ENGHL.2
ENGLISH HOME LANGUAGE
(PAPER 2)
TIME:
MARKS:
2 ½ HOURS
80
SEPTEMBER 2009
NSLA COMMON EXAMINATION FOR ENGLISH
NATIONAL SENIOR CERTIFICATE
SEPTEMBER EXAMINATION – 2009
MEMORANDUM
ENGLISH HOME LANGUAGE PAPER 2
This question paper consists of 19 pages.
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QUESTION 1
Please note that in order for a candidate to score 8 to 10 marks, the candidate needs
to discuss ALL FOUR aspects as identified in the question in tandem with the NSC grid.
The title -
-
conveys the speaker’s passion for his country
reinforces the central theme of the poem
reference is to South Africa, particularly during political period of
Apartheid, speaker wishes to experience and celebrate the beauty of
South Africa free from Apartheid. Candidate can identify that the
poem/speaker focuses more on the natural beauty of S.A., rather
than the destruction and division the of evil of Apartheid.
The atmosphere - Tranquil or any similar suggested by the imagery the poet employs.
Candidate can use any of the images in the poem and discuss how
how these images reflect the atmosphere. The image/images further
help to convey the speaker’s wish for peace and unity, which will
ultimately lead to a real and true experience of the country as
identified in the poem.
The rhythm -
enjambment OR similar conveys the beauty that transcends
throughout the country. Smooth flow, almost musical helps
to suggest the beauty and strengthens the vivid experience
of the speaker. Also suggest the unity of all people of S.A.
The structure -
Each stanza focuses on specific indigenous imagery of S.A.
Poem is organised, in spite of run-on-lines- candidate can
specify in discussion. Last stanza in the form of one line
which is a culmination of the speaker’s wish for the country.
Focuses the audience’s attention to the line and the essence
of the poem.
Effect of choice
of poet’s words - repetition of ‘country’ draws reader’s attention to S.A. and
the speaker’s love for his country. Each stanza identifies specific
wishes of the speaker : stanza 1 – ‘love’; stanza 2- ‘peace’;
stanza 3 – ‘joy’; stanza 4 – ‘health and wealth’; stanza 5 –
‘unity’, which finally will all lead to the celebration of the country.
The word ‘for’ suggests the future – that which is still to happen, then
‘WE SHALL CELEBRATE’- ‘shall’ also suggests the future.
USE THE RUBRIC FOR ASSESSING THE POETRY ESSAY ON PAGE 18 OF THE
‘EXAMINATION GUIDELINES GRADE 12 LITERATURE’ DOCUMENT.
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QUESTION 2
2.1
Yes- imagery used (candidate must give example/s from poem)
suggest the cruel nature of Ozymandias
[2]
2.2.1 mocking
(1)
2.2.1 the speaker makes reference to the sculptor and his awareness
of the cruel character of Ozymandias and the mocking tone is
strongly conveyed by the words ‘stamped’ – showing dislike/coldness
and the actual word ‘mocked’.
(3)
[4]
2.3.1 ‘trunkless legs of stone’ partial/half image conveys the destruction of
Ozymandias, he no longer has strength/power/command,
the image of the ‘desert’ suggests a lack of life
‘sand’ – a small/shapeless/pliable element showing the lack of power
and worthlessness.
2.4
Alliteration of the letter ‘b’ in the image conveys sound of emptiness,
desolation, lack of vitality
[2]
[2]
/10/
QUESTION 3
3.1.1
mocking or/and cynical/sarcastic
[1]
3.1.2
the image of the ‘comic house’ suggests the poverty of the speaker,
the minuteness of the houses ; the ‘dongas’ image of the wall
conveys a forced separation of the speaker from the city further
alluding to the separation of Blacks/migrant workers from the city
‘ever-whirling dust’ conveys dismal contrast of the township in which the
speaker, (most probably a black man) lives.
