MINISTRY OF EDUCATION, HERITAGE & ARTS

FIJI YEAR 10 CERTIFICATE EXAMINATION

2019

ENGLISH

DETAILED SOLUTION

COPYRIGHT: MEHA, FIJI, 2019.

SECTION A: ( From the 2019 Marking Criteria)

QUESTION 1 FORMAL WRITING (15 Marks)

Question 1 – Marking Criteria

Criteria Descriptor Marks
Plan  Plan thoroughly linked and followed in  2
Introduction, Content and Conclusion
 Plan done but not closely followed  1
 Plan done but not followed at all  ½
 No plan  0
Introduction  Linked closely and relevant to topic  1
 Not closely linked to topic  ½
 Irrelevant and not in any way relevant to topic  0
Content  3 – 4 relevant ideas with evidence and supporting  4–5
examples
 2 relevant ideas with evidence and supporting  3
examples
 1 relevant idea with evidence and supporting  2
example
 1 idea, no evidence or example  1
Conclusion  Appropriate and links well to whole essay  1
 Not closely linked to whole essay  ½
 Very irrelevant and inappropriate  0
Accuracy  1 - 2 different types of errors  3
 3 - 4 different types of errors  2
 5 - 6 different types of errors  1
 7 or more different type of errors  0

(spelling, punctuation, tense, wrong word order, capitalization,

word form, preposition, article, conjunction, degree of comparison,
voice, subject-verb agreement, pronouns)

Style  1 - 2 different types of errors  3

 3 - 4 different types of errors  2
 5 - 6 different types of errors  1
 7 or more different types of errors  0
(sentence structure/pattern/type, paragraphing, vocabulary,
register, expression, linking devices, redundancy, rambling,
incomplete sentences, missing words, flow of ideas, introduction-
body-conclusion appropriate for style of writing)
 Question 1 - Content Breakdown & Details (5 marks)FROM the 2019 Marking Criteria
5marks 4marks 3marks 2marks 1mark
 3 – 4 relevant  2–3  1–2  1 reason/point  No definite
Points reasons/points reason(s)/points reason or mention of
- Point/ reasons, no clear elaboration,
- Each reason - Each reason - Each reason reason clearly discussed no supporting evidence or
clearly discussed in clearly discussed in clearly discussed in topic in topic sentence examples
topic sentence topic sentence sentence - reason  No relevance to topic
- Each reason - Each reason - Each reason supported with evidence
supported with supported with supported with evidence and relevant example
evidence and evidence and and relevant examples
relevant examples. relevant examples.

Topic a. Homework is beneficial for students

Pro 1/ Points for: Con 1/ Points against:

Homework improves student achievement. Too much homework can be harmful.

