Western Cape Education Department

Directorate: Curriculum FET

English Home Language

REVISION BOOKLET
2024 TERM 2

Grade 12

This revision program is designed to assist you in revising the critical content and skills covered
during the 2nd term. The purpose is to prepare you to understand the key concepts and to provide
you with an opportunity to establish the required standard and the application of the knowledge
necessary to succeed in the NCS examination.

The revision program covers the following topics:

• English HL Paper 1
• English HL Paper 2
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Grade 12 English HL PAPER 1 - Term 2 Revision Booklet

Best form of preparation and revision is to ‘walk’ through a NSC paper.
Focus on the types of questions and required answers.

Question 1: COMPREHENSION
Comprehension skills are not only for examination purposes; they are life skills.
When answering comprehension questions, respond by starting with the KEY words
in the question.
Read your answer carefully. Ask: Does my answer make sense?

Hint: A question worth 3 marks probably requires the following:

Make your point / explain your point / give evidence / link back to text (PEEL
method).
In a comprehension test, we can expect THREE types of questions:
1. GENERAL COMPREHENSION – (What? Why?) questions test your
understanding of the text.
E.g. With reference to paragraph 1, explain why the term ‘youth’ is ‘hard to
define’?
• LITERAL / FACTUAL QUESTIONS
What the passage is actually saying?
Answers are always in the passage.
• INFERENTIAL QUESTIONS
Require that you read between the lines.
Information is not always stated directly.
Look for implied emotions / attitudes / suggested points of view.
Requires you to be perceptive enough to make inferences / interpretations.

2. VOCABULARY – questions testing word/phrase meanings (synonyms, antonyms,

etc.).
E.g. Is the writer justified in using the expression ‘permanent limbo’?
• LANGUAGE USAGE QUESTIONS
Includes vocabulary, grammar, punctuation and figurative language
Answers need to be given in the context of the passage.
You must understand the difference between literal and figurative meanings.

3. TECHNICAL – (How?) questions testing the method and style of the text/passage
presentation.
E.g. Account for the use of the rhetorical questions in lines … .
Why has the writer included statistics…?
Discuss the writer’s intention in quoting ‘We don’t know…’.
There are suitable responses to answer such questions – responses that you can
learn.
Technical-type questions focus on the The possible answers would include:
following: To involve us more directly, personally
Use of statistics or numbers To provoke emotional responses
Grammar – formal / conversational / slang To add credibility, validity, authenticity
Direct speech To convince, manipulate, persuade
Rhetorical questions To emphasise, highlight
Paragraphs, sentence lengths To engage readers (participation)
Figurative language – images To encourage thinking / an opinion
Repetition To elicit a response
Diction, emotive words To reach a possible solution
Style – choice of diction / punctuation
• STYLE QUESTIONS
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You must be able to identify the style and register in which text is written.
Is it narrative, descriptive, formal, informal, simple, lofty, factual, humorous, satirical?
You may be asked to comment on the style / to justify the appropriateness or
effectiveness of the style as related to the content.
Be aware of the variety of sentences used, the diction and language devices.
• TONE QUESTIONS
Tone conveys the emotions, underlying feelings and attitude of the writer.
What would the words sound like if read out loud?
Can be identified through diction, sentence length and type, punctuation, etc.
Tone may be angry, apologetic, gloomy, humorous, motivational, inspirational,
personal, impersonal, mocking, persuasive, sarcastic, etc.
Tone is expressed in adjectival form.

The Comprehension Section of the November 2016 NSC Examination paper will be
used to guide you through the skills of answering a selection of questions.
Text and EXTRACT from ‘questions’.
Read the extract and answer the questions BEFORE reading the comment and
the answers.

YOUTH IN CRISIS: COMING OF AGE IN THE 21ST CENTURY

1. 'Youth' is hard to define. While UN legal standards consider individuals under
18 as children, youth is usually understood as a much 'looser' concept, generally
encompassing the age group 15 to 24. Others consider age-based definitions arbitrary
due to cultural differences. Some argue that Western definitions of age do not align
with non-Western definitions of childhood and youth. In traditional African societies for
instance, youth includes younger ages such as 12 and older ages up to 35.
2. One can hardly speak about youth as a uniform category when across the world
the disparity of access to resources and lifestyles between different groups of
youths is so different. In many parts of the world, young people are still suffering
from hunger, as well as a lack of access to education, health services and job
opportunities. To a large extent, the quality of life for the next generation and
society will depend on how today's young people manage their transition to
economic independence in difficult environments, such as countries hit by
economic recession, war or famine, or in areas plagued by HIV/Aids.
3. While most acknowledge the tremendous progress that has been achieved to
improve young people's lives and ability to become catalysts for change, there
remain many obstacles for the next generation to overcome. These obstacles
include the plight of the estimated 14 million children orphaned by Aids and the
thriving human trafficking business. Another area of concern is the growing rate
of urbanisation that is taking place, mostly in developing nations, and that is
predicted to peak in the years to come. Youth migrate to towns in search of a
better life, but their future might be compromised by the limited opportunities
they find once there – urban settings offer insufficient infrastructures and school
and health facilities for all.
4. Violence remains one of the leading causes of death for youth and young
adults. In many parts of the world, the loss of life in countries affected by armed
conflict is high, particularly for the youth. Two million children have been killed
in conflicts in the last decade, one million orphaned, and six million wounded.
Three hundred thousand youths are serving as child soldiers. This means a
great deal in terms of lost opportunities and uncertainty about the future. “We
don't know what we would like to be when we get older. We haven't thought
about it, because we haven't been to school,” a group of young people in
Uganda's Arum refugee camp said.
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5. The frustration of youth is all the more poignant when it comes to migration
opportunities – or the lack of them – which greatly affects thousands of young
people in developing nations who are denied upward socio-economic mobility.
6. While globalisation and greater access to media tend to create a new global
culture shared by youth all over the world, some young people, especially in
less-developed countries, become more aware of the benefits they could have
if they lived in Western countries.
7. The experience of being young therefore sharply differs from the relative luxury
of developed countries to the poverty of countries in transition. The lack of
economic opportunities in less-developed countries makes young people more
dependent on their parents. This places them in a situation where they are no
longer children, but where they are also deprived of the independence they
seek.
8. Without the opportunity to become productive, young people find themselves
in a permanent limbo, waiting for a chance to gain economic independence and
psychological maturity. When lacking opportunities and means of expression,
young people become susceptible to violence, a display of their wish to become
more powerful, and have access to the material goods they crave. Out of work
and out of school, many young people have to cope with their lives in
environments that offer insufficient incentives for them to feel their future is
secure.
9. At the root of youth unemployment lie serious problems related to illiteracy and
the lack of technical skills. However, according to the 2005 World Youth Report,
evidence suggests that education is not a panacea1 per se, and “labour
markets in many countries are presently unable to accommodate the
expanding pools of skilled young graduates”.
10. How can young people become dynamic contributors to and participants in the
society in which they are born? How is it possible to harness the tremendous
power of inventiveness of the developing countries' populous new generation?
11. In 1995, the UN World Programme of Action for Youth (WPAY) established 10
priority areas for action, comprising education, employment, hunger and
poverty, health, the environment, drug abuse, juvenile delinquency, leisure-
time activities, girls and young women, and full and effective participation of
youth in society and decision-making. [Adapted from www.irinnews.org]
Glossary, Text A: 1. panacea – a cure for all ailments/everything that is
unhealthy

QUESTIONS, DISCUSSION AND THE MEMORANDUM

ANSWER THE QUESTION FIRST, BEFORE REFERRING TO THE MARKING

GUIDELINE.
The questions are written in bold.