[3]
image ‘thick iron breath’ suggest the air pollution
as a result of industrialised city
[2]
the ‘cement’ image suggest a harshness, cold, unwelcoming city
also the clinical artificiality of a built-up, industrialised city
[1]
draws attention to the coldness of the city reminding the audience of
its hostility especially towards Black people
[1]
contrast of the nature image of the ‘flowers’and ‘wind’ against the
mechanical and industrialised (man-made/contrived and unnaturalness
of ‘neon’ and electric’ highlights our attention to the harshness of the city
[2]
3.2.1
3.3.1
3.4
3.5.1
/10/
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QUESTION 4
4.1.1
images : ‘arms and legs’ described as ‘crack in the stone’ or
‘routes for...ants’ journeys’ or the image of ‘flies’or ‘brainwashed by the sun’, or ‘veined into stone’ or ‘fossil man’
all suggest filth, (do not award a mark if candidate lifts the
word ‘squalor’), and poverty; or images suggest that the
homeless is a common sight for India
[mark up to 2]
4.2.2
dimissive or ‘indifferent’ – award a mark since the candidate
needs to understand the meaning of this word to make the choice
from the poem), results from the speaker’s knowledge that these
are typical images of India. Speaker expresses amusement at the
crowd(probably indigenous people) who merely pass along ignoring
the homeless.
[mark up to 2]
4.3
Bombay
4.4.1
without much thought/thoughtlessly
4.4.2
he now realises that his title of Man in the Street was not
given real thought and seems to ignore the glaring socioeconomic problems prevalent in India.
(2)
4.5
[1]
(1)
Decomposition – word means decay and contrast ironically
with the poet’s collection/composition of photographs
of India so hoping to draw the audience to the poverty
which pervades in India.
[3]
[2]
/10/
QUESTION 5 : ESSAY QUESTION
The central theme of the poem is the notion that learning is infinite, timeless
and passes all generations including the beginning of time – see reference to
the Garden of Eden. The speaker further appeals to the world/persons
to remove the elements of ‘fear, complexities’ and ‘mistrust’ which will lead
to a real resurgence of learning throughout the world – see last stanza.
Imagery : reference is made to the ‘Garden of Eden’ could suggest that
learning is timeless, or started at the beginning of time/man; and also
conveys a divine/sacred element to the subject matter of the poem.
The images of the ‘fire’ and ‘clothes’ suggest that man is able to learn basic
needs of sustenance. The reference to the ‘children’ (line 8), connects
the idea that learning is passed down from generation to generation as
‘man has learnt to have children’.
Rhythm – candidate needs to identify the rhythm (enjambment/
run-on-lines) and explain/discuss how this rhythm reinforces the notion of
learning as a continual/infinite/ ‘boundless’ process.
Poet’s choice of words : ‘no limitations, boundless’ suggest the
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idea of the infinity of learning. The contrasting phrases of ‘last year’
against the phrase of ‘this year’ reinforces the ageless element of
learning as well as suggesting the old adage that we are able to
learn from our mistakes in life. The words ‘shall’ – (future tense)
conveys a sense of hopefulness, further cemented by the strong
tone emanating from the verb ‘is’ in ‘The world IS boundless’.
Tone - hopeful/encouraging – candidate needs to identify the tone
and discuss how it emanates in the poem. An example could be line 1:
(‘learning has no limitations’) and an explanation thereof, or
line 4: (‘This year, I shall do better’) and an explanation thereof;
or also the positive tone of ‘I shall do better’.
All of above contribute to the central theme which the poet wishes
to convey to the reader/audience.
