MINISTRY OF EDUCATION, HERITAGE & ARTS
FIJI YEAR 12 CERTIFICATE EXAMINATION
2020
ENGLISH
Detailed Solution
COPYRIGHT: MINISTRY OF EDUCATION, HERITAGE & ARTS, FIJI, 2020.
QUESTION 1
Criteria
Descriptor
Plan
•
•
Introduction
Content
Conclusion
•
•
•
•
•
•
•
•
•
•
•
•
•
•
FORMAL WRITING
(15 MARKS)
Marks
Plan thoroughly linked and followed in Introduction,
Content and Conclusion
Plan done and followed but missing points for introduction
and conclusion
Plan done but not closely followed
No plan
Linked closely and relevant to topic
Not closely linked to topic/ rephrases topic
Irrelevant and not in any way relevant to topic
2
5 or more relevant ideas with supporting discussion/examples
4 relevant ideas with supporting discussion/examples
3 relevant ideas with supporting discussion/examples
2 relevant ideas with supporting discussion/examples
1 relevant idea with supporting discussion/examples
Totally off topic with supporting discussion/examples
Appropriate and links well to whole essay
Not closely linked to whole essay /rephrases introduction
Irrelevant and inappropriate and not in any way linked to essay
5
4
3
2
1
0
1
½
0
0- 2 different types of errors
3- 4 different types of errors
5- 6 different types of errors
7 or more different types of errors
3
2
1
0
1
½
0
1
½
0
Accuracy
•
•
•
(spelling, punctuation, tense, wrong word order, capitalization, word
form, preposition, article, conjunction, degree of comparison, voice,
subject-verb agreement, pronouns, etc.)
Style
•
•
•
•
•
0-2 different types of errors
3– 4 different types of errors
5 – 6 different types of errors
7 or more different types of errors
Wrong style of writing used
3
2
1
½
0
(sentence structure/pattern/type, paragraphing, vocabulary, register,
expression, linking devices, redundancy, repetition, rambling, incomplete sentences,
missing words, flow of ideas, introduction-body-conclusion appropriate for style of
writing, layout, etc.)
 Do not deduct for each error (e.g.do not deduct ½m for each spelling error found as one will be deducting
for one type of error only).
 For style of writing, DO NOT give zero unless the wrong style of writing has been used e.g. using personal
style for an expository essay and vice versa. Some marks must be given for using correct register, tone
etc.
2 |© MEHA, FY12CE 2020: ENGLISH.
 NOTE:
Some marks are to be awarded for attempt – either in content or in style or mechanics/accuracy. This will depend
on the attempt:
 While some essays may be off topic, the style and mechanics may gain marks.
 Some essays will have good content but the style may be wrong – i.e. using narrative or other personal writing
registers. Accuracy will be marked accordingly.
 Some essays may have good content and style but many errors in mechanics/accuracy.
 Some essays may be off topic in content, far too many errors in mechanics and accuracy, and wrong
register used for style – in this case an attempt mark of 3/15 will be given. However, this has to be
justified with evidence. Do not do impression marking!
 In cases where the actual mark gained (e.g. 2/15) is lower than the attempt mark – give the attempt
mark of 3/15. Please indicate this when allocating the mark.

The Introduction, Content [Body] and Conclusion
Introduction
Content [Body]
In general, a good introduction can: The content or the main
 introduce the topic and provide body should:
background information.
have 4-5 main ideas
 begin with an opening sentence or
and support it with
‘hook’ about your topic that catches
relevant examples.
reader’s attention.
 include context – provide the
use connectives to link
information the reader will need to
ideas logically.
understand the topic.
follow a logical
 have a thesis statement – this limits
sequences of ideas
the scope of the discussion.
discussed.
 define/state the topic – but not
merely providing a dictionary
Logic and coherence is
definition.
important in any form
 purpose statement – present the
of writing.
plan of coverage including your
line of argument/viewpoint/
conclusions (usually the last
sentence of the introduction).




Conclusion
A good conclusion should:
 provide the reader an
overview of the main ideas
you discussed, but also
highlight the progression of
your thought, process, offer
solutions.
 restate your main argument.
 emphasise or reinforce the
main points of your
argument in a concise way.
 include
final
broad
statements (about possible
implications,
future
directions for research,
limitations etc).
EXPOSITORY ESSAY
Features required:
 Block style of writing
 formal tone
 passive sentences
 proper paragraphing
 linkages
 sentence beginners
 appropriate formal vocabulary
 compound and complex sentence structure
 one idea per paragraph with supporting examples
 paragraph unity
 cohesive organisation
 development of ideas.
What to avoid:
 personal pronouns
 informal expressions
 contractions
 slangs
 jargons
 incomplete sentences
 run-on sentences
 minor sentences
 abbreviations
 redundancy
 repetition of ideas.
3 |© MEHA, FY12CE 2020: ENGLISH.
Expository Essay
Some points for discussion are listed for each topic and may not be limited to the ones listed. Students may come up
with some unique relevant ones. Assess and allocate marks accordingly.
a) Ways to manage home-based learning

Points for
Discussion








Home-based learning may take a bit of effort, since most students are more familiar with
in-class learning.
Creating an environment conducive to learning is an important part of home-based
education. Arrange or allocate spaces as it is important to arrange the spaces where the
learning activities are to take place. Arrange family supervision.
Dedicating quiet hours at home can minimise unnecessary interruptions and improve the
quality of learning.
Maintain a schedule and submit assignments on-time. Students can keep up with their
curriculum; it can be helpful to set a daily schedule.
Setting measurable goals can be helpful to keep students engaged and driven. For example,
creating a schedule for participating in online lectures, forums, discussions, revision and
breaks can help students to keep up their momentum.
Ensuring a stable internet connection is essential for online learning these days. Stay
connected for online forums if there is one organised by the school. Students should also
do their best to stay connected with other students and their teachers. Participating in online
forums is a great way to share ideas and address questions.
Schedule teaching times: display the schedule of activities to be carried out, work to be
done and zoom times. Plan moments of relaxation and fun. Do physical activities. Take
healthy breaks in order to maintain good mental health.
Avoid any other source of distraction, (chatting, household appliances, etc.). In some
cases, mobile phones can cause distraction especially for chatting or games. These devices
can be even more disruptive in a home-based environment where there is a lack of structure
and supervision. Some devices must remain switched off during the learning time,
(television, video games, radio, etc.).
Values education/ cultural education can also be learnt.
b) Health and hygiene is a personal responsibility
Points for
Discussion







Our personal hygiene attributes form the foundation of our healthy living.
Good hygiene practices slow the spread of diseases and helps reduce infections.
Compromising on hygiene creates an increased outbreak of illnesses that are otherwise
preventable. [rubbish disposals/ disinfecting/ sanitising]
Cleanliness is a personal responsibility. The current mind-set is mainly due to ignorance
as people are unaware of the consequences of improper hygiene.
Food and waterborne illnesses are very common in developing countries due to the lack
of proper care and handling of food.
There are few simple steps to follow to promote good hygiene practices that could
minimise the risk of foodborne illnesses. It starts with hand washing. Make it a serious
point to wash hands with soap, and warm water frequently, especially after using the
restrooms, handling pets, and while, and during cooking, cleaning and before and after
eating.
Careful washing and cleaning of cooking surfaces, cutting boards, utensils, pots, and pans.
Likewise, clean raw veggies and fruits in running water before eating or cooking.
Cooking foods to the right temperature is the right thing to do since undercooked foods,
especially meats, and fish, are injurious to health.
4 |© MEHA, FY12CE 2020: ENGLISH.




