2016 English

Fiji Year 10 Certificate Examination

Marking Scheme
&
Detailed Solutions
SECTION A: QUESTION 1 FORMAL WRITING (15 Marks)

Question 1 – Marking Criteria

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

Deduct ½ mark for each type of grammar error e.g. if there are 6 spelling
errors deduct only ½ mark for the error.
(spelling, punctuation, tense, wrong word order, capitalization, word form,
preposition, article, conjunction, degree of comparison, voice, subject-verb
agreement, pronouns,
Style  1 - 2 different types of errors  3
 3 - 4 different types of errors  2
 5 - 6 different types of errors  1
 7 or more different types of errors  0
Deduct ½ mark for each type of mistake e.g. deduct ½ mark for 5 missing
words
(sentence structure/pattern/type, paragraphing, vocabulary,
register,expression,linking devices, redundancy, rambling, incomplete
sentences, missing words, flow of ideas, introduction-body-conclusion
appropriate for style of writing

2 2016 English Year 10 Examiner’s Report

 Question 1 - Content Breakdown & Details (5 marks)

Text Type 5marks 4marks 3marks 2marks 1mark

 3 – 4 relevant  2–3  1–2  1  No definite
a) Expository Points reasons/points reason(s)/points reason/point reason or
Essay mention of
- Each reason - Each reason - Each - Point/ reasons, no
clearly discussed in clearly discussed reason reason clearly clear
topic sentence in topic sentence clearly discussed in elaboration, no
discussed in topic sentence supporting
- Each reason - Each reason topic sentence evidence or
supported with supported with - reason examples
evidence and evidence and - Each supported with
relevant examples. relevant reason evidence and  No
examples. supported with relevant example relevance
evidence and to topic
relevant
examples
Topic a) The importance of maintaining our culture Topic b) Students need to learn how to save money
for their future
 Develops pride in one’s heritage
 Financial security
- That can be passed on to next generation or shared
- During emergency or during unexpected
with others from different cultures so they’re
events such as family death, sickness, natural
informed
disasters, etc.
-
-
 Develop personal identity
 To achieve long and short term goals
- To gain respect and recognition to enhance self-
- for investment purposes such as buying
esteem
properties
- for paying fees at tertiary level
 Develop sense of belonging - buy personal items
- by connecting people to certain values, beliefs and - pay for oversea vacation
customs commonly shared by the group - pay for wedding/ birthday celebrations
- allows sense of unity and belonging within a group for - to buy gifts
personal support network; economic opportunities and
social acceptance.  Reduce student Loan debt - TELS
- – by increasing payment to reduce interest
 Avoids non-extinct of language and other cultural -
aspects.  Save for retirement
- these can be passed on to next generation - retirement income
- overseas vacation
- local or overseas medical operation

3 2016 English Year 10 Examiner’s Report

 Text type 5marks 4marks 3marks 2marks 1mark

 3 – 4 relevant  2–3  1 – 2 points  1 point  No definite

Points points point or
- Each reason - Point supporting
b) Farewell
- Each reason - Each clearly discussed in clearly evidence or
Speech clearly discussed in reason topic sentence discussed in examples
topic sentence clearly topic sentence
discussed in - Each reason  No
- Each reason topic sentence supported with - reason relevance
supported with evidence and relevant supported with to topic
evidence and - Each examples evidence and
relevant examples. reason relevant
supported with example
evidence and
relevant
examples.
The following points are suggested for Content. Consider other relevant ones from students
 Describe:

- Contributions made by the teacher in school ((academic/sport etc.

- teaching career – no. years taught, schools posted to, how many years spent in current
school
- how students, staff, school community will miss his/her services
- personal achievements over the years memorable or humorous school/class incidents to be
remembered by
5marks 4marks 3marks 2marks 1mark

c) Book  3 – 4 relevant  2–3  1–2  1  No definite

Report Points reasons/points reason(s)/points reason/point reason or
mention of
- Each reason - Each reason - Each reason - Point reasons, no
clearly discussed clearly discussed clearly discussed clearly clear
in topic sentence in topic sentence in topic sentence discussed in elaboration, no
topic sentence supporting
- Each reason - Each reason - Each reason evidence or
supported with supported with supported with - reason examples
evidence and evidence and evidence and supported with
relevant examples. relevant examples relevant examples evidence and  No
relevant relevance
example to topic
The following points are suggested for Content. - An Incident (that impresses you;
[Consider other relevant ones from students] elaborate on choice incident, what is important about it
 Compulsory Book Details and why)
- Title & Author & Publisher - My Favourite Character (what you
- Plot Summary like/admire about the character and why)
 mention type of story - children’s fiction  Other Details that can be included
 briefly discuss how the story begins
(introducing main character), a remarkable event that - Is the title interesting? Why?
changes course of main character’s life, rising action - Setting – its importance, relevance to you as a
where other minor characters are introduced and their student
relationship with main character, which develops into - Lessons learned, their implications on you
climax( high point & most important event involving main - Your thoughts on any aspect of the novel
character), falling action (where reader is in suspense), - what you like/dislike
resolution (how story ends)  Reason(s) for recommending book for others to
read
Text 5marks 4marks 3marks 2marks 1mark
Type

 3 – 4 relevant  2–3  1–2  1  No definite

points reasons/points reason(s)/points reason/point reason or
mention of
d) Letter - Each reason - Each reason - Each reason - Point clearly reasons, no
of clearly discussed in clearly discussed clearly discussed discussed in clear
Request topic sentence in topic sentence in topic sentence topic sentence elaboration, no
supporting
- Each reason - Each reason - Each reason - reason evidence or
supported with supported with supported with supported with examples
evidence and relevant evidence and evidence and evidence and
examples. relevant relevant relevant example  No
examples examples relevance to
topic
The following points are suggested for Content. [Consider other relevant ones from
students]

 Paragraph 1: Reason for writing

- Request permission to interview the manager on business strategies he/she uses in his
company

 Para 2: Purpose of interview

- requirement for Commercial Studies Project
- purpose of Commercial Studies project & its importance (find out or compare effective
business strategies used by companies in the area)

 Para 3: suggest time, date and venue for interview

- politely request to confirm availability or indicate his/her own date & time and venue
- indicate type of Questions to be asked (examples: how long business has been running,
challenges faced, strategies used to address challenges, secret to success, advice to future
business owners etc.)

