ENGLISH HOME

LANGUAGE
PAPER TWO
LITERATURE
RESOURCE PACK 2019

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 TABLE OF CONTENTS

No. Contents Page

1 Introduction and Overview 3

2 How to approach an Unseen Poem 5

3 List of Tone Words 9

4 List of Mood Words 10

5 Poetry Analysis 11

6 Examination Practice Question 12

7 The Poetry Essay and Contextual questions 14

8 How to approach the teaching of the Literature Essay 23

9 An approach to answering contextual questions 40

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 1. INTRODUCTION AND OVERVIEW

• The National Diagnostic Reports have highlighted recurring challenging topics

that have contributed to the decline in the learner performance in English
Home Language (EHL).

• The findings and recommendations are based on qualitative data that are
drawn from the subject reports compiled by the chief markers, internal
moderators and subject specialists post the marking process.

• However, in 2018 it was once again evident that candidates performed well in
questions that required lower-order thinking skills and performed poorly in
questions that demanded analytical, evaluative and problem-solving skills. In
view of this, teachers are encouraged to expose learners to a wide array of
exercises that also include questions that assess higher-order thinking skills.

• This Paper 2 Resource Pack seeks to address the above-mentioned

challenges in order to improve learner performance in the November 2019
NSC examination.

OVERVIEW OF LEARNER PERFORMANCE IN PAPER 2

• Candidates had only a cursory/surface understanding of the prescribed texts.

• Candidates offered literal/basic responses and were unable to engage on a
figurative level with the texts.
• Generalised analyses or paraphrases were often provided.
• Limited vocabulary and an inability to use language appropriately hampered
many candidates’ ability to express themselves effectively.
• Many candidates appeared to be reliant on study guides and previous years’
marking guidelines, rather than their own reading of the prescribed text(s).
• Many candidates’ responses to the novel/drama relied on their knowledge of
the film they had watched. Many candidates did not have a thorough
understanding of the novel/drama in light of not having read the texts. This
resulted in the many discrepancies in plot and characterisation.

SUGGESTIONS FOR IMPROVEMENT

• Teachers should model their internal assessment tasks on previous years’

papers in order to cover all the cognitive levels as set in these papers.
• Teachers should use more than one study guide so that a well-informed
interpretation is provided to learners.

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 • Teachers should ensure that the study guides and other materials they
access off the internet are authentic and accurate. Many a times, teachers
make use of inaccurate sources resulting in the entire class answering
questions inaccurately and thereby losing many marks in the examination.
• Learners’ critical thinking skills must be developed. These skills can be
developed by asking learners to argue a point or defend an opinion. This
approach should form part of the daily lesson plan so that learners can gain
confidence in developing these skills in an informal, non-threatening forum.
Teachers must give learners multiple opportunities to practise answering
these types of questions.
• With regards to the answering of the poetry/literature essay, the PEEL method
of structuring an argument must be taught: make a point and support it with
an example that is evaluated in relation to the question. Learners should not
simply repeat the question at the end of each paragraph in an effort to create
the impression that an argument has been developed. Instead, the statement
and an example should be linked to the question to substantiate the
argument.
• The meaning of basic literary terms and concepts such as mood, tone,
attitude and irony, and how to discuss/answer them in relation to the texts
being studied should be taught from Grade 10. Teachers should compile a
glossary of appropriate words to assist learners in expressing such concepts.
Learners should be dissuaded from using generic terms such as ‘negative’,
‘happy’, ‘sad’, etc.
• The decoding of questions and how to link aspects of the questions must
become a priority in the teaching of literature. The underlining of key words
should be encouraged.
• Succinct answers that respond to the specific requirements of the question
are strongly recommended.
• Reliance on the film should be avoided as there are many discrepancies in
plot and characterisation that compromise the candidates’ ability to respond to
the written text.

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 HOW TO APPROACH THE UNSEEN POEM

PRE - EXAM PRACTICE

Your first step might be to paraphrase i.e. to put into words the meaning of each
sentence. This makes the understanding of the poem clearer or simpler. Start with a
very quick, straightforward exercise:
 What exactly is being said in the poem in basic literal terms as far as you can
reasonably tell?

Show us that you have a good eye for detail. Pay attention to grammar (i.e. past or
present tense, use of auxiliary verbs, aspect, voice, etc.), and whether things are
being said as a statement, a question or in some other way.

Stick to the literal meaning to work out what the poem might be about, and then
explore possible interpretations or observations.

From these literal meanings, think about what the implications of these statements
might be? What inferences can be drawn from the poem?

Don’t make guesses about meanings or ‘themes’ based on individual words or

images picked out and isolated from the meaning of a whole sentence. Instead,
think about how the poet’s choice of imagery or choice of particular words creates a
meaning of the poem.

Think about the tone of the poem. Is this serious, ironic, bitter, earnest, sceptical,
sentimental, etc.?
 Think carefully about what adjectives would best describe the tone.
 Does the tone affect how we should interpret the poem or what inferences we
should draw about what the poem says?
 Are there changes or variations in tone or approach in the poem?

Have a look at the form/structure of the poem. You don’t have to know lots of
technical terms, but just look at the basics of the form of the poem:
 Does it rhyme?
 What are its rhythms?
 What does it do with line endings?
 Does it put words into unexpected orders?

DURING EXAMS

To analyse a poem successfully in a limited time, you must take into account the
following FOUR main approaches. This should be done before looking at the
questions.

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1. Language
How does the poet use language, word choice/diction to emphasise or portray
the message?
What key words/phrases stand out and why?
What literary devices/figures of speech can you identify and explain?

2. Structure
The structure of a poem refers to the way it is presented to the reader. This could
include technical things such as the line length and stanza format. Or it could
include the flow of the words used and ideas conveyed.
Structure includes: stanzas, verses, octave, sestet, couplet, line structure, rhythm
and rhyme, limerick, ode, sonnet, lyric, etc.

3. Tone and Mood

The tone of a poem is the style, manner or expression of its writing. Although
tone may be conveyed and expressed in a variety of ways, it is generally either
through the attitude of the poet/writer/narrator/subject matter/character/events.
The mood refers to the atmosphere that is prevalent in the poem. Different
elements of a poem such as its setting, tone, voice and theme help establish this
atmosphere. As a result, the mood evokes certain feelings and emotions in the
reader. A poem generally has one overall mood, but the types of mood that
poetry may exhibit vary greatly.

TONE, MOOD, DICTION, CONNOTATION, DENOTATION

TONE and MOOD refer to HOW a writer uses language to get a response from
the reader; and HOW a reader feels after reading the text.
✿ TONE refers to the language used by a speaker or writer to instigate an
emotional effect on the listener or reader. The reader must bear in mind that
the writer is in a certain frame of mind while writing – and this has an influence
on the choice of language and vocabulary that is used.
✿ MOOD refers to the atmosphere that is created for an audience through the
tone of a text.
✿ DICTION refers to the specific words chosen by the writer. It is with these
words that the writer expresses his feelings and influences the reader to feel a
certain way. It is this language that has the power to put us in a certain mood.
✿ DENOTATION refers to what a words means in its literal sense.
✿ CONNOTATION refers to the emotional meaning that we associate with a
word.

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 Describing tone and mood
 The tone of a poem may be described using a variety of words such as
serious, playful, humorous, formal, informal, angry, satirical, ironical or sad, or
any other kind of appropriate adjective.
 The mood of the poem may be described using a variety of words such as
idealistic, romantic, realistic, optimistic, gloomy, imaginary or mournful.

