deaths. He says his “soul is charged” – he is no longer the hell-
bent murderer of earlier. (2) (3)
11.8 Clearly describe who the ‘angel’ is that Macduff mentions in line 20, and
why Macduff refers to her.
• The ‘angel’ is the three witches.
• He refers to their promise that Macbeth never has to fear
someone who was ‘of woman born’.
• He disabuses Macbeth of the reassurance that nobody can harm
him by explaining that ‘Macduff was from his mother’s
womb/Untimely ripped.’ (3)
11.9 “But wherefore could not I pronounce ‘Amen’?
I had most need of blessing, and ‘Amen’
Stuck in my throat.” (Extract E)
“Accursèd be that tongue that tells me so,
For it hath cowed my better part of man!
And be these juggling fiends no more believed,
That palter with us in a double sense;
That keep the word of promise to our ear,
And break it to our hope. I’ll not fight with thee.” (Extract F)
If you were directing an actor in the role of Macbeth, how would you
instruct him to act in these two extracts? Consider tone and body
language in your explanation.
• Extract E: Macbeth is in a state of shock – he will be walking
slowly; he will appear to be unaware of his surroundings. He
will speak slowly, monotonously to indicate shock. (2)
• Extract F: Macbeth has lost everything. He is subdued;
disappointed; devastated. His shoulders will be downturned;
his movements will be slow. (2)
Award marks for alternative, relative answers. (4)
[25]

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18 ENGLISH HOME LANGUAGE P2 (EC/NOVEMBER 2018)

QUESTION 12: THE MERCHANT OF VENICE – ESSAY QUESTION

In a carefully planned essay of 350–400 words (1½–2 pages) in length, discuss

how women determine the outcome of the play.

This is a guide. Please consider alternative and relevant answers.

• Women form an integral part of the play.

• Bassanio wants to borrow money from his good friend Antonio in order
to afford his attempt to woo Portia, a wealthy heiress. He remembers
her from an earlier meeting. He is in dire financial straits because of
his prodigal ways; marrying a wealthy woman would alleviate his
money worries.
• Portia is strong-willed and opinionated. She is unhappy about the
conditions her father set in his will, and finds fault with all the
prospective suitors who travel to Belmont in an attempt to marry her.
She recalls the same meeting Bassanio remembers. She establishes
herself as an independent character, who wants more from a
relationship than a contract.
• When Bassanio chooses the right casket and the couple can marry,
Portia takes charge. She instructs Bassanio to return to Venice to
support his friend in court, which he does.
• She already has a plan in place to help Antonio – Bassanio is not this
resourceful. It is a complex plan involving her cousin Doctor Bellario
and disguises.
• In court she presents a logical, sober argument for mercy instead of
justice. Her role is pivotal, because it creates the dramatic climax when
Shylock realises that his fortunes have legally been reversed. Portia’s
astute legal skill prevents Antonio’s killing. Her deft handling of
Shylock’s obduracy leaves him without any choice – he realises that
his attitude has contributed to the turning point in the case. He is a
broken man which is a direct result of Portia’s (undercover) role in
court.
• Although Portia and Nerissa’s insistence that their husbands return
their rings introduces some levity after the seriousness of the court
case, the two friends’ demands also point out that they are not to be
taken lightly by their spouses.
• So: Portia sets in motion the court case, determines the outcome of the
case, provides the money and opportunity for Bassanio’s financial
equilibrium. She and Nerissa largely determine the outcome of the play.
• Shylock’s resentment of Christians is exacerbated by Jessica’s
elopement and rejection of her father’s faith. She has also stolen
money and jewellery. Shylock wants revenge and demands his pound
of flesh. Jessica’s actions bring out the worst in her father and adds
direction to the plot. His insistence on justice ends in the court case.
• Without these female characters’ roles, the outcome of the play would
have been different. [25]

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(EC/NOVEMBER 2018) ENGLISH HOME LANGUAGE P2 19

QUESTION 13: THE MERCHANT OF VENICE – CONTEXTUAL QUESTION

13.1 Name the Jew and explain why he is owed money. (2)
• Shylock (1)
• Antonio borrowed money from him for his friend Bassanio.
• Bassanio needs money to woo Portia.
• Bassanio is broke and needs the money.
Any 1 reason (1).