 Para 4: Proper ending

- Indicate your anticipation of a favourable reply
- Give phone contact number for clarifications on further queries
 Analysis of Text Types for Question 1
Text Purpose Text Language Content
Type Structure Features
Expository Express opinion/point Introduction: - Appropriate linking words
Essay of view convincingly - State point of (between sentences & Refer to
with supported view/position within paragraphs) Breakdown
evidence and - formal vocabulary, of Content
examples Content ( 3- 4 Para) - passive sentences,
a)Why it is important - 3- 4 arguments with - present tense
to maintain our supporting evidence & - Appropriate jargon (related
culture examples to topic)
- Simple - complex
b) Why young people Conclusion sentences
need to save money - Restate position in
for their future light of arguments
presented
- Recommendation(s)
Farewell  Inform audience - Polite, respectful words &
Speech of Introduction phrases Refer to
- reason for  Address audience - humorous words & phrases Breakdown
farewell party appropriately - Passive verbs of Content
 State purpose of - Emotive vocabulary
gathering/party - Pauses
- Simple, compound &
Content complex sentences
 3- 4 points with - Personal pronouns
supporting evidence & - Rhetorical questions
examples - Exaggeration to impress
- Figurative language
Conclusion - Factual information
 Wish teacher luck on - Descriptive words
his/her retirement and - Repetition of key
retirement plans word/phrases for emphasis
Book i) inform & express Introduction - Chronological linking words Refer to
Report personal views on - Title, Author’s full [for Breakdown
certain aspects of name, Type of Book, retelling events] of Content
Refer to book Publisher,, Year of - Use of past simple or
publication, 2 present simple
Appendix
credentials of the tense to retell events [used
1 author relevant to the consistently]
book - May include quotations
Body - Use of subjective language
- Summary of Plot: to express
setting, plot details, opinions
method od narration - Descriptive language used
- Favourite Character : [adjectives,
describe main adverbs]
character, identify a
major conflict/problem
he/she is involved in,
what you learn or
admire about the
character through that
conflict/problem
- Important Incident :
identify an important
incident and describe
an important message
you learned from the
incident.
Conclusion

6 2016 English Year 10 Examiner’s Report

 - Conclusion: discuss
whether the 2
credentials of the
author mentioned in
the Introduction are
noteworthy in relation
to the content of the
book
- Recommendation:
give at least one – 2
reasons why you
would recommend the
book for others to
read.
Request for • Outside Address - - Formal vocabulary to Refer to
Letter of permission to writer ‘s address & date create formal/impersonal Breakdown
Request interview Managing • Inside Address - tone of Content
Director receiver’s address
• Salutation - Dear - Passive sentences to
Sir/Madam maintain formal tone.
• Body
- Appropriate vocabulary
Para 1 - Purpose of writing
(request permission to - Long form of words (avoid
interview manager as part contracted word forms)
of Commercial Studies
project) - Specific and Factual
- purpose of information
interview (to
find out about business - Polite words to create
strategies used in running polite tone
company effectively)
Para 2 –suggest day, date
& time and his/her
availability
Para 3 – Type of Questions
to be asked – can specify
questions
Para 4 – appropriate
conclusion
• Complimentary
Close
Yours faithfully & signature
line

7 2016 English Year 10 Examiner’s Report

 PERSONAL WRITING (10 Marks)

Question 2 – Marking Criteria

Criteria Descriptors Marks
Plan  Plan well followed from Introduction, Body &  1
Conclusion
 Plan done but not followed  ½
 No plan  0
Introduction  Appropriate and clearly states purpose of writing  1
 Fails to state purpose of writing  ½
Content  3 or more relevant ideas [linked to question]  3
 2 relevant ideas  2
 1 relevant  1
Conclusion  Appropriate to type of letter  1
 Inappropriate to type of letter  ½
Accuracy  1 – 2 different types of errors  2
 3 - 4 different types of errors  1
 5 - 6 different types of errors  ½
 7 or more different types of errors  0
Deduct ½ mark for each type of grammar error (e.g. if there are 6 spelling
errors deduct only ½ mark)
(spelling, punctuation, tense, wrong word order, capitalization, word form,
preposition, article, conjunction, degree of comparison, voice, subject-verb
agreement, pronouns,
Style  1 - 2 different types of errors  2
 3 - 4 different types of errors  1
 5 - 6 different types of errors  ½
7 or more different types of errors  0
Deduct ½ mark for each type of mistake (e.g. deduct ½ mark for 5 missing
words)
(address, inside address, salutation, semi- formal/block style, sentence
structure/pattern/type, paragraphing, inappropriate vocabulary, wrong
register,expression,linking devices, redundancy, rambling, incomplete
sentences, missing words, flow of ideas, introduction-body-conclusion
appropriate for style of writing,

8 2016 English Year 10 Examiner’s Report

 Registers 3marks 2marks 1mark
a)Conversation Content to include discussion of 3 – 4 of the Discussion of 1 from the list
following: 2 – 3 points from the list
1. Academic results
2. Attendance
3. Punctuality
4. Attitude in class -towards teachers,
homework, assigned duties.
5. Any other relevant point.
b) Descriptive Describe: (what you saw, did, ate, your Discussion of 2 – 3 points 1 point from the list
Essay feelings etc.) from the list
1. Family Fun Day/Pass Out Parade
- Programme
- Activities
- Mention an event of the day you
consider to be the best part of the
Family Fun Day and give reasons
why
c) Newspaper Use any of the photos provided based on Discussion of 2 – 3 points 1 point from the list
Report theme from the list
- Purpose of Homework Centre
- Physical location and no. students
involved.
- Programme details
- Hired tutors (subjects/ days etc.)
- Any other relevant detail
Other Styles (based Based on photos and theme: Discussion of 2 – 3 points 1 point from the list
on theme and - Introduction from the list
photos provided) - Body – 3 – 4 paragraphs
c) Personal Letter - Conclusion
d) Public Notice Use any of the photos provided based on Discussion of 2 – 3 points 1 point from list
theme. from the list
- Heading
- Who/What/Where/When
- May include graphics
e) Diary Entry Use any of the photos provided based on Discussion of 2 – 3 points 1 point from the list
theme from the list
- Introduction
- Body 3 – 4 points
- Conclusion
f) Letter to the Use any of the photos provided based on Discussion of 2 – 3 points 1 point from list
Editor theme from the list
- Introduction
- Body 3 – 4 points
- Conclusion
h) Narrative Use any of the photos provided based on Discussion of 2 – 3 points 1 point from list
theme from the list
- Orientation
- Conflict
- Complication
- Climax
- Resolution
i)Recount Use any of the photos provided based on Discussion of 2 – 3 points 1 from the list
theme from the list
- Orientation
- Climax
- Conclusion

9 2016 English Year 10 Examiner’s Report

 Question 2 – Analysis of Text Types
Text Type Purpose Text Structure Language Features
 To exchange  Exchange of opening salutations  Question forms
a)Conversation information, ideas,  Question/statement followed by  Strategies to maintain conversation
opinions, and response (fillers)
experiences  Interaction is sustained with  Interjections
discussion based on given topic.  Sentences may not be complete
 To maintain and Language level will depend on context
sustain and relationship between participants
communication
 To provide detailed  Introduction  Adjectives
b) Descriptive and vivid - Capture readers attention and - modify nouns and pronouns
Essay description about a identify your subject - appeal to the senses
person, object, - Provide background information Answer the following questions: Which
place or event so (explain context for readers to kind?, Which one?, How many?, How
that the reader can understand) much?
clearly ‘see’ in - State your dominant  Adverbs
his/her imagination impression/idea - Modify verbs,
(A dominant idea or theme to which all  Figurative language (simile,
 To show the reader details relate) personification etc.)
what someone or  Specific and precise words and
something you are  Body
phrases.
- Provide first detail in a
referring to looks,
structured sentence  Sensory details based on the 5
feels, sounds, senses
- Provide second detail in a
smells, tastes, like
structured sentence  Factual details based on
- Provide third detail in a experience, originality or
structured sentence imagination.
 A description is the  Figurative details using relevant
Note: 1. Use a variety of details –
organised manner figures of speech.
sensory, factual and figurative
in which the details  Use logical order: for Spatial,
2. Arrange details in a logical
are presented (location) Chronological (time)
order.
(usually in the form and order of Importance
of a paragraph).  Conclusion
- Re-emphasise the dominant (important details at the
impression beginning)
 Transition words
 Use detail and words to allow the
reader to picture what you are
describing
 Specific and vivid action verbs
 Headline in bold print  Stock phrases
c) Newspaper  To inform the public  Byline  Past tense
Report  Lead sentence (who, what, where,  Noun in apposition
when, why)  Formal words and expressions
 Information in remaining paragraphs  One sentence per paragraph
decrease in importance  Passive sentences
(inverted pyramid structure)  Compound & complex sentences
 To communicate in  Address of writer  Personal pronouns
d) Personal writing with  Date  Informal & colloquial expressions
Letter acquaintances,  Salutation  Slangs
friends, family  Introduction – reason for writing  Word contractions
 To inform  Body - Logical and cohesive sequence  Minor sentences
of ideas based on topic  Compound - complex sentences
 Conclusion
e) Public To inform and  Heading – name of event  Graphics (relevant pictures,
Notice sometimes to  Event details diagrams, visuals etc.)
persuade the public - Place  Numbers (Date, Time)
pages 264 – do something. - Date and Time  Imperative sentences
265 of Link 4  Additional information  Concrete nouns
- What to bring etc.  Figurative language