(c)
Furthermore, keep cooked foods, if not using right away, in the fridge for shorter duration
and in the freezer for long-term use.
Eating hygienically prepared food and nutritious food/ balanced meals from all food
groups.
Health also depends on daily fitness/ exercising.
Education and enforcement is another aspect that is important in decision making to
keep healthy and fit.
Nature renews itself in the absence of human activity
Points for  Human activities contributing to desertification and land degradation, the climate crisis is
seriously threatening land ecosystems, biodiversity and global food security therefore,
Discussion
sustainable land management can contribute to reducing the negative impacts of multiple
stressors, including climate change, on ecosystems and societies.
 Recent COVID 19 pandemic resulted in decreased human activities at industrial level and
allowing the nature to heal itself or bounce back.
 The sky is clearer as pollution levels decrease.
 Using nature’s healing power. Agroforestry, reforestation and afforestation programmes,
particularly in tropical regions, can go a long way towards reducing land degradation and
act as carbon sinks, thereby both mitigating and helping ecosystems cope with a changing
climate. These nature-based solutions led to earth’s restorative capacity. Examples:
increase in marine resources as no overseas fishing vessels due to boarder restrictions.
 Decreased human activities helps to slow down levels of global warming and may help in
issues of increased water scarcity, soil erosion, vegetation loss, wildfire damage,
permafrost thawing, coastal degradation and crop yield declines which is directly or
indirectly caused by human activities.
 Reduced burning of wood and charcoal for energy, clean energy technologies help reduce
carbon emissions and slow down deforestation practices. [Developing and enabling access
to cleaner energy sources].
 Harnessing the power of collective action. As governments take note and communities,
international organisations and agribusiness act to implement society-wide changes to
rapidly shift to sustainable food production and land use, we, as individuals also need to do
our part.
 There are other ways individuals can do their share: through everyday choices, we can
contribute to reduce our use of water, switch to a more sustainable diet based on plants and
reduce our consumption of non-reusable, toxic products, such as single-use plastics that
are choking and polluting the planet’s ecosystems.
 To solve this man-made crisis, acting fast at all levels of society, we will be able to scale
back at least part of the unfolding disaster.
5 |© MEHA, FY12CE 2020: ENGLISH.
(d) The importance of reading books in the modern digital age
Points for  From an early age, books create warm emotional bonds between parents and children
especially when they read books together.
Discussion
 Reading books help kids develop basic language skills and profoundly expand their
vocabularies more than any other media.
 Books are interactive as they demand that young minds to think.
 Books answer questions. Books create questions.
 Reading fiction and nonfiction books widen our consciousness and knowledge of real and
unreal worlds.
 Fiction and nonfiction books widen our consciousness. They give us new ways to think
and new ideas. They expand our universe beyond time and place and inspire our own
original thoughts.
 Reading books develop critical thinking skills. A book is read by an individual. It has no
laugh track or musical score that emotionally primes a reader’s reaction. Reading books
develop and nourish child’s imaginations, expanding their worlds. Picture books introduce
young children to the world of art and literature. Novels and nonfiction books stimulate
kids’ sensory awareness, helping kids to see, hear, taste, feel, and smell on an imagined
level. Books inform our imaginations, inspiring creativity.
 Reading books give kids an opportunity to experience something in their imaginations
before it happens to them in real life. It helps prepare kids for their next stage of maturity,
vicariously preparing for the “grown-up” world.
 Reading books strengthen our self-confidence in reading and articulation of words. It also
in helps to learn new words and discover its meanings.
 Reading of books helps children and adults to open up, to move beyond self-absorption
and connect to other people. Books show us the inner workings of multiple perspectives
and let us know there is more than one way to view the world. Books build connections
and broaden our capacity to empathise; they help us to understand others. Books help us to
become more compassionate.
 Books help kids to chart their own moral and ethical course. Books help us to reflect on
right and wrong, good and evil. Books can offer guidance and help us to determine our life
priorities, our own set of values.
6 |© MEHA, FY12CE 2020: ENGLISH.
(e) Report
Total Cases of Violence in Primary and Secondary School by Education Districts
Introduction
(1m)



Comparative
analysis of data
(2m)
Possible reasons
for the trend
(2m)
Conclusion
(1m)
Violence cases in both primary and secondary school for nine education
districts in Fiji. The total sum of violence cases for both primary and
secondary school for districts stands at 28,201.
Cases are on bullying, cyber bullying, punching, beating, slapping, swearing
and name calling.
This report will discuss the comparative analysis of these cases and its
possible reasons which will be drawn from the nature of cases for each
district.
The table shows:
(i) Highest violence cases are from Nausori District at 21% while the lowest
stands for Ra District at 4%.
(ii) The district with highest case of name calling is noted for Nausori with the
highest record of 1895 cases compared to 305 cases for Macuata.
(iii) Cakaudrove have zero cases of cyber bullying compared to other districts.
[accept answers with comparative data]
(i) Nausori and Suva have higher cases of violence which could be due to
students being brought up urban environment with western way of life/ lack
of parental care/ unsupervised children who explore on their own at times and
end up in trouble/ peer influence/ school rivalry.
(ii) Nil cases of cyber bullying for Cakaudrove could be due to their geographical
location and low connectivity to internet, therefore unlikely for students to get
into cyber bullying.
[accept reasons related to the analysis of the comparative data]
 Improved supervision for children at home and school.
 Parents and teachers to teach moral values.
 Moulding student behaviour in schools and homes.
Recommendation 

