FOURWAYS HIGH SCHOOL

ENGLISH HOME LANGUAGE

PAPER 2
Preliminary Examination 2024 Memo

GRADE: 12 MARKS: 80
EXAMINER: Mrs N. Stevens-Crum TIME: 2. 5
hours
MODERATOR: Ms K. Jones

SECTION A: POETRY

PRESCRIBED POETRY

Answer any TWO of the following questions.

QUESTION 1: POETRY ESSAY QUESTION

Read the poem below and then answer the question that follows.

SONNET 130 – William Shakespeare

In this unconventional poem, the speaker conveys an admirable message of love and acceptance
With close reference to structure, diction and tone discuss the extent to which you agree with
the above statement.

Your response should take the form of a well-constructed essay of 250-300 words.
Structure: Although not a typical love poem, by using the sonnet form the poet reinforces
his message of true unembellished love. The quatrains highlights the beloved’s lack of
perfection, this culminates in the couplet which shows that perfection is not a prerequisite
for love. It should be noted that the sonnet form is being used satirically. It acts as a parody
of the form in order to mock traditional yet insincere poetic descriptions of love whereas
the speaker’s love is ultimately conveyed as sincere.

Diction: The speaker uses diction such as ‘by heaven’ showing the sincerity of his affection
and ‘rare’ highlighting how he views his beloved as valuable. Thus, proving a message of
love and acceptance. The diction employed to describe his beloved is realistic and
therefore conveys the speaker’s sincerity as it is not idealised, as would be the
expectation.
Tone: Through an almost brutal honesty the speaker presents a sincere tone. This is
supported by the diction. As a conclusion the poem ends with a tone of admiration for his
beloved’s unique qualities.
[10]

Page 1 of 13
 OR

QUESTION 2: POETRY CONTEXTUAL QUESTIONS

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

THE CHILD WHO WAS SHOT DEAD BY SOLDIERS AT NYANGA – INGRID JONKER

2.1 What does the use of the word ‘locations’ (line 5) suggest about the setting of the poem. (2)
It becomes evident that the poem is set in South Africa during apartheid. The word is also
indicative of every place/township (designated for people of colour) where oppression was
being experienced.
2.2 Explain the use of the phrase ‘raises his fists’ (line 2) in context of the poem. (2)
The raising of a fist is often a symbol associated with resistance. Thus, in context of the
poem it refers to the protest against the passbook system (Sharpeville) enforced by the
apartheid government.
2.3 Refer to lines 16 – 17: ‘The child is…saracens and batons’
2.3.1 Identify the figure of speech used in these lines. (1)
Metaphor
2.3.2 Comment of the effectiveness of the image created in these lines. (2)
The child is being compared to a shadow, thus a voiceless extension of the soldier. It could
also be argued that the shadow haunts the soldier reminding him of his violence against
the child. Like one cannot rid oneself of one’s shadow, so the soldiers cannot escape their
guilt.

Alternatively, it can also be inferred that the child is walking a similar path of militant
violence.
2.4 Refer to lines 18 – 23: ‘the child is…without a pass’
Critically discuss how the repetition in these lines contributes to the central message of the
poem. (3)

“The Child” is repeated to show that the child is omnipresent

He can easily slip into all the meetings and legislations. It seems as if he is overseeing
everything. This highlights the magnitude of the child’s sacrifice, and that the result of that
sacrifice is the freedom of movement withheld from him during the struggle. Additionally, it
also emphasises the innocent and meaningless loss of life during apartheid and it acts to
immortalize the child so that he (and his sacrifice) is never forgotten.
[10]

Page 2 of 13
QUESTION 3: POETRY CONTEXTUAL QUESTIONS

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

THE SHIPWRECK – Emily Dickinson

3.1 What does the word ‘Glee’ suggests about the atmosphere in line 1. (2)
The word ‘Glee’ creates a joyous/ celebratory mood. It implies that there is reason to be
very happy. In this case the joy is a result of the end of a very big storm.
3.2 Explain the phrase ‘scant salvation’ (line 5) in context of the poem (2)
The word ‘scant’ highlights that very few or a small number were saved/ experienced
‘salvation’ during the storm.
3.3 Refer to lines 10 – 11: ‘When winter shakes…the children ask,’
3.3.1 Identify the figure of speech used in these lines. (1)
Personification
3.3.2 Comment of the effectiveness of the image created in these lines. (2)
The personification of the wind refers the door shaking
because of the cold and windy conditions. It serves to amplify the dangerous nature of
such storms, it is also a reminder of the possibly fatal results of violent storms.
3.4 Refer to line 14 – 16: ‘Then a silence…the waves reply.’
Critically discuss the effectiveness of these lines as a conclusion to the poem. (3)
The anaphora “And” at the conclusion of the poem emphasises the silence that permeates
the conversation. There is no empty platitude (cliché saying) that will offer comfort. Instead
the silence shows that some questions cannot be answered as only nature/a higher power
has the ability to answer. This fact is amplified by the last line as “only the waves reply”
serves to highlight the power and mystery of nature.
[10]