/10/
QUESTION 6
6.1.1
hopeful/encouraging
[1]
6.1.2
line 1 – ‘learning has no limitations’, suggests that learning has no
boundaries/it is infinite thus conveying hope OR
line 4 – ‘this year I shall do better’, suggests an improvement thus
conveying encouragement
[2]
6.2.1
reference to the Bible/and or beginning of time conveys the idea
that learning is a continual process, has passed on through time,
learning is an integral part of man’s existence;
a higher ordered candidate may equate learning as a sacred/divine
part of man’s existence
[mark up to 2]
6.2.2
enjambment further suggests that learning is boundless/infinite/
timeless
[2]
6.3.1
infinite/eternal/timeless or similar
6.4
off conveys the idea that bad traits – ‘complexes, fear, mistrust’
can be unlearned(plucked off) OR these bad traits are not part of
man’s inherent nature and are learnt/or can be unlearned.
[mark up to 2]
/10/
[1]
USE THE RUBRIC FOR ASSESSING THE POETRY ESSAY ON PAGE 18 OF THE
‘EXAMINATION GUIDELINES GRADE 12 LITERATURE’ DOCUMENT.
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SECTION B: NOVEL
Animal Farm
George Orwell
QUESTION 7
“Animal Farm is a fable about a revolution for an ideal and how that ideal is
increasingly betrayed until it disappears altogether.”
In your essay discuss Animalism and how it failed. You need to focus on how the
behaviour of the animals, pigs and humans contributed to its failure.
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Use the attached essay grid:
POINTS TO CONSIDER:
Animalism – introduced by Old Major / believed man abused and oppressed the animals /
profited from animals death/ no old age – retirement / man consumes / don’t produce
Belief system / all animals equal / no class system / work together / share everything
7 commandments – type of constitution / animals believed in it / sang anthem Beast of
England / flag – to represent Republic of animals / no humans / led to rebellion
Animals – naïve / allowed one group to make decisions / not educated / did not question /
obeyed pigs/ allowed pigs to take control due to intelligence/ Benjamin – cynical but kept
quiet – did not warn other animals/ animals again follows – first obeyed humans now pigs /
no freedom of thought / believed propaganda
Pigs – took control / made decisions for all / used dogs to instil fear / kept best for
themselves – milk and apples/ made contact with man / trading / buying through Mr
Whymper / starve animal / ration food/ become like man / use propaganda/ change
commandments to suit their needs/ manipulate and instil fear in animals with threat of
Jones’ return.
Humans – Jones bad farmer / drinker / control and abuse animals/ cruel and lazy/ his poor
handling of farm cause animals to revolt [Russia]
Pilkington of Foxwood bad manager / easy-going/ congratulates pigs on low rations/
longer hours/ does not care for lower animals/ [England]
Fredericks of Pinchfield efficient / shrewd business man / wants to destroy Animal Farm /
Humans only feed animals enough / when they no longer useful they killed / animals
young sold or slaughtered
/25/
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QUESTION 8: Animal Farm Contextual
8.1.1
8.1.2
False
[1]
Napoleon and Snowball sent pigeons out to spread the news of the
revolution to animals on other farms and the song BEASTS OF
ENGLAND
[2]
8.2
All animals are equal
[2]
8.3.1
Old Major
[1]
8.3.2
Use force / through violence – dogs and whips/ no longer be used [2]
8.3.3
c.
8.4
All animals are equal but some animals are more equal than others. [2]
8.5.1
8.5.2
Through propoganda / Squealer
Reduced to a criminal / traitor in league with humans / coward
In Battle of the Cowshed [any applicable answer)
[2]
8.5.3
The windmill
[1]
8.6.1
8.6.2
8.6.3
I will work harder not {second maxim: Napoleon is always right}
He is killed /sent to the horse slaughterer / knackers
Bought a case of whiskey
[1]
[2]
[1]
8.7
Walk on two legs/ carry whips/ wear clothing / live in farmhouse / use
crockery / drink alcohol / smoke [any 3]
[3]
8.8
green fields of England
[1]
Believed they were only animal operated farm / owned by
animals/ no human control /
[2]
[2]
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QUESTION 9:
Jane Austen: Pride and Prejudice
ESSAY QUESTION
Social class distinction is one of the key themes of the novel.
Show how Lady Catherine de Bourgh, Mr Darcy, Mrs Bennet and Mr Collins are
influenced by this distinction.