(discuss one)
(1m)
Counselling recommended for students.
Professional development for teachers in student counselling for violence
cases.
Note:
 If sub-headings are missing, do not penalise.
 Report can be written in block style essay form.
 Recommendation will be marked under Content.
7 |© MEHA, FY12CE 2020: ENGLISH.
QUESTION 2
Criteria
Plan
PERSONAL WRITING
Descriptors
• Plan well followed from Introduction, Body & Conclusion
• Plan done but not followed/ missing points for introduction
and conclusion
• No plan
(10 MARKS)
Marks
1
½
0
Introduction
• Appropriate and linked to topic
• Not closely linked to topic
• Irrelevant and not in any way related to topic/ no introduction
1
½
0
Content
•
•
•
•
3
2
1
0
Conclusion
• Appropriate and linked to ideas in essay
• Not closely linked to essay
• Irrelevant and not in any way related to essay/ no conclusion
1
½
0
Accuracy
•
•
•
•
2
1
½
0
3 or more relevant ideas [linked to question]
2 relevant ideas
1 relevant idea
Totally off topic
0-2 different types of errors
3- 4 different types of errors
5- 6 different types of errors
7 or more different types of errors
(spelling, punctuation, tense, wrong word order, capitalization,
word form, preposition, article, conjunction, degree of comparison,
voice, subject-verb agreement, pronouns, etc.)
Style
•
•
•
•
0-2 different types of errors
3- 4 different types of errors
5- 6 different types of errors
Wrong style of writing used
2
1
½
0
(for letter – outside address, inside address, salutation, semi- formal/block style –
sentence structure/pattern/type, paragraphing, vocabulary, register,
expression, linking devices, redundancy, repetition, rambling, incomplete sentences,
missing words, flow of ideas, introduction-body-conclusion appropriate
for style of writing, layout, etc.)
 Please note that if there are many errors of the same type throughout the essay then deduct ½m for each TYPE
of error (e.g. more than two spelling mistakes -½m, more than two agreement errors -½m). Do not deduct for
each error (e.g.do not deduct ½m for each spelling error found as one will be deducting for one type of
error only).
 For style of writing, DO NOT give zero unless the wrong style of writing has been used e.g. writing
Expository essay under personal writing and vice versa. Some marks must be given for using correct
register, tone etc.
8 |© MEHA, FY12CE 2020: ENGLISH.
QUESTION 2
PERSONAL WRITING
The theme of this question is Survival.
a) You have been asked to practice self-isolation for three week. Write a diary entry of a day’s account
describing your feelings, experience and reasons for self-isolation.





Include a date
Give your dairy a name
Avoid greeting your diary as it cannot reply
Use past tense
Sign off with a signature or name
Points:
Personal hygiene and essential care.
Fear of dying from the virus/ disease.
Experience of the symptoms.
Personal responsibility in avoiding the spread of the virus.
Had more family time/ devotional time
Did gardening/ other activities.
b) Referring closely to the theme, write a narrative essay including the sentence given below in any part
of your writing:
Despite the challenges, I survived the ordeal.