OR

Page 3 of 13
 QUESTION 4: POETRY CONTEXTUAL QUESTIONS

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

PRAYER TO MASKS – LÉOPOLD SÉDAR SENGHOR

4.1 Refer to the title.

What does the word, ‘Prayer’ suggest about the writer’s attitude toward the ‘Masks’? (2)
The word ‘Prayer’ implies religious devotion, thus indicating a reverent and respectful
attitude toward the ‘Masks’.
4.2 Explain the use of the phrase ‘my lionheaded ancestor’ in (line 5) in context of the poem.(2)
Traditionally the lion is a significant figure in ancestral worship. This is a direct reference to
poet’s ancestors as the lion is his family’s guardian animal. In mentioning his lion-headed
ancestor, Senghor refers to the name of his father, Diogoye, which in his native Serer
language means lion.
4.3 Refer to lines 9-10: ‘You have composed…of white paper’
4.3.1 Identify the figure of speech in these lines. (1)
Metaphor
4.3.2 Comment on the effectiveness of this image (2)
An altar is associated with a church or place of worship. This implies that something
is being revered or worshipped. Thus the writing composed by the speaker is being
elevated to a holy place at which he worships.
4.4 Refer to lines 18-23: ‘For who else…the hard soil.’
With reference to these lines critically discuss the poet’s message. (3)
The repetition of the rhetorical question seems to reinforce the poet’s message
that Africans have special qualities/abilities/ knowledge that can be to the benefit of the
rest of the world. Additionally, the anaphora on ‘They call us’ highlights that despite the
preconceptions that exist about Africans they are resilient and only grow stronger when
experiencing hardship. The last line echoes this as it seems to imply that Africans are
innately optimistic (“men of the dance”) who’s “power” increases when enduring struggle
(“beat the hard soil”). This could also mean that the more they “dance” (give expression to
their innate self) the stronger they become.
[10]

AND

Page 4 of 13
COMPULSORY QUESTION

QUESTION 5: UNSEEN POETRY CONTEXTUAL QUESTIONS

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

A WISH FOR MY CHILDREN - EVANGELINE PATERSON

5.1 Refer to the title.

What does the word, ‘wish’ suggest about the poet’s relationship with her children? (2)
The word ‘wish’ is typically associated with beneficial desires, thus it implies that the poet
desires only good things and wants the best for them. Thus, they have a loving
relationship.
5.2 Explain the significance of the phrase ‘year after year’ in line 2. (2)
This highlights that it is ongoing and remains consistent regardless of the passing of time.
5.3 Refer to lines 9 - 10: ‘May tide and…for your coming’
5.3.1 Identify the figure of speech in these lines. (1)
Metaphor / Personification
5.3.2 Comment on the effectiveness of this image (2)
The child is compared to a ship waiting for the right conditions to set sail. It implies a
journey or adventure to a distant place. The mother knows that at the right time she will
have to release her child to take this journey alone into adulthood without her protection.
OR
The ‘tide’ is instructed to wait, an ability that it does not possess. Suggesting that she
desires the best for her children as she shows a desire to stimy hardship/difficulties that
might come their way.

5.4 Refer to lines 11-13: ‘and may you…of my weaving.’

With reference to these lines critically discuss the poet’s message. (3)
To weave is to create something intricate and beautiful. ‘Web’ is something delicate used to
trap or possess. The parent’s wish is that even though she has tried to protect and shelter
her child, she wants her child to develop a strong character that enables his/her
independence. The speaker realises that to be a good parent, she will have to eventually let
go and allow her children their independence.

[10]
Page 5 of 13
 TOTAL SECTION A: 30

Page 6 of 13
SECTION B: NOVEL: The Picture of Dorian Gray
Answer EITHER QUESTION 6 (essay question) OR QUESTION 7 (contextual question).
QUESTION 6: ESSAY QUESTION
Dorian Gray uses his belief in hedonism and aestheticism as justification for his immoral
behaviour.
Critically discuss the extent to which you agree with this statement.
Your response should take the form of a well-constructed essay of 400 – 450 words. [25]
Dorian's narcissism and his determination to pursue his own pleasure lead him to engage
in dishonourable behaviour. He justifies this behaviour through his aesthetic and
hedonistic beliefs about life.

 His cruel and callous treatment of Sibyl is inexcusable and leads to her suicide. He feels
justified as she no longer embodies his ideals of art. Furthermore, he rids himself of any
feelings of guilt by viewing her demise artistically.

