GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 · English Home Language/P1 6 DBE/November 2011 NSC...

Copyright reserved Please turn over

MARKS: 70 TIME: 2 hours

This question paper consists of 12 pages.

GRAAD 12

ENGLISH HOME LANGUAGE P1

NOVEMBER 2011

NATIONAL SENIOR CERTIFICATE

GRADE 12

English Home Language/P1 2 DBE/November 2011 NSC


INSTRUCTIONS AND INFORMATION 1.

This question paper consists of THREE sections: SECTION A: Comprehension (30 marks) SECTION B: Summary (10 marks) SECTION C: Language in context (30 marks)

2. 3. 4. 5. 6. 7. 8. 9. 10.

Read ALL the instructions carefully. Answer ALL the questions. Start EACH section on a NEW page. Rule off after each section. Number the answers correctly according to the numbering system used in this question paper. Leave a line after each answer. Pay special attention to spelling and sentence construction. Use the following time frames as a guideline: SECTION A: 50 minutes SECTION B: 25 minutes SECTION C: 45 minutes Write neatly and legibly.



SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING

Read TEXTS A AND B below and answer the set questions. TEXT A

1 2

3 4

5 6

It's the national religion. Transcending race, politics or language group, sport unites the country – and not just the male half of it. When a South African team wins, a cacophony1 of hooting, cheering, banging of dustbin lids, trumpeting on cow horns and fireworks reverberates across the largest cities. The national adrenaline goes into overdrive. Maybe even the Gross Domestic Product goes up. Just don't look too cheerful on the Monday morning after a dismal sporting weekend! Sport, like no other South African institution, has shown it has the power to heal old wounds. When the Springboks won the Rugby World Cup on home turf in 1995, Nelson Mandela donned the No. 6 shirt of the team's captain – Francois Pienaar, a white Afrikaner – and the two embraced in a spontaneous gesture of racial reconciliation which melted hearts across the country. A single moment, and 400 years of colonial strife and bitterness … suddenly seemed so petty. It wasn't always that way. During the apartheid era, racially segregated sport was a highly divisive issue, as exemplified by the case of Cape Town cricketer Basil D'Oliviera, a world-class talent who just happened to have the 'wrong' colour of skin. Disqualified from local first-class cricket on the grounds of race, D'Oliviera went to live in England in 1960, becoming one of the stars of the English team. When he was selected for a 1968 tour of South Africa, the apartheid government barred him – an act of folly that offended even the crustiest British conservatives, and turned South Africa into an international sporting pariah.2

But it was a sporting moment that first helped to heal the country's racial rift. In 1992, the country returned to the Olympics for the first time since it was barred 32 years earlier. In the women's 10 000 metre finals in Barcelona, two runners dominated the field, running shoulder to shoulder, lap after lap, way ahead of the field. One was South African Elana Meyer; the other was Ethiopian Derartu Tulu. With just metres to go, Tulu found the strength to 'kick' ahead of Meyer and become the first African woman to win a major Olympic title. But the big moment was to follow, when Tulu and Meyer embraced, then ran a lap of honour together, each draped in her country's national flag, a white Afrikaner and a black African together, cheered on by the crowds. The major sports in which South Africa excels are the aristocratic British games of rugby and cricket. For over a century, the country has regularly fielded teams of world-beating class, playing chiefly against arch-foes England, Australia and New Zealand.

5 10

15 20 25 30 35



7 8 9 10

Thirty years of apartheid isolation did some damage, yet despite many international disappointments, both teams have risen to the occasion since South Africa's readmission to international sport in 1992, winning honours against the world's toughest opposition. But it is football – or soccer, as it is universally called here – that has won the hearts of South Africa's black majority. South Africa is by no means a giant in the world of soccer, but for many black South Africans, the country's proudest sporting moment came when it won the African Nations Cup on home turf in 1996 – having failed to even qualify for the previous cup. Soccer is intensely followed, and the quality of the local game keeps improving – as is demonstrated by the increasing number of South African players-in-exile among the glamorous European clubs. The national team, nicknamed Bafana Bafana, which means 'The Boys', is extraordinarily erratic, beating giants, then succumbing to minnows. Local teams, organised in a national league plus a plethora3 of knock-out cups, are followed with the same passion as in many other countries, by paint-daubed, costumed, whistling and cheering fans. Mercifully, the country has been spared the spectre of football hooliganism. The list of South African sporting achievements goes wider than the 'big three' sports, however. In a country of magnificent golf courses, for example, it is not surprising that South Africa has bred some world-beating stars, from Bobby Locke in the post-World War Two period to Gary Player – who walked away with more international trophies than arch-rival Jack Nicklaus – to new stars Ernie Els, Retief Goosen, Trevor Immelman and others. South Africa has also bred world champions among our swimmers, athletes, surfers, boxers, tennis players and more.

[SOURCE: Adapted from www.safrica.info/about/sport/sportsa.htm]

40

45

50

55

60

1 cacophany: harsh or discordant very loud sound 2 pariah: an outcast; someone generally despised or rejected 3 plethora: over-abundance; excessive number or amount

AND



TEXT B

[Source: www.movieposter.com]

Invictus is an American feature film starring Morgan Freeman and Matt Damon.

In 1995, Nelson Mandela was unwavering in his determination to bring about unity in South Africa through sport. Together with Francois Pienaar, captain of the Springbok rugby team, he led South Africa to Rugby World Cup victory.

His people needed a leader. He gave them a champion .



QUESTIONS: TEXT A 1.1 Refer to paragraph 1. 1.1.1 What do you understand by the reference to sport as a 'national

religion'? (2)

1.1.2 Identify the stereotype referred to in line 2 and explain what is

suggested about it. (2)

1.2 Refer to paragraph 2. 1.2.1 Describe how South Africans tend to react to sporting victory. (2) 1.2.2 Suggest why the writer issues the warning, 'Just don't look too

cheerful on the Monday morning after a dismal sporting weekend!' (2)

1.3 Explain the significance of pointing out that '400 years … suddenly seemed

…' (paragraph 3).

(2) 1.4 Do you think that the placing of inverted commas around 'wrong' (line 18) is

appropriate in context? Explain your answer.

(2) 1.5 What does 'When he was selected … crustiest British conservatives'

(lines 20–22) suggest about the difference between British and South African conservatives at the time?

(2)

1.6 What does the nickname of the South African national soccer team, 'Bafana

Bafana' or 'The Boys' (line 51), imply about the attitude of soccer fans to the team?