Should not be in expository style.
Includes the sentence given.
Points must relate to the theme.
Or
(c)
Write a letter to the editor of a local newspaper expressing your views on the importance of using money
wisely in times of crisis. Use this address: 21 Nadaku Lane, Mavinda. You may use the name Amos Tui or
Maria Su.
Points:
 Do not let your friends’ pressure into spending too much money especially overspending on
junk/snacks. Spend wisely on healthy food.
 Keep a track of money you have or can use so that you do not run out.
 Do not loan money to your friends during these times as they might not return. You need to save
yours.
 Try doing price comparisons of things you need so that you can save money. Shop smart or wisely.
 Avoid recreational activities [movies, games] during such times so that you can keep your savings
or use it in emergencies.
 Make a budget and follow it to achieve your financial goals.
9 |© MEHA, FY12CE 2020: ENGLISH.
SECTION B
COMPREHENSION AND SUMMARY WRITING
QUESTION 3
COMPREHENSION
A.
Multiple-Choice
1.
A
2.
[20 marks]
(15 marks)
(4 marks)
D
3.
C
4.
D
5. Poor nutrition rate is caused by an increasing dependence on cheap imported food and
a decreased intake of traditional food. [line 6-7]
(2 marks)
6. Increased consumption of energy-dense processed food has led the country to experience high levels of overnutrition and non-communicable diseases.
[line 11-12]
(2 marks)
7. Traditional foods are more nutrient-dense than their modern replacements but are expensive to purchase or are
not available to purchase at all. [line 25]
(1 mark)
C.
Open-ended Questions
(6 marks)
Note:
Students’ answers to include own words as far as possible and all answers must be in complete sentences.
8. Explain the phrase, agriculture is a key pillar of the Fijian economy as used in the passage.
(2 marks)
T he phr ase ‘a griculture is a key pillar of the Fijian economy’ ca n be expl ai ned as most Fijians (65%)
earn income from agricultural farming and it also provides employment to 45 per cent of the Fijian population.
9. Explain any factor that has placed pressure on Fiji’s agriculture.
(2 marks)
A factor that has placed pres sur e on Fij i ’s agr i cult ure i s climate change which results in climatic
changes and creates problems in the farming/agriculture industry.
Or
A factor t hat has pl ace d pres sur e on Fij i ’s agr i cult ur e is tropical cyclones which results in flooding
and rising sea levels t hat can af fec t Fij i’ s food security through the destruction of crops and infrastructure/
also have indirect
effect on food security.
10. From the concluding paragraph, explain how Fiji can combat poor nutrition, natural disasters and agricultural
stagnation.
(2 marks)
Fiji can combat poor nutrition, natural disasters and agricultural stagnation by capitalising in climate-resilient
agricultural crops and encouraging farmers to plant native crops along with adopting a wide-range of economic
development for its population enabling everyone to afford healthy food.
Deductions
If more than 3 incomplete sentences, deduct ½ a mark from total.
If more than 3 instances of directly lifting from the passage deduct ½ a mark from the total.
10 |© MEHA, FY12CE 2020: ENGLISH.
QUESTION 4
SUMMARY WRITING
(5 marks)
Summary points only from lines 18 to 40 of the comprehension passage. Use about 70 to 80 words.
Points: [from lines 18 to 40]
Changing Fijian diet has resulted in low nutritional outcomes.
Rapid increase in consumption of processed snack foods while there is a decrease in fruit and
vegetable consumption.
Tinned fish is cheaper compared to fresh fish and thus the consumption of fresh fish is low.
Traditional foods are high in nutrient content but are expensive to buy or not available for local
consumption.
A decline in the agriculture industry led the population to depend on imported foods which is cheaper.
Agriculture is a stronghold for the Fijian economy as 65 per cent of Fijians earn income from
agriculture and the agriculture sector itself employs 45 per cent of the population.
Sugarcane which once led the Fijian agriculture has lost its prominence as other crops, horticulture
and livestock became more important to the sector.
One of the factors that has caused problems for the Fijian agriculture is climate change which makes
it vulnerable to its location. As a result of climate change, the strength of cyclones is likely to increase
and affect agriculture.
Tropical cyclones also cause extreme sea levels and flooding in Fiji destroying crops and
infrastructure as well as directly and indirectly impacting food security.
Marking Criteria
6 Points
Deductions
- 3 marks
(½ mark for each point)
Language - 1 mark
No title : -½ mark
More than 1 paragraph : -½ mark
No. of words not indicated : -½ mark
More than 100 words : -½ mark
Cohesion
-
1 mark
Direct lifting from the passage: mark only for Points
(not for Language & Cohesion).
Partial lifting from the passage: mark only for points and
cohesion.
If only draft is done, then mark only for points.
Check and allocate marks only if points are from the lines as
indicated in the question.
Note: All the above deductions will be from the total marks
scored in summary.
11 |© MEHA, FY12CE 2020: ENGLISH.
SECTION C
LANGUAGE
Part I
GRAMMAR AND VOCABULARY
[25 marks]
(15 marks)
QUESTION 5
A.
B.
C.
D.
Language Usage
1.
B [invaluable]
2.
D [remarkable]
3.
C [fore]
4.
B [gets]
(4 marks)
Accept word answers if the letters A-D is not written
Pronouns
1.
he
2.
they
3.
their
4.
we
(4 marks)
Subject Verb Agreement
1.
fight
2.
are
3.
have
4.
is
(4 marks)
Rewriting
(3 marks)
1. A beautiful song will be sung by Bulou.
2. The fish curry was so tasty that we couldn’t help finishing it.
3. He said that he was going to Kadavu the next day. [accept also: the following day]
Deductions
Deduct ½ a mark for a type of language error.
12 |© MEHA, FY12CE 2020: ENGLISH.
Part II
REGISTER STUDY
(10 marks)
Answers must be written in complete sentences.
If 3 or more incomplete sentences then deduct ½ mark from the total.
QUESTION 6
(i)
LANGUAGE OF SCIENCE
The tone of the sample is formal/objective/neutral/ impersonal.
(5 marks)
(1 mark)
(ii) The tone is achieved by use of scientific jargons/ absence of personal pronouns and opinions.
(1 mark)
(iii) Identify a non-linguistic feature from the sample.
(1 mark)
(iv) State the importance of the non-linguistic feature identified in (iii) above.
(1 mark)
(iii) non-linguistic feature
A non-linguistic feature is
the use of diagram.
A non-linguistic feature is
the use of bold print.
A non-linguistic feature is
the use of enumeration.
(iv) its importance of the non-linguistic feature
The importance of using diagram is to help illustrate the ideas mentioned in
the paragraphs for better understanding, assists to visualise the processes and
for clarity purposes/ assists in better understanding of the processes, for
clarity purposes, to avoid ambiguity.
The importance of using bold heading is for emphasis.
The importance of using enumeration is to make it easy to read and follow.
(v) One linguistic feature is the use of
(1 mark)
- compound to complex sentences eg. “The cell cycle…………in between divisions.”/ “Cells that are
……….nucleus, or mitosis.”/ “The division of……..division, called meritstems.”
- present tense verbs eg. is/ contains.
- science jargons eg. mitosis/ prophase/ chromosomes/ metaphase/ anaphase/ chromatids/ telophase/cell
division/ cell cycle/ meristems/ nucleus/ cytokinesis.
- passive voice eg.”…..the cell cycle is divided….”
- use of articles eg. a/the
[only one linguistic feature with an example]
QUESTION 7
LANGUAGE OF BUSINESS
(5 marks)
(i) The main purpose is to inform the creditor of the financial crisis faced by the customer regarding the payments.
(1 mark)
(ii) A business jargon used is repayment terms/ debt account/ financial crisis/ payment plan/ bankruptcy/ repay/
creditors/ monthly payment.
(1 mark)
(iii) The purpose of using the date is for reference purposes and for precision.
(1 mark)
(iv) A linguistic feature is the use of active voice/ simple sentence/ compound sentence/ proper noun.
(1 mark)
(v) State the importance of the linguistic feature identified in (iv) above.
(iv) a linguistic feature
active voice
simple sentence
compound sentence
proper noun
(v) the importance of the linguistic feature in (iv)
to establish a polite business-like tone/ to be clear and precise.
to make an important point or a direct point.
to give details and give/provide extra information.
makes specific reference to avoid ambiguity.
13 |© MEHA, FY12CE 2020: ENGLISH.
(1 mark)
QUESTION 8
(i)
LANGUAGE OF NEWSPAPER REPORTING
The purpose of this sample is to inform/ give news update.
(5 marks)
(1 mark)
(ii) An example of by line in the sample is Laisa Lui.
(1 mark)
(iii) The importance of by line: for authenticity purpose, for reference purposes and for transparency.
(1 mark)
(iv) The reason for using a shortened headline is to emphasise only the important words/ save space.
(1 mark)
(v) The reason for using short paragraphs is that it is easy to hold onto the reader’s interest since it is in
order of the most important to the least important news/ easy to comprehend and understand/ saves
reader’s time/ saves space for publication .
(1 mark)
QUESTION 9
LANGUAGE OF PUBLIC ADMINISTRATION
(5 marks)
(i) The tone is formal/ objective/ commanding/ authoritative/impersonal.
(1 mark)
(ii) The above tone is achieved by the use of administrative jargons/ passive voice/ personal pronouns
are omitted.
(1 mark)
(iii) Identify a linguistic feature from the sample and provide an example.
(1 mark)
(iv) State the importance of the linguistic feature identified in (iii) above.
(1 mark)
(iii) A linguistic feature from the sample and its example
polysyllabic words eg. interruption/ detection/ installation/
intermittent/ consumers/ sufficient/ inconvenience/
executive/ operations
proper nouns eg. Salovi/ Malolo/ Namaka/ Martintar/
Wailoaloa/ Votualevu/ Nadi/ July/ Friday/ Saturday/
simple sentences eg. “The shutdown is ……their installation
works.”
standard expression eg. “Any inconvenience caused is
regretted”
(iv) The importance of the linguistic feature
identified in (iii) is
to give a formal tone.
for specific reference.
to make a direct point or important point.
to achieve a formal tone.
(v) A non-linguistic feature from the sample is bold heading/ numbers (Dates/Time)
14 |© MEHA, FY12CE 2020: ENGLISH.
(1 mark)
SECTION D
Structure
Plan
Title and
author/
playwright/
poet
Introduction
Content
Conclusion
LITERATURE
Criteria
writing a good plan and following the plan
plan is written but disorganised yet followed to some extent
writing the plan but not following it
plan is limited/disorganised
no plan at all/one line or sentence or plan is written AFTER the essay
or plan is irrelevant
title and author/playwright/poet is correctly spelt/written
title written/correctly spelt but no author/poet/playwright or
playwright/poet/author written and correctly spelt but no title or both
written but there is a spelling error
no title/author/playwright/poet or wrong text title /author /playwright/
poet
introduction is well written - readers/ markers know what to expect
from the essay
introduction is just a rephrase of the question
no introduction/ introduction is off topic
content will depend on the question and mark allocation of question
conclusion is well written - readers / markers know the main argument
of the essay
conclusion is just a rephrase of the question - doesn't round off the essay
or a new idea introduced
no conclusion/ conclusion is off topic
[30 marks]
Mark
2
1½
1
½
0
1
½
0
1
½
0
10
1
½
0
Please note the following:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
-½ from the total for not writing correct question number or option.
-½ from the total for not underlining/highlighting/quote marking the title of the text in the essay.
-1 from the total for not using appropriate drama and poetry quotes in the essay (it is important to quote
lines from the poetry and drama text).
-½ from the total for using wrong poetry and drama quotes.
If wrong text is used (not a Year 12 text: E.g. Things Fall Apart instead of I Heard the Owl Call My name)
– mark as normal, total and divide by 3.
If wrong Year 12 text/or wrong genre used (e.g. short story titles are used to answer a poetry question or
novel is used for a short story question) - mark as normal, total and divide by 2.
If essay is not written - but plan is elaborate - give 1 mark for plan and 1 mark for title/author/poet/
playwright (if correctly written).
If essay is the plot of the story/poem/play (does not answer the question) – award maximum of 3 (1 mark
for title/ author/ poet/ playwright + 2 for plan - if correctly followed – you will not award marks for the
content!)
Do not award marks for content if essay is not written or there is one sentence only.
 If two questions from the same genre are answered, mark both and divide the second one by 2.
Describe
Discuss
Outline
Comment
Verb Descriptors
Systematically recount or explain, including all the relevant characteristics, qualities, or events.
Examine, analyse carefully and answer in a complete and detailed manner using your skill at
reasoning, backed up by carefully selected evidence to make a case for and against an argument.
Provide an organised description. Give main points and essential supplementary materials,
omitting minor details, and present the information in a systematic arrangement or classification.
Provide opinion of or on something or give an explanation of it.
15 |© MEHA, FY12CE 2020: ENGLISH.
QUESTION 10
(A)
PROSE
An essence of a good story lies its characters and these characters often represent
the real people in real societies.
With reference to the novel studied this year,
(i)
(ii)
describe two characters who are influential in the novel, and
discuss how the two characters in (i) represent the people in your society.
Title of the Novel: I Heard the Owl Call My Name
(i) describe two characters who are influential in the novel
(4 marks)