13.2 Provide TWO possible reasons why the Jew ‘would not take’ (line 4)
money even if Antonio had any to repay him.
• He hates Christians/Antonio.
• He is vengeful because his daughter has eloped with a Christian.
• He is angry because Jessica had stolen jewellery and money
before she eloped.
Any 2. (2)
13.3 What proof is there that the Jew will not change his mind? Mention TWO
things. (2)
• The Duke, twenty merchants and the magnificoes have all tried in
vain to persuade him not to demand his ‘pound of flesh’.
• He has sworn, in front of his friends, that he is not interested in
money – he wants his pound of flesh.
Accept quotes as answers.
13.4 ‘If law, authority, and power …’ (line 19). From what you know about the
rest of the play, how true is this line about Venetian society?
• It is true. (No mark)
• When Shylock and Antonio agree on the loan, they have their
agreement drawn up by a lawyer.
• Shylock’s demands are contested in a court of law, where legal
procedures are followed very formally.
• Although the agreement between Shylock and Antonio is unusual,
the Venetian court does not interfere; the bond is adhered to and
respected.
Award 3 marks for any 2 points well argued. (3)
13.5 Refer to lines 29–44. Describe Portia’s character as it is evident from
these lines.
• She has a good understanding of money, and is used to dealing
with money matters. She thinks that 3 000 ducats can easily be
repaid many times over.
• She does not hesitate to address a problem; she is quick to find
solutions.
• She is confident, and takes charge – she tells Bassanio that they
must get married and that he needs to assist his friend.
Any 3. Characteristics must be evident from these lines only. No
need to quote. (3)

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20 ENGLISH HOME LANGUAGE P2 (EC/NOVEMBER 2018)

13.6 “My maid, Nerissa, and myself meantime

Will live as maids and widows.” (lines 40–41)
Comment on the dramatic irony in these lines.
• They are not going to do what she says. (1)
• They are going to disguise themselves as lawyers, and Portia is
going to fight confront Shylock in court. (2)
Award 3 marks only if irony in context is discussed. (3)

13.7 “That light we see is burning in my hall:

How far that little candle throws his beams!
So shines a good deed in a naughty world.” (lines 1–3)
Comment on the metaphor in the context of the play.
• The image of a small light (‘little candle’) lighting up ‘a naughty
world’ relates to the small light of justice, which lit up the
‘naughtiness’ of Shylock’s vengeful demand.
• It was Portia’s ‘good deed’, i.e. applying the law and seeing
justice done, that lit up the darkness of Antonio’s possible death.
Mark globally. Award 3 marks only if metaphor is discussed in
context. (3)

13.8 Explain Portia’s instructions in lines 16–19 by referring to the rest of the
play.
• She wants the servants to keep quiet about her absence.
• She and Nerissa have not been to a convent as she said before
Bassanio had left for Venice – they went to Venice instead.
• She wants this to remain a secret.
Award 3 marks for 3 points. (3)

13.9 “What, no more?

Pay him six thousand, and deface the bond;
Double six thousand, and then treble that,
Before a friend of this description
Shall lose a hair through Bassanio’s fault.” (Extract G)
“Go in Nerissa.
Give order to my servants, that they take
No note at all of our being absent hence.
Nor you Lorenzo. Jessica, nor you.” (Extract H)
Identify the mood in each extract by describing Portia’s attitude in the
respective extracts.
• (Extract G): Portia is confident and in charge. The mood is
hopeful; promising, etc.
• (Extract H): Portia is nervous; anxious to ensure that everything is
in place. This creates a mood of anticipation; a tense mood. (4)
TOTAL SECTION C: 25
GRAND TOTAL: 80

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(EC/NOVEMBER 2018) ENGLISH HOME LANGUAGE P2 21