Studies show that homework improves student
achievement in terms of improved grades, test
results, and the likelihood to attend college.
Research published in the High School
Journalindicates that students who spent between
31 and 90 minutes each day on homework “scored
about 40 points higher on the SAT-Mathematics
subtest than their peers, who reported spending no
time on homework each day, on average.”
On both standardized tests and grades, students in
classes that were assigned homework outperformed
69% of students who didn’t have homework. A
majority of studies on homework’s impact – 64% in
one meta-study and 72% in another – showed that
A poll of high school students in California found
that 59% thought they had too much
homework. 43% of respondents said that homework
was their greatest source of stress, and 82% agreed
that they were “often or always stressed by
schoolwork.”
The American Educational Research Association
says that “whenever homework crowds out social
experience, outdoor recreation, and creative
activities, and whenever it usurps time that should
be devoted to sleep, it is not meeting the basic needs
of children and adolescents.”
High-achieving high school students say the amount
of homework they have to complete leads to sleep
take home assignments were effective at improving
academic achievement.
Research by the Institute for the Study of Labour
(IZA) concluded that increased homework led to
better GPAs and higher probability of college
attendance for high school boys. In fact, boys who
attended college did more than three hours of
additional homework per week in high school.
Pro 2
Homework helps to reinforce learning and develop
good study habits and life skills.
Everyone knows that practice makes perfect. Students
typically retain only 50% of the information teachers
provide in class, and they need to apply that information in
order to truly learn it.
Homework helps students to develop key skills that they’ll
use throughout their lives, such as accountability,
autonomy, discipline, time management, self-direction,
critical thinking, and independent problem-solving.
A study of elementary school students who were taught
"strategies to organize and complete homework," such as
prioritizing homework activities, collecting study
materials, note-taking, and following directions, showed
deprivation and other health problems such as
headaches, exhaustion, weight loss, and stomach
problems.
Excessive homework leads to cheating: 90% of
middle school students and 67% of high school
students admit to copying someone else’s
homework, and 43% of college students engaged in
“unauthorized collaboration” on out-of-class
assignments. Even parents take shortcuts on
homework: 43% of those surveyed admitted to
having completed a child's assignment for them.
Con 2
Homework disadvantages low-income students.
41% of US kids live in low-income families, which are less
likely to have access to the resources needed to complete
homework, such as pens and paper, a computer, internet
access, a quiet work space, and a parent at home to
help. They are also more likely to have to work after school
and on weekends, or look after younger siblings, leaving
less time for homework.
A study by the Hispanic Heritage Foundation found that
96.5% of students across the country said they needed to
use the internet for class assignments outside of school, and
nearly half reported there had been times they were unable
to complete their homework due to lack of access to the
increased grades and positive comments on report cards.
Research by the City University of New York noted that
"students who engage in self-regulatory processes while
completing homework," such as goal-setting, time
management, and remaining focused, "are generally more
motivated and are higher achievers than those who do not
use these processes."
Pro 3
Homework allows parents to be involved with their
child's learning.
Thanks to take-home assignments, parents are able to track
what their children are learning at school as well as their
academic strengths and weaknesses.
Data from a nationwide sample of elementary school
students show that parental involvement in homework can
improve class performance, especially among
economically disadvantaged African-American and
Hispanic students.
Research from Johns Hopkins University found that an
interactive homework process known as TIPS (Teachers
Involve Parents in Schoolwork) improves student
achievement: "Students in the TIPS group earned
significantly higher report card grades after 18 weeks (1
TIPS assignment per week) than did non-TIPS students."
internet or a computer, sometimes resulting in lower
grades.
Private tutoring is a more than $6 billion enterprise that
further advantages students from wealthier families. A
study published in the International Journal of Education
and Social Science concluded that homework increases
social inequality because it "potentially serves as a
mechanism to further advantage those students who
already experience some privilege in the school system
while further disadvantaging those who may already be in
a marginalized position."
Con 3
There is a lack of evidence that homework helps
younger children.
An article published in the Review of Educational
Research reported that "in elementary school, homework
had no association with achievement gains" when
measured by standardized testsresults or grades.
Fourth grade students who did no homework got roughly
the same score on the National Assessment of Educational
Progress (NAEP) math exam as those who did 30 minutes
of homework a night. Students who did 45 minutes or more
of homework a night actually did worse.
Temple University professor Kathryn Hirsh-Pasek, PhD,
says that homework is not the most effective tool for young
learners to apply new information: "They're learning way
more important skills when they're not doing their
homework."
Homework can also help clue parents in to the existence of
any learning disabilities their children may have, allowing
them to get help and adjust learning strategies as
needed. [12] Duke University professor Harris Cooper,
PhD, noted, "Two parents once told me they refused to
believe their child had a learning disability until homework
revealed it to them”
An entire elementary school district in Florida enacted a
policy that replaced traditional homework with 20 minutes
of reading each night - and students get to pick their
reading material. [43]A study by the University of Michigan
found that reading for pleasure - but not homework - was
"strongly associated with higher scores on all achievement
tests" for children up to 12 years old. [40]

Topic ii. How can family time be maintained today?

Today’s families are busy. Schedules are filled with work, school, after-school activities, community service,
doctor’s appointments, and more. It can be challenging to find quality family time and increase bonding between
family members. Building a family that supports and encourages one another takes energy and time. Try these tips
to strengthen the bonds within your family.
 Be kind to one another. Kids learn through experiences and modeling. Show acts of kindness in everyday life like opening
the door for someone, putting away dishes without being asked or by hugging mom or dad when he or she gets home from
work.

