REPUBLIC OF NAMIBIA

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE

ENGLISH SECOND LANGUAGE

SPECIMEN PAPERS 1 - 4 AND MARK
SCHEMES
HIGHER LEVEL
GRADES 11 – 12

THESE PAPERS AND MARK SCHEMES SERVE TO

EXEMPLIFY THE SPECIFICATIONS IN THE LOCALISED
NSSC ENGLISH SECOND LANGUAGE HIGHER LEVEL
SYLLABUS

2006
Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, 2005

NSSCH English Second Language Specimen Paper Booklet Grades 11 - 12

ISBN: 99916-58-79-3

Printed by NIED

Publication date: 2005

 TABLE OF CONTENTS

Paper 1: Reading And Directed Writing Specimen Paper ........................................................1

Paper 1: Mark Sheme.............................................................................................................10

Paper 2: Continuous Writing Specimen Paper........................................................................15

Paper 2: Mark Sheme.............................................................................................................17

Paper 3: Literature Specimen Paper........................................................................................19

Paper 3: Mark Sheme.............................................................................................................29

 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

ENGLISH SECOND LANGUAGE: HIGHER LEVEL

PAPER 1: READING AND DIRECTED WRITING

SPECIMEN PAPER

Candidates answer on the question paper.

No additional materials are required.

TIME: 2 hours 30 minutes

INSTRUCTIONS TO CANDIDATES

Write your name, Centre number and candidate number on the answer paper/booklet
Answer all questions.
Write your answers on the separate answer paper provided.
If you use more than one sheet of paper, fasten the sheets together.

INFORMATION FOR CANDIDATES

The number of marks is given in brackets [ ] at the end of each question or part question.
Dictionaries are not permitted.

FOR EXAMINER’S USE

Part 1

Part 2

Part 3

TOTAL

1
PART 1
Read the article below and answer the questions on the separate answer sheets provided.

Cost of speaking only English

If we neglect our mother tongues, colonialism is working, writes Max du Preez

1. South Africa is well on its way to education is best, and the way of
becoming a predominantly the future.
English-speaking country, even 8. Don’t hold your breath. It’s all
though English is the mother sentiment and talk. It isn’t going to
tongue of a tiny minority. We are happen. Not unless there is a
so much poorer for it. fundamental change of heart from
2. I have worked in an English- the government and society.
speaking environment using 9. It’s a class thing and a colonial
English as a tool of work most of thing, you see. If you are really on
my adult life. But when I’m really the way up, or if you have already
happy or really sad, when I’m very made it in life, you don’t speak
angry, when the beauty of nature tribal languages, you speak
overwhelms me, when I English.
communicate with my children, I 10. At the same conference where
think and speak in the language my everybody was so keen on the
mother spoke to me. advancement of indigenous
3. I had the special privilege as a boy languages, I witnessed two
to be educated in my mother Sesotho-speakers communicating
tongue. It gave me an advantage in English with each other.
over so many who were taught in a 11. When last did you hear Setswana
second or third language. or Xitsonga spoken in Parliament?
4. I even had the advantage over most Everybody speaks English – apart
other South Africans that my from Afrikaans-speakers who
language was developed over many normally speak Afrikaans and
years as a language of science, English – despite the fact that this
business, mathematics and is where the representatives of the
sophisticated literature. ordinary people get together to
5. But then, I was born into the tribe look after the welfare of the nation.
that was dominant in South Africa 12. As long as our high society and our
since before I was born. Seven broadcasters treat indigenous
years ago, that dominance was languages as something tribal and
overthrown, and replaced by what inferior, these languages will
was supposed to be an open, caring continue to wither.
democracy where everybody was 13. We should breed a culture where
supposed to have equal access to speaking your own language
the benefits of the state. should be a symbol of self-esteem,
6. So why don’t our young people and speaking an indigenous
today have the same privilege I had language other than your own, a
– to be given their basic education symbol of patriotism. It is not an
in their own language? altruistic thing only – it will enrich
7. During a national education the person doing it. This is
conference two weeks ago, every especially true of white and brown
professor, educationist and Afrikaans speakers and white and
schoolteacher agreed Indian English speakers.
wholeheartedly that mother tongue

2
 14. It is a long road to developing a 16. Of course, English will always be
proper linguistic register for all our the common language we use in
indigenous languages, so one can the urban economy and to
teach and practice any discipline or communicate with the outside
business using it. It took Afrikaans world. It is important that every
many decades and an ethnically South African is able to speak, read
obsessed succession of and write English. But if we
governments to get there. achieve that at the expense of our
15. We have to make a determined own, precious languages, it is a
start now, or abandon it. Do it, or price too high to pay. Then 300
stop pretending. Implement the years of colonialism would have
national policy of multilingualism, been completely successful.
or stop the lip-service.

Taken from ‘The Star’ March 8 2001

1. Explain why it is ironic that South Africa is becoming a predominantly English

speaking country. (1)

2. How do you know that the author’s home language is not English? (2)

3. Why does the author regard mother tongue education as a special privilege? (1)

4. What does the writer mean when he says: “Don’t hold your breath. It’s all sentiment
and talk. It isn’t going to happen.” (paragraph 8) (2)

5. In paragraph 13 the author suggests; “speaking an indigenous language other than your
own” is a symbol of patriotism. What does he mean by this? (1)

6. Write a paragraph of about 75 words, summarising the author’s attitude to using

English as a language at the expense of a person’s mother tongue. You may quote from
the passage in support of your answer. (3)

[TOTAL: 10]

3
 PART 2

Read the article SUFFERING IN SECRET carefully; then answer Questions 7 to 12.

Suffering in secret
Nomvhula Bhengu* had a successful career until her husband was killed. She then found
herself dealing not only with her grief but with the restrictive cultural rituals African widows
are forced to uphold. She talks to Sharon Sorour-Morris

1. My husband Gerald* died suddenly, funeral, and I could. Still, all the
shot in his car by a stranger for no decisions regarding his burial were
apparent reason. It happened more made by his family clan. It’s and age-
than a year ago, and I am still trying to old cultural practice, but to me it was
piece it all together. The police just cruelty masquerading as culture.
investigation led to an arrest, but the 4. So I had to organize a funeral,
trial is still pending. I remember something I’ve never done before, and
clearly the night Gerald died. At about at every step I was dictated to by
3 am I woke up to find a lot of people Gerald’s family. He had had very
at my door. Gerald, who usually came specific ideas about how and where he
home around midnight, was not there. wanted to be buried, but most of these
I was gripped by a terrible fear. were overridden by his family.
Something was horribly wrong. I 5. At the funeral, prayers were said for
became hysterical and ran to my room, Gerald and his mother, but none for me
crying. My aunt then broke the news – or his children. I was very hurt. His
Gerald was dead. My children uncle didn’t even sympathise with me.
Thabo*, who is 12, and seven-year-old Then I noticed an unusual wreath I
Phumzile*, took the news badly. I hadn’t seen before, and when I read the
tried to be strong for all of us, and to note it said. “From your daughter.” I
behave in a dignified way, but things was confused, but I then thought
started to go wrong from the maybe it referred to the daughter of
beginning. I battled to get in touch Gerald’s brother.
with my mother-in-law, who lives 6. Soon afterwards I noticed a strange
between Johannesburg and Bizana. woman with a small child, and I could
And when my aunt finally sent her a see my husband’s features clearly in
message on my behalf, she barely that little face. I was stunned. To
responded. encounter my husband’s mistress and
2. In fact, Gerald’s family cast me aside his child at his funeral! I was
even before their son was buried. I distraught but not angry. At least he
became a suspect to them, and I had been discreet. He always slept at
believe they think I killed Gerald, or home, no matter what. But I could see
had him killed. It’s a common thing, that my mother-in-law knew Gerald’s
that the widow becomes suspect mistress, and had accepted her. His
number one. cousin later told me that he had taken
3. It was a painful realization. Overnight his mistress to meet his family. Now
I had gone from being a happily they all blamed me for his death, and
married wife and mother to a widow they cast me out. Gerald’s family still
with very few rights and privileges. I believe that Gerald’s murderer is my
had no say, even when it came to boyfriend. It’s a crazy idea. I’ve
decisions about the funeral. The only never been unfaithful to my husband.
power I had was the fact that Gerald’s 7. My problems with my mother-in-law
family couldn’t afford to pay for the go back to when I started dating