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4. Imagery
Imagery means to use figurative language to represent objects, actions, and
ideas in such a way that it appeals to our physical senses. Usually it is thought
that imagery makes use of particular words that create a visual
representation of ideas in our minds. The word “imagery” is associated with
mental pictures.

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 LIST OF TONE WORDS

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 POSITIVE TONE WORDS NEUTRAL NEGATIVE TONE WORDS
admiring hilarious commanding abhorring hostile foreboding
adoring hopeful direct acerbic impatient frantic
affectionate humorous impartial ambiguous incredulous frightened
appreciative interested indirect ambivalent indifferent frustrated
approving introspective meditative angry indignant furious
bemused jovial objective annoyed inflammatory gloomy
benevolent joyful questioning antagonistic insecure grave
blithe laudatory speculative anxious insolent greedy
calm light unambiguous apathetic irreverent grim
casual lively unconcerned apprehensive lethargic harsh
celebratory mirthful understated belligerent melancholy haughty
cheerful modest bewildered mischievous holier-than-thou
comforting nostalgic biting miserable hopeless
comic optimistic bitter mocking stolid
compassionate passionate blunt mournful stressful
complimentary placid bossy nervous strident
conciliatory playful cold ominous suspicious
confident poignant conceited outraged tense
contented proud condescending paranoid threatening
delightful reassuring confused pathetic tragic
earnest reflective contemptuous patronizing uncertain
ebullient relaxed curt pedantic uneasy
ecstatic respectful cynical pensive unfriendly
effusive reverent demanding pessimistic unsympathetic
elated romantic depressed pretentious upset
empathetic sanguine derisive psychotic violent
encouraging scholarly derogatory resigned wry
euphoric self-assured desolate reticent
excited sentimental despairing sarcastic
exhilarated serene desperate sardonic
expectant silly detached scornful
facetious sprightly diabolic self-
fervent straightforward disappointed deprecating
flippant sympathetic disliking selfish
forthright tender disrespectful serious
friendly tranquil doubtful severe
funny whimsical embarrassed sinister
gleeful wistful enraged sceptical
gushy worshipful evasive sly
happy zealous fatalistic solemn
fearful sombre
forceful stern

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 LIST OF MOOD WORDS
POSITIVE MOOD WORDS NEGATIVE MOOD WORDS
amused jubilant aggravated insidious
awed liberating annoyed intimidated
bouncy light-hearted anxious irate
calm loving apathetic irritated
cheerful mellow apprehensive jealous
chipper nostalgic barren lethargic
confident optimistic brooding lonely
contemplative passionate cold melancholic
content peaceful confining merciless
determined playful confused moody
dignified pleased cranky morose
dreamy refreshed crushed nauseated
ecstatic rejuvenated cynical nervous
empowered relaxed depressed nightmarish
energetic relieved desolate numb
enlightened satiated disappointed overwhelmed
enthralled satisfied discontented painful
excited sentimental distressed pensive
exhilarated silly drained pessimistic
flirty surprised dreary predatory
giddy sympathetic embarrassed rejected
grateful thankful enraged restless
harmonious thoughtful envious scared
hopeful touched exhausted serious
hyper trustful fatalistic sick
idyllic vivacious foreboding sombre
joyous warm frustrated stressed
welcoming futile suspenseful
gloomy tense
grumpy terrifying
haunting threatening
heartbroken uncomfortable
hopeless vengeful
hostile violent
indifferent worried
infuriated

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 POETRY ANALYSIS

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 EXAMINATION PRACTICE
NSC NOVEMBER 2012

THE MARBLE EYE ANALYSIS

Mbuyiseni Oswald Mtshali
The world of the speaker encompasses tears, anger,
1 The marble eye vulnerability, prejudice and hatred, as well as a lack of love.
2 is an ornament The speaker uses an extended metaphor to portray his desire
3 coldly carved by a craftsman for a marble eye which will enable him to escape the reality of
4 to fill an empty socket his life. The simile in lines 4–5 suggests that the marble eye
5 as a corpse fills a coffin. will fill the void within him in the same way that a corpse fills a
coffin. This implies that the marble eye is a metaphor for a
6 It sheds no tear, complete lack of sensitivity – a kind of deathliness.
7 it warms to no love, In stanza 2, his descriptions of an emotionless eye serve as a
8 it glowers with no anger, contrast to real eyes, hence emphasizing the attraction of the
9 it burns with no hate. marble eye because it allows a person to escape the harsh
reality of life. The harshly insistent repetition of ‘it’ and ‘no’ in
10 Blind it is to all colours. stanza 2 drives home the idea that the marble eye is without
any receptivity or sensitivity to any human emotion. He covets
11 Around it there is no evil a marble eye because it will have no real vision and prejudice
12 to be whisked away and will not see the differences between people (it is ‘Blind ...
13 with the tail of a horse to all colours’).
14 like a pestering fly. In reality, he is able to see the evil that surrounds him and he
wishes for the marble eye to whisk away the vision. He uses
15 Oh! the marble eye – the image of a horse’s tail whisking away a fly. He longs for
16 if only my eyes peace, which is unattainable with his real eyes.
17 were made of marble! The exclamation ‘Oh!’ in the final stanza emphasizes his
unattainable desire to possess a marble eye and hence escape
from the reality of his pain. This emphasises the hopelessness
of his desires.

CONTEXTUAL QUESTIONS:

1. Discuss the appropriateness of the word 'coldly' in stanza 1. (2)

The word ‘coldly’ suggests that the craftsman shows no emotion during the carving
process./The speaker conveys a desire to escape emotion./Cold is associated with
death.

2. Explain how stanza 2 contributes to your understanding of the speaker's

desire for a 'marble eye'. (2)
The repetition of ‘no’ before each word denoting emotion emphatically indicates
negation of such emotion. The speaker is aspiring towards complete
insensitivity/blindness to all feeling because, in his eyes, it provides escape from the
listed everyday emotions. /The repetition of ‘it’ implies cold and impersonal quality.

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3. Critically discuss: 'Blind it is to all colours' (line 10). (3)
The marble eye does not have the ability to see – colour will have no impact
whatsoever on it. It will not be able to appreciate beauty or even judge good and evil.
The person with the marble eye will not see racial differences and their
accompanying prejudice. All people are equal in the eyes of the marble eye. It is
therefore desirable.
[Reference to the line as a stand-alone stanza (1 mark)]

4. In your view, is the speaker justified in thinking that a 'marble eye' is a

means of escaping reality? Justify your response. (3)
Yes.
It would free him from the reality of the pain, suffering, prejudice that his real eyes
see on a daily basis. He will escape into a painless world. In his eyes, the ideal world
would be that in which he has a marble eye. If perception is cancelled, so is hurt.

OR

No.
An eye is a tool for seeing things (literally). It is not necessary to one’s ability to
experience emotion. One can feel greatly even if one is literally blind. Even if the
‘eye’ is seen as a metaphor for all forms of perception/sensitivity, no-one can escape
sensation.
[A well-justified mixed response is acceptable.]
[10]

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 THE POETRY ESSAY AND CONTEXTUAL QUESTIONS

 The Poetry Essay question is a good option. Most candidates avoid it but
topics can be straightforward and it is ONE question rather than FOUR
questions on a particular poem. Candidates often struggle with some of the
higher-order poetry CONTEXTUAL questions and lose marks.
 Teach poems according to the following aspects:
o Central argument
o Diction
o Imagery
o Tone/Mood
o Structure
o Rhyme/Rhythm
o Theme/s
These obviously must relate to how these aspects support the poet’s central
ideas and arguments (i.e. generic statements on the sonnet structure don’t
get marks)
 All aspects need equal attention: separate paragraphs for each aspect with
clear signposting can be really useful in terms of the candidate’s engagement
with the topic for the essay type question.