FOCUS ON THE FOLLOWING:
Lady Catherine de Bourgh
• Believes that only her daughter is good enough for Pemberley and Mr Darcy;
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Feels that Elizabeth occupies a lower rank and will not be an ideal partner for Mr
Darcy;
Lady Catherine openly admits that although Mr Bennet is a gentleman, Mrs Bennet is
no lady (Chapter 56: “True. You are a gentleman’s daughter. But who was your
mother? Who are your uncles and aunts? Do not imagine me ignorant of their
condition.”
She believes that she can intimidate Elizabeth because of the position she occupies
in society;
She usesher position to undermine the love Elizabeth feels for Mr Darcy;
Mr Darcy
• Initially, Mr Darcy comes across as a snob;
• He finds the company at the first party beneath him;
• However, as be becomes more acquainted with the members of the society
;frequented by Mr Bigley, his views change;
• Being in Elizabeth’s company allows him to put aside his prejudices and accept the
Bennets as his equals;
• He does have strong morals and this is reflected in his treatment of Mr Wickham;
Mrs Bennet
• Mrs Bennet is eager to improve her station in life through the marriages of her
daughters;
• She virtually forces her daughters into the arms of men who are well-stationed in
life. Evidence of this is her encouragement of Jane to stay at the Bigleys for an
extended period to recover form a cold – so that Mr Bigley can become better
acquainted with her;
• Whenever Mrs Bennet feels ‘hard-done-by’ she takes to her bed;
Mr Collins
• Totally besotted with class distinction to the point of being completely uncritical of
members of this elite group;
• He feels empowered by Lady Catherine’s approval;
• Mr Collins believes that his acquaintance with Lady Catherine places him in a
position of power and this entitles him to have his every wish granted, e.g. Elizabeth
had not reason to reject him.
/25/
QUESTION 10:
10.1.
Pride and Prejudice CONTEXTUAL QUESTION
Mr Bennet does not really like Mr Darcy / He feels slightly intimidated by Mr
Darcy (‘He is the kind of man, indeed, to whom I should never dare to refuse
anything which he condescended to ask.)
[2]
10.2.1 She was insulted by his observation at the first party; AND she felt that his
treatment of Mr Wickham was unacceptable / unfair
[4]
10.2.2 Mr Darcy gave Elizabeth a letter in which he spelt out the truth about Mr
Wickham’s unsavoury charcater.
[3]
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10.3.
Mr Bennet considers Elizabeth’s feelings and consults her on matters affecting
her / He does not make decisions on Elizabeth’s behalf.
[2]
10.4.
‘improper pride’ can be defined as arrogance and the use of power/status to
accomplish what he wants.
[2]
10.5.
Elizabeth is headstrong and opinionated / she has to have respect for and be
respected by her partner.
[2]
10.6.
Elizabeth would not be happy in a marriage in which she was not treated as an
equal / neither would she be happy in an environment in which she was not
stimulated.
(Either ONE)
[2]
10.7.
Yes. He offered a challenge to Elizabeth / he interested
OWN OPINION:
and respected her / her loved her and pursued her despite being rejected at first.
OR
10.8.
No. He is too domineering / He is too manipulative. [3]
He has found Lydia and Wickham; had a long conversation with Wickham prior to
arranging the marriage between the two; paid Wickham’s debts and ensured that
he was employed so that he could support Lydia.
[5]
/25/
F. Scott Fitzgerald:
The Great Gatsby
QUESTION 11: ESSAY QUESTION
The character of Gatsby must be seen from two opposing points of view and still retain
the reader’s sympathy. … Gatsby is a criminal … He is also a ridiculous figure. Thus
we see him in flashy clothes, with his piles of expensive shirts in his huge, vulgar home.
The parties are never presented as smooth elegant affairs. They are obviously vast and
vulgar. At the same time we are offered a number of positive values…..
How do you respond to Jay Gatsby? Do you find him a “ridiculous figure” or does he
“retain” your “sympathy”?