4
 Gerald. She wanted him to marry enough there will be another woman
someone else. He didn’t. I took him looking after him, and the community
away from her, and more importantly, will condone it. At least there is
I took away her breadwinner, her someone looking after him and the
source of money. So she’s always children, they reason.
been very jealous of me. I think she 11. But is this fair? Often the children are
also resented the fact that I earned even more traumatised when a strange
more money than Gerald, that I was a woman takes their mother’s place so
woman with a career. When I soon after her death. But widowers are
graduated, I invited her to the not judged. I don’t understand why
ceremony, but she declined the widows are subjected to such harsh
invitation and never really treatment, why their lives are made so
acknowledged my work. miserable when they are clearly
8. An African widow is expected to wear suffering. It’s really a pity that these
mourning clothes. The clothes become cultural guidelines are not in print –
a kind of uniform, forcing you to then maybe they would be easier to
behave in a certain way. For example, understand. This is, after all, the
while I was wearing the mourning culture I was born into.
clothes I couldn’t sit in the front seat of 12. I was born in a village between
a car. I had to sit at the back. People Johannesburg and Bizana. My family
believe that you bring bad luck, that was illiterate, but my grandparents
you carry bad omens. They believe were cultural pioneers. My
you will be the cause of an accident if grandfather was a headman, chosen by
you’re sitting in the front. the village elders to be an ikhankatha,
9. While I was in mourning, I couldn’t someone who oversees the initiation
carry on with my life. It also impinged into manhood of young boys. My
on my work. They wouldn’t allow me grandmother, a hand-some woman,
to address a gathering of colleagues at was an orator and an excellent praise
a function. It was something that was singer. She used to tell us stories.
important to my career but the family’s 13. I have always been very proud of my
cultural beliefs came first. My culture. So proud that I’ve always
husband’s family believed that a wanted to write about it, to tell people
widow must be reserved and stay out about the girls from the small village.
of the limelight. During the official But now I am being victimized and
time of mourning I couldn’t receive punished by this very same culture.
any male visitors, even friends I’d Can it be possible that this culture,
known for a long time. They would with which I have such a strong
have been seen as my boyfriends. identity, now leaves me in such
10. All these things are put down to culture despair? Is it the very same culture
but I find them confusing. When men that allows people to be insensitive and
become widowers, they are not cruel when I have lost my partner, my
expected to behave in this confining husband?
way. A widower is not expected to 14. My experience has convinced me that
change the way he dresses. The it is time for other black widows to
community supports him in his loss, speak out. We must tell everyone that
they sympathise with him, especially if the expectations placed on us as
there are children involved. Soon widows are unrealistic and unfair.
Taken from Femina March 2001

5
In answering Questions 7 to 12 you only need to write down the letter A, B, C or D on your
answer paper.

7. “The trial is still pending” suggests that:

A no trial will take place.

B the trial must still be settled.
C the trial has been postponed.
D the trial is busy taking place. (1)

8. The writer’s mother-in-law “barely responded” to her daughter-in-law’s call about her
husband’s death because:

A she was certain she had planned Gerald’s death.

B she wanted to punish her.
C she wanted to indicate how much she resented her.
D she did not like her and avoided contact. (1)

9. The expression “cruelty masquerading as culture” in paragraph 3 suggests that ‘cultural

practice’:

A is often a disguised way of punishing a widow.

B forbids the widow to organize the funeral.
C excludes the widow when the funeral is planned.
D all of the above answers. (1)

10. What hurt the writer most at her husband’s funeral was:

A that her mother-in-law received her very coldly.

B that her husband’s uncle did not sympathise with her.
C that no prayers were said to her or her children.
D that she had to learn about her husband’s mistress. (1)

11. “At least he had been discreet” (paragraph 8) suggests:

A that her husband had been careful and tactful about his illegitimate relationship.
B that he did not want to hurt his wife unnecessarily.
C that he felt guilty about his mistress.
D that he knew his wife would have been upset had she known about the mistress.
(1)

12. The most important reason why Gerald’s mother declined the invitation to her daughter-
in-law’s graduation ceremony was:

A it was unacceptable for her that a black wife should have university training.
B that she was not interested in her studies.
C that she did not like her daughter-in-law.
D that she didn’t like the fact that she earned more than Gerald. (1)

6
13. Write a paragraph in which you explain why the author’s experience of wearing
mourning clothes was negative. Use your own words as far as possible. (4)

14. The author experienced a definite difference between the treatment of widows and
widowers in her culture. Explain the differences and comment on her attitude. Quote
two phrases from the text to support your comment on the author’s attitude. (5)

15. What evidence is there in the passage that the author is proud of her African family
background? Use your own words and don’t quote in this answer. (2)

16. Explain why you think that this lady decided to go public with her experience of her
culture’s rituals concerning a husband’s death. (3)

[TOTAL: 20]

7
 PART 3

Read the article THE KILLING FIELDS carefully; then answer Question 17.