GENERAL:
 Consider the title in terms of meaning.
 The “flow” of the poem is important (run-on lines / enjambment).
 Central argument = main idea/ message
 Diction = words (connotations and associations. Start with positive / negative
but note that these are very general terms so aim to be far more specific).
 Imagery = mental map/ “picture”; also refers to figurative language.
 Mood = emotional feel/atmosphere
 Tone = the way something is said; NB in a play / dialogue we examine
context and situation in order to identify tone (or subtext, i.e. the way
something is said or uttered). In poetry, it is derived from the poet’s treatment
of his or her subject matter; connects with attitude
 Structure = describes the form of the poem (e.g. sonnet); the shape of the
stanzas, the use of rhyme, rhythm, stand-alone lines or stanzas; free verse.

QUESTION TYPES:
 Account for = give the reasons / state purpose
 Explain = give detailed reasons often used in “entry level questions”
 Describe = provide defining characteristics
 Discuss = debate / give a range of reasons / (implies that there is more than
one type of answer)
 Evaluate = outline the positives and negatives
 Comment = looking critically at the significance of something

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  Critically = any “criticism” in literature study involves the following areas: its
overall effectiveness; character and thematic analysis; symbols; life lessons.
Open-ended interpretation and figurative / symbolising is implied/ required. In
poetry, generally used to (a) discuss how an image / idea / word works in a
specific context; not necessarily implying a “debate” (as one would do in a
literature essay); (b) evaluating something in terms of the kind of message
(positive or negative; universal or personal).
 Effectiveness = how an image / choice of word / event / can contribute to the
poem’s overall purpose or “intention”: includes stating what figures of speech
have been used (if any); what point is made; what does it add to the poem’s
overall idea(s)

How to approach a Poetry Essay?

1. Read the question and underline key words which help you understand
what you have to cover in the essay, remembering that there will be a clue to
the meaning in the exam question.
2. Read the poem once for an overall understanding.
3. Read the poem again to verify your understanding.
4. Read the poem again to annotate interesting words and phrases that you
could respond to, remembering that when you read and re-read the poem,
you will add layers to your understanding of the poem.

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QUESTION 1: POETRY ESSAY

somewhere i have never travelled, gladly beyond – e e cummings

somewhere i have never travelled,gladly beyond

any experience,your eyes have their silence:
in your most frail gesture are things which enclose me,
or which i cannot touch because they are too near

your slightest look easily will unclose me 5

though i have closed myself as fingers,
you open always petal by petal myself as Spring opens
(touching skilfully, mysteriously)her first rose

or if your wish be to close me,i and

my life will shut very beautifully,suddenly, 10
as when the heart of this flower imagines
the snow carefully everywhere descending;

nothing which we are to perceive in this world equals

the power of your intense fragility: whose texture
compels me with the color of its countries, 15
rendering death and forever with each breathing

(i do not know what it is about you that closes

and opens;only something in me understands
the voice of your eyes is deeper than all roses)
nobody, not even the rain,has such small hands 20

“Unless you love someone, nothing else makes sense” – ee cummings

With close reference to the poem’s diction, structure and tone, discuss how the
above statement is reflected in the poem. [10]

Use the following framework to answer this question. There is no need to write full
sentences when you are planning your essay

Introduction:

Diction:

Structure:

Tone:

Conclusion:

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Note well: in your essay, you do not write sub-headings; you merely use them
as a guideline to write your essay.
MARKING GUIDELINE/RESPONSES

QUESTION 1

INTRODUCTION: This poem is about the absolutely intense feelings of love that the
speaker has for his beloved and the mysterious power that the beloved has over
him. The speaker explores and praises this power. The beloved has the ability to
transform him completely.

DICTION:
 The speaker proposes that love is similar to a foreign territory. It is a place
that has been unmapped and unexplored. This is reiterated in the mention of
“countries” (line 15).
 The speaker finds it impossible to label precisely what it is that attracts him to
the beloved: “i do not know what it is about you” (line 17).
 Vulnerability is: “in your most frail gesture” (line 3), “the power of your intense
fragility” (line 14) and “such small hands” (line 20). It is, however, possible that
the vulnerability belongs to the speaker rather than the beloved. The beloved
has the power over him, potentially making him weak to her whims. He
describes the beloved as someone who, with her very breathing, destroys or
breaks down the fear of death and eternity.
 Love can also bring about a beautiful and sudden seclusion. The speaker
shuts out other demands in favour of love. This is explained by using an
image of a flower which begins to close when it senses falling snow: “as when
the heart of this flower imagines / the snow carefully everywhere descending”
(lines 11-12).
 The image of the garden is repeated by mention of roses, which are the
traditional flowers used to symbolise love: “deeper than all roses” (line 19).
Roses, however, are insufficient when it comes to representing this love which
the speaker has for the beloved. It is ‘deeper’ (richer, more powerful, more far-
reaching) than all of the flowers of love combined. “Not even the rain” (line
20), which would feed and nourish the rose, is as important to the speaker as
the beloved.
 “Nothing” (line 13) and “nobody” (line 20) can come close to this degree of
love.
 “You open always petal by petal myself” (line 7) does not make logical or
coherent sense, but this is because love makes the speaker illogical and
incoherent. This therefore becomes a poem about WORDLESSNESS. The
phrases which the speaker settles upon are often paradoxical (puzzling,
inconsistent and contradictory). These words express his surprise and wonder
at the mystery of love simultaneously.

STRUCTURE:
 Five quatrains implying control but the run-on lines and stanzas (enjambment)
suggest a strong outpouring of feelings of absolute love

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  The deviation from syntax shows how the poet struggles with words because
he tries to express the inexpressible.
 It is impossible to pinpoint in conventional language emotions which are much
bigger and cannot be captured by grammar and linguistic rules. His feelings
are much greater than syntax regulations.
 The lack of punctuation spaces and the parenthesis implies an intimate space
to that of the poet and his beloved – almost as though they are conjoined. The
breaking of the rule too suggests how different this experience of love is,
exemplifying its transforming capacity
 The parenthesis in the final stanza not only
 The poem is a free verse INTERNAL MONOLOGUE. It reads like an inner
speech to the self, like the uncontrollable thoughts rapidly racing through the
speaker’s mind.

TONE:
 Reverential / awed / intense joy / delighted / ecstatic
 Explorers of new lands are awed by their initial impressions and discoveries.
This is how the speaker responds to the beloved. The effect of the journey
overwhelms the speaker’s senses. It is as if he sees, smells, touches and
hears in a giddy, new, heightened way. The sense of touch fails when objects
are too near. Love disorientates him and his perceptions.
 The bracketing suggests a hushed tone as his lover occupies his thoughts

[Use the above, among other points, as a guide to marking this question. Responses
might differ, depending on the candidate's sensitivity to and understanding of the
poem. Refer to the rubric to assess this question]

[Biographical: The beloved in ‘somewhere i have never travelled’ is thought to be

Anne Barton, who began an affair with Cummings in 1925. She was his second love.
Anne Barton restored the poet’s liveliness after his disastrous affair with a married
woman.]

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QUESTION 2: POETRY – CONTEXTUAL QUESTION

Remember – C Rossetti

Remember me when I am gone away,

Gone far away into the silent land;

When you can no more hold me by the hand,

Nor I half turn to go yet turning stay.