10 2016 English Year 10 Examiner’s Report

e) Diary Entry  To record personal  Date [ place/time - optional]  Past tense
reflections or  Salutation  First person
experiences  Introduction  Subjective language
 Body - Chronological or stream of  informal expressions
consciousness  personal pronouns
 Closing - appropriate  contracted word forms
 Signature  emotive expressions
 simple – complex sentences
 Address of writer and date
f)Letter to  To express an  Address of Editor  Present tense
Editor opinion on a topic  Salutation  Subjective language to express
and persuade the  Introduction – begin letter with point of view.
reader to adopt or reference to article, topic or another  Pun
consider your point letter OR begin letter with purpose  Humour
of view. and contention/thesis  Simple – complex sentences

st
Body – Argument 1: 1 point to be 
developed in support of
contention/thesis; Argument 2: next
most important point – more detail
regarding who, what, when, where,
why and how; Argument 3: next
most important point and additional
information
 Conclusion – restate
thesis/contention
 Complimentary close and
Signature
h) Narrative Orientation  Specific participants
Essay  To tell the reader a  Main characters and plot points • Action verbs- verbal and mental
story are introduced processes
In the majority Conflict • Tense
of cases a  A problem or conflict is established • Linking words to do with time
narrative Complication • Descriptive language
st rd
contains a plot,  A rise in action – more detail and • 1 or 3 person narration
theme and suspense here
resolution Climax
 Turning point / High point in the
story
 Falling Action and
Resolution
 The conclusion of the story where
events lead to a resolution and an
outcome of the conflict.
i). Recount  Orientation-  action verbs
 To retell events that  Event 1  specific participants
[similar to a happened in the Provide details using action verbs  past tense
narrative in that past in order to (first person, past tense)  pronouns
it talks about inform or entertain  Event 2  temporal links
events Provide details using action verbs (first  active and passive voice
however, person, past tense)  use of description inclusion of
recounts do not  Event 3 personal comments, opinions on
have to include Provide details using action verbs (first and interpretations of events
a crisis or person, past tense)
complication]  Reorientation/
Closing Paragraph
[may/may not include chronological
order of events]

11 2016 English Year 10 Examiner’s Report

QUESTION 3 MASS MEDIA, DICTIONARY and LIBRARY (10 marks)

Part I: Mass Media (3 marks)

1. Name of company – The SPA Wellness (1 mark)

 The newest offering from The Spa Wellness

2. Example of superlative – newest (new – newer – newest) (1 mark)

 Degrees of comparison refer to adjectives used in comparing
one (positive), two (comparative) or three (superlative) nouns

3. Example of alliteration – Relax Recharge; Soothing Strokes (1 mark)

 Alliteration – repetition of same letter or sounds at the
beginning of a word or phrase

Part II: Dictionary (4 marks)

1. [U] Stands for Uncountable noun. (1 mark)

Uncountable nouns cannot be counted or divided into separate parts

2. IDM stands for Idiom. (1 mark)

3. Informal form of headword (hash) is hashish. (1 mark)

4. # - symbol on the telephone - Meaning no.3 (1 mark)

Part III Library (3 marks)

1. Index = C (1 mark)
[A list of important subjects used in a book and arranged in alphabetical order with
page numbers.

2. Appendices = B (1 mark)
[A collection of relevant materials attached at the end of a piece of writing]

3. Reference =D (1 mark)
[A list of books used to cite information; arranged in alphabetical order of authors’
surnames]

12 2016 English Year 10 Examiner’s Report

QUESTION 4 Passage I (10 marks)

Reading comprehension question requires students to make meaning of the

information from the passage. Hence, the type of text used (narrative, expository,
descriptive, advertisement, speech, book mark, cartoon strip, newspaper report,
dialogue, diary entry, science report, etc.) does not matter. What matters are the
reading skills that students will apply while reading the text(s) to enhance their
understanding of the information in the passage and relate to the questions asked.
Different text types may require different reading skills. (These skills must be taught
by the teacher with lots of practise in class using a variety of text types.)
Some reading tips/skills/strategies teachers should teach students can be found in
Appendix 2

1 A - crisis B - march C suicide D - government

Line 2 – 3: …drawing attention to the causes of suicide and what we can do about it.
it refers to suicide

2 A 10 B 20 C 30 D 89

Line 9 – 11: So 30 suicides of people under the age of 25 in just eight months is truly a
national issue among our young and we should have a maximum national effort to
address it.

A C D
3 Past governments had B Both past and Both past and
come up with effective present present governments
ways to address The present governments have have not come up
suicide issues government has come come up with with ways to address
up with effective ways effective ways to suicide issues.
to address suicide address suicide
issues issues
Line 13-15: …it is only now as a society that Fiji is starting to adequately acknowledge
this crisis and to institute the kind of measures that should have been put in place
years ago to protect our young people

4
A Principal B C Ladies and D Children and
gentlemen young people
Prime Minister

Line 25: I refers to the Prime Minister - The following is an adapted extract taken from
the Prime Minister’s speech at the opening of the Fiji Principals’ Association Conference
in Nadi on September 11, 2015.

5 A counsellors B general public C Fijian D children and

Government young people

13 2016 English Year 10 Examiner’s Report

Line 29: …the services that are available for children and young people at risk.

Line 30: They need to know…

6
A Principals B Ministers C D Ministry of Women,
Child Helpline Children & Poverty
Alleviation

Line 19-21: Since January this year through the Ministry of Women, Children and
Poverty Alleviation, we have started a Child Helpline in Fiji and I want to refer to some
detail about this service. It is a phone number…
Line 25: The number is 1325 and calls made to it are free from any landline or mobile

7 A depressed B self-harm C challenges D contemplate

Paragraph 4 Line 22-24: … dealing with the many challenges our young people face
and especially when they are depressed and contemplating self-harm.
Line 29-30: …no matter how deep their despair.

8
A B elder people C trained D
young people counsellors government ministers

Line 3-6: …to highlight this crisis as it applies to Fiji where it has reached shocking
proportions and where we urgently need a much more decisive effort to deal with it .
Line 9-11: So 30 suicides of people under the age of 25 in just eight months is truly a
national issue among our young and we should have a maximum national effort to
address it.