THE KILLING FIELDS

by Marion Scher

1. In the winter of 1996, Erich Small’s 5. Professor Tim Noakes of the Sports
dream came true – he was to represent Science Institute, who works with
his school, Afrikaanse Hoër Seunskool Morne, emphasises the urgency of
in Pretoria, in the Under-16 rugby team preventative training: “The only way
against their arch rivals, Pretoria Boys’ of improving this situation is by
High. His anticipation was so great he educating coaches, referees, medical
hardly slept the night before the big assistants – anyone and everyone
match. They’d show those concerned with rugby throughout the
Engelsmanne how rugby should be country”.
played! Twenty minutes into the 6. The Players’ Fund has been
game, after grabbing the ball off the responsible for devising training
ground, he collided with another player modules and has facilitated the
and rolled over onto his neck. In a production of a video and a detailed
split second his whole life changed. booklet. All this is available to schools
Erich is now confined to a wheelchair, and clubs free. At schools where
paralysed from his chest down. there’s no first aid equipment, they’ll
2. “I’ve gone through it so many times supply it and teach the staff how to use
and know there was no reason for this it. The fund has started the Rugby
to happen. I was fit and had played Medic Club, and contracted Ian
that position (flank forward) for 10 Klopper of Medi-Tech to train pupils,
years. We were playing by the rules teachers and parents in rugby first aid.
and weren’t reckless. There was no By completing a series of courses over
one to blame but myself,” he says. a period of two to three years, these
3. In a sense Erich is one of the lucky medics will be able to treat injuries that
ones. In 1999, three schoolboys and could be serious or even life
one club rugby player died after threatening.
breaking their necks playing rugby, 7. .Professional refereeing is equally
one within hours of the accident. Five important and it’s the referee’s job not
schoolboys were paralysed. Last year to allow high tackles, which is when
there were three deaths – one of them a accidents occur. Dr Ismail Jakoet,
schoolboy – and five schoolboys ended chief medical consultant for Sarfu,
up in wheelchairs. expands on the critical role played by
4. There will always be the odd freak referees: “If during a game a scrum
accident with a game like rugby, says collapses time and time again,
CEO of the Sports Science Institute something’s wrong. The next time a
and former Springbok captain Morne player could break his neck. By
du Plessis. But if players are properly teaching referees to watch for trouble
prepared and if rugby is organized with spots the whole game will improve,”
good coaching and reffing we can cut he says.
out a lot of injuries. We have to look 8. Ultimately the onus is on schools to
at the preventative side rather than the employ the appropriate professionals –
cure. If one broken neck a year can be and foster the right attitude. St John’s
avoided, that’s a job well done. College in Johannesburg host an
annual Easter Rugby Festival, where
8
 12 top rugby schools battle it out for 11. He gets support from a surprising
honours. Headmaster Roger Cameron quarter. Erich Small, sitting in his
says that safety is their prime concern wheelchair, grins and says, “I still
when organising such an event. really love the game. All the guys in
9. In conclusion, if rugby is so potentially the team have been incredibly
lethal, why is it still such a compulsive supportive. They made a difference.
part of South African life? My advice to young players is to go
10. Rugby is the ultimate team game, says out and enjoy your rugby, but play it
Ollie le Roux, the popular Springbok safe.”
prop. “It teaches you discipline and 12. Hopefully this year more money will
improves your coordination and fitness be available to go into safety training,
levels. And because you’re playing for and less needed for wheelchairs.
each other, it builds friendships that
last a lifetime. That’s something you
can’t buy.”
(Adapted from Fairlady, 14 March 2002)

Question 17

Every year, schoolboys die from rugby-related injuries – others end up in wheelchairs for life.
Write a letter to the press in which you air your views on whether enough is done to prevent
this terrible toll on the fittest of our youth. Suggest what can be done to prevent fatal injuries.
You may use information given in the article, but also add ideas of your own.

The body of your letter should not exceed 300 words.

[TOTAL: 20]
10 + 20 + 20 = [50]

9
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

ENGLISH SECOND LANGUAGE: HIGHER LEVEL

PAPER 1:
MARK SHEME

10
PART 1

1. English is the mother tongue of a small group of people in South Africa. (1)

2. When he experiences strong emotions he prefers to express himself in his mother

tongue. He mentions that he was born into the group that was dominant in South Africa
from before his birth. (2)

3. It gives one an advantage over others / One can understand easier. (1)

4. Although educationists wholeheartedly agree that mother tongue education is best, they
force children to be educated through the medium of English and they have no intention
to change this.
(all for 2 marks) (2)

5. He means that it will show your love for your country and goodwill to all inhabitants in
the country. OR It will enrich you. (1)

6. The author is very negative about people who forsake their own language for English.
He is sarcastic when he says, “If you are really on the way up … you don’t speak tribal
languages, you speak English.”

The author feels concerned about the fact that urban groups want to speak English to be
important. He found it disturbing that 2 people from the same indigenous group
communicated in English – “I witnessed two Sesotho-speakers communicating in
English.”

The author feels that high society and broadcasters discourage people to use their own
languages and treat them as “tribal and inferior.” He obviously disapproves of this
attitude. (Any 3)

(Do not credit quotes only. Although candidate may use quotes in the answer, marks
are awarded for the attitudes.) (3)

TOTAL: [10]

11
 PART 2

7. B
8. D
9. A
10. D
11. A
12. D (6)

13. She had to wear mourning clothes, which made her conspicuous as a mourner. She did
not like people sympathising with her constantly. The clothes also forced her to adhere
to certain rules such as not being allowed to sit in the front seat of a car. She was also
regarded as someone who could cause bad luck. She could not continue with her work
in a normal way, as she was not allowed to address her colleagues. She was also not
allowed to receive any male visitors even though they were good friends.
(Any 4 points) (4)

14. Differences: (2 marks)

Widowers do not need to wear mourning clothes. They have the support of their
families and their friends and they are not excluded. Widowers are soon allowed to
have other women looking after them and their children.
(Any 2)

Attitude: (3 marks)
The author feels that it is very unfair that a widow is treated differently and that she is
treated without sympathy or respect. She feels that their culture should explain why
they have different rules applying to different sexes. She uses expressions such as
“widows are subjected to such harsh treatments” and “their lives are made so
miserable”. (Any 3) (5)

15. She mentions that although her family was illiterate they were leaders in their
community. She states that she has always been proud of her culture and has always
wanted to write about it. (2)

16. She is convinced that black widows should speak out and complain about their
treatment by family members. They need to tell their leaders that they are unfairly and
cruelly treated in a time when they need love and support. (3)
[TOTAL : 20]

12
 PART 3

The Killing Fields

Content/reading and using the passage

9/10 All requirements of the question are met. Gives a good range of reasons and keeps
the letter as a whole in proportion. Writes with conviction about how rugby injuries
can be avoided. Almost first language competence.

7/8 Gives some reasons for preventing fatal injuries. Relates reasons for injuries –
although information may be very general.

5/6 Gives straightforward, unelaborated reasons for rugby injuries. Reasons for
preventing injuries are plain and less convincing.

3/4 Covers the requirements of the question but in a very general or insufficient way.
There may be one of two reasons and they may only partially reflect the passage.
Relevant lifting.

1/2 Does not cover all the requirements of the question. Content bears little or no relation
to the passage and is muddled and contradictory. Just lifting.

0 Insufficient response for assessment.

Written expression/Language

9/10 Very accurate. Fluent, original vocabulary and well structured sentences. Letter very
well sequenced with links (First language competence.)

7/8 Mainly accurate. Some fluency and style. Signs of a range of vocabulary and ability
to build sentences. Sound sequence of ideas.

5/6 Some minor errors. Some fluency. Language and sentences appropriate if
unadventurous. Structured letter, though the introduction and conclusion may be
straightforward.

3/4 Several minor errors. Occasionally well expressed. Language generally quite
straightforward. Some weaknesses in sentence building. Overall structure sound,
but sequencing of individual ideas may be unconvincing.

1/2 Many errors. Some poor expression. Simple language and sentence forms. Attempts
to structure letter, but sequence is occasionally muddled.

0 Too inaccurate and poorly expressed for the standard of the examination.

13
 Specimen letter

P. O. Box 3513
Windhoek
19 March 2001
The Editor
The Namibian
Private Bag 614
Windhoek

Dear Sir

Rugby injuries: is enough done to prevent them?

It is a very distressing fact that many boys in the prime of their lives die of rugby-related
injuries or end up in wheelchairs for life. For most boys, playing rugby is the most idealised
dream. We must however warn them that rugby can ruin your life.

To play safe rugby is an art. We all know that rugby is a contact sport which places players
in vulnerable positions for injuries. It is a known fact that players get injured even when they
are fit, know their positions, play by the rules and try never to be reckless.

Players, teachers and parents should be much more prepared for injuries and the speedy
treatment of such injuries. The patient should be treated within 3 hours in order to prevent
paralysis.

All rugby coaches and referees should be competent and proficient so that they can react
when rules concerning the safety of players are defied. Constantly collapsing scrums should
not be allowed. High tackles should be totally forbidden.

Very weak teams should not be allowed to compete against strong teams. It is essential that
teams should be entered in the correct leagues.