Substantiate your views with references to the novel.
/25/
QUESTION 12: CONTEXTUAL QUESTION
12.1
12.1.1
As alcohol was illegal then and Tom and his circle of friends frequently drank
illegally it is ironic that Tom should be so morally outraged that Gatsby was
selling alcohol illegally – he bought it after all and drank it.
[2]
12.1.2
Tom has friends who are criminals so he has no right to take the moral high
ground here. He is not so squeaky clean himself.
[2]
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12.2.1 Tom is under pressure and fighting for his marriage. Aggressive.
He is pushing home an advantage after finding the chink in Gatsby’s armour.
[2]
12.2.2 Gatsby, at this stage, is confident, cool, calm and collected. The magnanimous
gentleman and polite, “old sport”, etc.
[2]
12.3
Yes: she a weakling under pressure / first forced by Gatsby to choose and now
finding that maybe she made the wrong choice (Gatsby criminal!). She is the
pawn of two powerful men.
No: she is a weakling who cannot face up to the consequences of her lighthearted fling with Gatsby. She finds herself in an impossible position of being
made to make a decision for herself. She allowed herself to be dominated by
men.
[4]
(Could possibly give a combination of both yes and no)
12.4.1 She is withdrawing/ detaching herself from what is going on around her. She is
aloof.
[2]
12.5
12.5.1 All the gossip generated by Gatsby’s guests about Gatsby at his
infamous parties.
12.5.2 Gatsby is really angry at Tom – he could kill him.
[1]
[2]
12.6
The dream Gatsby had of turning back the clock and being young and carefree
and in love with a young carefree Daisy again.
Gatsby’s great dream to become a self-made wealthy man is also marred
because he is a criminal.
[2]
Time can not be repeated.
12.7
Arrogant smug and domineering. He knows he has won this encounter with
Gatsby and he is so self assured he rubs it into Daisy and Gatsby’s faces by
ordering her to go home with Gatsby.
[3]
12.8
In this passage Gatsby presents as: a criminal/ lacks insight/ cracks under
pressure/ a beaten man. Doesn’t really present as a great man.
Great only because he still clings to his romantic dream and is fighting to attain
it.
[3]
/25/
SECTION C: DRAMA
Othello
William Shakespeare
QUESTION 13
“Othello indicates that Shakespeare was well aware of the flaws of human nature.
This play deals with the destructive power of love, jealousy, deception and
racism.”
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Discuss this statement by carefully analysing the character and attitudes of Brabantio,
Roderigo, Cassio and Iago. Use your knowledge of the play to substantiate your views.
Do not retell the play.
Character analysis
Cassio is a figure of great importance to the movement of the plot, but not much is
known about his character. In spite of Iago’s faulty judgment, Cassio is obviously a
competent soldier, for Othello appoints him his second in command. Cassio is also loyal
to the General and deeply attached to him. He also admires and cares for Desdemona.
In fact, he served as the go-between during their courtship. It is also obvious that
Desdemona values his friendship. After Othello demotes him, Cassio goes to
Desdemona and asks her to intercede with Othello for his reinstatement. She willingly
accepts the assignment and carries it through to the point of irritation to her husband.
Throughout the play, Iago again and again tries to upset Cassio, but he fails each time.
Cassio is too much of a gentleman and a man in control. He is also too trusting, for, like
many others, Iago easily dupes him. His mistress, Bianca, also easily leads him. In the
end, however, he outsmarts everyone, for he foils his own murder and comes forth to tell
the truth about the villainous Iago.
Iago is the villain of Othello. He appears as an intelligent schemer who is devoid of
morality. His intrigues are carefully planned and skillfully executed, so that no one is able
to see through what he is doing. Through most of the play, he is able to fool Othello,
Desdemona, Cassio, Roderigo, and Emilia, his own wife. It is ironic that most of these
deceived characters refer to him as "honest Iago".