(2)

1.7 Is the order in which the various sports are dealt with in the passage as a

whole significant? Justify your answer.

(3) QUESTIONS: TEXT B 1.8 Comment on the effect of the way in which the two men in the poster are

presented.

(3) 1.9 Discuss the significance of the words, 'leader' and 'champion' in the context of

this film.

(2) 1.10 The title, Invictus, is a Latin word which most readers would not understand at

first. Comment on whether this is a wise or an unwise choice of title.

(2) QUESTIONS: TEXTS A AND B 1.11 Does the poster (TEXT B) support the writer's view of the value of sport as

expressed in paragraph 5 of TEXT A? Motivate your opinion.

(4) TOTAL SECTION A: 30



SECTION B: SUMMARY

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

Carefully read TEXT C below. It discusses the nature of positive thinking and people's attitudes to it.

NOTE:

You are required to do the following: • Summarise what the writer has to say about the advantages of positive thinking in 80–90 of your own words. • You may write EITHER a fluent paragraph OR in point form. • You are NOT required to include a title for the summary. • Indicate your word count at the end of your summary.

TEXT C

THE POWER OF POSITIVE THINKING

Positive thinking is a mental attitude that admits into the mind thoughts, words and images that are conducive to growth, expansion and success. It is a mental attitude that expects good and favourable results. A positive mind anticipates happiness, joy, health and a successful outcome of every situation and action. Whatever the mind expects, it finds.

Not everyone accepts or believes in positive thinking. Some consider the subject to be just nonsense, and others scoff at people who believe and accept it. Among the people who accept it, not many know how to use it effectively to get results. Yet it seems that many are becoming attracted to this subject, as evidenced by the many books, lectures and courses about it. This is a subject that is gaining popularity.

It is quite common to hear people say: 'Think positively!' to someone who feels down and worried. Most people do not take these words seriously, as they do not know what they really mean, or do not consider them to be useful and effective. How many people do you know, who stop to think what the power of positive thinking means?

All of us affect, in one way or another, the people we meet. This happens instinctively and on a subconscious level, through thoughts and feelings transference, and through body language. People are affected by our thoughts, and vice versa. Is it any wonder that we want to be around positive people and avoid negative ones? People are more disposed to help us if we are positive, and they dislike and avoid anyone broadcasting negativity.

When the mind is negative, negative poisons are released into the blood, which causes more unhappiness and negativity. This is the way to failure, frustration and disappointment. Always visualise the favourable and beneficial situations. Use positive words in your inner dialogues or when talking with others. Smile a little more, as this helps one to think positively. Disregard any feelings of laziness or a desire to quit. If you persevere, you will transform the way your mind thinks.

[Source: Adapted from an article by Remez Sasson on www.positivethinking.com]

TOTAL SECTION B: 10



SECTION C: LANGUAGE IN CONTEXT QUESTION 3: ANALYSING ADVERTISING

Study the advertisement (TEXT D) and answer the set questions. TEXT D

[Source: Leadership, June 2010]

Being voted the leading private bank in both South Africa and Africa proves that for us the phrase 'entrepreneurial approach' is more than just words. It's the very essence of what we do, ensuring that our clients never have to settle for anything less than the extraordinary. www.investecprivatebank.co.za

Out of the Ordinary

Private Bank



QUESTIONS: TEXT D 3.1 Describe the kind of reader to whom this advertisement would appeal.

Support your answer by referring to the advertisement.

(2) 3.2 Explain whether the slogan, 'Out of the Ordinary', is justifiable in terms of a

claim made elsewhere in the text about the service being advertised.

(2) 3.3 Comment on the effectiveness of the statement, 'Leadership is a verb', as an

advertising device.

(3) 3.4 Do you think the visual image is suitable for the service being advertised?

Justify your answer.

(3) [10]

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA Study TEXTS E and F and answer the set questions.

4.1 TEXT E: CARTOON Madam and Eve

FRAME 1 FRAME 2 FRAME 3 FRAME 4

[Source: www.cartoonstrips.co.za]

QUESTIONS: TEXT E 4.1.1 What do Madam's facial expression and body language reveal

about her feelings in frame 1?

(2) 4.1.2 Refer to frame 2.

What do the idiomatic expressions, 'I've had it' and 'being fleeced', convey about Madam's attitude towards crime?

(2)

4.1.3 Explain how humour is created in this cartoon. (2)



4.2 TEXT F: CARTOON

FRAME 1 FRAME 2 FRAME 3

[Source: The Star, July 2011]

QUESTIONS: TEXT F 4.2.1 Refer to frame 2.

Why does the mother-in-law accuse Andy of 'sarcasm'?

(2)

4.2.2 The cartoonist does not show the mother-in-law in any of the

frames. Do you think that this is an effective technique? Motivate your response.

(2) [10]



QUESTION 5: USING LANGUAGE CORRECTLY Read TEXT G, which contains some deliberate errors, and answer the set questions.

TEXT G

1

2

3

4

COMFY CLOTHING VERSUS STYLE People who are fashion-conscious tend to prefer brand-name clothing. There is a large amount of people who prefer clothing that is loose and baggy. Clearly, they favour comfort. However, many others would sooner wear much tighter fitting clothes, even if they are uncomfortable. You could say that they are prejudiced against coats and pants that flap in the breeze. Because of the almighty power of fashion and peer group pressure, they do not care how ridiculous they look. What is more, they do not seem to care about how much they are suffering. When wearing their apparently sprayed-on outfits, it gives them a false sense of being stylish. Caruso jeans are an example of casual articles of clothing that is well-known for being both expensive and almost skin-tight. They are expensive because extensive advertising has made many youngsters think that they are superior to any other brand. Then again, this is typical of a generation given to materialistic and superficial behaviour. One often wonders whether these giant advertisers could spend more money on promoting morality. This could be a means of encouraging comfortable dress codes – being really chilled and not just 'Yo, I'm cool, dude!'

[Source: Anonymous]

[]

5

10

15

20

QUESTIONS: TEXT G 5.1 Rewrite the following in the passive voice:

People who are fashion-conscious tend to prefer brand-name clothing (line 1).

(1)

5.2 'There is a large amount of people who prefer clothing that is loose and

baggy' (lines 2–3). Identify the incorrectly used word and correct it.