1.1 With reference to paragraph 1, explain why the term 'youth' is 'hard to
define'. (2)
Note that this question is a comprehension-type question. You should answer this
question using the key words from the question itself, i.e. The term ‘youth’ is ‘hard to
define’ because …
This question included a Level 1 response because the answer could easily be found
in the text (HERE) for 1 mark. The explanation of your answer makes it a Level 3
response (HIDDEN) for the second mark.
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NSC Guideline: The term 'youth' is hard to define: each region and culture has a
unique perspective on it. The status of people of various chronological ages differs
from culture to culture.
[Award only 1 mark for lifting an appropriate phrase/clause]

1.2 Refer to paragraph 2. Discuss how the disparity mentioned in this

paragraph affects
the youth.
(2)
For this question, the instruction word ‘discuss’ should tell you that you need to
expand on your ideas. This question also has a similar structure to 1.1 – Level 1
(identifying the disparity HERE in the text) and Level 3 (a discussion of the disparity
which is INFERRED from the text).
NSC Guideline: Poverty has an adverse effect on the youth's struggle. The wealthy
benefit from a myriad of opportunities.

1.4 Refer to paragraph 4. Why has the writer included statistics in this
paragraph? (2)
Note that this question is a technical-type question. You should answer this question
using the key words from the question itself. To answer this type of question, refer to
Technical questions and answers. This is a Level 3 question. If you provided a
technical answer, you are guaranteed 1 mark – credibility to the writer’s argument.
To secure the other mark, you need to expand and link it to the text.
NSC Guideline: The statistics provided credibility and shocked the reader into
realising the unnecessary loss of life through violence. The number of deaths has
deprived many of the opportunity to contribute positively to society.
The statistics are used as a manipulative device. (Award only 1 mark.)
They give credibility to the writer's argument. (Award only 1 mark.)

1.5 Discuss the writer's intention in quoting

“We don't know… been to school” (Paragraph 4).
(2)
Note that this question also contains a technical element. The use of a quote makes
it personal, and therefore emotional. This would give you 1 mark. When you
DISCUSS your point further – highlighting the hopelessness of the situation of the
youth – you get the second mark.
NSC Guideline: The writer wishes to appeal to the reader on an emotional level,
highlighting the hopelessness of the situation in which the youth find themselves. It is
an anecdotal account of personal hopelessness.
[Award 2 marks for TWO points.]

1.6 Comment on the impact of the contrast between paragraphs 5 and 6.

(3)
This is a Level 2 (HERE) and Level 4 (HEAD) question. If you merely gave the gist of
the contrast between paragraph 5 and 6 (Level 1 - HERE), you would earn 1 mark.
The remaining 2 marks are gained by explaining this contrast further. Whenever you
see a question that requires you to ‘CONTRAST’ you should use the word/phrase
‘However’ or ‘On the other hand’ in your response.
NSC Guideline: In paragraph 5, the writer states that the youth in developing nations
can progress economically only if they leave their countries of origin. However, in
paragraph 6, he speaks of how the media have created a global youth culture. The
impact of this contrast is that the youth of developing countries are aware of
opportunities but are unable to access them. This causes frustration among them.
[Award 1 mark for the reference to contrast and 2 marks for a comment on impact.]
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1.9 Refer to paragraph 10. In your view, are the rhetorical questions
effective at this point in the passage? Justify your response.
(3)
This question has a technical aspect – rhetorical questions.
Note that you must JUSTIFY your response to be awarded further marks.
NSC Guideline: YES - It indicates that the conversation has not ended and it
creates more opportunities to persuade and to engage the youth in issues affecting
them.
[Award 3 marks for any two ideas well discussed OR identification of three ideas]

Question 2: SUMMARY
By following the instructions carefully, this question could earn you full marks.
• Avoid lifting by copying complete sentences from the text.
• Try to rephrase points in your own words.
• Re-read the instructions and make sure that the final summary makes sense
to someone who has not read the original text.

Instructions:
The text highlights the fact that people-pleasing is a threat to achieving
success. Summarise in your own words how an individual can attain success
without being a people-pleaser.
NOTE: Your summary should include SEVEN points and NOT exceed 90 words.
You must write a fluent paragraph.

Hint - Read the text using a pencil/pen and underline the main points AND number
them.
You are looking for at least 7 points answering the above question.

PEOPLE-PLEASING: A THREAT TO SUCCESS

There is a fine line between being kind and being a pushover. When you are
too kind, you make your way through life by placating. This makes you vulnerable to
being dismissed by others. People-pleasing occurs when you consistently change
your position because you fear your natural thoughts will not be well received. But,
instead of pleasing others to gain approval, simply expect to be treated with respect.
Your need of approval eventually drains other people and you need to keep
in mind that there is no path to success through coat-tailing other people. The real
path to success can come only through your belief in yourself. In essence, the only
way to get what you want in life, is to say what you want and go after it. With this in
mind, you must remember that success is the ultimate prize for trusting your own
abilities, which you garner through risk-taking and not people-pleasing. In the long
run, if you cannot function without feeling wrecked, upset, or anxious, there will be no
path to your success. People are not going help you up the ladder of success by
feeling sorry for you. Hence you need to learn to grow from feedback rather to shrink
from it.
Furthermore, research shows that pleasing people creates dishonesty by
default and people-pleasers have a habit of asking permission in situations where
needing permission is not required. No one can really know you, your ideas or your
value if you are a mere pleaser of other people. Successful individuals aren't 'fit-in'
people: they are confident enough in themselves and they do not fear to be brutally
honest when necessary. Ultimately, the quickest way to overcome the uncertainty of
trying to 'fit in' is to commit to what you believe in and to speak out.
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Brutal honesty does not imply that you need to start every sentence with 'I'm
sorry'. You don't need to apologise for your existence and you need to be bold
enough to make mistakes.
Why use pleasing to look perfect to others? When you are doing this, you are
being a fake. The greatest irony with people-pleasing is that it always produces
results opposite to those which are intended.
[Adapted from www.huffingtonpost.com]

Planning: The following main points should be included in the planning of the
summary.

NO. QUOTATIONS POINTS

1 “Instead of pleasing others, simply You deserve to be treated with respect:
expect to be treated with respect.” expect it.
2 “They are confident enough in Self-assurance leads to success.
themselves.”
3 “The only way to get what you want Verbalise your goals and commit yourself
in life, is to say what you want and to achieving them.
go after it.”
4 “Trusting your own abilities, which Risk-taking allows you to build confidence
you garner through risk-taking.” in your own abilities.
5 “Learn to grow from feedback rather Understand that constructive criticism
than to shrink from it.” promotes growth.
6 “They do not fear to be brutally Absolute honesty is beneficial.
honest when necessary.”
7 “To commit to what you believe in Do not fear to express your beliefs and
and to speak out.” thoughts.
8 “You don't need to apologise for your Be unapologetic about your actions.
existence.”
9 “You need to be bold enough to Be courageous enough to accept that you
make mistakes.” will make mistakes.
NOTE: the summary expected is a paragraph – do not waste time by including
a point form planning summary.
PARAGRAPH-FORM
NOTE: What follows is merely an example. It is not prescriptive and must be used
very carefully.
Also note the linking words connecting the various ideas, viz. because, furthermore,
however, moreover, lastly, but, also, … learn some of these conjunctions … and
use them.