By nature, Iago is a cynic who judges people harshly; even though he respects Othello’s
military ability, he knows that outside the battlefield, Othello can be "led by the nose /as
asses are".
Iago is just as negative about the finer qualities of character, not believing in any
goodness or virtue. Reputation for him is "an idle and most false imposition". He
considers love as "merely a lust of the blood and permission of the will". Virtue is only "a
fig" that is soon rotted. He also says only negative things about women, calling them,
"wild cats in your kitchen. . .devils being offended." Iago has such a negative attitude
because he is totally cruel and heartless. The evil in him is not mixed with any good.
Throughout the play, his motives revolve around greed and envy. He looks upon others
with contempt and seeks to destroy them through his intelligence in order to gain his
end. But the real reason for his villainy seems to be his love of controlling others and of
evil for evil’s sake.
Roderigo : A young nobleman in love with Desdemona. Not respected by Brabantio.
Desdemona not interested in him. Roderigo regarded as a gullible simpleton and a fool
because he can so easily allow Iago to steal his wealth; Iago’s his dealings with him are
only for his own "sport and profit".
Iago uses Roderigo in his schemes, who follows Iago’s plans slavishly – does not think
for himself. Gives his money to Iago in the hope of attaining Desdemona – almost like an
object that can be bought. No conscience, instrumental in starting an argument with
drunk Cassio – leading to Cassio’s dismissal. Agrees to Kill Cassio.
Yet Iago kills Roderigo without a second thought. Has no moral fibre. He does not
question anything that Iago plans. Believes Othello had bewitched Desdemona.
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Brabantio: Desdemona’s father, not a developed character. A senator IN Venetian He
highlights the racial attitudes of the Venetian society. A black man had a purpose but
they were not ready to allow a black man into their family.
He is prepared to fight Othello but takes his problem to the senate.They are racist and
allow Othello to lead their armies but were not ready to accept him as an equal. At first
they were friendly but later her accused Othello of using black magic on Desdemona.
Feels betrayed by his daughter – later dies after Othello and Desdemona leave Venice
/25/
QUESTION 14
14.1
Othello hid and listened to a conversation between Iago and Cassio / led to
believe by Iago that they were speaking about Desdemona / Othello heard from
Cassio that the woman loved him/ Cassio stated that the woman followed him
around – desperate for him / heard Bianca accuse him of having a relationship
with another woman/ gave back the handkerchief with the strawberry embroidery
to Cassio / refuses to copy the embroidery on the handkerchief
[4]
14.2.
As he and Othello had decided that Iago would kill him because he was having an
affair with Desdemona. Lives for now – by nightfall he would be killed.
[2]
14.3.1. Extract from the letter sent by the Duke of Venice / Othello reading from the letter
[2]
14.3.2. He has to obey orders / once a mission is completed he has to move to the next /
Has to obey the Duke / Othello serves the Duke.
[2]
14.4.
b.
Desdemona’s cousin
14.5.1. Drunk / argued with Roderigo/ fought with Montano / caused uproar
[1]
[2]
14.5.2. Convinced him to drink with him / planned to make Cassio drunk / knew Cassio
could not handle his alcohol.
[1]
14.6.1. Respectful / Purely friendship / Desdemona prepared to help Cassio /
Acknowledges that he is true to Othello / no hidden agenda / platonic relationship
[2]
14.6.2. Their love for Othello / deep devotion and admiration for Othello
[1]
14.7.
Frustrated / jealous/ feels betrayed / embarrassed
[2]
14.8.
b.
[1]
14.9.
Mistress means a married woman
Mistress – someone who has an affair with a man
12
To cry crocodile tears
[2]
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14.10. Women were regarded as objects / had to obey their husbands/ no rights/ males
were superior
[2]
14.11. Smothers her / suffocates her
[1]
/25/
Arthur Miller: The Crucible
QUESTION 15:
ESSAY QUESTION
In Tragedy and the Common Man”, Arthur Miller writes, ”The tragic feeling
is evoked in us when we are in the presence of a character who is ready to lay
down his life, if need be, to secure one thing – his sense of personal dignity”.