9
A Ladies B Ministers C D Gentlemen

Principals

Introduction paragraph: The following is an adapted extract taken from the Prime
Minister’s speech at the opening of the Fiji Principals’ Association Conference in Nadi on
September 11, 2015.
Line 12: Principals, Ladies and Gentlemen,

10 A B C D
Child Helpline Launch World Suicide Fiji Teachers’
Prevention Day Association Fiji Principals’
Conference Association Conference

Introduction paragraph: The following is an adapted extract taken from the Prime
Minister’s speech at the opening of the Fiji Principals’ Association Conference in
Nadi on September 11, 2015.

14 2016 English Year 10 Examiner’s Report

Passage II (5 marks)

1 AA B C D
vicious cycle influential person bunch of tomatoes
bad tomato

A person who practises corruption : One bad tomato may spoil the bunch but people
aren’t tomatoes

2 A B C D
Private Sector Western Division Northern Division
Public Sector

Contact the Fiji Independent Commission Against Corruption should you have any
information regarding Public Sector corruption activities.

3 A B C D
homes will be protected freedom will be confidence will be
identity will be protected protected
protected

All information received will be handled in the strictest confidence and your anonymity
will be protected.

4 A B C D
not stay silent contact FICAC stop the vicious
not let corruption affect about corruption about corruption corruption cycle
them

Don’t let corruption practises of one person influence the integrity you already have

5 A integrity B humility C diligence D tolerance

Moral value: integrity

…the integrity you already have

15 2016 English Year 10 Examiner’s Report

 SECTION B (continued)

QUESTION 5 LANGUAGE I (10 marks)

Multiple Choice: Circle the letter of the best answer.

1 A B C D

in an the that

Articles: Definite & Indefinite

Rule: The indefinite article ‘an’ is used before singular countable nouns which begin with vowel
sounds – a, e, i, o, u or nouns in general.
Example: an agreement, an example, an investment, an orphan, an umbrella, an hotel
Note: The definite article, the, can be used before singular and plural, count and non-count nouns

2 A B C D
B
and who have their

Pronouns (Types: relative, demonstrative, possessive, reflexive, personal)

Relative Pronoun: A relative pronoun is used to refer to nouns mentioned previously, whether they
are people, places, things, animals, or ideas. Relative pronouns can be used to join two sentences.
Examples: which, that, whose, whoever, whomever, who, and whom. In some situations, the words
what, when, and where can also function as relative pronouns
 Peter and Mary, who… (the relative pronoun ‘who’ refers to the nouns mentioned previously:
Peter and Mary)

3 A B C D
many several only some not enough

Expressing Quantity using: few/a few

(Refer to Link 4 pages 268 – 269)
few vs a few
 gives a negative meaning  gives a positive meaning
 Means hardly any or almost  Means not a large number or some or a small amount
none or none at all or not much or a small number or several or not enough
or almost nothing or not many
Example 1: Few people volunteered to Example 1: A few people volunteered to help victims of TC
help victims of TC Winston. Winston
Meaning: only a small number of Meaning: some people were ready to help
people were ready to help
Example 2: The teacher made a few changes to the students’
Example 2: The teacher made few marks
changes to the students’ marks Meaning: She made some changes
Meaning: she hardly made any
changes

16 2016 English Year 10 Examiner’s Report

 4 A B C D
past continuous future perfect present perfect
past perfect continuous continuous
continuous

Tenses: (Refer to Link 4 pages 46, 58, 83, 152, 136, 152)

12 verb Past Present Future

tenses
Indicates an action that Indicate habitual actions or Indicates an action that
Simple has already happened in general truth has not taken place yet
the past
Structure S+V+O S+V+O S + will + V + O

Example Maria studied yesterday Maria studies everyday Maria will study
tomorrow

Indicates an ongoing Indicate an action indicate planned future

Continuous action OR uncompleted happening at the time of event OR what will be
action of the past speaking OR a temporary happening at some time
action which may not be in the future
happening at the time of
speaking
Structure S + was/were + (V+ing) + S + am/is/are + (V+ing) + O S + will be + (V+ing) + O
O
Example Maria was studying when Maria is studying right now Maria will be studying by
her mother left home the time her mother
reaches home
Indicate a completed Indicate an action that Indicate an action that
Perfect action of the past that happened in the past and will be complete before
happened before another has continued up until now another action/event
event took place OR indicate an action takes place
which is not defined by a
time of occurrence
Structure S + had + V2 + O S + have/has + V2 + O S + will have + V2 + O

Example Maria had studied when Maria has studied all the Maria will have studied
her mother returned six poems the six poems by the
time her mother returns
Indicate an action in the Indicate an action which Indicate an action that
Perfect past that began before a started at some point in the will have happened for
Continuous certain point in the past past and may or may not some time and will not
and continued up until that be complete be complete yet at a
time certain point in the future

Structure S + had been + (V+ing) + S + have been/has been + S + will have been +
O (V+ing) + O (V+ing) + O

Example Maria had been studying Maria has been studying Maria will have been
the six poems the six poems studying for two hours
when her mother returns

S = subject O = object V = verb (V1 = present/ V2 = past participle

17 2016 English Year 10 Examiner’s Report

 5 A B C D
accepted eating taken vegetables and avoided eating vegetables
vegetables and exercising off her made eating and exercising every
exercising lifestyle vegetables and second day
exercising daily a
habit
Phrasal verbs

Phrasal verbs consist of a verb plus a particle (preposition, adverb). The particle can change the
meaning of the verb completely, e.g.: look up a reference book = consult a reference book (look a word
up in a dictionary)

(Refer to Link 4 page 86)

USAGE MEANING
take to/taken to get into the habit of something
For 18 other phrasal verbs with take, refer to: https://www.usingenglish.com/reference/phrasal-verbs/take+to.html

6 A B C D
A
oppose propose courage celebrate

Synonyms
The use of combat in this sentence means an attempt to stop something bad or to solve a difficult
problem

 oppose = fight against

7 A B C D
kindly and loudly hesitantly and quietly slowly and generously confidently and
persuasively

Idiom
(Refer to Link 4 page 60)
To have the gift of the gab means to have the natural ability to speak persuasively, easily and
confidently in a way that makes people want to listen to you and believe you.
Note: Although this question is on Idioms, students should be taught the skill of working out the
meaning of a word/phrase or even an idiom from the context.