(1)

5.3 'However, many others would sooner wear much tighter fitting clothes, even if

they are uncomfortable (lines 4–5). Identify and correct the error of degree of comparison in this sentence.

(1)


Copyright reserved

5.4 'When wearing their apparently sprayed-on outfits, it gives them a false sense

of being stylish' (lines 10–11). Rewrite the above sentence so that it is grammatically correct.

(1)

5.5 Identify and correct the error of concord in paragraph 3. (1) 5.6 Explain the ambiguity in the following sentence:

They are expensive because extensive advertising has made many youngsters think that they are superior to any other brand (lines 13–14).

(2)

5.7 Provide a noun form of 'materialistic' (line 15). (1) 5.8 Rewrite 'being really chilled' (line 19), using formal Standard English. (1) 5.9 'Yo, I'm cool, dude!' (lines 19–20)

Is the above an example of a phrase or a clause? Give a reason for your answer.

(1) [10]

TOTAL SECTION C:

GRAND TOTAL: 30

70


MARKS: 80 TIME: 2½ hours



NOVEMBER 2011


GRADE 12



INSTRUCTIONS AND INFORMATION

1. Read this page carefully before you begin to answer the questions.

2. Do not attempt to read the entire question paper. Consult the table of contents

on the next page and mark the numbers of the questions set on texts you have studied this year. Thereafter, read these questions and choose the ones you wish to answer.

3. This question paper consists of THREE sections:

SECTION A: Poetry (30 marks) SECTION B: Novel (25 marks) SECTION C: Drama (25 marks)

4. Follow the instructions at the beginning of each section carefully.

5. Answer FIVE QUESTIONS in all: THREE in SECTION A, ONE in SECTION B

and ONE in SECTION C as follows:

SECTION A: POETRY

PRESCRIBED POETRY – Answer TWO questions. UNSEEN POETRY – Answer ONE question. SECTION B: NOVEL Answer ONE question. SECTION C: DRAMA Answer ONE question.

6. Number your answers correctly according to the numbering system used in

this question paper.

7. Start EACH section on a NEW page.

8. Suggested time management:

SECTION A: approximately 40 minutes SECTION B: approximately 55 minutes SECTION C: approximately 55 minutes

9. LENGTH OF ANSWERS:

• Essay questions on Poetry should be answered in about 250–300 words. • Essay questions on the Novel and Drama sections should be answered in 400–450 words. • The length of answers to contextual questions should be determined by the mark allocation. Candidates should aim for conciseness and relevance.



10. CHOICE OF ANSWERS FOR SECTIONS B (NOVEL) AND C (DRAMA):

• Answer ONLY questions on the novel and the drama you have studied. • Answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION. If you answer the essay question in SECTION B, you must answer the contextual question in SECTION C. If you answer the contextual question in SECTION B, you must answer the essay question in SECTION C.

Use the checklist to assist you.

11. Write neatly and legibly.



TABLE OF CONTENTS SECTION A: POETRY Prescribed Poetry: Answer ANY TWO questions. QUESTION NO. QUESTION PAGE NO. 1 An Abandoned Bundle Essay question 6

2 The Wild Doves at Louis Trichardt Contextual question 7

3 Rugby League Game Contextual question 8

4 When to the sessions of sweet silent thought (Sonnet 30)

Contextual question 9

AND Unseen Poetry: Answer ANY ONE question. 5 The weeping of the penny whistle Essay question 10

6 The weeping of the penny whistle Contextual question 11

SECTION B: NOVEL Answer ONE question.* 7 Animal Farm Essay question 12

8 Animal Farm Contextual question 12

9 Pride and Prejudice Essay question 14

10 Pride and Prejudice Contextual question 14

11 The Great Gatsby Essay question 17

12 The Great Gatsby Contextual question 17

SECTION C: DRAMA Answer ONE question.* 13 Othello Essay question 20

14 Othello Contextual question 20

15 The Crucible Essay question 23

16 The Crucible Contextual question 23

NOTE: In SECTIONS B and C, answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION.

If you answer an essay question from SECTION B, you must answer a contextual question from SECTION C. If you answer a contextual question from SECTION B, you must answer an essay question from SECTION C.



CHECKLIST Use this checklist to ensure that you have answered the correct number of questions.

SECTION QUESTION NUMBERS

NO. OF QUESTIONS ANSWERED

TICK

A: Poetry (Prescribed Poetry)

1–4

2

A: Poetry (Unseen Poem)

5 and 6

1

B: Novel (Essay or Contextual)

7–12

1

C: Drama (Essay or Contextual)

13–16

1

*NOTE: In SECTIONS B and C, ensure that you have answered ONE ESSAY question and ONE CONTEXTUAL question.



SECTION A: POETRY PRESCRIBED POETRY Answer any TWO of the following questions. QUESTION 1: POETRY – ESSAY QUESTION

AN ABANDONED BUNDLE – MBUYISENI OSWALD MTSHALI The morning mist and chimney smoke of White City Jabavu flowed thick yellow as pus oozing from a gigantic sore. It smothered our little houses like fish caught in a net. Scavenging dogs draped in red bandanas of blood fought fiercely for a squirming bundle. I threw a brick; they bared fangs flicked velvet tongues of scarlet and scurried away, leaving a mutilated corpse − an infant dumped on a rubbish heap − 'Oh! Baby in the Manger sleep well on human dung.' Its mother had melted into the rays of the rising sun, her face glittering with innocence her heart as pure as untrampled dew.

5 10 15 20 25

This poem conveys the speaker's attitude toward and feelings about the mother's actions. By close reference to the diction and imagery used in this poem, discuss the above statement in an essay of 250–300 words (about ONE page).

[10]

OR



QUESTION 2: POETRY – CONTEXTUAL QUESTION

THE WILD DOVES AT LOUIS TRICHARDT – WILLIAM PLOMER

Morning is busy with long files Of ants and men, all bearing loads. The sun's gong beats, and sweat runs down. A mason-hornet shapes his hanging house. In a wide flood of flowers Two crested cranes are bowing to their food. From the north today there is ominous news. Midday, the mad cicada-time. Sizzling from every open valve Of the overheated earth The stridulators din it in – Intensive and continuing praise Of the white-hot zenith, shrilling on Toward a note too high to bear. Oven of afternoon, silence of heat. In shadow, or in shaded rooms, This face is hidden in folded arms, That face is now a sightless mask, Tree-shadow just includes those legs. The people have all lain down, and sleep In attitudes of the sick, the shot, the dead. And now in the grove the wild doves begin, Whose neat silk heads are never still, Bubbling their coolest colloquies. The formulae they liquidly pronounce In secret tents of leaves imply (Clearer than man-made music could) Men being absent, Africa is good.