 Eat dinner together. Meal time is an excellent place to share your day with your family. The dinner table should be a time
where open communication takes place. Congratulate each other on accomplishments and encourage those who had a bad
day. Kids who regularly eat meals with their family have higher academic scores and reduced use of tobacco, alcohol and
drugs use.

 Experience life together. Do things as a family. Go for a hike, bike ride or attend a concert. Kids who participate in
activities with their family have a higher sense of belonging and higher self-esteem.

 Enjoy a family game night. Invite friends over for a potluck. Play interactive games with the kids. Make up teams of boys
against girls or kids against parents, and promote friendly competition. Surrounding your family with like-minded families
promotes community.
 Laugh. Laughter is good for the soul. Share a funny video or story with your kids just to hear them laugh. Encourage your
kids to share stories that make them laugh. Laughing reduces stress and stimulates your immune system.

 Travel. Plan a trip together as a family. Choose a destination for your adventure that offers something fun for everyone.
Experience new things like foods, culture or activities. If you’re on a budget, plan a camping trip.

 Show appreciation. A simple “thank you” goes a long way. Showing appreciation of family members makes them feel
valuable. Surprise a family member with a note of gratitude for things they do that make your life more enjoyable.

 Try new things. Trying new things can be scary at first. Doing it as a family can reduce fear and promote courage to try
new things like going on a roller coaster ride, or taking an art class.

 Volunteer as a family. Serving in your community to help others makes kids feel more connected and socially adept.
Caring for those who are less fortunate teaches compassion and empathy for others.

 Give compliments. Make it a daily practice to say something kind to each person in your family.

Strong families teach us how to function in the world. They provide us with warmth and support to celebrate achievements
and to provide comfort during rough spots in the road. Turn off the television and spend time communicating with those
you love most. Spending time interacting with members of your family strengthens bonds, builds character and improves
self-esteem. Kids thrive where they feel loved. Invest in those who mean the most to you.
 Question 1 – Analysis of text types
Text Purpose Text Structure Language Features Content
Type
Express opinion/point of Introduction:  Appropriate linking words
Expository Essay

Refer to
view convincingly with  State point of view/position (between sentences & within Breakdown of
supported evidence and Content ( 3- 4 Para) paragraphs) Content
examples.  3- 4 arguments with supporting evidence  formal vocabulary,
& examples:  passive sentences,
Conclusion  present tense
 Restate position in light of arguments  Appropriate jargon (related to
presented topic)
 Recommendation(s)  Simple - complex sentences
Introduction  Polite, respectful words &
To express your gratitude  Address audience appropriately phrases
and acknowledge  Thank Fitness World Limited for the  humorous words & phrases
uniforms.  Passive verbs
 State how appreciative your school is with  Emotive vocabulary
this timely gesture of netball tour in  Pauses
Acceptance Speech

November to Australia .  Simple, compound & complex

Content sentences
 Thank those who had sponsored..  Personal pronouns
 Express your feelings about the  Rhetorical questions
experience/benefits of using uniform  Exaggeration to impress
internationally.  Figurative language
Conclusion  Factual information
 End by acknowledging all  Descriptive words
individuals/looking forward to future  Repetition of key word/phrases
support for emphasis
 • Outside Address - writer ‘s address  Formal vocabulary to create Refer to
Breakdown of
& date to be sitting on the line: formal/impersonal tone Content
P O Box 4215  Passive sentences to
Samabula maintain formal tone.
Suva  Appropriate vocabulary
10 th October 2019  Long form of words (avoid
• Inside Address - receiver’s address: contracted word forms)
The Human Resource Manager  Specific and Factual
Vision World Limited information
Private Mailbag Limited  Polite words to create polite
Nadi tone
• Salutation - : Dear Sir/Madam
• Body
Letter Of Acceptance

Paragraph 1: purpose of the letter:

thank employer and accept job offer
Paragraph 2: terms and conditions of
employment: salary, benefits,, work schedule
and starting date.
Paragraph 3: your interest for the
chance