Remember me when no more day by day 5

You tell me of our future that you plann'd:

Only remember me; you understand

It will be late to counsel then or pray.

Yet if you should forget me for a while

And afterwards remember, do not grieve: 10

For if the darkness and corruption leave

A vestige of the thoughts that once I had,

Better by far you should forget and smile

Than that you should remember and be sad.

QUESTIONS:

2.1 Refer to lines 1 – 2.

Account for the poet’s use of the phrases ‘gone away’ and ‘the silent land’. (2)

2.2 Refer to lines 5 – 6: ‘when no more … that you plann'd’

What impression of the poet’s relationship is created in these lines? (2)

2.3 Refer to line 11: ‘the darkness and corruption’.

Comment on the appropriateness of this image in the context of the poem. (3)

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2.4 Critically discuss how the tone of the final two lines reinforces the central idea
of the sestet. (3)
[10]

MARKING GUIDELINES/RESPONSES:
QUESTION 2

2.1 Euphemisms for coping with the pain of death / the sensitive topic of death is
given as an inevitable journey one has to travel / ‘silent land’ suggests a place
of rest or sleep and so the final destination is given an essence of peaceful
tranquillity [maybe also a sense of isolation and lost communication. (2)

2.2 A close, intimate relationship where plans were made for a shared future /
controlling, specifically how men controlled the destinies of women in the
Victorian era. (2)

2.3 There has been a move or shift from gentle euphemisms. A strongly negative
image of the destructive potential of the consequences of death is referred to
in a haunting image (forgetting, moving on, a new lover, etc.) that go beyond
the mere physical separation referred to in the octave. Death becomes
something that must ultimately be accepted in all ways.

[Award 3 marks for three ideas or 3 marks for two ideas well discussed.]
[Award 3 marks only if the candidate discusses the appropriateness of the
image.] (3)

2.4 Tone: reconciliatory / soothing / acceptance

The selflessness of the poet is indicated. The poet is at peace with her
impending death and separation of the physical or material. The two contrasts
(forget/ remember and smile/ sad) help to reinforce the accepting tone the
poet displays. The poet wants her lover to be happy and for him to live a full
life. (3)

[Award 1 mark for tone and 2 marks for a discussion.] [10]

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QUESTION 3: CONTEXTUAL QUESTION

Motho ke Motho ka Batho Babang

(A Person is a Person Because of Other People) *
By holding my mirror out of the window I see
Clear to the end of the passage.
There's a person down there.
A prisoner polishing a door handle.
In the mirror I see him see 5
My face in the mirror,
I see the fingertips of his free hand
Bunch together, as if to make
An object the size of a badge
Which travels up to his forehead 10
The place of an imaginary cap.
(This means: A warder.)
Two fingers are extended in a vee
And wiggle like two antennae.
(He's being watched.) 15
A finger of his free hand makes a watch-hand's arc
On the wrist of his polishing arm without
Disrupting the slow-slow rhythm of his work.
(Later. Maybe, later we can speak.)
Hey! Wat maak jy daar? 20
–a voice from around the corner.
No. Just polishing baas.
He turns his back to me, now watch
His free hand, the talkative one,
Slips quietly behind 25
–Strength brother, it says,
In my mirror,
A black fist.

Jeremy Cronin

QUESTIONS:
3.1 Refer to line 1.
Account for the poet’s use of the mirror. (2)

3.2 Discuss the use of parenthesis in the poem. (2)

3.3 Refer to lines 16 – 18.

Comment on the appropriateness of the diction in these lines in the context of
the poem. (3)

3.4 Critically discuss how the tone of the final line reinforces the central idea of
the poem. (3)
[10]
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MARKING GUIDELINES/RESPONSES
QUESTION 3

3.1 The poet is in prison. In order to communicate with other inmates, he is

compelled to use a mirror to establish visual contact. (2)

3.2 From the literal translation (suggesting the multi-lingual context and that
African languages are not understood) to the speech acts being reduced to
sign language gives nature to the oppressive and dehumanising setting in
which anti-apartheid activists found themselves while being incarcerated.
Parenthesis suggests side-lining so perhaps this is how they were made to
feel.
Candidates could also argue for the intrinsic power inherent in these silent
speech acts and that they cannot be reduced to entities. (2)

3.3 The repeated ‘free hand’ suggests that the prisoners are not entirely
disempowered. They can still resist. The compound words add to this inner
resolve. The doubling of slow in ‘slow-slow’ may suggest that they have been
inmates for a long time but at the same time they are not defeated. The
careful labour in ‘polishing’ that doesn’t disrupt his work again hints at an
indomitable spirit. This connects to the poem as a whole that develops ideas
of resistance, unity, resolve, and defiance.

[Award 3 marks for three ideas or 3 marks for two ideas well discussed.]
[Award 3 marks only if the candidate discusses the appropriateness of the
diction.] (3)

3.4 The tone is defiant. The free hand has now become a clenched, raised fist
which defines power and unity (to the inmates and to the black people of
Apartheid South Africa).
Resistance goes from passive to active (albeit still silence). There is an
element of silent power which is going to subvert the system. Ushers a sense
that things will change (eventually) and the means in which to do this will be
forceful resistance/ rebellion.
Power to the people is thus connoted. (3)

[Award 1 mark for tone and 2 marks for discussion.]

[10]

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How to approach the teaching of the Literature
Essay
The literature essay follows a set format that includes the following and the
candidate should therefore be given ample practice on the planning process for this
during contact time. The aspects below form the backbone of a thoroughly planned
literary response.

Theme/s The lessons the author/writer wants the readers/audience to learn.

Characterisation The main characters involved in the plot.

Diction Choice of words used by the author/writer to get his message

across.

Figure of speech/ includes language that appeals to all the 5 senses

Imagery

Plot A series of inter-related events in a novel or play

Three possible strategies are available when targeting the various categories of
learner achievement, namely:
 Leading questions (level 2 – 3 candidates)
 The PEEL method (level 4 – 5 candidates)
 The Court Case analogy (level 6 – 7 candidates)

Leading questions methodology explained:

A useful method to teach the essay would entail answering FIVE vital questions:

 NB. The key word with regard to literature essays is:

JUSTIFY! JUSTIFY! JUSTIFY! In other words, any statement or viewpoint
given must be substantiated with reference to the text (Drama/Novel).

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The PEEL method explained:

The PEEL method essentially focuses on the format and structure when formulating
a written piece.

Each element helps to strengthen your argument by allowing you to produce overall
effective paragraphs that complement and connect to one another.

POINT – Your topic sentence is extremely important for providing variability and
unity within your paper. Therefore the first sentence of each paragraph should clearly
state the point of the paragraph which should be directly connected to the argument
of the essay. Essentially keep it short and straight to the point.

EVIDENCE – The evidence presented should be in line with your point of view,
meaning the evidence provided should be credible and verifiable such as
examples from the text.

EXPLAIN – This portion of your paragraph may be the largest one as it involves
interpreting, evaluating as well as providing additional details to accompany your
main idea. Similarly this section may also include a verdict or claim being made in
which you clearly state a supposition based on the evidence provided.

LINK – When providing the link sentence at the end of your paragraph, you are not
only linking back to the bulk of the paragraph and the topic, but you are also allowing
for a transition to the next topic or paragraph. In some cases, the candidate may
consider the link sentence actually to be the first sentence of the next paragraph.
This may provide unity and coherence to the work.