Mark
A young vicar who has to balance his self-beliefs and
commitment to Christianity.
He is shows concern and understanding of the point of view
of the native Indians who are affected by such change.
Mark is humble and self-sacrificing.
His unselfishness, politeness and understanding of the point
of view of all parties make him a respected and loved figure
among the Indians.
Mark learns what he needs to know, in the amount of time
that he has left. It is clear that the bishop gave him a difficult
assignment only because he believes it will benefit Mark
and help him in his own personal connection to nature and
people.
Martha Stephens
as an elder in the community.
Like a mother to Mark.
People in the community respect and listen to her advice.
She connects the elder generations to the younger one.
(4 marks)
(6 marks)
Author: Margaret Craven
(ii) discuss how the two characters in (i)
represent the people in your society.
(6 marks)
 People [can name or identify] with similar
characteristics in own society, who care
and understand others.
 Are tolerant of others culture and
traditions.
 The loss of life of dear ones at young age
makes us re-think of what matters most in
life in comparison to Mark Brian, who
was like a son, brother and friend to the
people Kingcome village.



Reference to elderly people who also
advise and guide.
Possess wisdom to help in decision
making.
Motherly figure.
Other characters may also be considered.
(B)
Novels are written with a thought to convey meaningful messages.
With reference to the novel studied this year,
(i)
(ii)
explain the author’s message to the young people, and
discuss why it is particularly relevant for your society.
Novel: I Heard the Owl Call My Name
(i) the author’s message to the young people
(4 marks)
 Nature dominating life- The people of Kingcome are
dependent on nature. Their society and culture have been
interacting with their natural surroundings since its
existence.

(4 marks)
(6 marks)
Author: Margaret Craven
(ii) relevant for your society.
(6 marks)
 Learn about nature and learn to live on
natural resources…can be related to
COVID 19 interpretations.
Cultural Changes/ western influence- Traditional and 
cultural Indian lifestyle is interconnected to their past
through beliefs, myths, legends, symbolism, nature and the
environment. This is threatened by external forces of
education and white culture of doing things- concepts of
we have similar situation in our country,
Fiji. Younger generations can realise and
learn about the importance of old ways.
Importance retaining cultural aspects of
life.
16 |© MEHA, FY12CE 2020: ENGLISH.
colonialism and Christianity. Examples of the younger
generation influenced by the European society which leads 
to younger Kwakiutl moving out of the villages to live in

urban areas.