Paragraph 4: Any other necessary

information and end your letter

• Complimentary Close:
Yours faithfully
signature line
Full name
 Question 2 Personal Writing ( 10 Marks)

 From the 2019 Marking Criteria

Question 2 – Marking Criteria

Criteria Descriptors Marks
Plan  Plan well followed from Introduction, Body  1
& Conclusion
 Plan done but not followed  ½
 No plan  0
Introduction  Appropriate and clearly states purpose of  1
writing  ½
 Fails to state purpose of writing
Content  3 or more relevant ideas [linked to  3
question]  2
 2 relevant ideas  1
 1 relevant
Conclusion  Appropriate to type of letter  1
 Inappropriate to type of letter  ½
Accuracy  1 – 2 different types of errors  2
 3 - 4 different types of errors  1
 5 - 6 different types of errors  ½
 7 or more different types of errors  0
(spelling, punctuation, tense, wrong word order, capitalization, word
form, preposition, article, conjunction, degree of comparison, voice,
subject-verb agreement, pronouns)

Style  1 - 2 different types of errors  2

 3 - 4 different types of errors  1
 5 - 6 different types of errors  ½
7 or more different types of errors  0
(address, inside address, salutation, semi- formal/block style,
sentence structure/pattern/type, paragraphing, inappropriate
vocabulary, wrong register, expression, linking devices, redundancy,
rambling, incomplete sentences, missing words, flow of ideas,
introduction-body-conclusion appropriate for style of writing)
 Question 2 – Analysis of text types ( From the 2019 Marking Criteria)
Text Type Purpose Text Structure Language Features Content
 To exchange  Exchange of opening salutations  Question forms
a)Conversation

information, ideas,  Question/statement followed by  Strategies to maintain conversation

opinions, and response (fillers)
experiences  Interaction is sustained with  Interjections
discussion based on given topic.  Sentences may not be complete
 To maintain and sustain Language level will depend on context and
communication relationship between participants
 To provide detailed  Introduction  Adjectives
and vivid description - Capture readers attention - modify nouns and pronouns
about a person, and identify your subject - appeal to the senses
object, place or - Provide background Answer the following questions: Which kind?,
event so that the information Which one?, How many?, How much?
reader can clearly (explain context for readers to  Adverbs
‘see’ in his/her understand) - Modify verbs,
imagination - State your dominant  Figurative language (simile,
impression/idea personification etc.)
 To show the reader  Specific and precise words and
b)Descriptive Essay

what someone or (A dominant idea or theme to which

phrases.
all details relate)
something you are  Sensory details based on the 5 senses
referring to looks,  Body  Factual details based on experience,
feels, sounds, smells, - Provide first detail in a originality or imagination.
tastes, like structured sentence  Figurative details using relevant figures
- Provide second detail in a of speech.
structured sentence  Use logical order: for Spatial, (location)
 A description is the - Provide third detail in a Chronological (time) and order of

Refer to Breakdown of Content

organised manner in structured sentence Importance (important details at the
which the details are Note: 1. Use a variety of details – beginning)
presented (usually in sensory, factual and figurative  Transition words
the form of a 2. Arrange details in a logical  Use detail and words to allow the reader
paragraph). order. to picture what you are describing
 Conclusion  Specific and vivid action verbs
- Re-emphasise the
dominant impression
 Headline in bold print  Stock phrases
 To inform the public  Byline  Past tense
g) Newspaper

 Lead sentence (who, what,  Noun in apposition

Report

where, when, why)  Formal words and expressions

 Information in remaining  One sentence per paragraph
paragraphs decrease in  Passive sentences
importance  Compound & complex sentences
(inverted pyramid structure)
 To communicate in  Address of writer  Personal pronouns
writing with  Date  Informal & colloquial expressions
c) Personal

acquaintances, friends,  Salutation  Slangs

Letter

family  Introduction – reason for writing  Word contractions

 To inform  Body - Logical and cohesive  Minor sentences
sequence of ideas based on topic  Compound - complex sentences
 Conclusion
 To inform and  Heading – name of event  Graphics (relevant pictures, diagrams,

d) Public Notice

sometimes to Event details visuals etc.)