8 A B C D

monotony monotone monopoly monologue

Prefix
The prefix mono or its variant mon (monk, monarch) means one/single.
1. monopoly: control by ‘one’ 6. mono: disease signalled by a large concentration of
2. monologue: speech given by ‘one’ white blood cells that have ‘one’ nucleus
person 7. monk: man committed to living as ‘one’ versus
3. monorail: a train which uses ‘one’ rail becoming married
instead of two tracks 8. monarch: ‘one’ ruler
4. monotone: using ‘one’ tone only 9. monarchy: system of government using ‘one’ ruler
5. monotonous: of using ‘one’ tone only monotony: one constant routine that lacks variety
monosyllable: ‘one’ syllable

18 2016 English Year 10 Examiner’s Report

 9 A B C D
from beside within among

Preposition
We use among when somebody or something is in a group of people or objects which we do not see
separately.
We say that somebody or something is between two or more clearly separate people or things (Read more
at http://www.englishpractice.com/quiz/exercise)

A preposition is a word that explains the time, space or logical relationship between the other parts of
the sentence. Three groups of Prepositions are:
Preposition of Place, Position and Direction
Example
Preposition Usage
 in the kitchen, in Waisomo, in
 room, building, street, town, country
Fiji, in Nadawa
 book, paper etc.
 in the book
in  car, taxi
 in the car, in a taxi
 picture, world
 in the picture, in the world

 meaning next to, by an object

 at the door, at the station
 for table
 at the table
 for events
at  at a concert, at the party
 place where you are to do something typical
 at the cinema, at school, at work
(watch a film, study, work)

 attached  the picture on the wall

 for a place with a river  Ba Town lies on the Ba River
 being on a surface  on the table
 for a certain side (left, right)  on the left
on
 for a floor in a house  on the first floor
 for public transport  on the bus, on a plane
 for television, radio  on TV, on the radio

 Venina is standing by / next to /

 left or right of somebody or something
by, next to, beside beside the car.

 on the ground, lower than (or covered by)

 the bag is under the table
under something else

 lower than something else but above ground  the fish are below the surface
below

 covered by something else  put a jacket over your shirt

 meaning more than  over 16 years of age
over  getting to the other side (also across)  walk over the bridge
 overcoming an obstacle  climb over the wall

19 2016 English Year 10 Examiner’s Report

  higher than something else, but not directly over
 a path above the lake
above it

Preposition of Place, Position and Direction (continued)

Usage Example
Preposition

 getting to the other side

 walk across the bridge
(also over)
across  swim across the river
 getting to the other side

 something with limits on

top, bottom and the  drive through the tunnel
through sides

 movement to person or
building  go to the cinema
 movement to a place or  go to Kese Village / Yasawa
to country  go to bed
 for bed

 enter a room / a building  go into the kitchen / the house

into

 movement in the
direction of something  go 5 steps towards the house
towards (but not directly to it)

 movement to the top of

 jump onto the table
onto something

 in the sense of where

 a flower from the garden
from from

20 2016 English Year 10 Examiner’s Report

 Prepositions of Time

Preposition Usage Example

 days of the week  on Monday

on

 months / seasons
 in August / in winter
 time of day
 in the morning
 year
in  in 2006
 after a certain period of
 in an hour
time (when?)

 for night
 at night
 for weekend
 at the weekend
at  a certain point of time
 at half past nine
(when?)

 from a certain point of

 since 1980
since time (past till now)

 over a certain period of

 for 2 years
for time (past till now)

 a certain time in the past  2 years ago

ago

 earlier than a certain point

 before 2004
before of time

 telling the time  ten to six (5:50)

to

 telling the time  ten past six (6:10)

past

 marking the beginning and

 from Monday to/till Friday
to/till/until end of a period of time

 in the sense of how long

 He is on holiday until Friday.
till / until something is going to last

 in the sense of at the  I will be back by 6 o’clock.

latest  By 11 o'clock, I had read five
by
 up to a certain time pages.

21 2016 English Year 10 Examiner’s Report

 Prepositions for other important relationships

English Usage Example

 who gave it  a present from Lyjane

from

 who/what does it belong to  a page of the book

of  what does it show  the picture of a palace

 who made it  a book by Mark Twain

by

 walking or riding on
horseback  on foot, on horseback
on  entering a public transport  get on the bus
vehicle

 entering a car / Taxi  get in the car

in

 leaving a public transport

 get off the bus
off vehicle

 leaving a car / Taxi  get out of the taxi

out of

 rise or fall of something

 prices have risen by 10 percent
 travelling (other than walking
by  by car, by bus
or horse-riding)

 for age  she learned Russian at 45

at

 for topics, meaning what

 we were talking about you
about about

10 A B C D
confirms confirmed confirming confirmation

Word Forms
confirms = verb in the present simple tense
confirming = verb in the present continous tense
confirmed = verb in the past simple tense
confirmation = noun

22 2016 English Year 10 Examiner’s Report

QUESTION 6 LANGUAGE II (10 marks)
Write the error and its correction in the spaces provided.
No. Sentence Error Correction
(1 mark) (1 mark)
1 Everyone who said that the Nabouwalu Highway could are is
not be completed on time are now regretting his words.

Subject – Verb Agreement

Subject is Everyone (singular) Verb should be singular (is)

2 Oprah Winfrey spent Christmas in a $26,000 a night island Island

private villa on Laucala island.

Capitalization
Laucala Island is a proper noun which requires capital letters for both nouns

3 The five girl’s hats were blown away by the strong wind. girl’s girls’

Punctuation - apostrophe
For position of apostrophe,
 place apostrophe before s to indicate possession in singular nouns
 place apostrophe after s to indicate possession in plural nouns
 Number of girls is plural (five) , therefore position of apostrophe will come after s (girls’)

4 When I realised my father was going to punished me, I punished punish

quickly did my homework.

 Rule: to + present tense of the verb : to punish, to eat, to sing, etc.

5 Neither Lyjane nor Maryjane felt that they had been they she
treated fairly.

In Neither…nor….(either…or) sentence patterns,

 there are 2 nouns (Lyjane & Maryjane)

 number of verb (in present tense) or pronoun is determined by the number of the second noun
after nor/or
 neither Lyjane nor her sisters (pronoun used will be plural because noun is plural - sisters)
 Neither Lyjane nor her sisters felt that they had been treated fairly. (correct)

sisters = Plural noun require plural pronoun (they)

23 2016 English Year 10 Examiner’s Report

SECTION C LITERATURE (30 marks)
Note:

 The following are Literature titles to be studied from the four genres for Year 10, 2016
 Students are to answer any 2 questions from this section

Genres Poetry Short Stories Novel Drama

Title Island Fire A Peculiar Picnic The Village by A Child for Iva
the Sea
Author, Konai Helu Thaman Anita Desai Vilsoni Hereniko
Playwright, Frances Pene
Poet Better Life A Friend

Ruperake Petaia Isimeli Tagicakiverata

Friend Mateuteu (Be Prepared)
Fifita Vete Pesi Fonua
Dear Grandmother The Brothers

Ruperake Petaia Rejieli Racule

I Cry

Frances Heu

Home

Vanessa Collins

Note: If a student has:

1. used texts NOT prescribed for Year 10 (2016) to answer Literature questions, mark as
normal and divide total by 2.

2. used a Year 10 text to answer a genre incorrectly, mark as normal and divide total by 1.

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

QUESTION 7 SHORT STORIES (15 marks)

Part I Extract A
Picnic Day came, a beautiful, clear sunny day. The children met at the school and clambered
onto the truck that was to take them close to the mountain.

a) Title of Short Story: A Peculiar Picnic by Frances Pene (1 mark)

b) Name of the mountain is Mount Tubu (1 mark)

24 2016 English Year 10 Examiner’s Report

 c) Peculiar thing that happened on the picnic day
 Just as the children were about to eat, noise filled the air as all the ‘food’ began
to speak (telling their advantages/ disadvantages when being eaten)
(2 marks)
d) Lesson:
 you are what you eat
 Eating fruits and vegetables is good for your health.
 Other relevant themes
(1 mark)
Extract B
His teachers liked him very much because he was proof to other students that sports did
not hinder classroom work at all. In internal examinations, X was always in the top three
position in his form.