If a referee handles a game where one team is far ahead of a much weaker team he should not
allow any extra time as it may only result in more and serious injuries.

Rugby is a popular game and we want to keep it like that. Let us pursue all possible ways so
that we can keep it that way.

Yours sincerely
Rugby fan

M. M. Paulsen

14
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

ENGLISH SECOND LANGUAGE: HIGHER LEVEL

PAPER 2: CONTINUOUS WRITING

SPECIMEN PAPER

Candidates answer on the question paper.

No additional materials are required.

TIME: 1 hour 15 minutes

INSTRUCTIONS TO CANDIDATES

Write your name, Centre number and candidate number on the answer paper/booklet.
Write a composition based on one of the topics overleaf.
Write your answer on the separate answer paper provided.
If you use more than one sheet of paper, fasten the sheets together.

INFORMATION FOR CANDIDATES

You should write between 350 and 500 words.

You should pay attention to punctuation, spelling and handwriting.
Dictionaries are not permitted.

15
Guidelines to candidates:

• Please supply a right-hand marking margin, approximately the width of a ruler.

• Please submit your plan with your final essay.
• Supply a title if the questions do not provide one for you.
• You should write between 350 and 500 words but do NOT waste time counting your
words.
• Allow time to check your work thoroughly: apply your knowledge of correct concord,
spelling, punctuation and sentence structure.
• ENJOY this examination: consider it to be purifying and therapeutic. Be sincere; avoid
melodrama; write from the heart without drowning in feeling; think deeply.

Choose one topic and write an essay of about 350-500 words on it.

1. “It is important to change people’s attitude towards HIV/AIDS carriers.”

What are your views?

2. A teenager’s bedroom.

3. Write a story in which a person who appears to be a coward turns out to be brave.

4. Imagine school in twenty years’ time.

5. “We are each our own devil. And we make this world our hell.” (Oscar Wilde)
Respond to this statement.

6. “She was watching TV when suddenly the phone rang. She picked up the phone and ”
Complete this story.

[20]

16
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

ENGLISH SECOND LANGUAGE: HIGHER LEVEL

PAPER 2:
MARK SHEME

17
 MARKING GRID FOR WRITTEN COMPONENT (PAPER 2)
ENGLISH SECOND LANGUAGE
NSSCH LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
ƒ mature and convincing ƒ reasonably stylistic ƒ sense of style ƒ limited style ƒ no evidence of style
style suited to subject ƒ wide range of effective ƒ some effective vocabulary ƒ appropriate vocabulary ƒ vocabulary sometimes simple
ƒ effective vocabulary vocabulary ƒ sentence structures fluent ƒ sentence structures ƒ sentence structure insecure,

ACCURACY
ƒ good handling of complex ƒ complex sentence structures ƒ some mistakes, mostly minor clear without much some blurring of meaning
grammatical structures ƒ possibly good grasp of spelling, commas, ambition ƒ frequent mistakes impede easy

STYLE &
ƒ hardly any mistakes grammatical structures collocations, ƒ various mistakes which reading
CONTENT AND ƒ a few mistakes choosing the wrong word, etc. do not impede reading ƒ almost incomprehensible
ƒ tackles the task satisfactorily ƒ some attempt at ideas
STRUCTURE ƒ occasional awkwardness and order
ƒ subject matter fully developed and
manipulated
L ƒ complex development 40 – 33 32 – 29 28 – 25 24 – 21 20 – 17
1 ƒ structure promotes easy and
accurate reading throughout 20 - 17 16 – 15 14 – 13 12 – 11 10 – 9
ƒ mature writing
ƒ some original and complex ideas
Vitality evident
ƒ frequent explanation and 32 – 29 28 – 25 24 – 21 20 – 17 16 – 13
L
exemplification
2
ƒ paragraphs well structured and
linked 16 – 15 14 – 13 12 – 11 10 – 9 8–7
ƒ clear sequence of plot/argument
ƒ overall sequence of ideas obvious
Soundly competent
ƒ some interesting and clear 28 – 25 24 – 21 20 – 17 16 – 13 12 – 9
L development and explanation
3 mostly well structured and
balanced. Some linking of 14 – 13 12 – 11 10 – 9 8–7 6–5
paragraphs
ƒ some repetition of ideas possible
ƒ generally enough to complete the
task
ƒ ideas developed but not always 24 – 21 20 – 17 16 – 13 12 – 9 8–5
L
enough
4
ƒ some signs of overall plan
ƒ in places the balance and sequence 12 – 11 10 – 9 8–7 6–5 4–3
of plot/argument may be weak
ƒ some ideas randomly written
ƒ no consistent development
L ƒ information may be list like 16 – 13 12 – 9 8–5 4–1
5 20 – 17
ƒ unequal paragraphs
ƒ sentences sequenced poorly 10 – 9 8–7 6–5 4–3 2–1

NOTE: For example: If Style & Accuracy is Level 3 and Content & Structure is Level 2, then marks awarded will be: 21 – 24 or 11 – 12
40 20

18
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

ENGLISH SECOND LANGUAGE: HIGHER LEVEL

PAPER 3: LITERATURE
SPECIMEN PAPER

Candidates answer on the question paper.

No additional materials are required.

TIME: 2 hours

INSTRUCTIONS TO CANDIDATES

Write your name, Centre number and candidate number in the spaces at the top of this page.
Answer three questions, one question on each genre.
Write your answers on the separate answer sheets provided.

INFORMATION FOR CANDIDATES

The number of marks is given in brackets [ ] at the end of each question or part question.
Prescribed texts may be used.
Dictionaries are not allowed.

FOR EXAMINER’S USE

Section 1

Section 2

Section 3

TOTAL

19
This paper consists of three sections:

Section A: Prose

• Things Fall Apart Chinua Achebe

• Animal Farm George Orwell

Section B: Drama

• Master Harold and the Boys Athol Fugard

• A Midsummer Night’s Dream William Shakespeare

Section C: Poetry

• Little Boy Crying Mervyn Morris

20
 SECTION A

Answer ONE question from this section. You may answer either the essay or the context-
based question.

1. THINGS FALL APART: CHINUA ACHEBE

Question 1 (Essay question)

That boy calls you father. Do not bear a hand in his death! …… Yes,
Umuofia has decided to kill him. The Oracle of the Hills and the Caves
has pronounced it. They will take him outside Umuofia as is the custom,
and kill him there. But I want you to have nothing to do with it. He calls
you father. (59-60)

And let me tell you one thing, my friend. If I were you I would have
stayed at home. What you have done will not please the Earth. It is the
kind of action for which the goddess wipes out whole families (69)

The above quotations reveal the feelings of those near to Okonkwo and their attitude to
Okonkwo and his participation in Ikemefuna’s death.

Write an essay in which you explore the role played by Ikemefuna in this novel and the
influence his death had on both Okonkwo and Nwoye. [20]

OR

Question 2 (Context-based question)

Read the whole Chapter 21. Discuss the influence Mr. Brown had on the Ibo tribe and
especially on Okonkwo. Assess his influence at this stage, but also mention how his
influence changed their views as time passed and things started becoming more complicated.
[20]

OR

21
2. ANIMAL FARM: GEORGE ORWELL

Question 3. (Essay question)

Orwell stated:
“When I sit down to write a book I do not say to myself, “I am going to produce a book of
art.” I write it because there is some lie I want to expose, some fact to which I want to draw
attention, and my initial concern is to get a hearing.” (Bennett 1989:7)

Discuss fully whether you think Orwell succeeded in his intention. Relate to his attitude,
style and language as well as to the historic background on which Animal Farm is based.
[20]

OR
Question 4. (Context-based question)

The mystery of where the milk went to was soon cleared up. It was mixed every day into the
pigs’ mash. The early apples were now ripening, and the grass of the orchard was littered
1.with windfalls. The animals had assumed as a matter of course that these would be shared out
equally; one day, however, the order went forth that all the windfalls were to be collected and
brought to the harness-room for the use of the pigs. At this some of the other animals
murmured, but it was no use. All the pigs were in full agreement on this point, even
Snowball and Napoleon. Squealer was sent to make the necessary explanation to the others.