pages 264 –
265 Link 4

persuade the public - Place  Numbers (Date, Time)

do something. - Date and Time  Imperative sentences
 Additional information  Concrete nouns
- What to bring etc.  Figurative language

 To record personal  Date [ place/time - optional]  Past tense

reflections or  Salutation  First person
e) Diary Entry

experiences  Introduction  Subjective language

 Body - Chronological or stream of  informal expressions
consciousness  personal pronouns
 Closing - appropriate  contracted word forms
 Signature  emotive expressions
 simple – complex sentences
  Address of writer and date
 To express an opinion  Address of Editor  Present tense
on a topic and  Salutation  Subjective language to express point of
persuade the reader  Introduction – begin letter with view.
to adopt or consider reference to article, topic or  Pun
your point of view. another letter OR begin letter  Humour
with purpose and  Simple – complex sentences
contention/thesis 
f)Letter to Editor

 Body – Argument 1: 1st point to

be developed in support of
contention/thesis; Argument 2:
next most important point –
more detail regarding who,
what, when, where, why and
how; Argument 3: next most
important point and additional
information
 Conclusion – restate
thesis/contention
 Complimentary close and
Signature
Orientation  Specific participants
In the majority of cases a narrative contains a

 To tell the reader a  Main characters and plot points • Action verbs- verbal and mental processes
story are introduced • Tense
Conflict • Linking words to do with time
 A problem or conflict is • Descriptive language
established • 1st or 3rd person narration
h) Narrative Essay

Complication
 A rise in action – more detail
plot, theme and resolution

and suspense here

Climax
 Turning point / High point in the
story
 Falling Action and
Resolution
 The conclusion of the story
where events lead to a
resolution and an outcome of
the conflict.
 Orientation-  action verbs

Refer to Breakdown of Content

include a crisis or complication]

 To retell events that   specific participants

[similar to a narrative in that it

Event 1
talks about events however,

happened in the past  past tense

recounts do not have to

Provide details using action verbs

in order to inform or (first person, past tense)  pronouns
entertain  Event 2  temporal links
Provide details using action verbs  active and passive voice
(first person, past tense)  use of description inclusion of personal
i). Recount

 Event 3 comments, opinions on and

Provide details using action verbs interpretations of events
(first person, past tense)
 Reorientation/
Closing Paragraph
[may/may not include chronological
order of events]

 From 2020, use the Personal Writing Marking Criteria in Circular 2 of 2020.
SECTION B [45 marks]
QUESTION 3 MASS MEDIA, DICTIONARY and LIBRARY (10 marks)

Part I Mass Media (3 marks)

1. State one advantage of a magazine. (1 mark)

Answer ( Any one of these and applicable ones) Mark

a. More targeted: specific magazine titles appeal to specific target

1
groups more so than a newspaper advertisement.

b. Long Life: magazines have a longer “life” than newspapers, they

sit about in doctor's waiting rooms, magazine racks and with
collectors
c. Colourful/glossy/detailed news
2. Explain one disadvantage of your favourite type of media. (2 marks)

Student’s choice of media: 1 mark

Disadvantage of that media: 1 mark

Part II Library (3 marks)

1. What is the title of the book? (1 mark)

 English Communications Year 9

2. Why is the Front Cover important? (1mark)

 Protects front , back and spine

 It attracts readers
 Generates interest
 Promotes the writer/institution

3. Why does Curriculum Advisory Service appear at the end of the Front Cover?

 It represents/ is the author/publisher of the book. (1 mark)

Part III Dictionary (4 marks)

1. What does the symbol [U] stand for? (1 mark )

Uncountable (Noun)

2. State the reason for the use of the number 1 in the extract.
(1 mark)
 Shows the different uses/meanings of the headword.

3. Use the headword to write a sentence of your own.

(2 marks)
Lime to be used correctly.

 For the above answer, every type of error is ( – ½ m)

 Student’s answer must not duplicate the example given in the question.