You deserve to be treated with respect. Because self-confidence leads to success, it

is
imperative to verbalise your goals and commit yourself to them. Furthermore, risk-
taking
allows you to build confidence in your own abilities. However, understand that
constructive
criticism promotes growth. Moreover, successful people are self-assured and they
know that
absolute honesty is beneficial. They also never fear to express their beliefs and they
are unapologetic about their actions. Lastly, it is imperative to be courageous enough
to accept that human beings are not flawless. (86 words)
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Question 3: VISUAL LITERACY – ADVERTISING

There are many ways of persuading people – you need to know the techniques!
Know terms such as visual, consumers, target market, layout, font, stereotypes, logo,
slogan, …
The following is a list of persuasive techniques and the purpose of these techniques
in adverts. The phrases under ‘Aim/Intention/Purpose’ may be used to structure
your responses for this section in the examination.
Persuasive techniques used Aim/Intention/Purpose
Visual – pictures/photos Recognise the link between words and
images.
Adds credibility, validity, authenticity.
To convince, manipulate, persuade, highlight
and makes it easier to understand.
Evoke an emotive response – e.g. a photo of
a child.
Use of personal pronouns ‘we’, Shows personal involvement, experience.
‘us’, ‘you’ or relating to a common Credible, reliable, sincere, believable.
cause/shared view Involves us more directly.
To engage readers (participation).
Shows a shared concern –
comrades/friends.
Literary expressions, puns, clever To impress, astonish, imprint.
sayings, jargon Gets the reader’s attention. Makes you
remember – recall.
Repetition Has a pounding effect – hammers a point.
Makes you remember - Recall.
Familiar.
It emphasises.
To add credibility, validity, authenticity.
To convince, manipulate, persuade.
Rhetorical questions To provoke involvement, an emotional
response, answer, reaction.
To involve us more directly/personally –
engage.
To add credibility, validity, authenticity.
To encourage thinking/an opinion.
To reach a possible solution.
Emotive adjectives Emotive words: e.g. ‘lovely girl’ vs ‘a foolish
girl’.
Emotive words create an
expectation/bias/prejudice…
Just ONE word can swing things.
To provoke emotional responses.
To emphasise, highlight.
To engage readers (participation).
To encourage thinking/an opinion.
Style – direct/casual To add credibility, validity, authenticity.
To convince, manipulate, persuade,
emphasise, highlight.
To engage readers - (participation).
Numbers, statistics, data, research Credible, reliable.
To convince, manipulate, persuade,
emphasise, highlight.
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Arouse feelings of guilt – Encourage a response, play on feelings.

manipulation/exploitation/blackmail To encourage thinking/an opinion.
To involve us more directly/personally.
Font/punctuation To emphasise, attract attention, to highlight,
engage readers (participation).
Celebrities/Avarice (greed) / To attract attention.
Lifestyle/Attractive people To add credibility, validity, authenticity.
To engage readers (participation).
To encourage thinking/an opinion.
To manipulate.

Study the advertisement below and then answer the questions:

Try to answer the questions first (questions in BOLD), before referring to the comments and
marking guideline.

3.2 Comment on the tone in the first paragraph.

(2)
TONE questions: need to state a tone and give a comment.
NSC Guideline: The tone in the first paragraph is conversational/motivational: the
use of the pronoun 'you' engages the reader, inviting him/her to step into the
narrative. The reference to 'a little torrential downpour' is tongue-in-cheek.
[Award 1 mark for the identification of a tone and 1 mark for the discussion.]
(inspirational /encouraging)

3.3 Identify and critically discuss ONE persuasive technique …

(3)
NOTE: must be able to name a technique – see list above – Persuasive Techniques
Used.
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NSC Guideline : The advertiser repeats the second person pronoun/ uses
colloquial language to involve the reader and create a conversational tone.
The advertiser uses short, active sentences, e.g. 'You hit the road.' These are
intended to get directly to the point.
Jargon, e.g. 'All Conditions Gear Gore-Tex suit', is used to impress and convince the
reader of the product's superiority and uniqueness.
The diction is emotive, e.g. the superlative 'most popular'. This will appeal to a wider
audience.
The visual image portrays the hostility of the elements is contrasted with the
protection offered by the shoe against the snow and rain. AND MORE
[Award 1 mark for the identification of ONE technique and 2 marks for a critical
discussion.]
3.4 In your view, does the visual image in the main body of the advert
support the claims made by the advertiser? Justify ….
(3)
NOTE: the question needs a clear reference to the visual, the picture.
NSC Guideline: YES- The individual in the visual is running in a bleak, desolate
environment. He has not allowed the threatening clouds to 'get in the way of a run'.
He is warmly clad in protective gear. The runner's commitment attests to the claim
that the weather is not a deterrent when the product is worn. OR NO
(accept cogent answers)
Question 4: OTHER ASPECTS OF THE MEDIA - CARTOON
Cartoons may be humorous, cynical, critical or satirical. These words are good tone
words so learn them and use them!
You must be able to identify the MESSAGE conveyed in the cartoon. This is key to
any of your responses.
When studying a cartoon/comic strip take the following into consideration:
• Setting: Where and when is the scene taking place?
• Characters: can be a caricature or a stereotype. In some cartoons, animals
are used.
• Facial expression: When answering questions do not just write ‘facial
expression’ when asked for evidence of emotion. Describe the facial
expressions you see.
• Body language: showing various gestures and emotions expressed in
different situations.
• Movement lines: Symbols or lines are used to portray movement/emotion.
• Font size and Punctuation: Fonts are changed for emphasis. Important
words are written in bold.
• NOTE: In standard cartoons, the dialogue is generally written in capital
letters.
• Language: Language in a cartoon can be formal or informal.
• Bubbles are used to indicate speech, thought, dreaming, ...
• Emotional reactions can also be captured in jagged-edge speech bubbles.

Study the cartoon below and answer the questions – first answer the
questions in BOLD before checking the comments and marking guideline.
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[Source: Madam & Eve Free at Last]

FRAME 1 FRAME 2 FRAME 3 FRAME 4

NOTE: the setting (where it takes place) /the characters involved / the expressions
/use of punctuation / the theme – message / …

4.1 What does the officer's facial expression in FRAME 3 reveal about his
attitude? (2)
In cartoons, do not be alarmed by stating the obvious. In fact, you should begin your
response by describing what you see and then expanding on this. Revise as many
words to describe ‘attitude’ as this is also a common aspect of cartoon analysis –
elated, surprised, disbelief. This is a Level 2 question as the answer is clearly visible
in the text.
Please note that the officer is not SHOCKED. The word ‘shocked’ refers to a sense
of horror, revulsion, disgust. It is NOT a synonym for surprised or elated.
National memo: The officer is elated/surprised/in disbelief when he learns that the
ATM is in working order. He ignores the seriousness of the woman's situation.

4.2 Comment on the impact of the last frame in conveying the cartoonist's
message. (3)
This is a Level 2 type question (describing what you see in the last frame) and the
Level 4 is the interpretation/evaluation of what you describe in the form of a
comment.
National memo: The officer's absence indicates disregard for the woman's complaint
as well as dereliction of duty. The cartoonist effectively satirises the manner in which
officials conduct themselves. Their personal interests take priority over the needs of
the public. That the officer and his colleagues show excitement about an unrelated
matter indicates a collective indifference to crime. or/ The officer's absence
indicates that even the policemen are clearly elated because the ATM is finally in
working order. The cartoonist effectively satirises the ineffectiveness of the banking
system.