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Instruction Word What you have to do
Analyse Take apart an idea, concept or statement and examine and
criticise its sub-parts in detail. You have to be methodical and
logical.
Assess Describe a topic’s positive and negative aspects and say how
useful or successful it is, or consider its contribution to
knowledge, events or processes. This is usually about how
important something is.
Criticise Point out a topic’s mistakes or weaknesses as well as its
favourable aspects. Give a balanced answer. This will involve
some analysis first.
Discuss Describe, explain, give examples, points for and against, then
analyse and evaluate the results.
Evaluate Similar to discuss, but with more emphasis on a judgement in
the conclusion.
Examine Take apart and describe a concept in great detail.
Explain Give detailed reasons for an idea, principle or result, situation,
attitude and so on. You may need to give some analysis as
well.
Illustrate Give concrete examples – including figures or diagrams.
Illustrate is usually added on to another instruction
Justify Give reasons to support a statement – it may be a negative
statement, so be careful!
Prove/disprove Provide evidence for or against and demonstrate logical
argument and reasoning – you often have to do this for abstract
or scientific subjects.
Relate Emphasise the links, connections and associations, probably
with some analysis.
Review Analyse and comment briefly, in organised sequences –
sentences, paragraphs or lists – on the main aspects of a
subject.

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 THE COURT CASE ANALOGY TO TEACHING LITERARY ESSAY

Draw parallels between the court case and the writing of a literary essay:
NUMBER COURT CASE LITERARY ESSAY

1. Judge Decides on the jail Marker Decides on the marks

time allocated
2. Defence Each chooses a Learners Each chooses a side
Prosecution side

3. The accused To be tried The Essay Topic To be answered

4. Evidence : Evidence:
-witnesses -incidents from the text
-exhibit -quotes from the text

5. Number of days the court case will Number of paragraphs in the essay
last for.

6. Opening Statement Introduction

7. Presenting the case Formulating paragraphs

P E E L Technique ( refer to the
strategy above)

8. Closing statement: Conlusion:

-Remind the court what your -Remind your reader about your
argument has been about argument.
-Make reference to the evidence -Make reference to the evidence
presented.

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Points to consider before you start with the literary essay:

Write in the present tense: e.g. Instead of saying Hamlet was self-
destructive, say Hamlet is self-destructive. The writer has created him that
way therefore he does not change.

Always write in the third person: Do not say I agree… Say it is evident
that…

Do not use contractions or abbreviations: Don’t should be written as Do

not

Do not retell the plot/story and respond directly to the question verb:
Evaluate, Assess, Discuss.

Use linking words e.g. However, In addition, considering, in contrast etc.

This essay is an argumentative essay; therefore identify the argumentative

element in the topic.

A suggested approach for the exam:

Think and plan at the same time.

Look at the plan very carefully and then begin to write what will be your final
essay - you will not re-write this version.

Reread the essay, correcting any errors that you find as neatly as possible.
This is the version that you will write in your answer book for marking.

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THE APPROACHES IN ACTION

How to write a literature essay using the PEEL method

Example 1: Life of Pi

✽ Let us examine the question below and then use the PEEL method to answer the
question.

“It was Richard Parker who calmed me down. It is the irony of this story that the one
who scared me witless to start with was the very same who brought me peace,
purpose, I dare say even wholeness.”

Write an essay of 400-450 words in which you discuss this statement made by Pi at
the end of the novel. Describe how Richard Parker changes from being an agent of
death for Pi to being his saviour.

HOW TO START

1. Analyse the topic and highlight/ underline important instructional words which
show you what the question wants you to do e.g. discuss, describe. Make
sure you understand the question

2. Decide on your stance – whether you agree or disagree with the statement.

PLANNING – WHAT TO DO

 Brainstorm your ideas - write down all the ideas that come to you when you
read the question. e.g.

Introduction
1. Role of RP in encouraging Pi to live.

2. Why keep RP alive. 3. Develop skills to survive

4. Safety from being attacked by RP

5. Irony – shift in RP’s role

Conclusion

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  Arrange your ideas – select those ideas which will be best for your topic and
eliminate those that will not work.
 Decide on your paragraphs. Place your ideas on the PEEL GRID in the
order of your paragraphs. These will be the paragraphs of the body of the
essay–every point must be substantiated. Each point should form one
paragraph.
 Prepare your evidence – next to each major point on the grid, write down
examples from the novel/drama that support your argument. See example
below.

6 Follow the order of points according to your mind map plan to develop your
argument.

7. Check that each paragraph covers one point of your argument you are
developing and has an example to support or illustrate this. Below is a mind map
for the question above.

 Structure your paragraphs like this:

 P – state your point
 E – explain your point
 E – Provide evidence from the text
 L – Link your point back to the question. Also link each
paragraph.

P E E L
Introduction Break down the question: Explain the question in your
own words and say whether you agree or disagree.
Briefly mention the points you will give in support of your
stance on the topic. When Richard Parker reveals
himself, it is Pi who is afraid. Thus, at first, fear is the
nature of their relationship.
Richard Parker’s At first – agent of Pi decides to Richard Parker
role in death. Then Pi’s tame Richard therefore plays
encouraging Pi to realization that Parker. “I had to an important role
live both can survive tame him. It was in motivating Pi
together. He at that moment to stay alive.
needs to that I realized this
overcome necessity. It was
challenges not a question of
presented by the him or me, but of
tiger. him and me.”
Also he can (Martel, 181)
overcome the Pi’s fearfulness
despair of losing toward the tiger
his family. leads him to act
upon his survival
immediately; he

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 builds the raft
which keeps him
safe for the major
part of his
journey.
He uses the
whistle and
proves his alpha
status. Also
training and
taking care of the
tiger fills his days.
Reasons for -Initially Pi thinks -Pi knows that Thus he decides
keeping Richard that he can let Bengal tigers can to keep Richard
Parker alive. the tiger die of swim and drink Parker alive at all
hunger and saline water. So costs and find a
thirst. attrition will not way of preventing
Changes his work. the tiger from
mind – tiger can - Pi is in despair – attacking him.
leap into the sea a companion will
–attack him. help ease the
-He also does loneliness and
not want to face take his mind off
his ordeal alone. his great loss. Pi
starts to get lonely
and questions
why he is living.
During Pi’s time of
need, Richard
Parker is able to
provide Pi with
company and give
him mental
strength; he gives
Pi a reason to
live.
"If I still had the
will to live, it was
thanks to Richard
Parker. He kept
me from thinking
too much about
my family and my
tragic
circumstances.
He pushed me to
go on living.”
Plan of action to This decision In his first step Thus Pi manages

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 develop the skill pushes him into toward this goal, to develop
to survive. developing skills Pi uses the valuable skills
to survive. lifeboat’s oars and which ensure his
After carefully lifejackets to and Richard
reviewing his construct a raft Parker’s survival.
options, he that he tethers to Furthermore,
concludes that the lifeboat and he has to protect
he will have to begins to inhabit, himself from
keep the animal putting him out of being Richard
alive. Only by the immediate Parker’s next
caring for the reach of Richard meal.
tiger can Pi Parker who
protect himself remains on the
from being killed lifeboat.
and eaten by All of Pi’s efforts,
him. then, become
focused on finding
a way not just for
himself to eat,
drink, and sleep,
but for Richard
Parker to do so as
well.
Plan to ensure To keep Richard He uses positive
safety from being Parker at a safe reinforcement like
attacked by distance and to food and water.
Richard Parker establish his His negative
dominance over reinforcement is
the tiger, Pi uses blowing his
the knowledge whistle and
he gains at rocking the boat
Pondicherry Zoo. to make the tiger
seasick. Over
time, the tiger
begins to
associate just the
sound of the
whistle with his
seasickness,
allowing Pi to
maintain his own
territory and, if
necessary,
protect himself
from Richard
Parker by just
blowing the
whistle.