(from A Friend by Isimeli Tagicakiverata)

a) X = Wame (1 mark)

b) Wame’s attitude that makes his teachers like him very much
 well behaved
 responsible
 punctual
 uses time wisely in school (1 mark)
(Do not accept intelligent, articulate, good athlete)

c) (at the end of the story) Wame was

 arrested by police ( for being in possession of drugs - in his jacket)
 taken to the police station
 put in the cell (1 mark)

d) Lesson: (for 2 marks: 1 mark for lesson; 1 mark for supporting incident)

Lesson (1 mark) Supporting Incident (1 mark)

Bad company spoils good character  Etika put the bag (marijuana) in the side pocket of
Wame’s jacket and sat down beside Wame….
 Wame: What’s in the bag?
Etika: Something for my uncle
Wame: Do you know what it is?
Etika: Yes, but I can’t tell you.
Wame: Is it marijuana?
We must heed advice from others  Wame’s best friend was Etika……. Many people
could not understand why the two got on so well
together. Some tried to encourage Etika to emulate
Wame while other, fearing the influence of Etika,
urged Wame to be wary of his friend.

25 2016 English Year 10 Examiner’s Report

Children from unstable homes usually have  ….Etika’s father died and he was sent to live with
behavioural problems an uncle by his mother (…but everyone in the
neighbourhood knew that she had gone to live with
another man)
 He (Etika) was often sleepy. He rarely did his
homework and was often the cause of the
depression his teachers experienced.
Innocent children are sometimes used as drug  Etika: Look Wame, I have to pick up something for
dealers by adults at home / community. my uncle. That’s why I have to come to this place
(poolroom) every afternoon.
 Etika: Look it’s for my uncle. If I miss delivery, he
beats me up.
Wame: Etika, this is really bad….don’t you know that
you could go to jail for this? Why do you have to put
up with him?
Etika: What choice do I have, Wame? I can’t refuse
my uncle…
Choose your friends wisely  Wame’s best friend was Etika, who was his near
opposite in almost every way.
 One afternoon on their way back from school, Etika
pleaded with Wame to stop at the local poolroom for
a game. “Just one game, Wame. Come on”, urged
Etika.
Your best friend can be your worst enemy  The man gave Etika a small black plastic bag and
walked out of the poolroom. Etika put the bag in the
side pocket of Wame’s jacket and sat down beside
Wame.
 Apparently, someone had tipped the police off about
the deal. The police searched their bags and
pockets and found the drug in Wame’s jacket.
Other relevant themes from students
supported with appropriate incidents from the
story.

(2 marks)

26 2016 English Year 10 Examiner’s Report

 Part I
1. Mateuteu(Be Prepared)

2. The Brothers

a) Mateuteu (Be Prepared) by Pesi Fonua The Brothers by Rejieli Racule

(1 mark) (1 mark)
b) Setting (place, time, type of society)

 at night time; in Vavau Village, Tonga  bank of a river

 during the cyclone season  interior or Viti Levu
 on an island in the Pacific  in the forest, bush
(1 mark)  valley
(1 mark)
c) Lesson about people from the setting

 People must take warnings seriously and act  Following instructions and advice will bring
at once without ignoring them.(…one should rewards/blessings to us.(Vesi, you’ve been very
prepare the house for the hurricane but I good to me. Before you return home, please go and
reckon the stomach must be full first. climb the kavikakula tree…pick the four ripest
 Attitude of Pacific islanders during natural fruit…)
disasters must change to avoid
fatalities.(Then we both laughed; Kauta won’t  We must be cheerful and willing to do any task
leave, it was her husband’s house and she requested of us with a good heart as rewards do
wants to die there follow.(Vesi did everything cheerfully, pleased to be
(2 marks) helping the old lady)

 One good turn deserves another

(2 marks)
d) Incident that brings out lesson in ii) above
 Umu… advised me to leave the batteries out  Vesi was warned by the kingfisher and shark to ‘be
in the sun or keep them warm somehow - ready for the unexpected and for a surprise. Vesi,
advice which I had ignored) mindful of the warnings given by his friends
 Persona and family remained in their house walked on cautiously.
while others had run to take shelter in Umu’  Vesi helped to cook lunch and clean the old lady’s
s house; they only moved when tank and the house after the lady’s request.
church collapsed
(1 mark) (1 mark)

27 2016 English Year 10 Examiner’s Report

QUESTION 8 Novel - Village by the Sea by Anita Desai (15 marks)

Part I Extract A

When X went out on the beach it was early in the morning that there was no
one else there. (Chapter 1 page 7)

a) Name of Character X – Lila (1 mark)

b) X is heading to the sacred rock in the sea (covered with red and white powder; a kind
of temple in the sea: ‘She waded till she came to a cluster of three rocks. One of them
was daubed with red and white powder….(pg7) (1 mark)

c) Lila took a small basket filled with flowers (scarlet hibiscus blooms, sweet smelling
spider lilies, bright butter yellow allamanda flowers – page 7) (1 mark)

d) Lila’s reason for going to the sea: to pray/ to offer prayer to their god (Lila took
flowers from her basket and scattered them about the rock, then folded her hands and
bowed (page 7); Some would say a little prayer …., Some would simply bow like Lila and
say a greeting to God… There was no real reason why they prayed to this rock rather
than any other rock – page 8) (2 marks)
Extract B
“I am her son, from – from Bombay,” Hari had to say in order to explain why
he had not been there before. (Chapter 13 page
146 – 147)

a) Hari is talking to the doctor (1 mark)

b) What are they talking about?
 Hari has come to take his mother home (Thul) for Diwali
 Hari has come to ask the doctor if his mother can go home for Diwali. (any
of the options) (2 marks)
(“Can I take her home now?” - page 146
“You must go and ask the doctor – sahib that,”- page 146 …. Hari nodded, watching the doctor’s
face to see if this were possible. “Yes, the doctor nodded. “She is strong enough to go home. –
page 147)

c) Hari has not been able to visit his mother in the hospital because he was away working
in Bombay. (2 marks)
(“You have come to see her?” the old man quivered. “You have come at last?”.
“I was in Bombay, father-“ page 146)

28 2016 English Year 10 Examiner’s Report

Part II Short Answer

a) Name of character I admire is __________________. (1 mark)

(one of the following: Hari, Lila, mother, Bela, Kamal, Pinto (dog), De Silva, Jagu and other
characters in the novel listed by the student)

b) One reason for admiring this character is ______________________________.

(1 mark)
 reason must be backed up with what character does in the novel to deserve
admiration (for 1 mark) (2 marks)

c) One important lesson I learned in the novel: (2 marks)

Note: For 2 marks: 1 mark = identify theme; 1 mark = supporting incident from novel

Lesson Supporting Incident

Struggles for survival  Hari and Lila actively take up their parents’ role as the family struggles to make ends
of family meet, take care of their sickly mother and enjoy a delightful reunion in the end

 Towards the end of the story, Hari gains the ability to move ahead with the changing
circle of life. The reunion with his family members and the stability that they attain in the
end after a chaotic period of extreme difficulties, show that no matter how small you
are, there is always a remedy ahead of you, if you are smart enough and persevere to
achieve your goals. The use of a character of such a young boy who is only twelve to
reveal her message, enhances the effectiveness of its appeal

Learning to adapt to  Hari and Lila had no choice but to adapt to the difficult situation in their home by taking
changes up the role of their parents

 The people of Thul had to learn to give up their traditional way of living and learn to
adapt to the new of life to suit the new environment that the factory will create in order
to survive.