 When Dorian realises that the portrait grants him freedom from censure, he begins to
indulge in increasingly dissolute behaviour, such as gambling, getting into fights with
sailors and frequenting opium dens and brothels. When he has moments of conscience
such as in ch 15 he merely seeks indulgence to rid himself of such feelings.

 He takes pleasure in the corrupting influence he has on others, while not taking any of the
blame for their ruined reputations. The lives of those whom he has influenced are all
destroyed. He argues that each man is responsible for himself

 Dorian is duplicitous, hiding his corrupt nature from society in an attempt to preserve his
reputation and position.

 Dorian's murder of Basil is particularly reprehensible, given Basil's love and concern for
him. Yet he takes a hedonistic pleasure form the action.

Page 7 of 13
 OR
QUESTION 7: CONTEXTUAL QUESTIONS
Read the extracts below and then answer the questions that follow.
EXTRACT A:

Then he leaped… 1
in exquisite disdain.
[Chapter 7]

7.1 Refer to lines 3 – 5: ‘I loved you…shallow and stupid’

Explain Dorian’s changing attitude toward Sybil in these lines. (2)
He appears disappointed. Before, he held her in great esteem and valued her ability. Due to
her poor performance, she has lost his regard, and he no longer values her.

7.2 Refer to line 15: ‘Acting! I leave…it so well’

With reference to the above line, account for Dorian’s tone. (2)
Dorian speaks mockingly, seemingly intent on wounding Sybil. His intention most likely
being that he wishes her to feel the ‘pain’ and humiliation that she has caused him.
7.3 Refer to lines 19 – 20: ‘A low moan…flower’
Comment on the effect of this image in context of the novel as a whole. (3)
These lines compare Sybil to a flower (typically associated with beauty and fragility) Thus
highlighting that Dorian has the power to take something that is both beautiful and fragile
and purposefully destroy it. This serves to show his callousness, as Sybil is nothing but a
beautiful object to him.
7.4 Refer to line 26 – 31: ‘Don’t be cruel…exquisite disdain’
With close reference to the above lines, critically discuss Sybil’s state of mind. (3)
Sybil is distraught. She has pinned all her hopes on Dorian. The man she calls her prince
charming thus a man she thought would be a saviour has become her downfall, as Dorian’s
behaviour is ‘cruel’ and reduces Sybil to be a ‘wounded’ thing ‘choked’ with ‘passionate
sobbing’.

Page 8 of 13
 AND

EXTRACT B:

For years, Dorian…

they saw him.

[Chapter 11]

7.5 Place the above extract in context. (3)

Sybil passed away after the altercation with Dorian. Dorian grew closer with Lord Henry
and LH gifted Dorian the yellow book.
7.6 Refer to lines 1 - 3: ‘For years, Dorian…himself from it.’
Explain what these lines reveal about the book’s role in Dorian’s life. (3)
The book (given top him by Lord Henry) has been elevated to a kind of guide in Dorian’s
life, acting as justification for his immoral behaviour, as his every decision is influenced by
it. The fact that he keeps it close at all times and has multiple copies, shows just how
important it is to him.
7.7 Refer to line 15: ‘It was with…most dearly valued.’
7.7.1 State what it is the ‘young Parisian’ valued most. (1)
Youth / beauty
7.7.2 According to this extract, how is Dorian different from the yellow book’s ‘fantastic
hero’? (2)
Much like Dorian the hero was celebrated for his beautiful appearance, but the young
Parisian became a victim of time and lived experiences. He was lived in fear of aging,
whereas Dorian never had to concern himself with that particular fear.
7.8 Refer to line 21 - 24: ‘Even those who…they saw him”’
Comment on the significance of this statement in context of the novel as a whole. (3)
This line stands as an example of the superficial nature of Dorian’s society, as they are so
easily fooled into believing appearances above the reality of his behaviour. His beauty and
youth creates the illusion of purity and this fools his drossy community.
7.9 Using this extract as a starting point, explore the impact of influence in Dorian’s
degradation. Substantiate your response by referring to the novel as whole. (3)
This extract serves to illustrate Dorian’s susceptibility to influence. The “yellow book”
which acts as an extension of Lord Henry’s influence, becomes a guide to Dorian. It does
not even occur to Dorian to evaluate the morality of the text as the book feeds into his
Page 9 of 13
hedonistic view of life and existence. Thus, the impact of influence is central to Dorian’s
degradation, not only is he susceptible to it, considering that he admits his awareness of it
on a number of occasions, it shows that Dorian desires these types of influences in his life.