Write an essay of 400 – 450 words in which you discuss John Proctor as a tragic
hero, not in the traditional sense, but as an ordinary man in conflict with himself
and society as he tries to secure his sense of personal dignity.
John Proctor conforms to Miller’s concept of a tragic hero.
- He chooses death over dishonour
- He gains a tragic stature when he sees “some shred of goodness” in himself;
- He secures his sense of personal dignity/his name, yet has to die to do so.
Miller emphasizes John’s ordinariness: he has no high rank, not an acknowledged leader
- He is a hardworking farmer with a healthy sexual appetite.
- He is God-fearing, but disapproves of Parris’ religious sermonizing
- He ‘sins’; ploughs on Sunday; cannot remember all Ten Commandments;
children have not been baptized; does not attend church regularly
- He wants to come home to a good meal and a loving wife
- He has a temper; becomes angry and lashes out verbally and physically: beats
Mary Warren, tears up the warrant for Elizabeth’s arrest
- He struggles with his conscience; does not want to be reminded of his adultery,
yet cannot forgive himself; he is reluctant to expose Abigail’s fraud as this will ruin
his reputation; signs a confession (which he later tears up) as he desperately
wants to live.
John’s conflict with himself
- He struggles against his own weaknesses
- His lust leads to his affair with Abigail and the loss of his self-respect
- He does not feel entitled to his good name, yet has no desire to lose it
- To denounce Abigail would ruin his reputation in Salem, so he hesitates.
- By refusing to risk his reputation, he allows Abigail’s power to grow unchecked,
until his wife is arrested for witchcraft.
John is in conflict with society
- He has to come to terms with his own identity (as a sinner) and accept it
before he can challenge society proudly on moral grounds
- His integrity grows in the play as increasingly, with his wife’s guidance,
he comes to stand for what is right
- He confesses publicly and speaks the truth when so many are lying
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In a final heroic act, he refuses to sign away his name and goes to his death.
John’s death puts an end to the social tragedy of the Salem witch trials.
/25/
QUESTION 16
16.1.1
(2)
16.1.2
John’s confession will make the charges of witchcraft appear legitimate
and allay the doubts/dissent in Salem about the hanging of these respected
members of the community. This confession endorses Danforth’s decision
to continue relentlessly with the hangings despite public opinion.
Parris fears for his safety. Abigail’s disappearance and theft have cast doubt
on her charges of witchery. He has been exposed as a fool who was easily
manipulated by her. This confession will allow him to save face.
(4)
16.1.3
‘wild terror’ – John knows this confession is a lie. He will have to live with his
conscience. He has chosen the coward’s way out and fears the
consequences of his decision.
‘boundless anger’ – at the injustice of the court /and Danforth, etc. who
have orchestrated this situation and pressured him into
confessing
– at Abigail and her vindictive lies; at Parris and the
Putnums who are seeking vengeance
(4)
16.2
His adultery/affair with Abigail and his procrastination in denouncing Abigail
in order to preserve his reputation.
(2)
These characters succumb to pressure by Rev. Hale;
They admit to conspiring with the devil to save their lives;
These self-preserving lies validate and perpetuate the witch hunts.
They are used to show that those who confess and repent are granted
a reprieve; used as examples to encourage others to confess.
(3)
By signing the confession he has betrayed Rebecca Nurse, Martha and
Giles Corey – who have been steadfast in their refusal to confess. His selfinterest will brand them as witches.
(2)
16.3
16.4
16.5
16.6
16.7.1
16.7.2
14
This is a confession/testimony admitting to his dealings with the devil/
witchcraft. A lie which will save John’s life, but destroy his self-respect.
He is confused/unsure/afraid as he wrestles with his conscience and
his will to live. The conflict raging within him makes it difficult for him
to be rational.