Young people can compare their own or
current life to that of the Kingcome people.
Globalised societies create generation gap.
The Generation Gap- between the village elders and the
young people highlights the growing tension and conflict as
the two groups find themselves divided on issues of tradition
and change.
Other possible answers of the question may be accepted.
(C)
Authors often provide opportunities for readers to reflect on people and life.
With reference to the two short stories studied this year on the theme Relationships,
(i)
(ii)
describe one aspect of life you found commendable in each short story, and
discuss how the aspect in (i) above changed your view of life personally.
(4 marks)
(6 marks)
THEME:
(i) one aspect of life you found commendable in
RELATIONSHIP each short story (4mks)
(ii) comment on how the aspect in
(i) above changed your view of
life personally. (6mks)
Title:
Friendship – we can be friends with people from
Some friends are true and
loyal
[compare
with
The Cabuliwallah other social background or those who are poor.
Rahmun].
In this story, the age did not matter in forming
There can be also good peer
Author:
friendship.
influences in our lives.
Rabindranath
Tagore
Compassion for others.
Sadness- all of us experience sadness at some
Survival for living and harsh
point in our lives.
realities of life.
Compassion- compassion comes when you
share another person’s suffering. The narrator is
compassionate
towards
Rahmun
[the
cabuliwallah], who also has a daughter.
Title:
Preliminary
Inspection
Author:
Raymond Pillai
Note:
Other possible
answers of the
question may be
accepted.
Trust – we should trust the people we love and
care for as well as avoid having preconceived
ideas or prejudiced beliefs of people from other
social background.
Parental love – Savitri’s parents love her a lot
and vice versa. They trust her as she is an honest
and trustworthy person.
They accept her
relationship with Gopal because they know that
Savitri is happy.
Honesty - we need to be honest with our parents
and share everything with them. Parents care and
love us so we should come out clean in all that we
do.
17 |© MEHA, FY12CE 2020: ENGLISH.
Importance of trust and love
in any relationship.
Families are important.
Obedience also plays an
important role in
relationships.
It is important to involve your
family in decision making
especially when it concerns
your life.
(D)
Characters in short stories often reminds the readers to assess themselves.
With reference to the two short stories studied this year on the theme Values,
(i)
(ii)
describe one character with role model qualities in each short story, and
discuss two ways in which the character has changed your approach to life.
(4 marks)
(6 marks)
THEME:
VALUES
(i) describe one character
with role model
qualities (4mks)
Title:
The Gift of Magi
Jim
 loves his wife.
 Sacrifices his most
valued possession to
buy a gift for his wife.
Love has no boundaries.
Della
 Loves her husband.
 Sells her hair [part of
her beauty] to buy a
gift for her husband.
We should not always worry about money.
A white Jewish man Michael
 Gets into a fight with a
white Afrikaans.
 Tries to help the black
boy
from
being
bullied by the white
Afrikaans
We should not discriminate others in any way.
Do not have double standards and treat others unfairly
[In the story, the white Afrikaans family shows
prejudice in the way they treat the black child].
The value in this story is racial equality. The absence of
racial equality leads to conflict. [The white Jewish
family is prejudiced against the white Afrikaans family.
The white Afrikaans family is prejudiced against the
black child].
Most societies deal with issues of discrimination or
inequalities.
Good values from home and school can address these
issues.
Author:
O. Henry
Jim
A Day in the
Country
By Dan Jacobson
Note:
Other possible
answers of the
question may be
accepted.
QUESTION 11
(A)
(ii) discuss two ways in which the character has changed
your approach to life (6mks)
Being happy in whatever social or economic situation is
important. Makes life worth living for families or each
other.
Thinking of others before yourself.
POETRY
Readers often judge life in general after reading the poem.
With reference to the two poems on the theme Social Issues,
(i)
explain how life is judged in each poem, and
(4 marks)
(ii)
discuss important lessons that you have learnt from the two poems.
(6 marks)
(i)
(ii)
Poem 1
Be a responsible human being.
Title : Meditatio
Be mindful of social issues or health
Poet : Ezra Pound
issues around us.
Human behavior: Selfish/jealous and greedy – the poet
Show responsible behavior in caring for
portrays the reality of human behavior and actions in
things around us.
our societies.
Erosion of moral values, humanity – the poem shows
that there human beings have become greedy and
selfish.
Humans quest for gain and supremacy.
18 |© MEHA, FY12CE 2020: ENGLISH.
Poem 2
Title : The Old
Poet : May Ligo
The reality of rural to urban drift. The old man is alone
as his children and grandchildren are not with him.
He is lonely in old age.
Urge for companionship: the old people in the village
fend for themselves with no loved ones around.
We must care for our elderly.
Responsible for senior members of our
families.
Do not be ignorant of their needs for
companionship and love.
Note:
Other possible answers of the question may be accepted.
Or
(B)
The impact of westernisation is often related to education.
With reference to the two poems on the theme Progress,
(i)
explain one impact of westernisation expressed in each poem, and
(4 marks)
(ii)
outline how each impact relates to the people of the Pacific.
(6 marks)
(i)
Title : Reality
Poet : Konai Helu Thaman
Loss or lack of cultural knowledge.
Theme : Progress
(ii)
In the quest for better paid work or life, the
cultural knowledge is neglected.
Job opportunities may not always be there
upon completion of a degree or diploma.
Over-reliance on formal education – in his race
to gain formal education, the persona has lost
his traditional skills and knowledge.
Often people are so obsessed with formal
qualifications that they tend to disregard life
skills and informal education which is equally
valuable in the current challenging world.
Title : Kidnapped
Poet : Ruperake Petaia
Western way of life and change will always be
there in life. In this case is pursuit of formal
education or white man’s education. In the
process has lost his cultural values and identity.
More importance is placed on western
education – the parents give a lot of importance
to their son’s education and their make
sacrifices for him.
Unemployment is a reality which people can
be made to deal with in life even though
he/she may have the qualifications. In the
poem, the person has the qualifications, but
is not able to find a job.
Informal education is important as well for
Pacific islanders.
The modern day society puts greater
emphasis on education and where there
western education, change cannot be stopped
Significant culture or identity loss due to
education while education has its own
benefits in modern societies, it clearly
displaces the role of culture and identity
values in one’s life.
Note:
Other possible answers of the question may be
accepted.
19 |© MEHA, FY12CE 2020: ENGLISH.
(C)
Readers often wonder at how poets use different poetic devices in
order make their work appealing.
Refer to the two poems from either one of the two themes, Progress or Social Issues to answer the following:
(i)
(ii)
describe two poetic devices used by the poet for the two poems on the same theme, and (4 marks)
comment on how these poetic devices have helped convey the messages effectively.
(6 marks)
(i)
Poem 1
Title : Meditatio
Poet : Ezra Pound
 Irony – ‘When I carefully consider the
curious habits of dogs/ I am compelled to
conclude/ That man is the superior
animal.// When I consider the curious
habits of man/ I confess, my friend, I am
puzzled. The poet is ironic in his
description of the dog and the man. This
points out that even though man is
considered superior their actions say
otherwise.
 Repetition – ‘When I carefully
consider…’ is repeated to show how the
persona is making comparisons. The
word “Curious habits” is repeated to
allow the reader to use their own
interpretation of what these habits might
be.
 Direct Address -“I confess, my friend I
am puzzled.” This line shows that the
persona is talking directly to the reader.
 Symbolism – ‘When I consider the
curious habits of man/ I confess, my
friend, I am puzzled.’
 Alliteration – ‘When I carefully
consider the curious habits of dogs.’
Poem 2
Title : The Old
Poet : May Ligo
 Personification - ‘Thrice a day smoke
rises/Vertically but worriedly…’
 Rhetorical question - ‘But where is
everyone else?’ – This points out the
dilemma that nearly all older people in
the villages face.
 Imagery - ‘His supporter his walking
stick.’
 Symbolism - the ‘white man’s highway’
symbolises modernisation.
 The ‘old man’ represents culture and
tradition, which is left behind when
people choose modernisation.
Note:
Other possible answers of the question may
be accepted.
Social Issues
(ii)
 The use of irony and repetition portray the main concern of
human values which is deteriorating – the attitude and habits
of man at times are worse than dogs. Man being superior lack
humbleness and are the cause of so many other issues. Irony
points out that even though man is considered superior their
actions are destructive.
 The irony expressed here shows that although man is supposed
to be the superior animal since man possesses ideas and thoughts
and is able to know the difference between right and wrong,
seldom do men get it right. Animals/Dogs tend to show more
affection than humans have for each other and even behave
much better than humans.
 Through the use of Symbolism, Pound portrays that although
dogs may seem inferior to humans, when one thinks about
everything that humans do, we begin to wonder who is really
better. He explains, in concise, clear style that he feels that
humans, because of our many strange and pointless habits, are
not necessarily superior to animals.
 ‘When I consider the curious habits of man/ I confess my friend,
I am puzzled’ clearly show that there is something wrong with
man. Pound expresses his attitude towards human race, that is,
that man is on the same level as a dog.