5

10

15

20

25

2.1 How does the poet convey the idea of time passing? (2)

2.2 'Morning is busy ... bearing loads' (lines 1–2). Explain in your own words what the comparison with ants suggests about the men.

(2)

2.3 Discuss how the diction in stanza 2 conveys the poet's attitude to the cicadas. (3)

2.4 Refer to the last line of the poem: 'Men being absent, Africa is good.' In your view, is the assertion in this line a valid conclusion to the poem? Justify your response.

(3) [10]

OR



QUESTION 3: POETRY – CONTEXTUAL QUESTION RUGBY LEAGUE GAME – JAMES KIRKUP Sport is absurd, and sad. Those grown men. Just look, In those dreary long blue shorts, Those ringed stockings, Edwardian, Balding pates, and huge Fat knees that ought to be heroes'. Grappling, hooking, gallantly tackling – Is all this courage really necessary? – Taking their good clean fun So solemnly, they run each other down With earnest keenness, for the honour of Virility, the cap, the county side. Like great boys they roll each other, In the mud of public Saturdays, Groping their blind way back To noble youth, away from the bank, The wife, the pram, the spin drier, Back to the Spartan freedom of the field. Back, back to the days when boys Were men, still hopeful and untamed. That was then: a gay And golden age ago. Now in vain, domesticated, Men try to be boys again.

5

10

15

20

3.1 Explain why the speaker is of the opinion that 'Sport is absurd, and sad'

(line 1).

(2) 3.2 How does the diction used in the second stanza ('Grappling, hooking,

gallantly … the county side') convey the seriousness of the rugby players?

(2) 3.3 Refer to lines 15–18: ('Groping their blind … of the field').

Explain how the imagery used in these lines conveys the speaker's opinion of the players.

(3)

3.4 Comment critically on the speaker's attitude to the men in the last stanza

('Back, back to the days … to be boys again').

(3) [10]

OR



QUESTION 4: POETRY – CONTEXTUAL QUESTION WHEN TO THE SESSIONS OF SWEET SILENT THOUGHT (SONNET 30) – WILLIAM SHAKESPEARE

When to the sessions of sweet silent thought I summon up remembrance of things past, I sigh the lack of many a thing I sought, And with old woes new wail my dear time's waste: Then can I drown an eye, unused to flow, For precious friends hid in death's dateless night, And weep afresh love's long since cancell'd woe, And moan the expense of many a vanish'd sight: Then can I grieve at grievances foregone, And heavily from woe to woe tell o'er The sad account of fore-bemoanèd moan, Which I new pay as if not paid before. But if the while I think on thee, dear friend, All losses are restored and sorrows end.

5 10

4.1 Refer to lines 1−4: 'When to the sessions … my dear time's waste'.

Explain what makes the speaker feel sad.

(2) 4.2 What does the poem suggest about the speaker as a person? (2) 4.3 Refer to lines 9–12: 'Then can I grieve … not paid before.'

Discuss whether the imagery used in these lines is effective in conveying the speaker's feelings.

(3)

4.4 Refer to the rhyming couplet: 'But if the while … and sorrows end'.

Comment on how the tone of these lines supports the main point of the sonnet.

(3) [10]

AND



UNSEEN POETRY: POETRY FROM AFRICA Read the following poem and answer EITHER QUESTION 5 (essay question) OR QUESTION 6 (contextual question).

THE WEEPING OF THE PENNY WHISTLE – PETER HORN

The penny whistle1 begins to weep in my dreams: when was it I heard it for the first time, and now I cannot silence it. It weeps, monotonously, like the water running over the stones in Jonkershoek Valley. It weeps like the wind: it weeps in the distance. It weeps for all whistlers who have died in the long years of hunger and birdshot. It weeps in the sand that has been drenched with the blood of passers-by when the bombs exploded in bars and churches. It weeps in the trees, it weeps with the birds, it weeps in my dreams climbing the scales of sorrow and madness.

5 10 15

Glossary: ¹penny whistle: another term for a tin whistle, a musical wind instrument made from a thin metal tube

QUESTION 5: UNSEEN POETRY – ESSAY QUESTION In an essay of 250–300 words (about ONE page), discuss how the poet employs diction and imagery to reveal his state of mind to readers.

[10]

OR



QUESTION 6: UNSEEN POETRY – CONTEXTUAL QUESTION 6.1 Why is it that the speaker 'cannot silence' (line 3) the sound of the penny

whistle?

(1) 6.2 Identify ONE violent experience to which the speaker refers and explain how

it contributes to the main idea of the poem.

(2) 6.3 Suggest why the poet uses the word 'drenched' (line 9). (2) 6.4 Comment on the suitability of the title of this poem. (2) 6.5 Refer to lines 14–15: 'It weeps in my dreams ... of sorrow and madness'.

Discuss the effectiveness of the imagery employed in these concluding lines of the poem.

(3) [10]

TOTAL SECTION A: 30



SECTION B: NOVEL

Answer ONLY on the novel you have studied. ANIMAL FARM – GEORGE ORWELL

Answer EITHER QUESTION 7 (essay question) OR QUESTION 8 (contextual question). QUESTION 7: ANIMAL FARM – ESSAY QUESTION

George Orwell uses satire1 to explore human evil.

In a well-constructed essay of 400–450 words (2–2½ pages), discuss to what extent this statement applies to Animal Farm. 1satire: the use of humour, irony, exaggeration or ridicule to expose and criticize

people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.

[25]

OR

QUESTION 8: ANIMAL FARM – CONTEXTUAL QUESTION

Read the extracts below and then answer the questions that follow.

EXTRACT A

The birds did not understand Snowball's long words, but they accepted his explanation, and all the humbler animals set to work to learn the new maxim by heart. FOUR LEGS GOOD, TWO LEGS BAD, was inscribed on the end wall of the barn, above the Seven Commandments and in bigger letters. When they had once got it by heart, the sheep developed a great liking for this maxim, and often as they lay in the field they would all start bleating 'Four legs good, two legs bad! Four legs good, two legs bad!' and kept it up for hours on end never growing tired of it.