‘Comrades!’ he cried. ‘You do not imagine, I hope that we pigs are doing this in a spirit of
selfishness and privilege? Many of us actually dislike milk and apples. I dislike them myself.
Our sole object in taking these things is to preserve our health. Milk and apples (this has been
2.proved by Science, comrades) contain substances absolutely necessary to the well-being of a
pig. We pigs are brain-workers. The whole management and organization of this farm
depend on us. Day and night we are watching over your welfare. It is for your sake that we
drink that milk and eat those apples. Do you know what would happen if we pigs failed in
our duty? Jones would come back! Yes, Jones would come back! Surely, comrades,’ cried
Squealer almost pleadingly, skipping from side to side and whisking his tail, ‘surely there is
no one among you who wants to see Jones come back?’ (22)

‘Do not imagine, comrade, that leadership is a pleasure! On the contrary, it is a deep and
heavy responsibility. No one believes more firmly than Comrade Napoleon that all animals
are equal. He would be only too happy to let you make your decisions for yourselves. But
3.sometimes you might make the wrong decisions, comrades, and then where should we be?
Suppose you had decided to follow Snowball, with his moonshine of windmills- Snowball,
who, as we now know, was no better than a criminal?’ (35)

22
 ‘Comrades,’ he said quietly, ‘do you know who is responsible for this? Do you know the
4. enemy who has come in the night and overthrown our windmill? SNOWBALL! He
suddenly roared in a voice of thunder. ‘Snowball has done this thing! In sheer malignity,
thinking to set back our plans and avenge himself for his ignominious expulsion, this traitor
has crept here under cover of night and destroyed our work of nearly a year.’ (44)

Once again all rations were reduced, except those of the pigs and dogs. A too rigid equality
in rations, Squealer explained, would have been contrary to the principles of Animalism. In
5. any case he had no difficulty in proving to the other animals that they were not in reality
short of food, whatever the appearance might be. For the time being, certainly, it had been
found necessary to make a readjustment of rations (Squealer always spoke of it as a
‘readjustment’, never as a ‘reduction’), but in comparison with the days of Jones, the
improvement was enormous. (69)

Study the extracts above and write an essay in which you show how Squealer uses
propagandist techniques in the given passages. Explain why it was necessary for him to
make use of these techniques in order for Napoleon to achieve his goals. [20]

23
 SECTION B

Answer ONE question from this section. You may answer either the essay or the context-
based question.

1. ‘MASTER HAROLD’ … and the BOYS: ATHOL FUGARD

Question 1. (Essay question)

“The 17-year-old white boy had a fatherly relationship with the much older Sam, the black
man who worked for the teenager’s mother in her tearoom in Port Elizabeth. But one day
they had a rare argument and closed the café in silence. The boy followed Sam down the road
on his bicycle and then rode up behind him and called his name. As Sam turned in mid-
stride, the boy spat in his face. Shame immediately overwhelmed the boy, and as he rode off
tears ran down his cheeks. Years later Fugard used this incident of a youngster’s initiation in
the use of racial power to write a play that tried to bridge the widening gap between white and
black in South Africa. In ‘Master Harold’ and the Boys, Sam manages, in the end, to teach
the boy that abuse of power hurts the doer as much as the victim.” (Reader’s Digest June
2002)

Write an essay in which you discuss the play as a confessional play. To what extent does
Fugard succeed in his attempt to have written the play as such? [20]

OR

Question 2. (Context-based question)

Sam: St. George’s Park Tea Room …Yes, Madam …Hally, it’s your Mom.

Hally: [Back to reality.] Oh, God, yes! I’d forgotten all about that. Shit! Remember my
words, Sam? Just when you’re enjoying yourself, someone or something will come along and
wreck everything.

Sam: You haven’t heard what she’s got to say yet.

Hally: Public telephone?

Sam: No.

Hally: Does she sound happy or unhappy?

Sam: I couldn’t tell. [Pause] She’s waiting, Hally

24
Hally: [To the telephone]. Hello Mom … No, everything is okay here. Just doing my
homework … What’s your news? … You’ve what? [Pause. He takes the receiver away from
his ear for a few seconds. In the course of Hally’s telephone converstion, Sam and
Willie discreetly position the stacked tables and chairs. Hally places the receiver back to his
ear.] Yes I’m still here. Oh, well, I give up now. Why did you do it, Mom? …Well, I just
hope you know what you’ve let us in for ,,, [Loudly] I said I hope you know what you’ve let us
in for! It’s the end of the peace and quiet we’ve been having. [Softly]
Where is he? [Normal voice.] He can’t hear us from in there. But for God’s sake Mom, what
happened? I told you to be firm with him … Then you and the nurses should have held him
down, taken his crutches away … I know only too well he’s my father! … I’m
not being disrespectful, but I’m sick and tired of emptying stinking chamberpots full of phlegm
and piss … Yes, I do! When you’re not there, he asks me to do it … If you really want to
know the truth, that’s why I’ve got no appetite for my food … Yes! There’s a lot of things you
don’t know about. For your information, I still haven’t got that science textbook I need. And
you know why? He borrowed the money you gave me for it … Because I didn’t want to start
another fight between you two … He says that every time… All right, Mom! [Viciously.]
Then just remember to start hiding your bag away again, because he’ll be at your purse before
long for money for booze. And when he’s well enough to come down here, you better keep an
eye on the till as well, because that is also going to develop a leak … Then don’t complain to
me when he starts his old tricks … Yes, you do. I get it from you on one side and from him on
the other, and it makes life hell for me. I’m not going to be the peacemaker anymore. I’m
warning you now: when the two of you start fighting again, I’m leaving home … Mom, if you
start crying, I’m going to put down the receiver …Okay … [Lowering his voice to a vicious
whisper.] Okay Mom. I heard you. [Desperate.] No … Because I don’t want to. I’ll see him
when I get home! Mom! … [Pause. When he speaks again, his tone changes completely. It is
not simply pretence. We sense a genuine emotional conflict.] Welcome home, chum! …
What’s that? … Don’t be silly, Dad. You being home is just about the best news in the
world… I bet you are. Bloody depressing there with everybody going on about their ailments,
hey! … How you feeling? … Good. … Here as well, pal. Coming down cats and dogs …
That’s right. Just the day for a kip and a toss in your old Uncle Ned … Everything’s just
hunky-dory on my side, Dad …Well, to start with, there’s a nice pile of comics for you on the
counter … Yes, old Kempie brought them in. Batman and Robin, Submariner… just your cup
of tea … I will … Yes, we’ll spin a few yarns tonight … Okay, chum, see you in a little while
… No, I promise. I’ll come straight home … [Pause – his mother comes back on the phone.]
Mom? Okay. I’ll lock up now … What? … Oh, the brandy … Yes I’ll remember! …. I’ll
put it in my suitcase now, for God’s sake. I know well enough what will happen if he doesn’t
get it … [Places a bottle of brandy on the counter.] I was kind to him, Mom. I didn’t say
anything nasty! … All right. Bye. [End of telephone conversation. A desolate Hally doesn’t
move. A strained silence.]

