ENGLISH Home Language Grade 11 Paper 2: Literature 5 June 2015 80 marks 2.5 hours Instructions This paper consists of THREE Sections. In Section A: Answer Question 1 Choose TWO questions to answer from Questions 2, 3 and 4. In Section B and C: You need to answer one essay question and one contextual question. Start each new Section on a new page. Read the questions very carefully, take your time, and answer thoughtfully. Follow the instructions. Ensure your numbering is the same as on the question paper. Pay special attention to spelling, grammar and sentence structure. Write legibly. Examiner : A Staniland Moderator : R van Wyk
Question 1: Unseen Poem SECTION A: POETRY English Lesson, Langa High by Rod Mackenzie - for Theo Kenke, Standard Nine student, stabbed to death At funerals rain knots soil into mud. It thickens to hemp the unworded belief Spaded earth cures, covering everything. Rain declares redundant the weeping, Helps open a narrow, six-foot trapdoor So a rope can twang taut. 5 That much is certain In today s class. The rope of memory, grief, The tight, throttling bewilderment in the faces Of the mourning family, the feel of the shaken bodies, Which the schoolchildren suddenly recall 10 Because of my lesson: Abstract Nouns. Remember They re word you can t touch or see, like sympathy. For example, We have sympathy for Theo s family. The noun is not like wood, which we can touch. 1.1 At funerals rain knots soil into mud (line 1) There is a metaphor in this line. a) What is literally happening? (2) b) What is meant figuratively? (2) 1.2 What is the unworded belief (line 2) that the poet refers to? (2) 1.3 The image of a rope is used throughout this poem. Explain how the image of this rope is used in the following lines: The rope of memory, grief, The tight, throttling bewilderment in the faces (lines 8-9) (2) 1.4 How does the English teacher s lesson relate to the death of this student? (2) [10]
Answer any TWO of the following three questions Question 2: It is better to be together Ruth Miller It is better to be Together. Tossed together In a white wave, than to see The ocean like an eagle. It is better to lie 5 In the stormy seething Than to judge the weather In an eagle's eye. Cold is the bird Who flies too far 10 In the clear vision Which saints and eagles share: Their faraway eyes are bitter With darkened prayer. O, it is better to try 15 With the white wave, together To overturn the sky. 2.1 In what way is a wave white? (1) 2.2 a) What two options of approaching life is Miller suggesting that someone should choose between? (2) b) Do you agree with her? Justify your answer. (2) 2.3 Refer to line 9, Cold is the bird. a) Explain the literal meaning. (1) b) Explain the figurative meaning. (2) 2.4 What are the similarities between saints and eagles (line12)? (2) [10]
Question 3: Not Waving but Drowning Stevie Smith Nobody heard him, the man, But still he lay moaning: I was much further out than you thought And not waving but drowning. Poor chap, he always loved larking 5 And now he s dead It must have been too cold for him his heart gave way, They said. Oh, no no no, it was too cold always (Still the dead one lay moaning) 10 I was much too far out all my life And not waving but drowning. 3.1 Discuss the effect of using different speakers throughout the poem. (3) 3.2 Why is the line not waving but drowning repeated? (2) 3.3 Who is the they referred to in line 8? (1) 3.4 Do you think the man physically died? Justify your answer. (3) 3.5 Write the rhyme scheme of the poem. (1) [10]
Question 4: Taken for a Ride Stan Motjuwadi I get my cue from the glint in the cop s eye. I have seen it before. So I have to find it. I pull away from Mono 5 and hug myself in desperation. Up, down, back, front, sides, like a crazed tribal dancer. I have to find it. Without it I m lost, with it I m lost, 10 a cipher in Albert Street. I hate it. I nurse it, my pass, my everything. Up, down, back, front, sides, Mono s lip twitches, 15 She looks at me with all the love. She shakes her head nervously. Up, front, sides, back, down, like a crazed tribal dancer. Molimo! 20 The doors of the kwela-kwela gape, I jabber at Mono. The doors swing lazy, sadistic like Jonah s whale. I take a free ride. 4.1 What cue did he get? (1) 4.2 Refer to lines 7-8 Up, down tribal dancer a) What figure of speech is this? (1) b) Discuss how effective it is. (2) 4.3 Explain how he is both lost with it and without it. (line 10) (2) 4.4 What is the kwela-kwela? (1) 4.5 Refer to the title of the poem. a) What is the literal understanding? (1) b) What is the figurative understanding? (2) [10]
Question 5: Macbeth Essay SECTION B: MACBETH Answer ONE question in this section Gender and the idea of classical gender roles play a significant role in Macbeth. Discuss to what extent the gender roles of Macbeth and Lady Macbeth are reversed and mocked based on your knowledge of ACTS I, II and III. Copy the table below and complete as planning for your essay. [25] Macbeth Lady Macbeth Classical Masculine qualities Classical Feminine qualities Question 6: Macbeth Contextual OR Read the excerpts below and answer the questions that follow. Lady Macbeth: That which hath made them drunk hath made me bold; What hath quench d them hath given me fire. Hark! Peace! It was the owl that shriek d, the fatal bellmen, Which gives the stern st good-night. He is about it: 5 The doors are open, and the surfeited grooms Do mock their charge with snores; I have drugg d their possets That death and nature do contend about them, Whether they live or die. Macbeth: (Within) Who s there? what, ho! 10 Lady Macbeth: Alack! I am afraid they have awak d, And tis not done: The attempt, and not the deed, Confounds us. Hark! I laid their daggers ready, He could not miss em. Had he not resembled My father as he slept, I had done t. My husband! 15 Macbeth re-enters Macbeth: Lady Macbeth: I have done the deed. Didst thou not hear a noise? I heard the owl scream and the crickets cry.