Napoleon took no interest in Snowball's committees. He said that the education of the young was more important than anything that could be done for those who were already grown up. It happened that Jessie and Bluebell had both whelped soon after the hay harvest, giving birth between them to nine sturdy puppies. As soon as they were weaned, Napoleon took them away from their mothers, saying that he would make himself responsible for their education. He took them up into a loft which could only be reached by a ladder from the harness-room, and there kept them in such seclusion that the rest of the farm soon forgot their existence.

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

[Chapter 3]

5

10

15

20



8.1 Refer to paragraph 1: 'The birds did not understand ... never growing tired of

it.' Explain why the sheep are important to Napoleon's plans.

(2)

8.2 Refer to paragraph 2: 'Napoleon took no interest ... soon forgot their

existence.'

8.2.1 What important difference between the characters of Napoleon and

Snowball is suggested by this paragraph? (2)

8.2.2 Discuss the significance of the education of Jessie and Bluebell's

puppies by Napoleon. (3)

8.3 The 'milk … was mixed every day into the pigs' mash' (lines 16–17).

Discuss why this statement is an early sign of what is to happen to Animal Farm in the years to come.

(3)

8.4 Refer to lines 22–23: 'Squealer was sent … to the others'.

In your view, is Squealer suitable for the role assigned to him? Justify your response.

(3)

AND

EXTRACT B

… Henceforward the farm was to be known as the 'Manor Farm' – which, he believed, was its correct and original name.

'Gentlemen,' concluded Napoleon, 'I will give you the same toast as before, but in a different form. Fill your glasses to the brim. Gentlemen, this is my toast: To the prosperity of the Manor Farm!'

There was the same hearty cheering as before, and the mugs were emptied to the dregs. But as the animals outside gazed at the scene, it seemed to them that some strange thing was happening. What was it that had altered in the faces of the pigs? Clover's old dim eyes flitted from one face to another. Some of them had five chins, some had four, some had three. But what was it that seemed to be melting and changing? Then, the applause having come to the end, the company took up their cards and continued the game that had been interrupted, and the animals crept silently away.

[Chapter 10]

5

10

8.5 'Gentlemen, this is my toast: To the prosperity of the Manor Farm!' (lines 4–5).

Drawing on your knowledge of the novel as a whole, discuss the significance of Napoleon's 'toast'.

(3)



8.6 'What was it that had altered in the faces of the pigs?' (line 8)

'But what was it that seemed to be melting and changing?' (lines 10–11) Explain how these rhetorical questions contribute to the atmosphere created in this scene.

(3)

8.7 Refer to lines 12–13: 'the animals crept silently away.' What do the underlined words convey about the animals' feelings at this stage of the novel?

(2)

8.8 In your opinion, does Orwell succeed in conveying his message through the

description of the pigs and the other animals in Extract B? Justify your response, taking into account that Animal Farm is a fable.

(4) [25]

OR PRIDE AND PREJUDICE – JANE AUSTEN Answer EITHER QUESTION 9 (essay question) OR QUESTION 10 (contextual question).

QUESTION 9: PRIDE AND PREJUDICE – ESSAY QUESTION Jane Austen satirises1 early 19th Century English society, which upheld social class structures and differences at the expense of authentic human relationships. In a well-constructed essay of 400–450 words (2–2½ pages), discuss critically the extent to which you agree with this statement. 1satirises: uses humour, irony, exaggeration or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.

[25]

OR

QUESTION 10: PRIDE AND PREJUDICE – CONTEXTUAL QUESTION Read the extracts below and then answer the questions that follow.

EXTRACT A Mr Bennet was among the earliest of those who waited on Mr Bingley. He had always intended to visit him, though to the last always assuring his wife that he should not go; and till the evening after the visit was paid she had no knowledge of it. It was then disclosed in the following manner:– Observing his second daughter employed in trimming a hat, he suddenly addressed her with, 'I hope Mr Bingley will like it, Lizzy.'

5



'We are not in a way to know what Mr Bingley likes,' said her mother resentfully, 'since we are not to visit.' 'But you forget, mamma,' said Elizabeth, 'that we shall meet him at the assemblies, and that Mrs Long has promised to introduce him.' 'I do not believe Mrs Long will do any such thing. She has two nieces of her own. She is a selfish, hypocritical woman, and I have no opinion of her.' 'No more have I,' said Mr Bennet; 'and I am glad to find that you do not depend on her serving you.' Mrs Bennet deigned not to make any reply, but, unable to contain herself, began scolding one of her daughters. 'Don't keep coughing so, Kitty, for heaven's sake! Have a little compassion on my nerves. You tear them to pieces.' 'Kitty has no discretion in her coughs,' said her father; 'she times them ill.' 'I do not cough for my own amusement,' replied Kitty fretfully. 'When is your next ball to be, Lizzy?' 'To-morrow fortnight.' 'Aye, so it is,' cried her mother, 'and Mrs Long does not come back till the day before; so it will be impossible for her to introduce him, for she will not know him herself.' 'Then, my dear, you may have the advantage of your friend, and introduce Mr Bingley to her.' 'Impossible, Mr Bennet, impossible, when I am not acquainted with him myself; how can you be so teasing?' 'I honour your circumspection. A fortnight's acquaintance is certainly very little. One cannot know what a man really is by the end of a fortnight. …'

[Chapter 2]

10 15 20 25 30

10.1 Why does Mr Bennet visit Mr Bingley? (2) 10.2 Comment on Mrs Bennet's referring to Mrs Long as 'a selfish, hypocritical

woman' (line 12).

(3) 10.3 In lines 20–21, Kitty asks Elizabeth: 'When is your next ball to be?'

Discuss the significance of formal dances in the novel as a whole.

(2)



10.4 Mr Bennet remarks that 'One cannot know what a man really is by the end of

a fortnight' (lines 29–30). In your view, is Mr Bennet's opinion a valid one? Substantiate your response, referring to evidence from the novel.

(3)

AND

EXTRACT B 'You can now have nothing farther to say,' she resentfully answered. 'You have insulted me in every possible method. I must beg to return to the house.' And she rose as she spoke. Lady Catherine rose also, and they turned back. Her ladyship was highly incensed. 'You have no regard, then, for the honour and credit of my nephew! Unfeeling, selfish girl! Do you not consider that a connection with you must disgrace him in the eyes of everybody?' 'Lady Catherine, I have nothing further to say. You know my sentiments.' 'You are, then, resolved to have him?' 'I have said no such thing. I am only resolved to act in that manner which will, in my own opinion, constitute my happiness, without reference to you, or to any other person so wholly unconnected with me.' 'It is well. You refuse, then, to oblige me. You refuse to obey the claims of duty, honour, and gratitude. You are determined to ruin him in the opinion of all his friends, and make him the contempt of the world.'