Discuss the above telephone conversation between Hally and his parents commenting on
themes, characterization, language usage, setting and style used by the author to explain
Hally’s mood to the viewer. Also give your personal opinion about this part of the play and
explain what it teaches you about the relationship between Hally and his parents. [20]

OR

25
2. A MIDSUMMER NIGHT’S DREAM: WILLIAM SHAKESPEARE

Question 3. (Essay question)

There are four love plots in “A Midsummer Night’s Dream: the wedding of Theseus and
Hippolyta, the lovers’ entanglement, the dispute between Oberon and Titania and Titania’s
infatuation with Bottom.
All these plots are concerned about love. They are directed towards one end: Theseus’s
wedding. The relationship between him and Hippolyta is mature, rational and proper; the
ideal pattern lovers should aspire. Shakespeare ridicules the “heady force of frantic love” or
love madness in this play. Titania is stubborn and disobeys the natural order. Lysander and
Hermia’s love is short-lived and one sometimes wonders how true it is. Helena dotes “in
idolatry” (worship) on Demetrius and pursues him also reversing the natural order.

Trace these different relationships in the four plots mentioned above. [20]

OR

Question 4. (Context-based question)

Read Act 5, line 61-125 from the play and answer these questions.

Identify themes in this passage and comment on them.

Study the language used and comment on Shakespeare’s use of imagery, irony and
alliteration and comment on it.

[20]

26
 SECTION C: POETRY

Question 1

Read the poem Little Boy Crying and answer the question below.

Little Boy Crying

Your mouth contorting in brief spite and

Hurt, you laughter metamorphosed into howls,
Your frame so recently relaxed now tight.
With three-year-old frustration, your bright eyes
Swimming tears, splashing your bare feet,
You stand there angling for a moment’s hint
Of guilt or sorrow for the quick slap struck.

The ogre towers above you, that grim giant,

Empty of feeling, a colossal cruel,
Soon victim of the tale’s conclusion, dead
At last. You hate him, you imagine
Chopping clean the tree he’s scrambling down
Or plotting deeper pits to trap him in.

You cannot understand, not yet,

The hurt your easy tears can scald him with,
Nor guess the wavering hidden behind that mask.
This fierce man longs to lift you, curb your sadness
With piggy-back or bull-fight, anything,
But dare not ruin the lessons you should learn.

You must not make a plaything of the rain.

Mervyn Morris

27
This poem portrays the feelings of a little boy after his father had punished him. Write a
paragraph in which you:

• trace the boy’s feelings as they are revealed through his facial expressions, behaviour and
thoughts as expressed in the poem. [3]

• explain the father’s inner-conflict after the slap; [2]

• explain why the speaker attempted to communicate how both the father and his son
experienced the slap; [2]

• explore the idea that the final line of the poem is a metaphor expressing a general truth
and sums up the meaning of the whole poem. [3]
[10]

TOTAL: 20+20+10 = [50]

28
 MINISTRY OF EDUCATION

Namibia Senior Secondary Certificate (NSSC)

ENGLISH SECOND LANGUAGE: HIGHER LEVEL

PAPER 3:
MARK SHEME

29
SECTION A: PROSE.

1. THINGS FALL APART: CHINUA ACHEBE.

Question 1 (Essay)

The role played by Ikemefuna in the novel and the influence of his death on both Okonkwo
and Nwoye.

1. Ikemefuna’s background – setting –say why he came to stay in Umuofia.

2. Ikemefuna: his influence on Okonkwo’s household.
3. Ikemefuna: his influence on Nwoye as a person.
4. Warnings given to Okonkwo not to participate in Ikemefuna’s death – reason.
5. Why Okonkwo went against all warnings.
6. Result of his conduct with regard to Nwoye.
7. Nwoye’s feelings about Ikemefuna-the way in which he missed him etc.

8. Themes: Violence
Male power
9. Characterization Nwoye
Okonkwo

A reference is also necessary to the type of language Achebe uses to portray the incident and
the feelings of the characters involved.
*Content = 10

*Interpretive skills = 5 (These refer to interpretation in general and also the way in which
quotes are applied to substantiate remarks.)

*Personal response = 5 (It refers to a definite personal opinion on Okonkwo’s conduct of

killing Ikemefuna and on Nwoye’s suffering after his father’s
involvement in the deed.).
[20]

30
Question 2 (Content-based)

Mr. Brown:
1. Missionary who showed compassion and understanding. Give example.
2. He taught Umuofia to compromise.
3. His example: he learnt about their religion.
4. Diplomatically helped them to understand difference between their religion and Christ.
5. Eventually he had an influence – when Okonkwo thought he had the support of the
people he realized that he no longer had it.
6. People had learnt that every problem is not necessarily solved by violence.

Themes: Tolerance
Male power
Violence Candidate should briefly discuss each theme
Content [10]

For specific references (quotes) to Chapter 21 to show that the candidate can use information
from the passage to substantiate arguments/claims made in the answer. [5]

Interpretation and personal response. [5]

[Total: 20]

31
2. ANIMAL FARM: GEORGE ORWELL.

Question 3 (Essay)

1. The lie he wants to expose (the lie being that communism is good and acceptable).
2. He wants world to open their eyes to the fact that if a ruler gains absolute power, he
becomes just as corrupt as the system that he initially intended to overthrow.
3. Hearing the World – Orwell had to be cautious as Stalin would easily get rid of any
opposition. He thus had to make use of a so-called fairy story – using animals as
characters.

4. Historic background – Stalin after the Russian Revolution. His attitude to the people/his
propaganda techniques.

5. Attitude: His anger at the communistic system – people being exploited.

6. His warning – not to sleep but to be prepared – to be educated – to realize what is going
on around you.

7. Style: Fairy story style

Simple language – short sentences

8. Language: Irony / propaganda / satire

9 & 10. Themes: corruption / absolute power corrupts / propaganda

Content = [10]

Interpretive skills = [5]

Personal response = [5]

[Total: 20]

32
Question 4 (Context-based)

1. Squealer is an arch propagandist

2. Reason – he is very convincing
- A good orator.
3. Discuss his character in detail.
4. Napoleon’s henchman / Squealer obviously received favours
5. Napoleon did unacceptable things.
6. Squealer had to convince the animals that what Napoleon did was the only option
7. Had to build Napoleon’s image – personality cult
Describe his mannerisms:
8. Persuade
9. Confuse
10. Intimidate
(Points 1-10 elaborated below)
(Half) lies told by Squealer / confused the animals, claiming that Snowball is no better than a
criminal.

Paragraph. 1 & 2:
Apples disappeared – animals’ expectations. The lies about the milk and apples,
Squealer’s ability as an orator – the way in which he convinced the animals that the
pigs should receive apples and milk.
He manages to make the animals feel guilty for doubting the motives of the pigs.
Persuade them that the apples are necessary
Brainworkers

Par. 3 Refer to the building of Napoleon’s personality cult and the way in which Snowball is
blamed for everything that goes wrong. Even Snowball agrees that pigs are superior.
Intimidate: Jones will return
Most of the time the animals would have been better off with Jones.

Par. 4 Snowball is used as scapegoat – the one who is blamed for everything that goes
wrong. The animals know that Snowball cannot be blamed for everything, yet they
are persuaded in such convincing terms that they are over-bluffed by accusations and
have no words to contradict Squealer.