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 Thus Pi learns Richard Parker On the lifeboat Pi Irony is revealed
valuable skills comes to yells to Richard through Richard
which give him represent a Parker, "I love Parker being a
confidence and family member to you! The words tiger that Pi fears
hope. Pi in a sense that burst out pure and will kill him and
Ironically Richard the tiger is a unfettered, wants, even
Parker becomes creature for infinite. The plans, to kill
Pi’s companion which Pi has to feeling flooded my earlier in the
rather than his care and to [Pi's] chest. Truly story, but Pi is
killer. whom Pi I do. I love you, now thanking
expresses his Richard Parker. If Richard Parker
most intimate I didn't have you for saving his life.
thoughts and now, I don't know
feelings. The two what I would do. I
become truly don't think I would
united in a make it.” Pi is
moment of pain expressing his
and experience. love for and
Pi realizes this gratitude to
and declares his Richard Parker.
incredible and
undying love for
the animal.
Conclusion Refer back to the question and what is mentioned in the
introduction. Having survived his ordeal, PI feels
physically and emotionally stronger. The love he
develops for the tiger brings him wholeness and peace.

 Plan your concluding paragraph – sum up your viewpoint and emphasise

what you have said in the body of your essay. Do not introduce new points.
 Write your essay.

Do not use: Do use:

✿ Colloquial language or slang, ✿ Formal language
abbreviations or contractions ✿ The present tense throughout
such as can’t or it’s your essay
✿ No subheadings. ✿ Short quotations or references
to incidents in the novel to
support your points.

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 Example 2: The Picture of Dorian Gray

The following question is taken from the DBE’s November 2018 National Senior
Certificate Paper 2.

In The Picture of Dorian Gray, the inability to distinguish between art and reality has
tragic consequences.
Critically assess the validity of the above statement.
Your response should take the form of a well-constructed essay of 400-450 words
(2-2½ pages).

We will be using the PEEL method to show how to answer this question.

STEP-BY-STEP PEEL EXAMPLE

POINT From the very beginning of the novel, the portrait that Basil
Topic sentence. paints of Dorian is extremely realistic, or life-like. This is
what prompts Dorian to utter his fateful wish that he should
The first sentence of each remain young forever, whilst the portrait ages.
paragraph should clearly
state the point of the
paragraph.

When crafting your opening

sentence, be sure to be exact
and clear about what you will
be discussing.

EVIDENCE When the portrait is finished, the writer tells us that it is

The evidence presented ‘certainly a wonderful work of art’ and a ‘wonderful likeness’.
should be consistent with the Dorian, in response, says that he would give his soul for this
novel. wish.

EXPLAIN Unwittingly, Dorian creates the circumstances of his own

This portion of your tragic and inevitable end. The initial blurring of the lines
paragraph involves between art and reality is what allows him to get away with
interpreting, evaluating as his immoral and debauched lifestyle for close onto 20 years.
well as providing additional The artwork carries the evidence of his sins. The ironic
details to accompany your reality is that he looks as innocent and pure as he is at the
main idea. moment we first meet him. The truth is that his soul
Similarly, this section may blackens day by day. Despite knowing the truth about how
also include a verdict or claim the portrait is constantly changing, Dorian actively pursues
being made in which you the lifestyle encouraged by Lord Henry’s philosophies and
clearly state a supposition the vile yellow book.
based on the evidence
provided.
LINK Not only does he destroy his own life, but he destroys the

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You must link back to the lives of almost everybody with whom he comes into contact.
bulk of the paragraph and the
topic, but you are also
allowing for a transition to the
next topic or paragraph.

In some cases, people see

the link as the first sentence
of the next paragraph.

POINT Dorian’s inability to distinguish between reality and art leads

to the destruction of his relationship with Sybil Vane and to
Sybil’s ultimate demise.

EVIDENCE He is still naïve when he meets Sybil. He truly believes that

her art is a reflection of her personality. Dorian tells Henry
that he knows Sybil because he has seen her act even
before he has met her face to face.

EXPLAIN The fact that Sybil never learns his real name shows that
she too confuses art with reality. Her childish idea that art is
‘but a reflection’ falls apart when she discovers what she
thinks is the real Dorian. In truth, she has replaced one
imitation with another. Her ‘Prince Charming’ will prove false.
When she dies, the portrait changes for the first time.

LINK At this point, Dorian realises that he will be at liberty to lead

a double life.

POINT However, his double life constantly plagues him. Towards

the end of the novel, his double dealing rapidly catches up
with him. Constantly tormented by the truth that the portrait
reveals, he becomes increasingly paranoid.

EVIDENCE When he meets Hetty Merton, he almost fools himself into

believing that he can change the portrait and cleanse his
soul by ‘being good’. The confusion between art and reality
has been allowed to go too far but the portrait reveals the
truth: that Dorian is a hypocrite.

EXPLAIN Unable to reverse the condition and appearance of the

portrait, Dorian decides to destroy it, along with his
‘conscience’. In a moment of madness, he convinces himself
that if he destroys its ‘monstrous soul-life’ he will finally be
free.

LINK Therefore, the ultimate confusion between art and reality

leads to Dorian’s death. With his reckless lifestyle, he has

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 transferred all his humanity onto the portrait. When faced
with the knife, the portrait proves all too human and Dorian
is destroyed along with it.
The LEADING QUESTIONS METHOD of writing a literary essay
 This method is very elementary and is targeted at the level 2 – 3 candidates.
 A useful method to teach the essay would entail answering FIVE vital
questions:

Refers to the
Speaks to the evidence explanation/ reason
that substantiates the behind an action or
“WHAT” behaviour.

What are the main

ideas to be discussed?

Who are the

Characters in
the question?
When does
the action in
context play Where does the
out? action in context
play out?

ESSAY QUESTION:

The manner in which Pi fights to survive diminishes his humanity.

Critically discuss the extent to which you agree with the above statement.

Your response should take the form of a well-constructed essay of 400–450 words
(2–2½ pages).

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 WHAT WHO WHEN WHERE WHY HOW
Introduction – indicate whether you agree fully or partly with the statement.
Agree fully
At first Pi As a child He is taught He has a
possesses Pi growing up/ At home in values like solid family
a deep before the Pondicherry. love and upbringing,
sense of ship sinks. respect for deeply held
humility. all things. religious
beliefs.
On the Throughout At sea His survival He kills
lifeboat Pi his torturous instincts another
fights to Pi journey on a emerge. person.
survive and lifeboat.. He eats the
this flesh.
diminishes He kills
his sea-life for
humanity. survival.
His moral As he strives On the life- He Pi learns to
beliefs are Pi to survive boat transforms catch fish
discarded. himself from and turtles
a vegetarian and he
Pi is to a often
shocked at cannibal. butchers
how savage Pi himself is them. He
he has shocked at also drinks
become. how savage the blood of
he has turtles.
become.
Hunger When he On the He relies on Wolfs down
drives him Pi catches lifeboat what he can his food
to behave in fish/turtles salvage before
an from the Richard
animalistic ocean. Parker is
manner. Food is even aware
scarce. of the
catch.
He resorts Pi When On the He eats a He is now
to Richard lifeboat piece of the far
cannibalism. Parker kills flesh and removed
the blind uses the from the
Frenchman. rest for bait. innocent
vegetarian
boy who
boarded

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 the
Tsimtsum
in India.
He steals Pi and the In the story In the He is Acts of
food French he relates to lifeboats influenced dishonesty
cook the Japanese with the by the evil diminish his
officials. humans. cook and humanity
eats all the
biscuits
meant for
the four
survivors.
Kills the evil Mother In the human In the He kills the Pi still
cook Pi story lifeboat with cook out of struggles
French the humans revenge with this as
cook and in self- he has lost
defense an
essential
part of
himself in
the
process.
Agree partly – include this as well. Pi regains his humanity.
Creation of Pi and On the At sea Pi His acts of
Richard Richard lifeboat separates brutality –
Parker as Parker himself from kills two
his alter ego his brutal men,
survival butchers
instincts. It fish, birds.
is easier for
him to
blame the
vicious tiger
than deal
with it as a
human.
Despite He shows Prays
brutality, Pi Pi He prays On lifeboat. reverence before
still for life. each act of
maintains brutality.
his
humanity
and faith
He is As an adult In Canada He cannot He displays
haunted by Pi forget his deep love
his actions ordeal/ for his
traumatic family and
experience has strong

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 religious
faith.
This attribute suggests that he has recovered his humanity and is not defined by his
earlier experiences.