SECTION A: ASSESSMENT RUBRIC FOR LITERARY ESSAY – HOME LANGUAGE: POETRY [10 MARKS
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT 5–6 4 3 2 0–1
- In-depth - Shows - Fair interpretation - Unsatisfactory - No understanding
6 MARKS interpretation of understanding and of topic interpretation of of the topic
topic has interpreted - Some good points topic - No reference to the
Interpretation of topic - Range of striking topic well in support of topic - Hardly any points poem
Depth of argument, arguments - Fairly detailed - Some arguments in support of topic - Learner has not
justification and extensively response supported, but - Inadequate come to grips with
grasp of text supported from - Some sound evidence not understanding of genre and text
poem arguments given, always convincing genre and poem
- Excellent but not all of them - Basic
understanding of as well motivated understanding of
genre and poem as they could be genre and poem
- Understanding of
genre and poem
evident
STRUCTURE AND 4 3 2 1 0–1
LANGUAGE - Coherent structure - Clear structure - Some evidence of - Structure shows - Poorly structured
- Arguments well- and logical flow of structure faulty planning - Serious language
4 MARKS structured and argument - Essay lacks a well- - Arguments not errors
clearly developed - Flow of argument structured flow of logically arranged - Incorrect style
Structure, logical - Language, tone can be followed logic and - Language errors
flow and and style mature, - Language, tone coherence evident
presentation impressive, correct and style largely - Language errors - Inappropriate tone
Language, tone and - Virtually error-free correct minor; tone and and style
style used in the grammar, spelling style mostly
essay and punctuation appropriate

NOTE: If a candidate has ignored the content completely and written a creative response instead, award a 0 mark for both Content and Structure and
Language.

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22 ENGLISH HOME LANGUAGE P2 (EC/NOVEMBER 2018)

SECTIONS B AND C: ASSESSMENT RUBRIC FOR LITERARY ESSAY – HOME LANGUAGE: NOVEL AND DRAMA [25 MARKS]
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT 12–15 9–11 6–8 4–5 0–3
- Outstanding - Shows - Mediocre - Scant interpretation - Very littlr
15 MARKS response: 14–15 understanding and interpretation of of topic; hardly any understanding of the
- Excellent response: has interpreted topic topic; not all aspects aspects explored in topic
Interpretation of 12–13 well explored in detail detail - Weak attempt to
topic; Depth of - In-depth - Fairly detailed - Some good points in - Few points in answer the question
interpretation of response support of topic support of topic - Arguments not
argument,
topic - Some sound - Some arguments - Very little relevant convincing
justification and - Range of striking arguments given, supported, but argument - Learner has not
grasp of text arguments but not all of them evidence not always - Little understanding come to grips with
extensively as well motivated as convincing of genre and text genre and text
supported from text they could be - Basic understanding
- Excellent - Understanding of of genre and text
understanding of genre and text
genre and text evident
STRUCTURE AND 8–10 6–7 4–5 2–3 0–1
LANGUAGE - Coherent structure - Clear structure and - Some evidence of - Structure shows - Lack of planned
- Excellent logical flow of structure faulty planning structure impedes
introduction and argument - Logic and coherence - Arguments not flow of argument
10 MARKS conclusion - Introduction and apparent, but flawed logically arranged - Language errors and
Structure, logical - Arguments well- conclusion and - Some language - Language errors incorrect style make
structured and other paragraphs errors; tone and style evident this an unsuccessful
flow and
clearly developed coherently mostly appropriate - Inappropriate tone piece of writing
presentation; - Language, tone and organised - Paragraphing mostly and style - Inappropriate tone
Language, tone and style mature, - Logical flow of correct - Paragraphing faulty and style
style used in the impressive, correct argument - Paragraphing faulty
essay - Language, tone and
style largely correct
MARK RANGE 20–25 15–19 10–14 5–9 0–4
NOTE: If a candidate has ignored the content completely and written a creative response instead, award a 0 mark for both Content and Structure and Language.
There must not be more than two categories’ variation between the Structure and Language mark and the Content mark.

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