Par. 5 Squealer told many lies. He convinced the animals because they are ignorant and
cannot contradict him. He uses words like ’re-adjustment’ that they do not understand.
He manages to confuse the animals with so-called facts, which, in reality are lies. The
animals accept the situation - they can no longer argue about anything. [10]

Interpretation: Why Napoleon made use of these techniques to achieve his goals. [5]
Personal response: Candidate’s opinion on Napoleon’s methods and the way Squealer
allowed Napoleon to use him. [5]

[20]

33
SECTION B: DRAMA.

1. MASTER HAROLD AND THE BOYS: ATHOL FUGARD.

Question 1 (Essay question)

The play as a confessional play.

1. Fugard wanted to apologise to the world.

2. 30 years before when he committed crime, Fugard was an insecure / adolescent / grew
up in an unstable home.
3. Hally realized that he humiliated and degraded his best friend and this made him
experience severe remorse.
4. Hally despised himself and never escaped his feelings of guilt.
5. Fugard realized that the only way to overcome his guilt was to publically apologize to
Sam Malopo.
6. Sam is Hally’s role model and father figure.
7. It drove him to tell the world how sorry he was for one impulsive and mad moment.
8. Relationship between Hally and Sam is special.
9. Explain Sam’s insight into Hally’s pain – him making Hally the kite.

10. In Hally’s childhood/as a child there were no racial feelings.

11. Father being a racist introduces Hally to racism. It is never an issue in Hally’s life until
he needs to rid himself from frustration of his father’s alcoholism. He takes it out on
Sam when he tells a racist joke.

12. Themes: Relationships (especially that of Sam and Hally), Racism

13. Symbols: Kite, bench

Comment on language usage

Quote to substantiate arguments Content: [10]

A candidate will earn 10 marks for the above facts.

The examiner should use his/her discretion to evaluate candidates’ Interpretive skills [5]
As well as their ability to relate a Personal response [5]
This will distinguish the candidates whose work reveals a distinct personal touch and an
appreciation for literature.
Total: [20]

34
Question 2 (Context-based)

The second telephone conversation

1. Hally shows his true colours under pressure.

2. He is confused and frustrated.
3. Hally is shocked back to reality when the telephone rings. Before the phonecall he
escapes into a fantasy world with Sam – (A world without collisions) p. 38
4. He is afraid of facing the truth.
5. His mood changes when he is confronted with reality.
6. Cross and disappointed with his mother.
7. Rebukes her for allowing his father to return home.
8. In his frustration he reveals things that he wanted to spare his Mum –the money his Dad
took to buy booze. The fact that his dad steals from the till.
9. Hally refers to arguments when his dad is drunk. Under normal circumstances he
avoids reference to this as he knows it is painful to his mum.
10. Change of tone when he speaks to dad. Feels guilty about negative feelings towards
Dad.
Not merely pretence. Discuss his emotional conflict. Hally’s friendly – conversational
tone – reveals a deep longing to have a good relationship with his father.
11. At the end when his mother reminds him to take the brandy home he once again faces
the reality of his drunken father.

12. Themes: Relationships (Hally and parents)

Ideal world versus broken world

13. Language usage:Colloquial

Foul

14. Setting - off-stage characters – what is the significance of using them?

15. Irony in passage – he is trying his best to be kind to his father and has a genuine longing
for things to be different.

16. Personal response: What do you think of Hally – does this conversation change your
feeling of respect/disrespect for Hally? [20]

At least 10 of the above for a Content mark out of [10]

Examiner should use own discretion to determine which of the above points reveal
Interpretive skills [5]
and which reveal Personal response [5]
Candidates will be awarded according to the ability to interpret and give personal opinion.
The last two aspects are important as it shows the level of interaction with the text. [20]

35
2. A MIDSUMMER NIGHT’S DREAM: WILLIAM SHAKESPEARE

Question 3 (Essay question)

1. The main theme in the play is the theme of love and we see it revealed in each of the
five plots in the play.

2. The plot that forms the framework for the play is the wedding of Theseus and
Hippolyta. Theseus is excited and impatient for the date to come soon"... but O
methinks, how slow'. This old moon wanes!" (Act I Scene I, line 3-4).

3. They love each other and their love is mature, rational and proper. Their love started
with a war and with discord, but ended in concord. Theseus says" And won thy love
doing thee injuries; But I will wed thee in another key, with pomp, with triumph, and
with revelling." (Act 1 Scene 1, line 17-19).

4. In contrast to the love between Theseus and Hippolyata we find'the entanglement of the
four lovers and all the problems they are confronted with. From the start Lysander says;
"The course of true love never did run smooth" (Act 1 Scene 1, line 134) revealing the
fact that they will have to face many problems.

5. Hermia truly loves Lysander and refuses to yield to Demetius. She boldly tells Theseus
"So will I row, so live so die my lord, Erc I will yield my virgin patent up unto his
lordship..." (Act 1 Scene 1, line 79 -81).

6. While the setting of the play is Athens we find order and rationality ad genuineness
with regards to their love. The moment they elope to the woods to escape the law of
Athens, everything changes.

7. At first Lysander says to Hermia in the woods "I mean that my heart unto yours is knit".
(Act 2 Scene 2, line 53) and he ironically says" And then end life when I end loyalty”
(Act 2 Scene 2, line 68).

8. The above words are however short-lived, because soon after them he wakes up and
says "And run through fire I will for thy sweet sake. Transparent Helena! " (Act 2
Scene 2, line 109, 110).

9. Lysander even goes as far as to say of Hemlia "... I do repent the tedious minutes I with
her have spent". He also adds; "... reason says you are the worthier maid" to Helena
(Act 2 Scene 2, line 122). His behaviour after the influence of the love juice is irrational
and illogical. Here we are introduced to the theme of love madness and Lysander's mad
infatuation with Helena.

36
1. Hermia is amazed at Lysander's conduct. She says "I am amaz'd, and know not what to
say". (Act 3 Scene 2, line 344). She never scolds him for his irrational and rude
behaviour although the audience clearly witnesses her hurt and confusion when he
claims to be in love with Helena.

2. Demetrius first loved Helena as we learn from Lysander "Demetrius made love to
Hedar's daughter, Helena, and won her soul; and she... devoutly dotes... upon this
spotted and inconstant man”. (Act 1 Scene 1, line 106 – 110).

3. He wanted Hermia because he could not get her and he felt it was his right to have her
"Relent, sweet Hermia; and, Lysander, yield Thy crazed title to my certain right". (Act 1
Scene 1, lines 91-92).

4. Demetrius treats Helena with contempt when he says "Tempt not too much the hatred of
my spirit, for I am sick when I do look on thee”. (Act 2 Scene 1, line 211, 212).

5. After the love juice has been painted on his eyes we find a completely different attitude
"O Helen, goddess, nymph, perfect, divine! To what my love, shall I compare thine
eyne? (Act 3, Scene 2, line 137, 138).

6. Helena is like Hermia at a loss to the sudden change of attitude of Demetrius in the
woods. At first she pursued him in an irrational and preposterous manner in the woods
"1. am your spaniel... Use me but as your spaniel, … What worser place can I beg in
your love – Than to be used as you use your dog?” (Act 2 Scene 1, line 202- 210).

7. In the woods after having been painted with the love juice Demetrius is infatuated with
Helena. She feels offended and mocked "O spite! O hell? I see you all are bent to set
against me for you merriment”. (Act 3 Scene 2, line 145-146).