The LEADING QUESTIONS METHOD of writing a literary essay (Drama)

 This method is very elementary and is targeted at the level 2 – 3 candidates.
 A useful method to teach the essay would entail answering FIVE vital
questions

ESSAY QUESTION: HAMLET

The issue of making moral choices is a significant issue in the play.

Critically discuss the validity of this statement.

Your response should take the form of a well- constructed essay of 400-450 words
(2-2½ pages.

WHO WHEN WHERE

WHATWHY HOW
Introduction – indicate whether you agree fully or partly with the statement. Briefly mention the
characters who had to make moral choices. These characters find themselves in situations where they
allow themselves to compromise their morality.
King (Hamlet’s When we In his Claudius kills his Does this out of
father) first meet sleep brother, Old King jealousy and greed
Claudius Hamlet, his Hamlet, and which makes him
Hamlet father’s marries his immoral
ghost sister-in-law and
reveals this usurps the crown
Claudius
disregards Passage He plots
morality. Hamlet, When in the Hamlet’s death – “and where the offence
Claudius, Hamlet is castle his ‘son’ for self is, let the great are fall”
Rosencrantz interrogated –protection. He
and about feels threatened
Guildenstern Polonius’s
death
When he has an
incestuous He is greedy.
relationship with “The serpent that did
Gertrude Shortly after his brother’s sting thy father’s life,
King wife. now wears his crown.”
Hamlet’s He uses Decision to marry so
murder Gertrude for his quickly after King’s
own ambitions. death shows that both

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 are pursuing their own
interests.
Gertrude also Gertrude Marries her Incest is considered a
commits Claudius brother-in-law sin. Marrying so
moral shortly after her quickly after husband’s
transgression husband’s death death is also a
consideration
Hamlet When In She glosses over
Polonius Hamlet kills Gertrude’s Hamlet’s role in Gertrude tells
Polonius bed- the killing of Claudius:
chamber Polonius in order “In his lawless fit,
to protect her Behind the arras
son. She hearing something stir,
deliberately lies Whips out his rapier,
to her husband cries, "A rat, a rat!"
to protect her And in this brainish
son. She apprehension kills
emphasizes that The unseen good old
he is mad, man.”
although she
now knows he is
not.
Hamlet Polonius When he Gertrude’s When Gertrude Hamlet is remorseless.
behaves in an violently bed- calls out for help ‘thou wretched, rash,
immoral confronts chamber – Polonius intruding fool’. He is
manner when Gertrude becomes dismayed that it is
he feigns agitated. Thinking Polonius and not
madness. it is Claudius Claudius.
behind the
curtain, Hamlet
kills Polonius.
In the famous nunnery
Hamlet knows scene, where Hamlet is
Ophelia that Ophelia is rather cruel towards
spying on him for Ophelia.
her father. This represents a
Ophelia will tell betrayal of Ophelia
her father; her towards him. Hamlet is
father will tell grief-stricken by yet
Claudius another betrayal of
and Gertrude. somebody whom he
loves.

The two are He alters the

Rosencrantz bearing a packet commission. The
and containing sealed English king is to put
Guildenstern orders for Rosencrantz and
Hamlet’s Guildenstern ‘to sudden
execution in death / No shriving time
England. allowed’
The two were Hamlet’s
school friends yet he is
remorseless. They
betray him.

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Laertes Laertes Laertes conspires Hamlet is in a
compromises Claudius with Claudius to swordfight with Laertes,
his morality. kill Hamlet. Ophelia’s brother.
Claudius has conspired
with Laertes to kill
Hamlet. Laertes has
poisoned the tip of his
sword so that when it
cuts Hamlet, it is a
Guaranteed to kill him.
Resolves to
Fortinbras avenge their Does not want justice to
father’s death. take its course

AN APPROACH TO ANSWERING CONTEXTUAL QUESTIONS

 It is imperative that you look at the CAPS document in terms of the focus in
literature.
 Provide a contextual background of the selected novel and drama.
 Learners must be exposed to the types of questions which appear in the
external examination question papers. This must begin in Grade 10 and
continue to be strengthened throughout the FET phase.
 Be wary of just photocopying a study guide and issuing questions as is.
 Mediate the instructional key words or the question verbs that are found in
questions so as to familiarise learners with what these questions demand of
them in an examination/ any form of assessment.

Familiarise yourself with the question words/phrases in order to answer the

contextual questions.

Question words Implication/What is expected of you

Place the above extract in context. Consider the extract given and reflect
over what has happened before the
extract, when it happened, who was
involved. What has happened prior to
the extract that has been given to you?
Usually a simple question to answer if
you are able to identify correctly the
position of the extract within the
novel/drama. Provide 3 points for the 3
marks normally allocated to this type of
question.
Discuss Talk about or write about in detail,
taking into account different issues or
ideas…
Discuss the significance The importance of the identified issue
in context.
What impression is created What does the reference in the

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 question lead you to think?
Explain the mood What emotions does the
extract/identified lines evoke in you as
a reader?
What is the tone? The viewpoint/ attitude of a writer on a
particular subject. The tone is reflected
in a particular word choice/ diction.
Explain Make clear the meaning of something,
by describing it in more detail or
revealing relevant facts
Do you agree – Asks for your opinion Take a stance with a definite Yes or No.
(See Question 7.4) However, no marks for Yes or No,
rather for your justification.
Response is NOT always YES. Do not
doubt yourself…know your text!
The above question is usually followed by: Show or prove the statement to be right
Justify your response or reasonable. The
evidence/justification must come from
the novel/drama that you have studied.
Based on your knowledge of the novel/ Consider the novel/drama in its totality,
drama as a whole taking into account not just the extract
in front of you. This could be based on
a theme/ symbol or a character or the
words of a character in a drama/ novel.
Evaluate effectiveness/ appropriateness Break down the pros and cons of the
of… issue at hand. Form a judgement of
the statement in the question from an
analysis.
Comment on the effectiveness of Express your opinion or reaction to the
degree to which the reference in the
question/statement is successful or not
in producing a desired result. Express
your point of view.
Comment on the significance Express your opinion or reaction to the
importance of the “reference in the
question/ statement.
Account for… Give reason for the “statement in the
question.

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QUESTION EXTRACTED FROM A PAST YEAR NSC PAPER

EXTRACT A

'And now, Dorian, gets up on the platform, and don't move about too much, or pay
any attention to what Lord Henry says. He has a very bad influence over all his
friends, with the single exception of myself.'