Economic  You’ve lost the fight! The politicians won – so they can make plenty of money from the
development has sale of land and licenses in the name of progress. “Thul is lost”, “Everything is doomed”.
harmful impacts on
our natural  The fish in the sea will die from the effluents that will be pumped into the water. The
environment paddy fields will be built over by factories and houses and streets.

 “My little baya birds will find no more paddy leaves for their nests. Or grain for food for
their young. They will have to fly away. I may not see them another year.” [birdwatcher
– Sayyid Ali]

Divine intervention  With the sickly condition of her mother and irresponsible behaviour of her father Lila
sustains us in times of knows that the only place to take her problems to is to pray and have faith in God which
illness, need etc. is why Lila goes to pray in the mornings (sacred rock in the sea)

 After her recovery, Lila’s mother joined other village women in going out to the sea to
pray.

Any other theme identified by student with relevant supporting incident from the novel.

29 2016 English Year 10 Examiner’s Report

QUESTION 9 DRAMA – A Child for Iva (15 marks)
Part I Extract A

X: Our … Heavenly … Father… I thank … you for my parents … I thank you for this food.
Please … bless … it … for … Jesus … (Act 1 Scene 1 page 7)

a) X is Iva (1 mark)

b) X is saying grace/praying for food, meal.(on a Sunday morning)

(1 mark)
c) She stands (without finishing her prayer) and rushes back to the house, almost in
tears, leaving her parents confused.
(2 marks)
d) X’s parents went to church. (1 mark)
(Scene 2 stage directions – page 7- The beating of the lali can be heard faintly in the background. Tevita
appears from his house, dresses for church/Tevita: Have you got the hymn book?/ Lusi: Have you got
some money for the offering?)

Extract B

X: I… I… was so wrong. We were so wrong… If only we had listened to those people who knew
better, our parents. If only we hadn’t forsaken them, our past… and God… We tried to build our
own world, to run away from our responsibilities, to run our own lives, and we have failed …
And we brought this upon ourselves.
(Act 3 Scene 2 page 61)

a) X is Atama. (1 mark)

b) The two characters X is talking to are:

 Iva (Atama’s wife)
 Selina (Atama’s aunt - about 55 years of age) (1 mark)

c) this refers to (one of the following)

- their dead newly born baby. [whom Iva killed by suffocating with a pillow -
as advised by Selina]
- failed relationship/marriage [Atama’s behaviour changed since the birth of
child - comes home drunk, doesn’t eat, goes straight to bed, hardly talks)
- deformed baby [twisted face and fingers stuck together] (2 marks)

d) (3 days) after the death of the baby (1 mark)

30 2016 English Year 10 Examiner’s Report

Part II Short Answers

a) Students must describe the way they feel about the ending of the play
[Answer depends on how students actually feel about the way the play ends]
(2 marks)

b) Students are to explain how they would have wanted the play to end based on their own
perceptions and a reason why they would have wanted it to end that way.
(2 marks)

c) Reason given is to support their answer in b) (1 mark)

QUESTION 10 POETRY (15 marks)

EITHER PART I Extract A

Embers
Of a once blazing
Fire
Sleep through an
Endless night

a) Title: Island Fire (1 mark)

Poet: Konai Helu Thaman (1 mark)

(2 marks)

b) In the past, the Pacific culture was alive and actively practised (as
symbolized by ‘Fire’). Now that has changed. Some very important aspects
of culture are slowly dying ( as symbolized by ‘embers’) (2 marks)

(Answers to be expressed in students’ own words)

c) Personification (Fire cannot sleep, only humans can – this human

quality/behaviour is given to a non-human entity, fire)
(1 mark)
31 2016 English Year 10 Examiner’s Report
 Extract B
Friend
i reach for the stars
but i cannot find you
i fly as high as a bird
but i cannot find you …

Fifita Vete

a) The pronoun i is called persona. (1 mark)

b) i fly as high as a bird is a simile. (1 mark)

c) you refers to the friend. (1 mark)

d) Finding a good friend is like a looking for a rare gem; very difficult to find;
Sometimes we go to all lengths to find a good one. (2 marks)

A. SHORT ANSWERS
a) Dear Grandmother I Cry Home Better Life
Title of Poem
(do NOT award
mark for title)

Name of Poet Ruperake Petaia Frances Heu Vanessa Collins Ruperake Petaia

1mark

b)
Grandmother is trying -Students need to value, -Students must Students must
why poem
to teach the grandson appreciate and protect appreciate and value understand that
needs to be
(I), who represents their land and its where they are brought migrating overseas
studied by
students/young natural resources up in the Pacific as there for greener
students
people, that material (ocean, mountains etc.) is no place like home. pastures in
things (Cars – Datsun, education; a good
refrigerator, electric -Destruction of natural -Life in the Pacific is more paying job is not
2 marks stove, TV, good food resources should bring peaceful, healthier and the only answer to
etc.) do not bring great concern to young the lifestyle is less improving
happiness to people’s people. threatening compared to standards of living.
life. overseas.(guns, bombs)

c)
Young people/ young People are beginning to People know that life on Most people seem
what you learn generation place a lot feel the loss (loss of Pacific island nations are to think that
about attitude of value on material hope) and pain as steps more peaceful compared moving overseas
of people in things and think that are taken to replace the to overseas. will make people
your society these are what make loss done to the rich, get a good
people happy in life; environment. -People prefer to live education and an
2 marks simple yet fulfilling lives improved standard
the old generation are in the Pacific compared to of living.
content with life overseas.
(without material
things)

32 2016 English Year 10 Examiner’s Report

OR PART II READING A POEM (15 marks)

The Rose That Grew From Concrete

by Tupac Amaru Shakur
Did you hear about the rose that grew
from a crack in the concrete?
Proving nature's law is wrong it
learned to walk without having feet.
Funny it seems, but by keeping it's dreams,
it learned to breathe fresh air.
Long live the rose that grew from concrete
when no one else ever cared.

Tupac Shakur, known by his stage names 2Pac, was an American rapper. Shakur has sold over 75 million
albums worldwide, making him one of the best-selling music artists in the world. Most of Tupac's songs
are about growing up amid violence and hardship in ghettos, racism, other social problems, and conflicts
with other rappers during the East Coast-West Coast hip hop rivalry.

a) The rose represents

 the life of a person or poet
 success and how it is achieved in life through struggles
 the beauty of determination amidst hardship
 achieving great things in life by doing the unusual
(1 mark)
b) [Any 2] Laws of nature broken:
 the rose learned to walk without having feet.
 the rose was able to live and grow out of concrete (without soil)
 the rose realized its dreams
 the rose learned to survive by breathing fresh air.
(2 marks)
c) So that it could :
 survive and achieve its dreams although no one was willing to support and care
for its welfare (growth)
 prove people wrong that despite the odds, hardships and ups and downs in life,
people can still become successful in life. (2 marks)

d) Examples of Alliteration are: [Any one]

 Crack in the concrete
 Long live (1 mark)

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e) Examples of personification are:
 Walk (without having feet)
 Dream (keeping its dreams)
 Learned to breathe (fresh air)
The rose (non-human) is given the above human qualities (1 mark)

f) it represents the rose

 The rose is a metaphor that represents the life of a person. In the poem, the rose
personifies Tupac.
(1 mark)

g) Important message the poem conveys to me as a student:

 I can still live to achieve my goals/dreams in life despite hardships or difficulties
faced.
 I can become somebody in life if I learn to be tough and overcome life’s many
obstacles.
 Self-determination, perseverance, endurance and having a strong will power are
important values to have if one is to go a long way in life.
(2 marks)

h) There was a lack of or no support at all given to towards the growth and welfare of the
rose. (2 marks)

i) When no one even cared (line 8) (1 mark)

j) Concrete symbolises the

 harsh, difficult, unwelcoming, violent atmosphere in which the rose grew,[where

no one cared]

 The concrete suppresses/hinders the growth or development of the rose, but out
of determination, and perseverance, it steadily made its way through to find
space to grow to its full potential [and achieve its dream/goal]
(2 marks)

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Appendix 1: Writing Plans for Question 1 & 2
A plan helps you to decide what and how you intend to put your points or
ideas before you actually write. Different text types may require different plans.
Why you need to make a plan before you write?
 Ensures your essay or writing is of a correct structure (Refer to Text Structure
in ‘Analysis of Text Types’ for Question 1 & 2 of the question)
 Ensures the ideas are presented in a logical order (based on the topic/question)
 Saves you time as you do not have to keep thinking of what to write next – it’s
all in the plan.
 You won’t miss any important or relevant point! All will be included as you had
listed them in the plan.
How can I present my Plan?
A plan should be written in a very simple way so that it is easy for you to follow as
you write. Here are a number of ways to write your PLAN using the suggested
principles/ acronyms [to help you structure your paragraphs]
1. T.E.E.L.
Topic Sentence – this is a statement about what point your paragraph will
make.
Example – this is evidence to back up your point.
Explanation – this is where you demonstrate that you understand your
example, and explain how it supports your point.
Link – this is where you sum-up your point, and then introduce your next
idea.
Essay Question:

Intro: Every essay needs an introduction (3-5 sentences), so in your essay plan just jot down
introduction or intro, so you remember to write one.
Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4

Topic sentence Topic sentence Topic sentence Topic sentence

Example Example Example Example

Source: Source: Source: Source:

Explanation Explanation Explanation Explanation

Link Link Link Link

Concl: Every essay needs a conclusion that briefly summarises what’s been said in the essay. You can just write
down conclusion or conc. in your essay plan to make sure you write one.

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As a general rule remember, ‘one point = one paragraph’.

Whilst they will differ in many ways, a typical paragraph should contain 3 main
things:
i) A topic sentence (or Point/ Main idea)

ii) Evidence to support the point in your topic sentence (usually an

external source but sometimes your own data or own examples)

iii) Analysis of why the point is important and how it helps you
answer the question (your explanation).

2. T.E.X.I.
T: A Topic Sentence. This tells the reader what the paragraph is going to
be about. You only need to write down the jist of the topic sentence for
each paragraph in your essay plan.
E: A full Explanation of the point you’re making in this paragraph. This
should make up the bulk of your paragraph. In your essay plan jot down
what you’re going to explain.
X: eXamples or justifications that back up what you’ve said in that
paragraph. Jot down what examples you’re going to include in your essay
plan so you don’t forget to include them in your essay!
I: Why is this point Important? This sentence(s) explain(s) why this point
is important to the essay as a whole. What’s the significance of this point
to the essay topic?
Intro:
Para 1: T –
E–
X–
I–
Para 2: T –
list 1 – 2 bullet points only beside each letter in
E– the acronym
X–
I
Para 3: T –
E–
X–
I–
Para 4: T –
E–
X–
I–
Concl:

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 3. W.E.E.D

W: What the paragraph is about?

E: Evidence to support
E: Examples
D: Do say ‘so what?’

Intro:
W E E D
Para 1
Para 2
Para 3
Para 4
Concl:

4. Mind Maps

Introduction (1 mark)
- Title
- Author’s full name Body
- Type of book [fiction, non- fiction Plot Summary
etc.] - Setting (place & time period)
- Publisher & Year of publication - Plot Details (sequence of main events
- 2 credentials of author relevant to the from beginning, rising action, climax,
book resolution & ending)
- Method of narration

Conclusion (1 mark)
Conclusion (1-2 sentences)
- Discuss whether the 2 Book Report
credentials of the author Body
mentioned in the Introduction Favourite Character
are noteworthy with regards - Describe character, identify one
to the content of the book major conflict/problem he/she is
Recommendation (1-2 sentences) involved in, what you learn or
- Give your honest opinion of admire about the character
the book and whether or not through that conflict/problem
you would recommend it
for others to read, with your
Body
reasons.
Important Incident
- Identify an incident that you think
is important and give reasons why
it is important to you
- Describe an important message you
learned from this incident.

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Structuring the essay: Text types in Question 1 need an introduction, body and
conclusion.

 The introduction should include a basic road map of

what your essay is going to include plus any
Introduction explanation of context or terms that the reader will
need to understand it.
 It needs to be fairly short in relation to the rest of the
essay – about 10% of your word count

 The main body of the essay should provide a clearly

structured, coherent argument to answer the question
given.
 It should be made up of paragraphs that follow good
The main body academic practice of a single idea, evidence that
backs up that idea or shows how you came up with it
and your own analysis of this and why it helps to
answer the question. It is advisable to include a
reference to an external source in every
paragraph.
 It is only really when you are reflecting, giving
examples of your own experience or putting forward
your own data that this may not be necessary.

Conclusion
 The conclusion needs to be about 10% of your total
word count
 Can be a restatement of the main ideas in the body,
summary of main points in the main body or
statements of benefit
 A conclusion should contain no new points and so no
references

 This is an Optional paragraph

 It is a suggestion about what should be done
Recommendation regarding the main points in the topic

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MORE HINTS ON WRITING
 Teachers must go into a class with 3 or more strategies to teach writing
 This is to cater for the 3 different learning abilities of students in class
 Teach a variety of strategies & allow students to select which one is suitable for them
[do not just teach TEXC]

5 WAYS TO DEVELOP THE INTRODUCTION PARAGRAPH OF AN ESSAY [ASTOP]

A = Action and anecdote [describe some action about a person, place, issue etc. in an
interesting or amusing way

S = Speech [start with a short dialogue, related to topic]

T = Theme [state theme in the opening sentence; very common, tells readers what you’re
writing about]

O = Opinion [start with an opinion on the topic; this should be related to the theme]

P = Proverb or quotation [find a suitable proverb/quotation that relates to your topic or theme]

5 WAYS TO DEVELOP THE BODY OF AN ESSAY [DAFTI]

D = Different types, uses, attitudes, reasons, effects, ways, factors etc. in relation to a topic

A = Advantages and disadvantages of a topic

F = Factual account [this method is suitable for topics dealing with circumstances that exist or
with nature]

T = Time or historical approach to topic

I = Importance of a topic to man, society etc.

Note: we can combine 2 or more methods from DAFTI when developing the content or body of
the essay

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5 WAYS TO DEVELOP THE CONCLUDING PARAGRAPH OF AN ESSAY [SCARF]

S = Sum up an argument or give summary of your main points

C = Climax [this means you reach the most exciting point in an essay and then finish quickly

A = Air of finality [write your conclusion in a way to show your reader you have finished]

R = Repeat your theme and show that you have proved your points

F = Look into the future [consider what may happen in future regarding controversial topics like
climate change, greenhouse effects etc.]

The End

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