(2)
He professes not to have anything to do with lies,
yet he accepts Abigail’s lies and relies on hysterical girls and false
confessions as the truth on which the trials are based.
(2)
John tears up the confession/refuses to lie or betray his friends/
goes to the gallows having regained his goodness and worth
(2)
Agree: John is influenced by Elizabeth’s integrity and his own desire
for self-respect. He wants a fulfilled, purposeful life, and is not prepared
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to live with a marred reputation – he, therefore, chooses death.
He could not serve as a husband, a father or a member of the community
if he gave up his name to save himself.
OR
Disagree: He is selfish to consider his name and his conscience more
important than the pregnant wife and children he is leaving to fend for
themselves. He has just reconciled with Elizabeth and they can be happy
together. Abigail has shown her true worth – the community will forgive
John’s indiscretion.
/25/
15
(2)
LITERATURE ESSAY GRID
MARK
CONTENT [15]
Interpretation of topic.
Depth of argument. Grasp and justification
MARKS
CODE 7
80 – 100%
Outstanding
12-15
Outstanding
8-10
CODE 6
70-79%
Meritorious
10½ -11½
In-depth interpretation of topic, all aspects fully
explored. Excellent response. Range of striking
arguments extensively supported from text.
Excellent understanding of genre and text.
Above average interpretation of topic. All aspects
explored. Detailed response. Range of arguments
given, well supported from text.
Good understanding of genre and text.
CODE 5
60 – 69%
Substantial
9-10
Substantial
6 - 6½
CODE 4
50 - 59%
Adequate
7½ - 8½
CODE 3
40-49%
Moderate
6-7
CODE 2
30-39%
Elementary
4½ - 5½
Shows understanding and has interpreted the
topic. Fairly detailed response to topic. Sound
arguments given but not all of them as well
motivated as should be. Understanding of genre
and text evident
Fair interpretation of topic not all aspects explored
in detail. Some good points in support of topic.
Most arguments supported but evidence not
always convincing. Basic understanding of genre
and text.
Very ordinary, mediocre attempt to answer. Very
little depth or understanding of topic. Arguments
not convincing very little justification from text.
Learner has not fully come to grips with genre or
text.
Poor grasp of topic. Response repetitive and
sometimes off the point. No depth in argument,
faulty interpretation. No support from text. Very
poor grasp of genre and text
CODE 1
0-29%
Not Achieved
0-4
CODES
Response bears some relation to topic but
argument is difficult to follow. Largely irrelevant.
Poor attempt at answering the question. Few
relevant points. No justification from text. Very
poor grasp of text
Meritorious
7 - 7½
STRUCTURE AND LANGUAGE [10]
Structure, logical flow and presentation.
Language used in essay
Coherent structured piece. Excellent introduction
and conclusion. Arguments well structured and
clearly developed. Language, tone and style
mature, impressive and correct.
Essay well structured. . Good introduction and
conclusion. Arguments and line of thought easy to
follow. Language, tone and style correct and suited
to purpose.
Good presentation.
Clear structure and logical flow of argument.
Introduction and conclusion coherently organised.
Argument can be followed. Language, tone and
style largely correct.
Adequate
5 – 5½
Some evidence of structure. Essay lacks a wellstructured flow of logic and coherence. Language
errors minor tone, style mostly appropriate.
Paragraphing mostly correct.
Moderate
4–4½
Structure and planning faulty. Arguments not
logically arranged. Paragraphing faulty. Language
errors evident. Tone and style not appropriate to the
purpose of academic writing. Paragraphing faulty.
Elementary
3–3½
Not Achieved
0 - 2½
Poor presentation and lack of planned structure
impedes flow of argument. Language errors and
incorrect style make this a largely unsuccessful
piece of writing. Tone and style not appropriate to
the purpose of academic writing. Paragraphing
faulty.
Difficult to determine if topic has been addressed.
No evidence of planned structure or logic. No
paragraphing or coherence. Language poor, style
and tone incorrect