Question 5 : LANGUAGE IN CONTEXT – EDITING

You MUST know the terms, in order to stand a chance of answering the questions.
Terms used from 2016 to 2019 in this section of the NSC examination.
2016 2017 2018 2019
Punctuation – Punctuation – Punctuation – Punctuation –
dashes dash / commas dash / colon hyphen / dash
Concord Concord Concord Misrelated
Misrelated Malapropism Malapropism participle
participle
Malapropism Tautology Tautology Active Passive
Complex sentence Voice
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Active Passive Less vs fewer Parts of Speech Redundant word

voice Parts of speech –
Tautology Prefix Ambiguity adverb /
Subordinate Direct and preposition
clause Reported Pronoun (one)
Parts of speech – Formal English Synonym
adjective Formal English
Ambiguity Tenses

Again, answer the questions in BOLD first, before checking the notes and marking
guideline.
Expect some of the following questions:

• Punctuation:
5.1 Explain the function of the dashes.
He ran from the house – which was burning – towards the car.
(1)
Note: THIS IS A PUNCTUATION QUESTION. WHENEVER YOU SEE A PAIR OF
DASHES, COMMAS, BRACKETS, THEN IT IS PARENTHESIS.
Indicates that additional information is included. The dash will emphasise the
information.
• Misrelated / dangling participle:
5.2 Rewrite this sentence so that it is grammatically correct.
(1)
“Crawling from the venue on all fours, uncontrollably weeping all the way
home”.
Note: MISRELATED/DANGLING PARTICIPLE ERROR – TRY NOT TO START A
SENTENCE WITH A WORD ENDING IN ‘ING’ BECAUSE YOU MAY OMIT THE
SUBJECT OF THE SENTENCE. Often becomes ambiguous.
They crawl from the venue on all fours, uncontrollably …… (need to add a subject)
• Malapropism:
5.3 Correct the malapropism.
“Maybe, with those smartphones tucked away, a sizeable percentage of the
audience were being shocked by the reality of their first non-screen-parlayed
expedience of the past five years.” (1)
Note: MALAPROPISM: the mistaken use of a word in place of a similar-sounding
one, often with an amusing effect. expedience = experience
• Concord:
5.4 Correct the error of concord in the following sentence:
“A sizeable percentage of the audience were being shocked by the reality”
(1)
Note: NOTICE THAT “A SIZEABLE PERCENTAGE OF THE AUDIENCE” REFERS
TO A SINGLE GROUP THEREFORE THE SENTENCE SHOULD HAVE A
SINGULAR VERB.
were – was
• Active to Passive Voice:
5.5. Rewrite in the passive voice.
✓ 'We've ramped up the hyperbole.'
(1)
Note: IN ACTIVE/PASSIVE VOICE THE TENSE MUST NOT CHANGE. THE TIME
FRAME MUST REMAIN THE SAME. Important to Park the Tense in Passive
Voice.
The hyperbole has been ramped up (by us).
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Rewrite the following in the passive voice:

✓ She tracks the latest changes in lifestyles, politics and technology.
(1)
The latest changes in lifestyles, politics and technology are tracked (by her).
NOTE: had the sentence read She tracked …then the passive time verb would be
…were tracked.
Now both tenses need to show PAST time.
• Direct to Reported Speech:
5.6 Rewrite the following two sentences in reported speech.
✓ Mr Amod said, “All learners are entered in the race.”
✓ Jack said, “Mary is walking to school because the bus service is
terminated.”
NOTE: from direct to REPORTED speech we normally REVERSE the tense.
(Passive = Park tense / Reported = Reverse tense)
✓ Mr Amod said that all learners were entered in the race.
✓ Jack said that Mary was walking to school because the bus service was
terminated.
• Tautology (redundancy):
5.7 Remove the tautology from the following sentences.
✓ During these financially difficult times, we often wonder whether our food
supplies are adequate enough.
(1)
✓ While my wife and I were in Rome, we saw dilapidated ruins and also
wonderful modern buildings.
(1)
Note: TAUTOLOGY/REDUNDANCY – the saying of the same thing twice in different
words,
e.g. reverse backwards, one after the other in succession, …
adequate / enough dilapidated / ruins
• Parts of Speech:
5.8 Give the adjectival form of 'pretend' (line …).
(1)
Note: REVISE PARTS OF SPEECH - know the function of each.
pretentious/pretended
• Sentence types:
5.9. Choose the correct answer from the options provided. Write down only the
letter of your
choice.
✓ “Africa, which is often regarded as the cradle of Oscar winners and Grammy
recipients, has risen above the tide against it”
The above sentence is an example of:
A a clause B a complex sentence
C a simple sentence D a compound sentence.
(1)
Note: Need to know the types of sentences – how they are formed.
B – a complex sentence

OTHER IMPORTANT TERMS OFTEN FOUND IN THIS SECTION:

➢ NEOLOGISM – a newly-coined word or expression. E.g. Afro-pessimism,
New-age thinking, twerk.
➢ PORTMANTEAU – a word blending the sounds and combining the
meanings of two others. E.g. Motel – motor hotel, Brunch – breakfast and
lunch, Podcast – iPod broadcast.
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➢ COMPOUND WORDS – ice-cream, face-paint. Two root words with

separate meanings are joined together to form a NEW WORD with a
NEW MEANING.
No longer sufficient merely to state that a HYPEN joins words – must refer to a
compound word.
➢ ADDITIONAL GRAMMAR RULES – fewer (can count) vs less / number
(can count) vs amount e.g. fewer people, less sugar; number of girls,
amount of flour.
➢ COLLOQUIAL expressions to formal English.
➢ TENSES - simple, continuous, perfect EACH with 3 times, viz. present,
past, future.
 15

ENGLISH HOME LANGUAGE

PAPER 2 REVISION BOOKLET 2023
This booklet consists of typical questions set in the NSC Examination. This resource
pack will focus on skills, knowledge and techniques needed to answer the questions
effectively.
POETRY
Know these terms

Intention:
The reason or motive the poet had for writing the poem. The poet may want:

Style:
It is the manner in which a poet or writer expresses his/her
distinctive traits or the individual manner in which he/she uses the
language at his/her disposal. It includes many aspects but
sometimes it helps tolook at the period in which the poem or work
was written to determine the poet’s style. Sometimes it is useful to
sum up a poet’s style in a word or two:
 16

* colloquial, * conversational, * emotive, * factual, * humorous, * idiomatic,

* sensational, * succinct * terse, * technical, * clichéd, etc.

Diction:
This refers to the poet’s choice of words. Every word used by the poet must be seen
as a way to enhance and guide the reader to his proposed intention. Diction is a
vital component to understanding the poet’s intention.

Tone:
It is the poet’s attitude towards the subject of the poem. The tone can
only bedetermined once one has examined the diction of the poem
thoroughly. The tone may also vary within apoem.
(Emotional is not an example of tone, the emotion should be specifically
stated.)
Look at the examples of tone below:

* sincere, * humorous, * forceful, *critical, * sarcastic,

* ironical, * loving, * sentimental, * joyful, * melancholic, * bitter,
* mocking, etc.

Mood:
Mood or feeling is a term used to refer to the atmosphere the poet
creates within the particular work. It is related to the tone and in some
ways mood may also be said to reflect the poet’s attitude towards the
subject matter.
*cheerful, *reflective, *gloomy, *humorous, *melancholy, *idyllic, *whimsical, *romantic.

Imagery:
It is the use of word-pictures or images that usually appeal to
our senses but they may also appealto the heart or the mind.
(Imagery is gathered by the understanding of the diction, tone
and mood.