QUESTION 4
Passage I (10 marks)

1 A B C D
LINES 1-2

Synonym 2 A B C D

Line 6 3 A B C D

Line 14 4 A B C D

5 A B C D
Line 15
6 A B C DD
Line 19
7 A B C D
Line 25
8 A B C D
Line 27

9 A B C D

Line 29 10 A B C D
Passage II (5 marks)

Line 3 1 A B C D

2 A B C D
Lines 8-9
Line 13 3 A B C D

Line 16 4 A B C D

5 A B C D
Line 21
 SECTION B (continued)

QUESTION 5 LANGUAGE USAGE (20 marks)

Multiple-Choice
(10 marks)

Past tense as action done.

1 A B C D
Action is continuous so – ing suffix in verb.
2 A B C D
Adding on to the verb therefore adverb.
3 A B C D
Privilege has no letter d
4 A B C D
Writing a lot correctly- common trend today!
5 A B C D
Comparision so use than (time is then)
6 A B C D
Difference between affect and effect (verb
7 A B C D and noun)
Subject (subj) verb agreement (plural subj
8 A B C D takes plural verb)
Correct way of questioning using auxiliary
9 A B C D
verb.
Comparision bewteen two things.
10 A B C D

B. Rewriting (5 marks)

 Every type of error will incur (-1/2mk)

1. Sasha ate her lunch. (Past tense needed) (2 marks)

2. Norway is good at swimming but is not keen at/with cycling. (2 marks)

3. My best friend, whose (1/2)__name is Seta,is gone_(1/2)______________.(1 mark)

C. Proof Reading (5 marks)

Identify the error in each sentence and write its correction in the table in your
Answer Book.

Error (1/2) Correction(1/2)

1. Writing doesn’t have to be a struggle, or , No comma
choice.
2. The calender was very colourful. calender calendar
3. Inspite of the rain, we continued playing. Inspite In spite
4. Please notify Meena or myself. myself me
5. You have prevented me from do it. do doing

 Identifying only the one error and its corresponding correction is highly
encouraged.

SECTION C LITERATURE (30 marks)

Useful information:

 Find below the Literature titles for Year 10 for 2019

 Students are to answer any two questions out of the four from this section.

YEAR 10
WORK COVERAGE OUTLINE
Literature
Short Stories  Text: Tali Magimagi
 A Pair of Black Shoes: (Satendra Nandan)
 Kindness has its own Reward : (Jane O’ Neill)
 A Peculiar Picnic: (Frances Pene)
 Mayerly Sanchez: Blessed are the Peace-makers:
(Dean Nelson and Frances Pene)
Poetry  Text: Rainbows
 Eyes: (Jully Sipolo)
 Advice on Television: (Ronald Dahl)
 Island Fire:(Konai Helu- Thaman)
 Fuelled: (Marcie Hans)

Novel  Text: The Village by the Sea-

(Anita Desai)

Drama  Text: Two Plays

A Child for Iva-
(Vilsoni Hereniko)
Note:
If a student has:
1. used texts NOT prescribed for Year 10 (2019) to answer Literature questions,
mark as normal and divide total by 3.

2. used a Year 10 text to answer a genre incorrectly, mark as normal and divide
total by 2.

3. answered 3 or 4 Literature questions instead of two only, mark all and select
the 2 highest scores for the final Literature total.

SECTION C LITERATURE [30 marks]

There are four questions in this section. Answer any two questions.
Each question is worth 15 marks. Spend about 15 minutes on each
question.

QUESTION 6 SHORT STORIES (15 marks)

Answer both Part I (Extract and Short Answer Questions) and Part II in your
Answer Booklet.

Part I Extract (Story 1 used from the 4 required so 3 left)

“Before you stuff your tummies with food,” it went on, “you must
think what you are stuffing them with. You are what you eat, you
know. Let us have our say and then you can go ahead.”