Dorian Gray stepped up on the dais, with the air of a young Greek martyr, and made
a little moue of discontent to Lord Henry, to whom he had rather taken a fancy. He
was so unlike Basil. They made a delightful contrast. And he had such a beautiful
voice. After a few moments he said to him, 'Have you really a very bad influence,

Lord Henry? As bad as Basil says?'

'There is no such thing as a good influence, Mr Gray. All influence is immoral –

immoral from the scientific point of view.'

'Why?'

'Because to influence a person is to give him one's own soul. He does not think his
natural thoughts or burn with his natural passions. His virtues are not real to him. His
sins, if there are such things as sins, are borrowed. He becomes an echo of
someone else's music, an actor of a part that has not been written for him. The aim
of life is self-development. To realise one's nature perfectly – that is what each of us
is here for.

'Just turn your head a little more to the right, Dorian, like a good boy,' said the
painter, deep in his work, and conscious only that a look had come into the lad'

[Chapter 2]

Setting

7.1 Place the above extract in context. (3)

Basil and his friend Lord Henry are in Basil’s studio. They are discussing Dorian who
is the subject of Basil's portrait. Dorian arrives to continue posing for the portrait.
Although Basil is reluctant for the two men to meet, Dorian is introduced to Lord
Henry and they appear to be intrigued by each other.
Context is provided.
[Award 3 marks for three distinct points.]

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 Identify the tone and
describe in detail.
7.2 Refer to lines 1–2: 'And now, Dorian, … Lord Henry says.'
Explain how Basil's tone reflects his attitude toward Dorian. (3)
Basil's tone is familiar, condescending/patronising and instructional.
He is comfortable enough with Dorian to instruct him on how to conduct himself.
Basil sees himself as Dorian's mentor, advising him on how to navigate his way in
the world. Detail provided on the tone.

[Award 3 marks only if both tone and attitude are discussed.]

7.3 Refer to lines 18–19: 'a look had … seen there before.'
Discuss the significance of Basil's observation in the light of later events. (3)

Basil becomes aware of the possibility of Lord Henry's becoming a strong influence
on Dorian. Mention the later events. Expand on its importance.

He is concerned that as an impressionable young man, Dorian will find it hard to

resist the controversial yet appealing philosophies Lord Henry espouses. His
concern proves to be well-founded, as Dorian emulates the lifestyle encouraged by
these philosophies and commits himself to a life of degradation.
[Award 3 marks only if reference is made to later events.

7.4 Refer to line 9: 'There is no such thing as a good influence, Mr Gray.

All influence is immoral –'.

Do you agree with Lord Henry's view as expressed in this line? Justify your
response by drawing on the novel as a whole. (3)
YES. (No marks awarded here), rather…

Lord Henry has an adverse influence on Dorian. He encourages Dorian's self-

absorption and callous disregard for others. Dorian's obsession with beauty is based
on Lord Henry's espousal of Aestheticism, leading him to make his fateful wish that
the portrait age rather than him. As a result, Dorian's acts become increasingly
immoral. Notice here: You take a stance (Yes/ No) based on your
knowledge.
OR

NO. Basil and Sibyl had the potential to have a positive effect on Dorian; however,
he was not amenable to their influence. Basil acts as a good moral compass,
encouraging him to be less selfish and more compassionate toward Sibyl. Sibyl
might have made him realise the value of real love and being true to oneself.
[Accept mixed/valid alternative responses.]

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 [Candidates might answer the question literally. However, there must be evidence from the text
to support their view.]
EXTRACT B
'… you finished a portrait of me that revealed to me the wonder of beauty. In a mad
moment, that, even now, I don't know whether I regret or not, I made a wish, perhaps
you would call it a prayer ...'

'I remember it! Oh, how well I remember it! No, the thing is impossible! The room is
damp. Mildew has got into the canvas. The paints I used had some wretched mineral
poison in them. I tell you the thing is impossible.'

'Ah, what is impossible?' murmured the young man, going over to the window, and
leaning his forehead against the cold, mist-stained glass.

'You told me you had destroyed it.'

'I was wrong. It has destroyed me.'

'I don't believe it is my picture.'

'Can't you see your ideal in it?' said Dorian, bitterly.

'My ideal, as you call it ...'

'As you called it.'

'There was nothing evil in it, nothing shameful. You were to me such an ideal as I
shall never meet again. This is the face of a satyr.'

'It is the face of my soul.'

'Christ! What a thing I must have worshipped! It has the eyes of a devil.'

'Each of us has Heaven and Hell in him, Basil,' cried Dorian, with a wild gesture of
despair.

Hallward turned again to the portrait, and gazed at it. 'My God! If it is true,' he
exclaimed, 'and this is what you have done with your life, why, you must be worse
even than those who talk against you fancy you to be!' [Chapter 13]

7.5 Account for Dorian's decision to reveal the tainted picture to Basil. (3)
Reasons are given for Dorian’s revealing of the tainted picture. 3 Points
raised.
Dorian decides to show Basil the portrait because he is angry and looking at
relieving himself of some of the burden of knowing what has become of the portrait.
Dorian resents Basil for feeding his vanity. He wants to punish Basil for his role in the
degradation/suffering he experiences.

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 [Award 3 marks for any two ideas well discussed OR three distinct ideas.]
7.6 Refer to line 1: '… you finished a portrait of me that revealed to me the wonder of
beauty.' Question is clearly two-fold. Make clear pre-occupation & Victorian Society

Explain what their pre-occupation with beauty suggests about aristocratic

Victorian society. Victorian Society (3)

People in this class surround themselves with beautiful objects, believing that these
possessions enhance their pleasure and enjoyment of life. They value outer beauty
more than morals. Beautiful people are believed to be morally good. This is
indicative of a materialistic and superficial society. Why preoccupied with beauty?

[Award 3 marks for two ideas well-discussed OR three distinct ideas.]

7.7 Critically discuss the mood in this extract. (3)

Dorian's despair and bitterness at Basil's contribution to his current state and
Basil's reaction to seeing the portrait are ominous and menacing.

Identify appropriate Mood words: As HL learners, steer clear of ONLY writing

happy OR sad.

This, together with Dorian's hostility, creates a mood of underlying violence. Basil is
shocked and fearful of the revelations. He is distraught at the idea that Dorian is not
who he thought he was. Weigh up pros and cons of the mood.

[Award 3 marks only if mood is identified and discussed.]

7.8 Refer to lines 1–3: 'In a mad ... it a prayer …'.

Critically discuss how Dorian's comment at this point in the novel is crucial to
your understanding of his moral degeneration. Know your book/themes
motifs) (4)
Dorian is unsure whether he regrets having initially expressed the wish that the
portrait age while he remains young, because this wish has allowed him to commit a
variety of sins without people's becoming aware of his degradation. Dorian has an
ambivalent attitude toward his lifestyle. While he suffers pangs of guilt and remorse,
they are not strong enough to make him change his behaviour. He seems to feel that
the portrait gives him immunity of a sort as his sins are not revealed. As a result, he
continues to act with impunity, becoming more depraved with each immoral act he
commits.
Critically discuss: Weigh up pros and cons of…

[Award 4 marks for three ideas well-discussed OR four distinct ideas.]

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ACKNOWLEDGEMENTS:

Thank you very much to the hard working and dedicated team of English Home
Language Subject Advisers who have contributed to the development of this Study
Guide. They are:

Varsh Soochit, Vino Chetty, Seema Maharaj, Shawn Prince, Rebecca Mbatha,
Swasthi Surujlal, Belinda Retief and Fathima Suliman.

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