The use of Personification portrays the old man’s loneliness –
he lives alone and no one cares about him. He is worried as
who is going to look after him when he is sick?
The use of rhetorical questions portrays the concern that Young
people are abandoning their elders and are not concerned about
them. The elders are neglected and deprived of love and care.
The Young people are abandoning their villages to be in the
towns where they think they will find a better life.
Imagery - this brings out the concern that the old man has no
one to care for him, to look after him, to talk to him, to support
him.
Symbolism portrays the impact of modernisation which has an
impact on the young people’s culture and way of thinking. The
old man represents the culture and tradition.
However,
modernisation leads to drift of the younger people to urban areas
which leads to loss of culture and traditions.
20 |© MEHA, FY12CE 2020: ENGLISH.
(D)
Reading a Poem
QUESTIONS
(i)
Identify the rhyme scheme in the first four line of the poem.
The rhyme scheme for the first four lines: AABB
How to identify the rhyme scheme of a poem?
The shattered water made a misty din.
Great waves looked over others coming in,
And thought of doing something to the shore
That water never did to land before.
(ii)
(1 mark)
A
A
B
B
Identifying
the rhyme
scheme
Describe the tone used of the poem.
(2 marks)
The tone used is of anxiety/ fear/ anticipation/ frightening/ unease.
(iii)
Describe what the persona thinks of the waves.
The narrator thinks that the ocean waves seems to be preparing to destroy/harm the
land and its people. The shore, cliff, and continent are joined together against the
threat of the oncoming storm as the persona doubts that they will be successful at
controlling or escaping the destructive force of the ocean or raging/angry waves.
(2 marks)
(iv)
Identify with an example the poetic device used in lines 5 and 6.
Poetic device [1mk] and example [1mk]
Personification eg. “…. hairy in the skies, Like locks” or
Simile eg. “Like locks blown forward in the gleam of eyes” or
Rhyme eg. “skies” “eyes” or
Alliteration eg. “Like locks”
(2 marks)
(v)
Explain what is implied by the words an age in line 11.
It implies that destruction will not last a single night, but rather for an “age”
which may be continuous storm for many days/ forever/ lifetime.
(2 marks)
(vi)
Discuss the warning or message that the poet is conveying to the readers.
(3 marks)
Frost clearly incorporates his childhood terror of the ocean into the poem, but expands
the threat by describing the destructive rage of the ocean against all of mankind. The
ocean waves seems to have a consciousness that is concerned only with the destruction
of anything they can touch: “Great waves…thought of doing something to the shore that
water never did to land before.”/ that nature is an unstoppable force and should be feared/
preparedness for disaster/ climate change effects and sea level rise.
(vii)
Comment on the last line Before God’s last Put out the light was spoken.
The poem ends with the image that ocean’s destructive rage/ raging ocean or waves/
storm is finally upon them. It is taking effect/ toll by destroying all in its path such as
homes/ farms/ shorelines. The forces of nature force destroying all of mankind. This
can also reflect on consequences for human action/ activities. The last line conveys that
something terrible is about to happen to the earth.
21 |© MEHA, FY12CE 2020: ENGLISH.
(3 marks)
QUESTION 12
(A)
DRAMA
Studying drama can enhance broader understanding of people and events.
With close reference to the play you have studied this year,
(i) describe two incidents that reveal the protagonist’s attitude, and
(4 marks)
(ii) discuss how the incident in (i) above has broadened your understanding in relation to your own society.
(6 marks)
Play : Julius Caesar
Playwright : William Shakespeare
2 incidents [2 marks each]
Discussion with examples or supporting explanations
 The first important incident in the play is the
from own society. [6mks]
Feast of Lupercal. Cassius talks Brutus into
Relates the following attitude of the protagonist to his/her
joining a conspiracy against Caesar.
society.
 The conspirators gather at Brutus’s house.
People
are at times like Brutus blinded by patriotism and
Having talked himself into killing Caesar,
Brutus takes control of the group. He
cannot differentiate right from wrong.
overrules Cassius in several decisions,
Easily manipulated just like Cassius manipulated Brutus.
including who should die aside from Caesar.
Having pride in their reputation for honour and
Brutus wants to ensure the conspirators'
nobleness, but he is not always practical, and is often
actions are seen as noble.
naive. Eg Brutus is unable to see through the roles being
 The conspirators gather around Caesar. Casca
played by Cassius and Casca. He does not recognize the
stabs him first, followed by all the others.
Brutus is the last person to stab Caesar.
false letters as having been sent by Cassius, although they
 Antony requests an audience with Brutus,
contain sentiments and diction that would warn a more
and Brutus grants him safe passage. Antony
perceptive man.
shakes all the conspirators’ bloody hands,
Misjudgement
of people Eg Brutus is not able to judge
and gets permission from Brutus to speak at
Cassius and understand how envious he is of Caesar. He
Caesar’s funeral after Brutus.
 Brutus speaks to a welcoming crowd, telling
also misjudges Caesar.
them they are now free of the tyrannical
Decision making for people or for the enemies with own
Caesar. Antony then speaks, telling the
agendas. Eg Brutus had to make up his mind whether to
crowd that the supposedly honourable men
join the conspiracy or not. On one hand, Caesar is his
murdered Caesar. He shows them Caesar’s
will. The angry crowd turns into a violent
friend and a leader under whom the Romans have
mob, targeting the conspirators and running
prospered. On the other hand, Caesar might become a
them out of town.
tyrant if he is crowned king.
Note:
Other possible answers of the question may be accepted.
(B) Playwrights often choose the setting and background to reveal key ideas in the play.
With close reference to the statement and the play you have studied this year,
(i) describe the setting and background of the play, and
(4 marks)
(ii) discuss the importance of the setting and background to the overall development of the theme (6marks)
Play : Julius Caesar
Playwright : William Shakespeare
Setting and Background
(4 marks)
Julius Caesar takes place in actual city of Rome in the year 44 B.C. These years mark the final moments of the
Roman Republic, and the beginning of the civil war that resulted in the creation of the Roman Empire. The first
four acts of the play take place in the city of Rome, while the final act is set in and around a Roman-controlled
battlefield in Greece. Most Roman citizens saw themselves as the superior conquerors, and the other parts of the
empire as the inferior conquered peoples. This civic sense of superiority was reflected in the fact that taxes from
all throughout the Republic made their way to the city of Rome for the benefit of the rulers and, to a lesser extent,
the Roman citizens.
More important than the geographical setting of the story is its political setting. Shakespeare sets Julius
Caesar during a period of great political conflict in the Roman Republic. For nearly 500 years the Republic had
been ruled by a group of senators and a pair of consuls drawn from the wealthiest and most powerful families of
22 |© MEHA, FY12CE 2020: ENGLISH.
Rome. However, throughout the history of the Republic, wars had been fought with enemies both external and
internal, including a series of civil conflicts that occurred immediately before the events of the play.