Form- This is the structure of the poem. It can be rigid and prescribed or loose
and undefined. The following are some of the aspects of form:
 17

Answering the Poetry Essay

Revise your knowledge of the structure of the Poetry Essay
The structure of the poetry essay is the same as any other
essay as it has an introduction, body andconclusion. However,
this essay differs from creative writing in that you are required
to have read the poem and present an argument about what
you have read. The tone of the poetry essay is formal.

How to write a poetry essay

The length of a poetry essay should be about a page or 250 – 300

words long. Use the followingguidelines to help you to structure your
essay.

Be guided by the essay question. If it asks you to focus on aspects of

the poem, (e.g. structure, imagery, tone) make sure you address only
those features. However, if the essay is more open-ended and asks for a
critical analysis of a poem, this structure will help you:

Note: The number of paragraphs in your poetry essay will depend on what the
question asks you to do.

E.g. With close reference to the diction, imagery and tone, discuss
how the theme of celebration ishighlighted in the poem.
[10]

The body of this essay will have three paragraphs: the first discusses
how the diction highlights the themeof love; paragraph two discusses
how the imagery highlights the theme of love; the third paragraph looks
at how the tone brings out the theme of love.
THINGS TO REMEMBER
Introduction
You could start with a phrase like:
Briefly explain, in one or two sentences what the The poet describes … or
poem is about i.e. its themes, issues or main This poem is about…
message.
Body Is the structure formal (like a sonnet) or
Here, you must demonstrate your understanding informal? Short sentences suggest
of how the poet conveys the meaning. Address abrupt, definite thoughts. Longer
the following. sentences are more conversational or
lyrical. Are the stanzas unusual in any
 Structure: Consider the length of way?
sentences, enjambment and stanza length.

A rhyming poem will have a musical, child-

 Poetic devices: Consider rhyme, rhythm,
alliteration, assonance and onomatopoeia.
like, sing-song quality to it.
Rhythms can be slow and sleepy or
highly energised. Alliterated sounds
often link in some way to what they
describe.
 18

 Imagery or figures of speech:

Lookfor similes, metaphors and
examples of personification
orcontrast.
 Style: Look at diction,
punctuation,sentence length.
 Tone: What does the poem tell
usabout the poet’s attitude to the
subject matter? Does the tone
change at some point?
Conclusion
WhaSolitit is your response to the
poem?How does it make you feel?
Think about how the two things compared are similar. Ensure
that you describe the comparison and its effect.
Is the style conversational, formal, and highly descriptive?
Straight forward, lyrical or informal?
Quote a word or phrase as proof.
Use adjectives provided in the list above.
Be honest about your response. If you think the poem failed to
deliver on its intention, say so, but provide reasons for your
opinion.

Solitude – Ella Wheeler Wilcox

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Glossary
LINE WORD MEANING
title Solitude the state or situation of being alone
line 2 weep to cry
line 3 mirth Happiness
line 7 echoes a sound reflected from a surface back to the listener
line 9 Rejoice feel or show great joy or delight
line 9 men People
line 12 woe great sorrow sadness or distress
line 15 decline to refuse
line 15 nectared sweet, enjoyable, delicious.
line 24 aisles passage, passageway

Activities Activity A
The poem essentially declares that while a negative attitude repulses people, a
positive one attracts them.
In an essay describe how the speaker reinforces the above message in the
poem. Your response should take the form of a well-constructed essay of 250–
300 words (about ONE page). (10)
 20

Activity B

1. Describe the structure of the poem, ‘Solitude’ (2)

2. Using your own words, explain the point that the speaker makes in lines 1 (2)

3. Discuss the relevance of the title, ‘Solitude’. (3)

 21

Examination Questions:
B. ESSAY QUESTION
In the poem ‘Solitude’, the poet does not give a very encouraging picture of the nature of
humans in general.
With close reference to diction, imagery and tone, critically discuss the validity of this statement.
Your response should take the form of a well-constructed essay of 250–300 words (about ONE
page). (10)

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This Winter Coming by Karen Press

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THE PICTURE OF DORIAN GRAY – OSCAR WILDE
Read the extract below and then answer the questions that follow.
EXTRACT A
Lord Henry elevated his eyebrows and looked at him in amazement through the thin
blue wreaths of smoke that curled up in such fanciful whorls from his heavy, opium-
tainted cigarette. "Not send it anywhere? My dear fellow, why? Have you any
reason?”

"I know you will laugh at me," he replied, "but I really can't exhibit it. I have put too 5
much of myself into it."
Lord Henry stretched himself out on the divan and laughed.

"Yes, I knew you would; but it is quite true, all the same."
10
"Too much of yourself in it! Upon my word, Basil, I didn't know you were so vain; and
I really can't see any resemblance between you, with your rugged strong face and
your coal-black hair, and this young Adonis, who looks as if he was made out of ivory
and rose-leaves. Why, my dear Basil, he is a Narcissus, and you—well, of course
you have an intellectual expression and all that. But beauty, real beauty, ends where 15
an intellectual expression begins. Intellect is in itself a mode of exaggeration, and
destroys the harmony of any face. The moment one sits down to think, one becomes
all nose, or all forehead, or something horrid.”
Chapter 1

QUESTIONS FOR EXTRACT A

1.1 Account for the reason why Basil does not want to exhibit his painting.*** (3)
Account for means to give a reason or explain why. This question is looking
for the actual reason why Basil does not want to exhibit his painting. You need
knowledge of Basil’s character and knowledge of the plot.
Suggested answer:
He worships Dorian so much thus he feels he has captured his feelings for
Dorian in the painting and he does not want anybody else to realise his feelings
for Dorian. He thinks the painting will reflect for all to see how he feels about
Dorian.
1.2 Refer to lines 13 – 17: ‘Narcissus, and you …. Or something horrid.’
Discuss how Lord Henry’s comment shows his aesthetic view of life. **** (3)
When you Discuss you give the facts and evaluate them. In this question
you will give a short definition or explanation of Aestheticism in this novel and
then you must discuss how what Henry said reflects this aestheticism. You
need knowledge of Henry’s character and you should be able to evaluate
Henry’s opinion and link it to Aestheticism.
Suggested answer:
Aestheticism championed pure beauty and 'art for art's sake'
emphasising the visual and sensual qualities of art and design over
practical, moral or narrative considerations. Lord Henry (and the society he
lives in) believes that beauty is the most important thing in the world. This is
shown in the way that he dismisses Basil’s appearance as well as the
comment that beauty and intellect cannot co-exist/ he implies that beauty is far
27
 28
more important than being intelligent (also forms the basis of Henry’s
corruption of Dorian in telling him about the importance of his beauty.)
[Award 3 marks for any 3 relevant points or for any 2 points well discussed)

Read the extract below and then answer the questions that follow.
EXTRACT B
He shook his head. "To-night she is Imogen," he answered, "and to-morrow night
she will be Juliet."
"When is she Sibyl Vane?"
"Never."
"I congratulate you." 5
"How horrid you are! She is all the great heroines of the world in one. She is more
than an individual. You laugh, but I tell you she has genius. I love her, and I must
make her love me. You, who know all the secrets of life, tell me how to charm Sibyl
Vane to love me! I want to make Romeo jealous. I want the dead lovers of the world
to hear our laughter and grow sad. I want a breath of our passion to stir their dust 10
into consciousness, to wake their ashes into pain. My God, Harry, how I worship
her!" He was walking up and down the room as he spoke. Hectic spots of red burned
on his cheeks. He was terribly excited.
Chapter 4

QUESTIONS FOR EXTRACT B:

1.3 Refer to lines 3-5: ‘When is she Sibyl Vane? Never. I congratulate you.’
Briefly comment on the significance of Henry’s words to Dorian here.**** (3)
When you “Comment on” you give information based on the facts in
order to explain your answer. For this question you need knowledge of
Dorian’s character and the plot and themes of the novel and how these words
are then significant (having a particular meaning; indicative of something).
Suggested answer:
Lord Henry is a man who believes in self-fulfillment through any sensory
experience. He has a negative view about love and marriage and when
Dorian reflects that Sibyl is never herself – always a character, he
congratulates Dorian on finding a girl who will never bore him, but who will
provide him with enough sensory delight to keep him entertained. It is also
typical of Lord Henry to know his friends on a very superficial level and
therefore approves of Dorian and Sibyl’s seemingly superficial relationship.
This is significant as it is Lord Henry’s view on love and women that drives
Dorian to seek a relationship where he will be entertained and never be
bored, thus fulfilling his senses.
1.4 Refer to lines 6-7: ‘She is all the great heroines of the world in one. She is
more than an individual.’
Using your knowledge of the novel as a whole, discuss one of the main
themes in the novel in relation to this statement. **** (3)
When you “Discuss” you give the facts and evaluate them. This question
requires you to have knowledge about the themes of the novel and to give
facts about the theme and link it to the particular statement made.
Suggested answer:
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The relationship between art and life is a central theme. Dorian falls in love
with Sibyl because she is the embodiment of art. He falls in love with her
many heroine characters, her talent and her beauty, but not with the real
Sibyl. In his description of Sibyl, Dorian presents her as almost devoid of her
own personality and entirely as characters in a play. This is also why their
love will never work. This theme is reflected throughout the novel in the way
that Lord Henry, Dorian and even the mother of Sibyl Vane live their lives.

Read the extract below and then answer the questions that follow.
EXTRACT C:
The young man was leaning against the mantelshelf, watching him with that
strange expression that one sees on the faces of those who are absorbed in a play
when some great artist is acting. There was neither real sorrow in it nor real joy.
There was simply the passion of the spectator, with perhaps a flicker of triumph in
his eyes. He had taken the flower out of his coat, and was smelling it, or pretending 5
to do so.
"What does this mean?" cried Hallward, at last. His own voice sounded shrill and
curious in his ears.
"Years ago, when I was a boy," said Dorian Gray, crushing the flower in his hand,
"you met me, flattered me, and taught me to be vain of my good looks. One day 10
you introduced me to a friend of yours, who explained to me the wonder of youth,
and you finished a portrait of me that revealed to me the wonder of beauty. In a
mad moment that, even now, I don't know whether I regret or not, I made a wish,
perhaps you would call it a prayer...."
****
"As you called it." 15
"There was nothing evil in it, nothing shameful. You were to me such an ideal as I
shall never meet again. This is the face of a satyr."
"It is the face of my soul."
"Christ! what a thing I must have worshipped! It has the eyes of a devil."
"Each of us has heaven and hell in him, Basil," cried Dorian with a wild gesture of 20
despair.
Hallward turned again to the portrait and gazed at it. "My God! If it is true," he
exclaimed, "and this is what you have done with your life, why, you must be worse
even than those who talk against you fancy you to be!"
Chapter 13

QUESTIONS FOR EXTRACT C:

1.5 Refer to line 9: ‘said Dorian Gray, crushing the flower in his hand…’
Discuss the significance and symbolism of Dorian’s action here. **** (3)
When you “Discuss” you give the facts and evaluate them. For this
question you need knowledge about some symbols in the novel and how it
holds meaning to Dorian’s character.
Suggested answer:
When Lord Henry met Dorian for the first time he was plucking a daisy and
pulling it apart – this symbolizes his role as a manipulator and destroyer of
beauty for his own amusement throughout the novel. Here Dorian
unconsciously echoes Henry’s actions, revealing that he has symbolically
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replaced Henry as destroyer of innocence and goodness as is seen
throughout the novel where many young men and women’s lives have been
destroyed through Dorian.
1.6 Refer to line 20: ‘Each of us has heaven and hell in him, Basil’ cried Dorian
with a wild gesture of despair.’
By referring to the diction in this extract and your knowledge of the Novel to
what extent do you sympathise with the character of Dorian Gray? *****
This question works on many levels. There is a reference to Diction – that (3)
means you have to refer to certain words in the extract to support your
answer. You need knowledge of the characters and particularly of Dorian
Gray and then you have to evaluate, according to Dorian’s actions and
character whether one can sympathise with him.
Suggested answer:
No, do not sympathize with Dorian.
He watches Basil’s discovery of his true soul with ‘triumph’ reflecting a desire
to hurt Basil with this discovery.
He blames Basil for the horror of his soul because Basil flattered him and
painted this portrait of him. He talks about his wish and even though it has
caused him to do countless horrors he still does not know if he ‘regrets it or
not’. Throughout the novel he is fascinated by the horrors revealed on the
portrait and even when he wishes to change, to become good, he only does
so out of vanity and to change the portrait. He murders Basil when he reacts
differently to what Dorian would have wanted him to respond. In the
description of the portrait Dorian’s sins are clearly shown ‘foulness and
horror’, ‘leprosies of sin were slowly eating the thing away.

AN EXAMPLE OF AN ESSAY QUESTION:

➢ An ESSAY is an ARGUMENT
➢ An essay is an argument because the purpose of an essay is to take position on a
question, and then argue your viewpoint based on evidence from the novel.
➢ Remember an introduction in which you outline the main points of your essay and a
conclusion which links back to the question.
➢ Remember the PEEL method -Make your point, give evidence from the text, explain and
link back to the question.

“Each of us has Heaven and Hell in him, Basil,’ cried Dorian.

Critically discuss to what extent this is true of the characters presented in the novel.
Your response should take the form of a well-constructed essay of 400-450 (2-2½ pages)
SOME POINTS TO CONSIDER:
➢ The question asks you to consider whether a statement is true with regards to the
characters in the novel. Make sure you discuss more than one character as the question
expects it.
➢ Analyse what the statement means – what does it mean to have “heaven’ and ‘hell’ in a
person and then apply your interpretation to the characters in the novel.
➢ Remember that critically discuss means to to evaluate your topic, to analyse and interpret it
and then present an argument and explanation.
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LIFE OF PI – YANN MARTEL

Read the extract below and then answer the questions that follow.
EXTRACT C

Then the elderly man said, 'I have a story that will make you believe in God.'
…
'It starts right here in Pondicherry just a few years back, and it ends, I am delighted to tell you, in
the very country you come from.'
'And it will make me believe in God?'
'Yes.'
'That's a tall order.'
'Not so tall that you can't reach.'
My waiter appeared. I hesitated for a moment. I ordered two coffees. We introduced ourselves. 5
His name was Francis Adirubasamy.
'Please tell me your story,' I said.
'You must pay proper attention,' he replied.
'I will.' I brought out pen and notepad.
…
Later, in Toronto, among nine columns of Patels in the phone book, I found him, the main
character. My heart pounded as I dialled his phone number. The voice that answered had
an Indian lilt to its Canadian accent, light but unmistakable, like a trace of incense in the air.
'That was a very long time ago,' he said. Yet he agreed to meet. 10
We met many times. He showed me the diary he kept during the events. He showed me the
yellowed newspaper clippings that made him briefly, obscurely famous. He told me his story.
All the while I took notes. Nearly a year later, after considerable difficulties, I received a tape
and a report from the Japanese Ministry of Transport. 15
It was as I listened to that tape that I agreed with Mr Adirubasamy that this was, indeed, a 20
story to make you believe in God. [Author’s Note]
9.1 Place the extract in context. ** (3)
This question is asking you to outline what has happened immediately before
the extract, in other words, what has happened in order for this conversation
to happen. This is why good knowledge of plot structure is essential.
Suggested answer: the narrator, travelling through India searching for inspiration for a
novel, encounters an elderly man in a coffee shop in Pondicherry. He is intrigued
when he is told that the narrator is a writer. The elderly man proceeds to tell
the narrator the story that follows.
[Award 3 marks for any two ideas well discussed OR three ideas]