[Chapter 56]

5 10

15

10.5 Refer to lines 1–2: 'You can now ... to the house.'

Account for Elizabeth's resentment toward Lady Catherine in this extract.

(3)

10.6 Discuss what the novel as a whole reveals about Darcy's 'honour and credit'

(line 5).

(3) 10.7 Refer to lines 10–12: 'I have said ... unconnected with me.'

Does this paragraph provide any evidence that Elizabeth is a selfish person? Justify your opinion.

(3)

10.8

In your opinion, is Lady Catherine representative of the class-conscious society that Jane Austen satirises? Substantiate your answer.

(3)



10.9 If Darcy had witnessed this scene between Elizabeth and Lady Catherine,

how do you think it would have influenced his attitude and feelings toward Elizabeth? Substantiate your response.

(3) [25]

OR

THE GREAT GATSBY – F SCOTT FITZGERALD

Answer EITHER QUESTION 11 (essay question) OR QUESTION 12 (contextual question). QUESTION 11: THE GREAT GATSBY – ESSAY QUESTION

F Scott Fitzgerald satirises1 the original American Dream – the hopes for freedom, equality and happiness – which he believed was corrupted by people's pursuit of wealth. In a well-balanced essay of 400–450 words (2–2½ pages), critically discuss the extent to which you agree with this statement. 1satirises: uses humour, irony, exaggeration or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.

[25]

OR QUESTION 12: THE GREAT GATSBY – CONTEXTUAL QUESTION Read the extracts below and then answer the questions that follow.

EXTRACT A 'You never loved him.' She hesitated. Her eyes fell on Jordan and me, with a sort of appeal, as though she realized at last what she was doing – and as though she had never, all along, intended doing anything at all. But it was done now. It was too late. 'I never loved him,' she said, with perceptible reluctance. 'Not at Kapiolani?' demanded Tom suddenly. 'No.' From the ballroom beneath, muffled and suffocating chords were drifting up on hot waves of air. 'Not that day I carried you down from the Punch Bowl to keep your shoes dry?' There was a husky tenderness in his tone … 'Daisy?'

5 10



'Please don't.' Her voice was cold, but the rancour was gone from it. She looked at Gatsby. 'There, Jay,' she said – but her hand as she tried to light a cigarette was trembling. Suddenly she threw the cigarette and the burning match on the carpet. 'Oh, you want too much!' she cried to Gatsby. 'I love you now – isn't that enough? I can't help what's past.' She began to sob helplessly. 'I did love him once – but I loved you too.' Gatsby's eyes opened and closed. 'You loved me too?' he repeated. 'Even that's a lie,' said Tom savagely. 'She didn't know you were alive. Why – there's things between Daisy and me that you'll never know, things that neither of us can ever forget.' The words seemed to bite physically into Gatsby. 'I want to speak to Daisy alone,' he insisted. 'She's all excited now –' 'Even alone I can't say I never loved Tom,' she admitted in a pitiful voice. 'It wouldn't be true.'

[Chapter 7]

15 20 25

12.1 Account for Daisy's state of confusion at this stage of the novel. (2) 12.2 Refer to lines 6–11: '"Not at Kapiolani?" … "Daisy?"'

What do these lines reveal about Tom's character?

(2)

12.3 Daisy's 'eyes fell on Jordan and me, with a sort of appeal' (line 2).

Do you think that there is anything ironic in Daisy's appealing to Jordan? Justify your opinion.

(3)

12.4 Refer to lines 15–19: '"Oh, you want too much!" … he repeated.' 12.4.1 Daisy accuses Gatsby of wanting 'too much'. Discuss to what

extent this statement is accurate. (2)

12.4.2 Comment on Gatsby's reaction to Daisy's statement. (3)

AND



EXTRACT B 'They're a rotten crowd,' I shouted across the lawn. 'You're worth the whole damn bunch put together.' I've always been glad I said that. It was the only compliment I ever gave him, because I disapproved of him from beginning to end. First he nodded politely, and then his face broke into that radiant and understanding smile, as if we'd been in ecstatic cahoots on that fact all the time. His gorgeous pink rag of a suit made a bright spot of colour against the white steps, and I thought of the night when I first came to his ancestral home, three months before. The lawn and drive had been crowded with the faces of those who guessed at his corruption – and he had stood on those steps, concealing his incorruptible dream, as he waved them good-bye. I thanked him for his hospitality. We were always thanking him for that – I and the others. 'Good-bye,' I called. 'I enjoyed breakfast, Gatsby.'

[Chapter 8]

5 10

12.5 Place the above passage in context. (2) 12.6 Refer to lines 1–3: 'They're a rotten … glad I said that.' 12.6.1 Do you agree with Nick's view as expressed in the sentence,

'They're a rotten crowd'? Motivate your answer. (2)

12.6.2 Explain why Nick says, 'I've always been glad I said that.' (3) 12.7 Refer to line 6: 'His gorgeous pink rag of a suit.'

Suggest why Nick describes Gatsby's suit in this way.

(3)

12.8 Refer to lines 9–10: '... concealing his incorruptible dream.'

From your knowledge of the novel as a whole, comment critically on Gatsby's dream.

(3) [25]

TOTAL SECTION B: 25

AND



SECTION C: DRAMA

Answer ONLY on the play you have studied. OTHELLO – WILLIAM SHAKESPEARE

Answer EITHER QUESTION 13 (essay question) OR QUESTION 14 (contextual question). QUESTION 13: OTHELLO – ESSAY QUESTION

Iago lacks any genuine motive for his evil deeds. He is a villain. However, he does have some characteristics that one might be justified in admiring. In an essay of 400–450 words (2–2½ pages), critically discuss to what extent you agree with the above statement.