[25]
TOTAL SECTION B: 25

Page 10 of 13
SECTION C: DRAMA: Hamlet
Answer EITHER QUESTION 8 (essay question) OR QUESTION 9 (contextual question).
QUESTION 8: ESSAY QUESTION
‘Hamlet’ by William Shakespeare highlights the tragic consequences of procrastination.
Critically discuss the extent to which you agree with this statement.
Your response should take the form of a well-constructed essay of 400 – 450 words.

 Hamlet procrastinates because he questions the validity of the ghost and the
information it has provided.
 He is caught between his duty to avenge his father's death and his own moral belief
that unjustified revenge results in self-damnation.
 His delay also contributes to the destruction/deaths of many characters.

 Hamlet’s failure to take quick and decisive revenge tragically impacts Polonius,
Ophelia, Laertes and even Hamlet’s own mother Gertrude.

Candidates must provide a well-reasoned response with sufficient textual support to

substantiate their claims.
[25]
OR

Page 11 of 13
QUESTION 9: CONTEXTUAL QUESTIONS

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

EXTRACT A:

QUEEN GERTRUDE
What wilt thou do? thou wilt not murder me?
Help, help, ho!
QUEEN GERTRUDE
Alas, he's mad!
…Whereon do you look?
(Act 3 Scene 4)

9.1 Place the above extract in context. (3)

This occurs directly after the performance of the mouse trap during which the acting troupe
enacts the murder of Old hamlet. Hamlet and Horatio watch Claudius for his reaction.
Claudius abruptly ends the performance, after which he delivers his soliloquy in which he
admits his crime. Gertrude had Hamlet called to her rooms.
9.2 Explain the significance of referring to Polonius as a rat (line 4). (2)
This reference highlights Hamlet’s opinion of Polonius as a pest. Rats are typically thought
of as disease ridden vermin, pests deserving of death as the carry corruption.
9.3 Critically discuss whether Hamlet’s behaviour in this scene is consistent with his behaviour
elsewhere in the play. (3)
Hamlet is typically slow to act as he is a victim of his fatal flaw (inability to act). The killing
of Polonius is rash and lacks the thought and analysis that we have come to expect of
Hamlet. Prior to this moment he has consistently been inhibited by his procrastinating
nature.
9.4 Refer to lines 17 – 18: ‘Do not forget…almost blunted purpose.’
Explain what these lines indicate regarding the ghost’s intention. (3)
The ghost appears to have appeared in this moment to remind hamlet of his duty/ purpose,
which is to revenge his death. He does this by comparing Hamlet’s lack of action to a
blunted blade, saying that he is there to sharpen Hamlet to action.
9.5 Refer to lines 24-26: ‘Alas, how is it…do hold discourse?’
As director of the play Hamlet discuss how you would instruct the actor portraying Gertrude
to deliver these lines. In your response refer to motivation, tone, and body language. (3)
Gertrude is confused and shocked by Hamlet’s behaviour. He is seeming ly mad as he is
conversing with and entity invisible to her. Her tone should reflect her shock/ confusion, it
might even be laced with fear. She might move toward him, perhaps reach for his face
when asking this question.
Page 12 of 13
 AND

EXTRACT B:

9.6 Refer to lines 2 – 12: ‘Give me your…Hamlet denies it.’

Explain whether Hamlet truly accepts accountability for his behaviour. (3)
Considering that Hamlet distances himself from blame by using his feigned madness as a
justification, shows that he does not truly accept accountability. His ‘apology’ to Laertes is
therefore insincere as he does not truly accept accountability for his past behaviour.
9.7 Refer to lines 28-29: ‘I do receive your offered love like love and will not wrong it’
Comment on the irony of Laertes’s words in these lines. (3)
There lies immense irony in these lines as Laertes has no intention of truly accepting
Hamlet’s apology. Additionally, this acceptance is underscored by the knowledge that
Laertes actively wishes Hamlet harm. Thus, although the above lines imply acceptance this
is merely for the sake of appearance as Laertes will ‘wrong it’ in his pursuit of revenge.
9.8 Refer to lines 36-37: ‘Your skill shall, like a star i’ th’ darkest night, stick fiery off indeed ‘
Discuss the use of imagery in these lines. (3)
In these lines Hamlet employs simile to seemingly compliment Laertes’s skill as a
swordsman. He compares Laertes’s ability to a star providing light to a dark night,
furthermore he state that due to this fact Laertes’s skill will stand out, like a light in
darkness.
9.9 By using this extract as a starting point and based on your knowledge of the play as a
whole, explore how Laertes can be viewed as a foil character to Hamlet. (3)
Laertes experiences a similar set of circumstances as Hamlet, in that he to has lost his
father. Laertes is also honour bound to exact vengeance, but whereas Hamlet
procrastinates due to in inability to take immediate action, Laertes acts decisively in his
pursuit of vengeance.
[25]
TOTAL SECTION C: 25
GRAND TOTAL: 80

Page 13 of 13