6.1 To whom is Lady Macbeth referring to in line 1 with the word them? (1) 6.2 Critically assess what line 2 tells the audience about Lady Macbeth s character? (3) 6.3 Refer to line 5: gives the stern st good-night. Explain what is meant by this. (2) 6.4 Refer to line 5: He is about it. What action is she referring to? (2) 6.5 Refer to the last two lines. Discuss the relevance and effect of these lines, paying special attention to the deliberate use of personification. (3) Lady Macbeth: I pray you, speak no; he grows worse and worse; Question enrages him. At one, good night. Stand not upon the order of your going, But go at once. Lennox: Goodnight, and better health 5 Attend his majesty! Lady Macbeth: A kind good-night to all. [Exeunt Lords and Attendants] Macbeth: It will have blood, they say; blood will have blood, Stones have been known to move, and trees to speak; Augurs, and understood relations have 10 By maggot-pies, and choughs, and rooks, brought forth The secret st man of blood What is the night? Lady Macbeth: Almost at odds with morning, which is which. Macbeth: How say st thou, that Macduff denies his person At our great bidding? 15 Lady Macbeth: Macbeth: Did you send to him, sir? I hear it by the way, But I will send. There s not a one of them but in his house I keep a servant fee d I will to-morrow (And betimes I will) to the Weird Sisters: 20 More shall they speak; for now I am bent to know, By the worst means, the worst. For mine own good All causes shall give way. I am in blood Stepped in so far, that, should I wade no more, Returning were as tedious as go o er. 25 6.6 Refer to line 1. Place this extract in context to explain why Lady Macbeth says he grows worse and worse. (3) 6.7 Refer to line 9: It will blood. What has Macbeth finally realised? (2) 6.8 Comment on why Macbeth mentions Macduff at this point in the play? (2) 6.9 What were the Weird Sisters initial predictions for Macbeth? (2) 6.10 How does Macbeth s intention to visit the Weird Sisters again increase the tension for the audience? (3) 6.11 Explain the metaphor used in the last three line: I am in go o er. (2) [25]
SECTION C: THE ALCHEMIST Answer ONE question in this section If you answered the essay in Section B, you must now answer the contextual If you answered the contextual in Section B, you must now answer the essay Question 7: The Alchemist Essay Compare and contrast the motives, journeys, actions and decisions of Santiago and one of the following characters: Crystal Merchant/Melchizedek/The Englishman/The Alchemist Copy and complete the diagram below as planning for your essay. [25] Individual Qualities Santiago Similarities Character 2 Individual Qualities OR Question 8: The Alchemist Contextual Read the excerpts below and answer the questions that follow. When he had completed the cleaning, he asked the man for something to eat. "Let's go and have some lunch," said the crystal merchant. He put a sign on the door, and they went to a small café nearby. As they sat down at the only table in the place, the crystal merchant laughed. "You didn't have to do any cleaning," he said. "The Koran requires me to feed a hungry person." "Well then, why did you let me do it?" the boy asked. "Because the crystal was dirty. And both you and I needed to cleanse our minds of negative thoughts." When they had eaten, the merchant turned to the boy and said, "I'd like you to work in my shop. Two customers came in today while you were working, and that's a good omen."
8.1 Why was Santiago unable to buy himself food to eat? (1) 8.2 The crystal merchant refers to both of them having negative thoughts. a) What negative thoughts do you think the boy had at the time? (2) b) What negative thoughts do you think were troubling the merchant? (2) 8.3 Santiago has an impact on the store. Discuss what changes he makes. (3) 8.4 In addition to changing the physical aspects of the store, what other influence does Santiago have on the Crystal Merchant? (3) 8.5 When the boy had worked for some time, he had earned enough money to leave. a) What was his initial plan to do when leaving the shop? (2) b) How did the Crystal Merchant influence this decision? (2) "The oasis is neutral ground. No one attacks an oasis," said a third chieftain. "I can only tell you what I saw. If you don't want to believe me, you don't have to do anything about it." The men fell into an animated discussion. They spoke in an Arabic dialect that the boy didn't understand, but, when he made to leave, the guard told him to stay. The boy became fearful; the omens told him that something was wrong. He regretted having spoken to the camel driver about what he had seen in the desert. Suddenly, the elder at the center smiled almost imperceptibly, and the boy felt better. The man hadn't participated in the discussion, and, in fact, hadn't said a word up to that point. But the boy was already used to the Language of the World, and he could feel the vibrations of peace throughout the tent. Now his intuition was that he had been right in coming. 8.6 What happened just before this scene that caused the boy to appear in the chieftan s tent? Be specific. (3) 8.7 What was to be the boy s punishment if he was wrong? (2) 8.8 The boy refers to the Language of the World. Explain, in your own words, what is meant by this? (3) 8.9 Was the boy s prediction true? Explain. (2) [25] TOTAL: 80 marks