[25]

OR

QUESTION 14: OTHELLO – CONTEXTUAL QUESTION Read the extracts below and then answer the questions that follow. EXTRACT A IAGO No more of drowning, do you hear? RODERIGO I am changed. I'll go sell all my land. Roderigo off IAGO Thus do I ever make my fool my purse, For I mine own gained knowledge should profane If I would time expend with such a snipe But for my sport and profit. I hate the Moor, And it is thought abroad that 'twixt my sheets He's done my office. I know not if't be true, Yet I, for mere suspicion in that kind, Will do as if for surety. He holds me well – The better shall my purpose work on him. Cassio's a proper man: let me see now . . . To get his place and to plum up my will In double knavery. How? How? Let's see. After some time, to abuse Othello's ear That he is too familiar with his wife. He hath a person and a smooth dispose To be suspected, framed to make women false. The Moor is of a free and open nature, That thinks men honest that but seem to be so,

5

10 15 20



And will as tenderly be led by the nose As asses are. I have't. It is engender'd. Hell and night Must bring this monstrous birth to the world's light. Off

[Act 1, Scene 3]

14.1 'I'll go sell all my land' (line 2).

Account fully for Roderigo's statement.

(3)

14.2 'I hate the Moor' (line 6).

What reasons does Iago provide for hating Othello?

(3)

14.3 'Cassio's a proper man' (line 12).

Do you agree with Iago's description of Cassio in this line? Substantiate your response.

(3)

AND

EXTRACT B DESDEMONA Where should I lose that handkerchief, Emilia? EMILIA I know not, madam. DESDEMONA Believe me, I had rather have lost my purse Full of crusadoes; and but my noble Moor Is true of mind and made of no such baseness As jealous creatures are, it were enough To put him to ill thinking. EMILIA Is he not jealous? DESDEMONA Who, he? I think the sun where he was born Drew all such humours from him. Enter Othello EMILIA Look where he comes. DESDEMONA I will not leave him now; let Cassio Be called to him. How is it with you, my lord? OTHELLO Well, my good lady. (Aside) O, hardness to dissemble! How do you do, Desdemona?

5 10 15



DESDEMONA Well, my good lord. OTHELLO Give me your hand. This hand is moist, my lady. DESDEMONA It yet has felt no age nor known no sorrow. OTHELLO This argues fruitfulness and liberal heart. Hot, hot and moist. This hand of yours requires A sequester from liberty, fasting and praying, Much castigation, exercise devout; For there's a young and sweating devil here That commonly rebels. 'Tis a good hand, A frank one. DESDEMONA You may, indeed, say so, For 'twas that hand gave away my heart.

[Act 3, Scene 4]

20 25

14.4 Refer to lines 1–2: 'Where should I ... I know not, madam.'

In the light of Emilia's response to Desdemona, discuss whether Emilia can be likened to her deceptive husband, Iago.

(3)

14.5 '… and but … creatures are' (lines 4–6).

Drawing on your knowledge of later events, discuss the extent to which you agree with Desdemona's assessment of Othello.

(3)

14.6 Refer to line 14: 'O, hardness to dissemble!'

Comment on the irony in context of Othello's thinking that it is necessary to 'dissemble' (pretend).

(3)

14.7 Examine lines 19–22: 'This argues fruitfulness … exercise devout.'

Discuss how the language used in these lines conveys Othello's attitude to Desdemona.

(3)

14.8 Refer to both Extract A and Extract B.

In Extract A, Iago says: 'Hell and night/Must bring this monstrous birth to the world's light' (lines 23–24).

In Extract B, Othello says: 'For there's a young and sweating devil here/That commonly rebels' (lines 23–24).

Critically comment on the appropriateness of these two references to that which is hellish.

(4) [25]

OR



THE CRUCIBLE – ARTHUR MILLER

Answer EITHER QUESTION 15 (essay question) OR QUESTION 16 (contextual question).

QUESTION 15: THE CRUCIBLE – ESSAY QUESTION

Proctor says: 'Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name!' [Act 4] In an essay of 400–450 words (2–2½ pages), critically discuss the significance of reputation in The Crucible.

[25]

OR

QUESTION 16: THE CRUCIBLE – CONTEXTUAL QUESTION Read the extracts below and then answer the questions that follow.

EXTRACT A

PARRIS ABIGAIL PARRIS ABIGAIL PARRIS ABIGAIL

(with anger): I saw it! (He moves from her. Then, resolved.) Now tell me true, Abigail. And I pray you feel the weight of truth upon you, for now my ministry's at stake, my ministry and perhaps your cousin's life. Whatever abomination you have done, give me all of it now, for I dare not be taken unaware when I go before them down there. There is nothin' more. I swear it, uncle. (studies her, then nods, half-convinced): Abigail, I have fought here three long years to bend these stiff-necked people to me, and now, just now when some good respect is rising for me in the parish, you compromise my very character. I have given you a home, child, I have put clothes upon your back − now give me an upright answer. Your name in the town − it is entirely white, is it not? (with an edge of resentment): Why, I am sure it is, sir. There be no blush about my name. (to the point): Abigail, is there any other cause than you have told me, for your being discharged from Goody Proctor's service? I have heard it said, and I tell you as I heard it, that she comes so rarely to the church this year for she will not sit so close to something soiled. What signified that remark? She hates me, uncle, she must, for I would not be her slave. It's a bitter woman, a lying, cold, snivelling woman, and I will not work for such a woman!

[Act 1]

5 10 15 20

16.1 Refer to line 1: '(with anger): I saw it!'

Account for Parris's anger.

(2)

16.2 Explain how Parris tries to persuade Abigail to tell him the truth. (2)



16.3 Are Abigail's responses to Parris in this extract consistent with her behaviour

later in the play? Motivate your response.

(3) 16.4 Refer to lines 19–20: 'It's a bitter woman ... such a woman!'

Discuss the validity of Abigail's denunciation of Elizabeth Proctor.

(3)

AND

EXTRACT B

PROCTOR ELIZABETH PROCTOR ELIZABETH PROCTOR ELIZABETH PROCTOR ELIZABETH PROCTOR ELIZABETH PROCTOR ELIZABETH PROCTOR ELIZABETH PROCTOR ELIZABETH PROCTOR ELIZABETH

She cannot think it! (He knows it is true.) (reasonably): John, have you ever shown her somewhat of contempt? She cannot pass you in the church but you will blush − I may blush for my sin. I think she sees another meaning in that blush. And what see you? What see you, Elizabeth? (conceding): I think you be somewhat ashamed, for I am there, and she so close. When will you know me, woman? Were I stone I would have cracked for shame this seven month! Then go and tell her she's a whore. Whatever promise she may sense − break it, John, break it. (between his teeth): Good, then. I'll go. (He starts for his rifle.) (trembling, fearfully): Oh, how unwillingly! (turning on her, rifle in hand): I will curse her hotter than the oldest cinder in hell. But pray, begrudge me not my anger! Your anger! I only ask you – Woman, am I so base? Do you truly think me base? I never called you base. Then how do you charge me with such a promise? The promise that a stallion gives a mare I gave that girl! Then why do you anger with me when I bid you break it? Because it speaks deceit and I am honest! But I'll plead no more! I see now your spirit twists around the single error of my life, and I will never tear it free! (crying out): You'll tear it free – when you come to know that I'll be your only wife, or no wife at all! She has an arrow in you yet, John Proctor, and you know it well!