Importance to the play
(6 marks) The
story’s setting is the actual city of Rome in the year 44 B.C., a real time and place. Its importance is related to the
historical personalities of that era – Caesar and Antony who were real people, as were Brutus and Cassius.
Furthermore, the story is based on actual events: Caesar really was murdered by a conspiracy and Brutus really
was defeated at Philippi.
However, Shakespeare has taken liberties with the events and especially with the personalities in order to
address his themes. In particular, he has given each character certain motives and personality traits that drive the
plot forward (Brutus’ love of Republican freedom, Cassius’ jealousy, Antony’s loyalty to Caesar). The story’s
main conflicts occur among Rome’s patrician class, the aristocracy of the time, who live in the kind of luxury
that allows them to give their attention to matters of state, and to concern themselves with the larger questions of
life. The plebeian mob plays an important part in the action, of course, but it is the struggles of the great men –
Brutus, Antony, Caesar – that concern us most.
During these conflicts, Julius Caesar defeated Pompey and managed to amass the most personal and political power
of any Roman citizen. Caesar had been awarded the position of Consul, or dictator, for life—an unprecedented title
that gave him unlimited power. Romans grew concerned that Caesar had too much power in his hands, and that his
monarchic rule directly contradicted the goals of the Republic. As the play dramatises, these Roman citizens became
convinced that the only way to stop Caesar would be to assassinate him, which they did on March 15, 44 BCE.
Note:
Possible answers of the question may be accepted.
(C)
Playwrights often use crisis and tension in their work to convey important lessons.
With close reference to the play you have studied this year,
(i)
(ii)
describe a scene which portrays a crisis or tension, and
discuss how the crisis or tension in (i) above conveys important lessons.
a scene which portrays a crisis or tension
(4 marks)
Act 1 Scene 2. Mark Antony offers
Caesar a crown, which he refuses three
times. This scene is full of tension as
Casca, Cassius, Brutus, and the others
fear that Caesar might take the crown.
Act III, Scene 1. The dramatic movement
is now rapid, and the tension, indicated
by the short whispered sentences of all
the speakers except Caesar, which shows
the impending doom. In the assassination
all the complicating forces - the selfconfidence of Caesar, the unworldly
patriotism of Brutus, the political
chicanery of Cassius, the
unscrupulousness of Casca, and the
fickleness of the mob--bring about an
event which changes the lives of all the
characters concerned and threatens the
stability of the Roman nation. The death
of Caesar is the climax of the physical
action of the play; it is at the same time
the emotional crisis from which Brutus
comes with altered destiny.
(4 marks)
(6 marks)
the crisis or tension in (i) conveys important lessons
(6 marks)
Discussion of messages with examples and explanations:
Jealousy/ hatred. Cassius shows his hatred for Caesar.
Caesar becomes a hero for his win in battle and in his
humble way of refusing the crown. On the other hand,
Brutus terms him as an ambitious person who is not fit to
be a hero. Both Cassius and Brutus themselves are
ambitious and hungry for power.
Tyranny and power. The use of power for establishing
tyranny over the people is another significant theme of the
play, Julius Caesar. Two characters try to prove that Caesar
has set up a tyrannical dictatorship; first Cassius, who uses
flowery language to prove it and Brutus, who sees that by
getting absolute power, Caesar will become a tyrant/
dictator.
Betrayal. Breaking the bond of trust in a relationship and
deceiving another person are considered as forms of
betrayal. In Julius Caesar, betrayal can be regarded as the
foundation of the whole story and throughout the play
between other characters. Due to the anger of Cassius, the
entire play deals with the betrayal of Caesar by Cassius;
there are occurrences of this treachery before and after his
death.
23 |© MEHA, FY12CE 2020: ENGLISH.
Act 3 Scene 3. Rome in crisis. The
chaotic scene after Anthony’s speech.
Note:
Possible answers of the question can be
accepted.
(D)
Revenge is a central theme within Julius Caesar. Due to the
theme of revenge, he desires to avenge Caesar's death, and
this leads to the murder of the conspirators. Revenge is
also apparent when Antony organizes an army to defeat the
conspirators and brings them to justice.
Extract [pg. 218 Brutus's soliloquy in Act II, Scene I]
(i) State the title and the playwright of the above extract.
The title Julius Caesar and the playwright is William Shakespeare.
(1 mark)
(ii) In this extract, Brutus talks to himself. Identify the literary device used to describe the above extract and
state its purpose.
(2 marks)
The literary device used is soliloquy and its purpose is that due to lack of time and space, it is essential to
present information about the plot, and to expose feelings/thoughts and intentions of the characters./ used as
means of character revelation.
(iii) Describe Brutus’ state of mind at this stage.
(2 marks)
Brutus’ state of mind at this stage is in dilemma as he is considering the situation from all sides. He is assessing
the whole situation and nervously makes the decision.
(iv) Explain what Brutus means by: “It is the bright day that brings forth the adder” in line 5.
(2 marks)
It’s on sunny days that you must be careful about stepping on a snake, as that’s when they come out into the
open to warm themselves. Likewise, it’s at this time of peace following the end of the civil war that the Romans
should be wary of Caesar seizing too much power.
(v) Explain what the word ladder in line 13 symbolises.
(2 marks)
Caesar to let his emotions get the better of his reason. However, everyone knows that an ambitious young man
uses humility to advance himself, but when he reaches the top, he turns his back on his supporters and reaches
for the skies while scorning those who helped him get where he is. Caesar might act like that. Therefore, in case
he does, we must hold him back.
(vi) Discuss the truth about Caesar as according to Brutus.
(3 marks)
Caesar is compared to a serpent’s egg—once it has hatched, it becomes dangerous, like all serpents. Thus we
must kill him while he’s still in the shell. Brutus insistently invokes reasons for his decision to kill Caesar he
never actually gets around to specifying them in unambiguous terms, so that the audience is left frustrated in
its desire to understand what it is that impels him. The issue of human motivation, tantalizingly holding out the
prospect of explanatory closure without actually supplying it, so that what we are left with is a sense of the
ultimate indecipherability of human conduct.
(vii) Discuss the importance of this extract in relation to rest of the play.
(3 marks)
This extract/ passage is very important to the play because Brutus is deciding whether to join the conspiracy
or not. It is also an example of foreshadowing used in the passage, because Brutus thinks, through the natural
course of life, people with power become tyrants after a while. Conflict is also used because Brutus has to
decide whether or not to betray Julius Caesar or join the conflict against Julius Caesar even though he has no
personal reason to kill him, but if Julius Caesar is crowned king, he would probably become a tyrant. This
extract leads to Brutus decision making based merely on an assumption and then leads to assignation of Caesar.
This in turn leads to rebellion and conflict created by Anthony.
24 |© MEHA, FY12CE 2020: ENGLISH.
The End
25 |© MEHA, FY12CE 2020: ENGLISH.