8. When we meet Oberon and Titania they are entangled in a terrible quarrel about an
Indian boy. Oberon greets her with "Ill met by moonlight, proud Titania" and she adds
“What, jealous Oberon! … I have forsworn his bed and company”. (Act 1 Scene 1, line
60-62).

9. We learn to know Oberon as a domineering and conceited fairy king who says to
Titania “Tarry, rash wanton! Am not I thy lord?” (Act 2 Scene 1, line 63).

10. Titania however is a headstrong and wilful fairy queen who refuses to give Oberon the
Indian boy whom he so badly wants. She does however admit that their quarrel has
disturbed nature and she says" … and the mazed world, ...From our debate, from OUI
dissension: We are their parents and original". (Act 2 Scene 1, line 113-117). She
refuses the child adamantly and tells Oberon "Set your heart at rest; The fairy land buys
not the child of me”. (Act 2 Scene 1, line 122).

11. Oberon however has magical powers which Titania doesn't have and he paints her eye:
and says "The next thing then she waking looks upon- … She shall pursue it with the
soul of love”. (Act 2 Scene 1, line 179 – 183).

12. Titania then finds herself in love with Bottom and she reacts towards him”. On the first
view to say, to swear, I love thee". (Act 3 Scene1, line 138). The moment when the
spell is lifted from her she feels embarrassed and says ‘My Oberon! What visions have
I seen! Methought I was enamoured of an ass". (Act 4 Scene l, line 76, 77).

37
13. The theme of concord and discord as well as reality versus illusion is clearly discernible
in Titania's conduct. She thinks that she is in love with Bottom because of the spell
placed on her by Oberon's love juice. Afterwards however she is at peace with Oberon
and says "Come, my lord; and in our flight
Tell me how it came this might
That I sleeping here was found
With these mortals on the ground. "(Act 4 Scene 1, line 99 -103).

14. When under the spell of the love juice Titania cannot distinguish between reality and
illusion and her illusionary love for Bottom seems very real. Afterwards she says "O
how mine eyes do loathe his visage now" (Act 4 Scene 1, line 79) and we realize that
her infatuation was only a passing act which Oberon was bound to restore. Titania is his
fairy queen and he has no intention of replacing her.

15. Most love affairs in the play move between love and love madness, but because the play
is a comedy all love affairs work out well in the end and the illusionary infatuation of
love madness is conquered by the steadfastness of mature and genuine real love.

Above remarks may be used as a guideline for a content mark. Award any other
appropriate/significant remarks for Content [10]
Interpretive skills [5]
Personal response [5]
Total: [20]

38
Question 4 (Context-based question)

In this passage we are first confronted with Philostrate's words that the play of the
mechanicals is brief, but also too long. Here we are introduced to the theme of concord versus
discord. We see the irony of the tiresome ("tedious") play in which hardly any role fits the
players. Philostrate mentions that the play is a tragedy because Lyramus kills himself, but
when he watched it he nearly-killed himself laughing "but more merry teaks the passion of
loud laughter never shed". (lines 69, 70).

The plot of the mechanicals is first mentioned. They want to perform the play to honour Duke
Theseus on his wedding day although they are only labourers. They are not refined men as
the duke and the noble men of the court.

Philostrate explains to Thesues that the mechanicals have put in great effort to prepare the
play to honour him "I have toiled unbreath'd memories with this same play, against your
nuptial". (line 74, 75).

In this passage we see that Theseus is truly noble and wants to honour them for their efforts
and appreciates that they are performing the play for him. “Por never anything can be amiss
when simpleness and duty tender it" (line 82-84).

In contrast to Theseus we see that Hippolyta is somewhat conceited as she clearly states that
she does not enjoy watching plays by amateurs and seeing people make fools of themselves,
"I love not to see wretchedness o'ercharg'd" (line 85).

We learn to know Theseus's character in this passage where he states that he knows their
intention and that they as nobles who are more educate can use their imaginations to create
the seen that they have intended, "Our sport shall be to take what they mistake" (line 90).

This also refers to the theme of reality versus illusion, which runs strongly through the play.
The reality is that they are poor actors and often will not manage to bring over their message-
it will only be an illusion. Theseus can however use his imagination to create reality and to
change what they say to what they intend saying "Love, therefore, or tongue-tied simplicity.
In least speak most to my capacity". (lines 104, 105).

The plot that forms the framework to the play is the wedding of Theseus and Hippolyta. The
play of the mechanicals is performed to honour them.

The setting of this passage is Athens and the court where we have order and the play of the
mechanicals may be performed in a structured way.

When Quince starts with his speech we are once again reminded of the theme of concord
against discord. He says one thing but actually means something else. "If we offend, it is with
our good will". (line 108).

He is thus suggesting that they will offend the audience on purpose, while he actually means
it will not be intentionally. This leads to much humour in the performance of the play. The
audience enjoys the silly nonsense that Quince talks. He also says; "Consider then we come
but in despite". (line 112). This means that they are performing the play to annoy the
audience. This is very funny and ironic as it is the last thing they want to do.

Lysander and Hippolyta mock him and make fun of the way Quince speaks. One gets the idea
that Lysander is rather irritated with Quince's poor performance as he says; "... it is not

39
enough to speak, but to speak true". (line 120), suggesting that Quince should have performed
better. Hippolyta supports him. Theseus also admits that this speech is full of discord.

We are then exposed to the naiveté of the mechanicals. They don't want to offend the ladies
and feel that they have to be warned about the violence they will witness on the stage. They
don 't understand that sophisticated audiences know that one should use your imagination
when watching a play.

Quince spoils the play by explaining everything first to the audience. We are once again
confronted by the theme of reality and appearance. Theseus says the speech is "like a tangled
chain- nothing impaired but all disordered". (lines 124-125).

Quince's prologue contains phrases that are amusing, clumsy and ridiculous. He tries to use
alliteration to stress his meaning but does it so badly that the effect is absurd "Whereat with
blade, with bloody blameful blade, he bravely broach'd his boiling bloody breast" (lines 145
+ 146).

The humour in this part also lies in the very serious manner in which Quince recites his
prologue.

This passage makes the audience look at the mechanicals with affectionate amusement. We
know of their sincere intentions to honour Theseus and we can enjoy the silly way in which
they actually present their play. Shakespeare probably also wanted to say that actors needn't
always be professionals for an audience to enjoy their performance.

Award any appropriate remarks relating to the above for Content [10]
Interpretation [5]
Personal response [5] May include comments on Shakespeare’s use of language or any
other aspect about Shakespeare as a writer.

Total: [20]

40
SECTION C: POETRY.

Question 1.

LITTLE BOY CRYING – MERVIN MORRIS

The boy experiences murderous rage at his father. (√) “ You hate him….”. (line 11)
This anger is expressed through metaphors drawn from fairy tales and picture
books in which a small hero outwits and destroys a big giant or monster. (√)
He sees his father as a “…grim giant, empty of feeling, a colossal cruel and
wishes him dead. (√) [3]
Stanza 3 shares the father’s conflict between the desire to comfort and distract, which his
son seems to expect, (√) and the knowledge that it would be a mistake to do that. (√) [2]
The speaker hopes to put the reader in the ideal adult position, which combines parental
responsibility with respect for the child’s feelings. (√) The reader is encouraged to mediate on
the difficult balance between permissiveness and control and to take a stance/affirm his own
position. (√) [2]
The general truth is that, just like rain is needed for growth and development of plant life, (√)
so is discipline needed for the moral development of a child/human being. (√) Punishment
should be taken seriously by both parent and child. (√) [3]

[10]

Total: 20 + 20 + 10 = [50]

41
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