(a) Write the title of the short story which the above extract is taken from.
(1 mark)
 A Peculiar Picnic

 Encourage students to write the title correctly (spelling and

capitalisation) to obtain the full mark

(b) Describe the setting of this story. (2 marks)

It takes place in Mount Tabu (1mk)

surrounded by the overlooking sea and forests (1 mk)
Physical setting (1) and one description(1) : 2marks
socially/religiously/economically
 Only feature of setting or description: 1 mark
socially/religiously/eco
Neither of the above two/irrelevant 0

(c) Explain the line: Let us have our say and then you can go ahead.
(2 marks)
The vegetables and fruits wanted to make clear their
importance (1mk)
and children to choose what is right before eating.
(1mk)

Part II Short Answer Questions (10 marks)

Use your knowledge of the short stories listed below to answer the
questions that follow.

1. A Pair of Black Shoes

2. Kindness has its own Reward
3. Mayerly Sanchez: Blessed are the Peace-makers

Write the title of one short story from the list given in Part II and answer the
questions below in your Answer Book.
STORY 2 (Choose one from the list above)

(a) Describe the main character. (2 marks)

Name of main character (1) and one description(1) either physical or 2mks
a quality
Either of the two above 1mark
Neither of the above two/irrelevant 0

(b) Explain how you wanted the story to end. (2 marks)

Ending of story through student’s direction/choice/wish(1) and why 2mks

(1)
Only the ending through student’s choice or the reason of the ending 1mark
Neither of the above/irrelevant O

Using another short story from the same list above, answer the following
questions.

STORY 3 (Choose one from the list)

(c) Describe an incident in the story that brings out the author’s message for
 the readers. (2 marks)

Author’s message(1) and the incident that brings out the message(1) 2marks
Only the incident or the message 1 mark
Neither of the above/irrelevant 0

(d) Explain the relevance of the message in (c) to you or the society you live in.
(2 marks)

Message is relevant or not(1) AND how (1)for the student or his/her 2marks
society
Only mentions message is relevant or only explains relevant to which 1 mark
audience
Neither of the above/irrelevant 0

STORY 4 (the remaining one in the list)

(e) The short story, __________________________________has helped me in two ways:

___________________________________________________. (2 marks)

The story has helped students in two ways 2marks

Helped in only one way 1 mark
Neither of the above/irrelevant answer 0

QUESTION 7 NOVEL (15 marks)

(a) Write the title of the novel and the author’s name. (2 marks)

 Title: The Village by the Sea: 1 mark

 Author: Anita Desai : 1 mark

 Encourage students to write the title correctly (spelling and

capitalisation) to obtain the full mark

(b) Explain with a reason how the setting of the story is appropriate. (3 marks)

Name the setting(1), 3marks

State it is appropriate/not appropriate(1)
and explain with a reason(1)
Only two of the above combination: 2marks
Only one of the above 1 mark
None of the above/ irrelevant O
 (c) Name the main character in the story. (1 mark)

Main character 1 is Hari or Main character 2 is Lila

* Encourage students to write the names correctly (spelling and

capitalisation) to obtain the full mark

(d) Describe a difficult situation the main character faces. (3 marks)

Name of main character(1), 3marks

what is the difficult situation/name it(1)
and the difficulty is explained(1)
Only two of the above combination 2marks
Only one of the above 1 mark
None of the above/ irrelevant O

(e) Explain how the main character handles this situation in (d) above. (3 marks)

State that the difficult situation is handled/not handled/not fully 3marks

handled(1),
Two features/ways it is handled or not handled(1)
One feature/way it is handled or not handled(1)
Two features/ways it is handled or not handled 2marks
Only one of the above 1 mark
None of the above/ irrelevant O

(f) Explain how the main character changes after dealing with this situation.
(3 marks)

Main character has changed, (1) 3marks

name the changes/ in what ways (2)
or the description of how the changes are visible
Only two of the above mentioned 2marks
Only one of the above 1 mark
None of the above/ irrelevant O

SECTION C (continued)

QUESTION 8 DRAMA (15 marks)

(a)Write the title of the play and the name of the playwright. (2 marks)

 Title: A Child for Iva ; 1 mk

  Playwright: Vilsoni Hereniko : 1 mk

 Encourage students to write the title correctly (spelling and capitalisation)

to obtain the full mark

(b)Describe the opening scene of this play. (2 marks)

The scene opens in front of Iva’s house in Vatukaula on a Saturday morning. (1)

at the centre is Tevita (father)on a mat rolling some tobacco /(1)

while Lusi (mother) is hanging the washing on the line.