[Act 2]

5 10 15 20 25

16.5 Account for the argument that occurs between Proctor and Elizabeth at this point in the play.

(2)


Copyright reserved

16.6 Examine the following questions that Proctor asks Elizabeth:

'And what see you? What see you, Elizabeth?' (line 6) 'When will you know me, woman?' (line 9) 'Woman, am I so base? Do you really think me base?' (line 18)

What do these questions reveal about the relationship between Proctor and Elizabeth? Substantiate your response.

(3)

16.8 Proctor declares, 'It speaks deceit, and I am honest!' (line 23)

Discuss the irony in this sentence.

(3)

16.9 'I see now your spirit ... error of my life' (lines 23–24).

Judge the validity of Proctor's accusation of Elizabeth.

(4) [25]

TOTAL SECTION C:

GRAND TOTAL: 25

80

16.7 'The promise that a stallion gives a mare I gave that girl!' (lines 20–21). Discuss the effect that Proctor's 'confession' has on your opinion of him, at this stage of the play.

(3)


MARKS: 100 TIME: 2½ hours



NOVEMBER 2011


GRAAD 12

GRADE 12



INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE sections: SECTION A: Essay (50) SECTION B: Longer Transactional Text (30) SECTION C: Shorter Text: Transactional/Referential/Informational (20) 2. 3. 4. 5. 6. 7. 8. 9. 10.

Answer ONE question from EACH section. Write in the language in which you are being assessed. Start EACH section on a NEW page. You must plan (e.g. a mind map/diagram/flow chart/key words, etc.), edit and proof-read your work. The plan must appear BEFORE the answer. All planning must be clearly indicated as such. It is advisable to draw a line through all planning. You are strongly advised to spend approximately: • 80 minutes on SECTION A • 40 minutes on SECTION B • 30 minutes on SECTION C Number each response as the topics are numbered in the question paper. Give each response a suitable title/heading. NOTE: The title/heading must NOT be considered when doing a word count. Write neatly and legibly.



SECTION A: ESSAY QUESTION 1 Write an essay of 400–450 words (2–2½ pages) on ONE of the following topics. Write down the NUMBER and TITLE/HEADING of your essay.

1.1 Excuses, excuses, excuses … [50]

1.2 A mob has many heads but no brains. [50] 1.3 'Children begin by loving their parents; as they grow older they judge them;

sometimes they forgive them.' (Oscar Wilde)

[50] 1.4 Should cellphones be used as a tool in education?

Write an essay in which you clearly express your views on this topic.

[50]

1.5 'Never develop an appetite for the fruits of trees you cannot climb.'

(Ghagyi proverb)

[50] 1.6 Wild beauty [50] 1.7 The pictures reproduced on pages 4 and 5 may evoke a reaction or feeling in

you or stir your imagination. Select ONE picture and write an essay in response. Write the question number (1.7.1 or 1.7.2) of your choice and give your essay a title. NOTE: There must be a clear link between your essay and the picture you

have chosen.



1.7.1

[Source: Medi-Clinic Gesundheit, Sept.–Nov. 2009] [50]



1.7.2

[Source: Getaway, May 2011] [50]

TOTAL SECTION A: 50



SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 • • •

•

Respond to ONE of the following topics. The body of your answer should be 180–200 words (20–25 lines) in length. Pay careful attention to the following: - Audience, register, tone and style - Choice of words and language structure - Format Write down the NUMBER and TITLE/HEADING of the text you have chosen, e.g. 2.1 Formal Letter.

2.1 FORMAL LETTER

Write a letter to the editor of a local newspaper, expressing your views on the issue of graffiti and graffiti artists in your town.

[30]

2.2 SPEECH

As a Grade 12 learner, you have been asked to deliver a speech to the Grade 11 learners at your school to encourage them to aim for academic success in their Grade 12 year. Write the speech you will deliver.

[30]

2.3 DIALOGUE

You are finalising your plans for next year, but your parent/guardian is not particularly happy about what you want to do. Write the dialogue that takes place between you.

[30]

2.4 LETTER OF APPLICATION Write a letter of application in response to the advertisement below.

Do you have what it takes to be a radio chat show host? Then Radio Mzansi wants you! Apply today to host the 5 o'clock Teen Drive: a show by teens for teens about teen issues. Apply in writing to: The Manager, Radio Mzansi, P.O. Box 221, Johannesburg, 2000.

[30] TOTAL SECTION B: 30


Copyright reserved

SECTION C: SHORTER TEXT: TRAN SACTIONAL/REFERENTIAL/INFORMATIONAL QUESTION 3 • • •

•

Respond to ONE of the following topics. The length of the answer should be about 100–120 words. Pay careful attention to the following: - Audience, register, tone and style - Choice of words and language structure - Format Write down the NUMBER and TITLE/HEADING of the text you have chosen, e.g. 3.1 Advertisement.

3.1 ADVERTISEMENT

You are selling a second-hand item (e.g. a Walkman, a CD player, an item of clothing). Create an advertisement which will be placed on the notice board at school. NOTE: Your response should be limited to written text only. NO MARKS WILL BE AWARDED FOR PICTURES, SKETCHES, etc.

[20]

3.2 POSTCARD

Write a postcard to your friend, telling him/her about your sports/cultural/ educational tour in another province/country.

[20]

3.3 INSTRUCTIONS

Your school is preparing a pamphlet to be given to the new Grade 8 learners. You have been asked to write, for inclusion in this pamphlet, instructions on how to manage the challenges of being in high school. Write out these instructions.

[20]

TOTAL SECTION C:

GRAND TOTAL: 20

100

GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 · English Home Language/P1 6 DBE/November 2011 NSC...

Documents

Transcript of GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 · English Home Language/P1 6 DBE/November 2011 NSC...