9.2 Comment on the relationship between Mr Adirubasamy and Pi. *** (3)
When you “Comment on” you give information based on the facts in order
to explain your answer. For this question, you need to consider the role that
Mr Adirubasamy plays in Pi’s childhood and adult life. Also think about the
way in which Pi views him. The key word is “relationship”.
Suggested answer: Mr Adirubasamy and Pi share a close bond. Pi affectionately refers to
him as Mamaji. He takes Pi under his wing and teaches him to swim. Pi
sees Mamaji as his mentor and he looks forward to his praise. Even though he
lives on a different continent, the adult Pi maintains contact with Mamaji.
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[Award 3 marks for any two ideas well discussed OR three ideas]

9.3 Refer to line 4: 'And it will make me believe in God?'

Account for the narrator's tone in this line. *** (3)
Account for means to give a reason or explain why. To answer, first identify
the narrator’s tone (attitude) and then explain / give reasons for this attitude. Knowledge of
religious beliefs, or lack thereof, is key to answering this question.
Suggested answer: the narrator's tone is disbelieving/cynical/suspicious.
He is sceptical about Mr Adirubasamy's assertion. Initially, he is suspicious
as he believes that Mr Adirubasamy is an evangelist seeking to convert him
to a particular faith.
[Award 1 mark for tone and 2 marks for the discussion.]

9.4 Refer to lines 21–22: 'It was as …'/'believe in God.'

Drawing on your knowledge of the novel as a whole, discuss how Pi's story
might make the author 'believe in God'. **** (3)
When you “Discuss” you give the facts and evaluate them. The key phrase
here is “novel as a whole”. This broader knowledge involves understanding
the principles of spiritual faith: believing in a higher, (unseen), mystical power;
understanding miracles and the concept of an omniscient greater power.
Suggested answer: it is a miracle that Pi survives at sea for the length of time
that he does without being attacked by Richard Parker or falling foul to the
other dangers that surround him. Pi's faith sustains him and enables him to transcend the
impossible odds he faces.
OR
The version of the story Pi narrates to the Japanese officials is indicative of
his will to survive at any cost and his belief that God will sustain him. It is this
belief that enables him to engage in the barbaric acts he commits in order
to survive.
[Candidates may refer to either one or both versions of the story for 3 marks.]

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EXTRACT D

I wished for her anger. I wished for her to punish me. Only not this silence. I made to arrange some
life jackets for the sailor's comfort so that I could be next to her. I whispered, 'I'm sorry, Mother, I'm
sorry.' My eyes were brimming with tears. When I brought them up, I saw that hers were too. But
she didn't look at me. Her eyes were gazing upon some memory in mid-air.
'We're all alone, Piscine, all alone,' she said, in a tone that broke every hope in 5
my body.
…
He cut up everything, including the sailor's skin and every inch of his intestines. He
even prepared his genitals. When he had finished with his torso, he moved on to his
arms and shoulders and to his legs. Mother and I rocked with pain and horror. Mother shrieked at
the cook, 'How can you do this, you monster? Where is your humanity? 10
Have you no decency?'
…
We each had our end of the lifeboat. It's amazing how willpower can build walls. Whole days went
by as if he weren't there.
But we couldn't ignore him entirely. He was a brute, but a practical brute. He was good with his
hands and he knew the sea. He was full of good ideas. He was the one who thought of building a 15
raft to help with the fishing. If we survived any time at all, it was thanks to him. I helped him as best I
could.
[Chapter 99]

9.5 Refer to line 3: 'I'm sorry, Mother, I'm sorry.'

Account for Pi's feelings at this stage of the novel. *** (3)
Account for means to give a reason or explain why. Here, you need to identify
Pi’s feelings and then explain why he would have these feelings in the second-last chapter
of the novel. Once again, knowledge of the whole story is essential.
Suggested answer: Pi and the cook have eaten all the biscuits. He is now feeling
ashamed and guilty because he has shown a lack of concern for the others who are also
hungry. Pi's mother's silence hurts him and he apologises for upsetting her.
[Award 3 marks for two ideas well discussed OR three distinct ideas.]

9.6 Discuss how the French cook influences Pi's responses to his circumstances. ****
(3)
When you Discuss you give the facts and evaluate them. This question deals
with the human story. That is important. To respond accurately, you need to
be able to describe the French cook’s behavior, and then link this behaviour
to Pi’s responses and reactions to the circumstances.
Suggested answer: the French cook's behaviour sets an example for Pi to follow.
He becomes increasingly capable of savagery in order to survive. Pi learns to be brutal and
unfeeling after witnessing how the cook kills the sailor and, later, Pi's
mother. He commits homicide and engages in cannibalism, which are actions
he would never have contemplated prior to his encounter with the cook.
[Award 3 marks for two ideas well discussed OR three distinct ideas.]

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9.7 Refer to line 13: 'We each had our end of the lifeboat.'
Discuss the significance of maintaining boundaries in the context of the
novel. **** (3)
When you Discuss you give the facts and evaluate them. The question is testing
your knowledge of boundaries in the novel, and why these boundaries are so significant
(important) in the stories which Pi relates. Remember that there are boundaries in all three
parts of the novel
Suggested answer: Pi and his mother separate themselves from the cook for
their safety and as a way of rejecting his immoral behaviour. The issue of establishing
boundaries is also evident in the first story when Pi physically
distances himself from Richard Parker for the purposes of survival. In the
second version, when Pi assumes the alter ego of Richard Parker, he does
so to separate the violent side of his nature from that of the innocent boy
he was.
[Award 3 marks for two ideas well discussed OR three distinct ideas.]

9.8 Using this extract as a starting point and your knowledge of the novel as
a whole, critically discuss how the novel demonstrates that Pi's survival
relies on his dependence on others. ***** (4)
When you critically discuss, you provide a detailed analysis (breakdown)
of the statement, with textual evidence to back up your points. In this
question, you are showing your understanding of how Pi’s survival depends
on others – that he does not survive in isolation (there are others that play a role)
Suggested answer: in this extract, Pi realises that, despite his hatred of the
French cook, he and his mother are reliant on him for their survival. In the
first version of Pi's story, Richard Parker is dependent on Pi as the provider
of food, while Pi relies on Richard Parker as a source of companionship.
Pi's focus on training Richard Parker gives Pi a sense of purpose and helps
him maintain his sanity. When a ship passes without noticing the lifeboat,
Pi is devastated and appreciative of the tiger's presence, seeing him as
motivation to persevere.
[Award 4 marks only if reference is made to this extract and the novel
as a whole.]
[25]
AN EXAMPLE OF AN ESSAY QUESTION:
➢ An ESSAY is an ARGUMENT
➢ An essay is an argument because the purpose of an essay is to take position on a
question, and then argue your viewpoint based on evidence from the novel.
➢ Remember an introduction in which you outline the main points of your essay and a
conclusion which links back to the question.
➢ Remember the PEEL method -Make your point, give evidence from the text, explain and
link back to the question.