 Place/Setting - 1mark
 Description - 1 mark

(c)Describe a character’s attitude/behaviour in the story. (2 marks)

Name of any character (1) 2 marks

and his/her attitude /behaviour (1)
Either name or character attitude/behaviour 1 mark
Neither of the two/irrelevant O

(d)From the character in (c), explain what do we learnt about people in reality.
(3 marks)

People in reality are/are not like the character in ( c ) (1) 3 marks

Explain this view with two reasons(2)
People in reality are/are not like the character in ( c ) 2 marks
Explain this view with one reason
People in reality are/are not like the character in ( c ) is 1 mark
mentioned
OR
Only the view is explained with one reason
None of the three above/irrelevant O

(e)Explain with a reason about a character in the play that you admire. (3 marks)

Name of character (1), 3 marks

reason of admiration(1),
explanation of admiration(1)
Either of the above two 2 marks
 Only one of the above three 1 mark
None of the above three /irrelevant O

(f)Describe an important moral value in the play that is relevant to young people.
(3 marks)

Name moral value(1), 3 marks

explain importance(1)
and its relevance to young people(1)
Only two of the above 2 marks
Only one of the above 1 mark
None of the three above/irrelevant O

QUESTION 9 POETRY (15 marks)

Answer both Part I (Extract and Short Answer Questions) and Part II in your
Answer Booklet.

Part I Extract

The extra step

Every now and then, we feel satisfied

So satisfied with what we feel and do
We have a good heart and are often kind
Occasionally some charity too.

But my God, my good Creator, today

I want to take at least one extra step
An extra mile along that golden way
Please God help me to run an added lap

If every day, a few new steps we take

One more small kindness and a loving phrase
An enormous difference we would make
Towards a better world in many ways

Let's commit each day to a little more

Soon harmony will reign on every shore

Source: Aufie Zophy Poems

 (a) State two characteristics of we in Stanza 1. (2 marks)

Two features of we: feeling satisfied and good heart/charity 2marks

One of the above 1 mark
None of the above/irrelevant 0

(b) Explain the message conveyed in the poem. (2 marks)

Name (1) 2marks

and explain message(1) :
Being more Godly in that ……
Either the message or its explanation only 1 mark
None of the above/irrelevant 0

(c) Quote a rhyme.

Do/too, today/way, step/lap, take/make, more/shore

 One correct pair is 1 mark

Part II Short Answer Questions

Use your knowledge of the short stories listed below to answer the questions that
follow.

List of Poems:

1. Eyes
2. Advice on Television
3. Island Fire
4. Fuelled Eyes
5. Advice on Television

Write the title of one poem from the list given in Part II and answer the
questions below in your Answer Booklet.
(Poem 1 from the list)

(a) Describe what the poem is about. (2 marks)

Summarise two elements of the poem’s content 2marks

One of the above 1 mark
None of the above/irrelevant 0
(b) Explain what your feelings were after studying this poem. (2 marks)

Name what is felt or not felt (1) 2marks

and explanation of the feeling/not feeling anything(1)
Only one of the above 1 mark
None of the above/irrelevant 0

Using another poem from the same list above, answer the following question.

(Poem 2 from the list)

(c) State a style used in the poem and provide an example. ( 2 marks)

Name a style (1) and its example(1) 2marks

Either the style OR the example (1) 1 mark
None of the above/irrelevant 0

Using another poem from the list above, answer the following question.

(Poem 3 from the list)

(d) Explain one similarity between the persona and real people in life.
(2 marks)

One similarity of persona (1) and real people (1) 2marks

Either the similarity of the persona OR real people 1 mark
None of the above/irrelevant 0

Using another poem from the list above, answer the following question.

(Poem 4 from the list)

(e) The poem, ___________________________, is recommended for Year 10 students

because__________________________________________________________ (2 marks)

Name the poem (write it appropriately ) (1) and one 2marks

recommendation for Year 10 students
Either the poem’s title written appropriately OR the 1 mark
recommendation
None of the above/irrelevant 0

THE END