The manner in which Pi fights to survive diminishes his humanity.

Critically discuss the extent to which you agree with the above statement.
Your response should take the form of a well-constructed essay of 400–450 words
(2–2½ pages).

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SOME POINTS TO CONSIDER:
➢ The question asks you to consider the extent to which a statement is true: you need to
decide whether the statement is completely true, partially true, or not true at all.
➢ Be careful! The statement has TWO parts, so your response must consider Pi’s fight for
survival and whether or not this fight lessens his humanity.
➢ Remember that critically discuss means to to evaluate your topic, to analyse and interpret it
and then present an argument and explanation.

HAMLET – WILLIAM SHAKESPEARE

You must have a thorough knowledge of the entire play. An in depth reading of the play is
essential. Refrain from watching the film. The length of your response is dependent on the mark
allocation.
Read the extract below and then answer the questions that follow.
EXTRACT A
HAMLET
Get thee to a nunnery: why wouldst thou be a
breeder of sinners? I am myself indifferent honest;
but yet I could accuse me of such things that it
were better my mother had not borne me: I am very
proud, revengeful, ambitious, with more offences at 5
my beck than I have thoughts to put them in,
imagination to give them shape, or time to act them
in. What should such fellows as I do crawling
between earth and heaven? We are arrant knaves,
all; believe none of us. Go thy ways to a nunnery. 10
Where's your father?
OPHELIA
At home, my lord.
HAMLET
Let the doors be shut upon him, that he may play the
fool no where but in's own house. Farewell. Act3 Sc1

QUESTIONS FOR EXTRACT A:

Read the extract below and then answer the questions that follow.
1 Place this extract into context. ** 3
2 Refer to lines 13-14: ‘Let the doors … in’s own house.’
If you were the director of a production of Hamlet, describe how you would direct
the actor playing Hamlet to deliver these lines. Justify your answer with reference to
both body language and tone. *** 3

ANSWERS TO EXTRACT A
1 Note: This question requires knowledge of the sequence of events. Refer to
recent events that have led up to this extract. No marks are allocated to what
happens in the extract and what takes place after the extract.
Suggested answer:
Claudius is becoming increasingly suspicious of Hamlet. He is frustrated at
the failure if Rosencrantz and Guildenstern to provide any answers to
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Hamlet’s strange behaviour. Claudius and Polonius have plotted to
eavesdrop on Hamlet’s conversation with Ophelia. Ophelia has become a
willing participant in the plot. Hamlet is incensed by this betrayal.
2 Note: One mark will be allocated for the body language, another for the tone
and the final mark for motivation. The body language must be plausible and
specific to the words uttered. Refrain from references to facial expression.
Tone refers to the feelings expressed by the character. Tone DOES NOT
refer to pitch and volume.
The motivation is the reason behind the character’s tone and body language,
linked to the prevailing situation.
Suggested answer:
Hamlet might point at Ophelia/ raise his hands/pace.
His tone might be indignant/forceful/angry/outraged.
Hamlet realises that Ophelia has betrayed him by conspiring with her father
and Claudius.

EXTRACT B
Read the extract below and then answer the questions that follow.
HAMLET
A bloody deed! almost as bad, good mother,
As kill a king, and marry with his brother.
QUEEN GERTRUDE
As kill a king!
HAMLET
Ay, lady, 'twas my word.
Lifts up the array and discovers POLONIUS
Thou wretched, rash, intruding fool, farewell! 5
I took thee for thy better: take thy fortune;
Thou find'st to be too busy is some danger. Act 3 Sc 4

QUESTIONS FOR EXTRACT B:

3 Refer to line 3: ‘As kill a king’
Comment on the significance of Gertrude’s words. *** 3

4 Refer to line 5: ‘Thou wretched, rash, intruding fool’

Critically discuss whether Hamlet’s assessment of Polonius’s character is 3
accurate.****

ANSWERS FOR EXTRACT B:

3 Note: ‘Significance’ refers to a more insightful and meaningful analysis of the
issues/characters in the text. A mere discussion of the line is not sufficient.
Knowledge of the themes and characters are required for this type of question.
Suggested answer:
This line reveals Gertrude’s innocence of the murder of King Hamlet. This is the
first time she hears of the crime of the murder of Hamlet’s father. Her shock and 3
astonishment absolves her of suspicions of being Claudius’s accomplice.

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4 Note: Knowledge of the complexity of characters and an evaluation of the
character is required. This question requires a judgement of Hamlet’s
assessment of Polonius.
Suggested answer:
Hamlet is justified in accusing Polonius of interfering/spying/meddling. Polonius
has consistently conspired with Claudius to find answers to Hamlet’s madness. 3
His sycophantic and self-serving nature aims to please Claudius to secure his
own position.

EXTRACT C:
Read the extract below and then answer the questions that follow.
LAERTES
It is here, Hamlet: Hamlet, thou art slain;
No medicine in the world can do thee good;
In thee there is not half an hour of life;
The treacherous instrument is in thy hand,
Unbated and envenom'd: the foul practise 5
Hath turn'd itself on me lo, here I lie,
Never to rise again: thy mother's poison'd:
I can no more: the king, the king's to blame.
HAMLET
The point!--envenom'd too!
Then, venom, to thy work. 10
Stabs KING CLAUDIUS
All
Treason! treason! Act 5 Sc1
QUESTIONS FOR EXTRACT C:
5 Refer to line 11: Stabs King Claudius.’
Do you think in seeking revenge, Hamlet loses his moral integrity? 3
Justify your answer. ****
6 Refer to line 12 : ‘ Treason! Treason!’
Discuss the irony in the above line. *** 3
7 Using your knowledge of the play as a whole, comment on the change that has
come upon Laertes. *** 3

ANSWERS FOR EXTRACT C:

5 Note: This question requires a personal judgement on Hamlet’s motives and
dilemma, substantiated by an in-depth knowledge of the plot and character. You
may agree, disagree or provide a mixed response.
Suggested answer:
AGREE - Although Hamlet is motivated by a noble desire to avenge his father’s
death, the means by which he achieves his revenge compromises his moral
integrity. His disrespect and ill treatment of his mother and Ophelia is cruel. He is
deceitful by putting on an antic disposition. He impulsively kills Polonius and
callously sends Rosencrantz and Guildenstern to their deaths. He murders
Claudius despite his moral conviction. His procrastination leads to the death of
many others.
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DISAGREE - Hamlet does not lose his moral integrity as he restores peace and
justice to Denmark. Claudius has usurped the throne and has corrupted
Denmark. Therefor Hamlet is justified in seeking revenge. His treatment of
Gertrude, Polonius, Ophelia, Rosencrantz and Guildenstern is justified as they
have all betrayed him.
6 NOTE: It is important to show two distinct parts which are opposite to each
other, by using a subordinating conjunction(but, however, yet ) This must be
followed by an explanation or a comment.
Suggested answer:
Claudius is regarded as the rightful king and thus Hamlet’s actions are perceived
as treasonous. However, Claudius is the one who murdered King Hamlet and
usurped his throne. Hamlet is the rightful and is restoring order to Denmark.
7 NOTE: You require knowledge of the plot and detailed knowledge of the
character in the entire play. In your response, you are required to reflect on
Laertes before this extract and comment on the change that has come about in
the extract and the reasons for the change.
Suggested answer:
Initially when Laertes receives news of his father’s death, he becomes enraged
and vengeful. He is easily manipulated by Claudius and stoops to deception
when he becomes Claudius’s accomplice in attempting to murder Hamlet. Later
he undergoes a change when he reveals the truth and show remorse.

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