EXAMINATION NATIONAL SENIOR CERTIFICATE

GRADE 12
DATE NOVEMBER 2023
SUBJECT ENGLISH HOME LANGUAGE
PAPER 2
MARK TOTAL 80
DURATION (HOURS) 2½
NUMBER OF PAGES 21
MARKING GUIDELINES
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NATIONAL SENIOR CERTIFICATE

NOVEMBER 2023
ENGLISH HOME LANGUAGE PAPER 2: LITERATURE

NOTE TO MARKERS
• This marking memorandum is intended as a guide for markers.
• The memorandum will be discussed with the marking panel before marking
commences at the marking centre.
• Candidates’ responses must be considered on their merits.

MARKING GUIDELINES
1. Wherever a candidate has answered more than the required number of questions, mark
only the first answer/response (the candidate may not answer the essay and the contextual
question on the same genre).
2. In SECTION A, if a candidate has answered all four questions on prescribed poems, mark
only the first two.
3. In SECTIONS B and C, if a candidate has answered two contextual or two essay questions,
mark the first one and ignore the second. If a candidate has answered both questions
(novel) and all four questions (drama), mark only the first answer in each section, provided
that one contextual and one essay have been answered.
4. If a candidate gives two answers, where the first one is wrong and the next one is correct,
mark the first answer and ignore the second.
5. If answers are incorrectly numbered, mark according to the marking guidelines.
6. If a spelling error affects the meaning, mark incorrect. If it does not affect the meaning,
mark correct.
7. Essay question: If the essay is shorter than the required word count, do not penalise,
because the candidate has already penalised himself/herself. If the essay is too long,
consider and assess a maximum of 50 words beyond the required word count and ignore
the rest of the essay. However, the conclusion must be considered.
8. Contextual questions: If the candidate does not use inverted commas when asked to quote,
do not penalise.
9. For open-ended questions, no marks should be awarded for YES / NO or I AGREE/
DISAGREE. The reason / substantiation / motivation must be considered.
10. No marks should be awarded for TRUE / FALSE or FACT / OPINION. The reason /
substantiation / motivation must be considered.
11. Answers to contextual questions must be assessed holistically in the light of the discussion
during the standardisation of the marking memorandum. Part marks should be awarded in
proportion to the fullness of the response to each question.

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SECTION A: POETRY
QUESTION 1: POETRY ESSAY QUESTION
TO MY FATHER, WHO DIED
DAWN GARISCH
• Use the following ideas, among others, as a guide to marking this question.
• Responses might differ, depending on the candidate’s sensitivity to and understanding of the
poem, and the poet’s intention.
• Refer to the rubric on page 20 for marking the poetry essay.

• The poem presents a reflective and introspective voice, as the speaker tries to
understand her own emotions and memories about her deceased father.
• Sitting and watching the water's surface is used as a metaphor for introspection, as the
speaker reflects on her father's motivations and her own place in the world.
• By examining the speaker's journey of introspection, readers can explore the
complexities of grief, memory, and the universal search for meaning.
• The poem has a reflective, nostalgic, and contemplative tone.
• The speaker engages in a silent conversation with her departed father, conveying a
deep sense of loss and a yearning to comprehend her father's role in her life.
• The reflective tone can be seen in lines such as, ‘You come to me and sit in the caves
of my sockets’ and ‘I sit a while and watch the surface play and try to understand what
moved you.’ These lines show the speaker's contemplative state as she tries to make
sense of her father's connection to the sea and its significance in her own life.
• The poem carries a nostalgic tone through the speaker's memories and vivid imagery.
• Descriptions of the sea, fishing, and the father's presence evoke a longing for the past
and a desire to revisit shared moments.
• The sea symbolises the father's connection to nature and the speaker's longing to
understand him, depicted through the imagery of ‘breaths white and ash, fish, salt’ and
‘the churning water’.
• The sea and fishing imagery represent the father's passion and connection to nature,
while references to ash and wind convey a sense of loss and transience.
• ‘You come to me and sit in the caves of my sockets’ is a powerful image which suggests
a profound connection between the speaker and her father.
• The poem utilizes vivid language to create a visual experience, with phrases like
‘shimmering beaches,’ ‘churned water,’ and ‘lure’.
• The poet's choice of words reflects the theme of loss and longing, using words such as
‘ash,’ ‘fastened,’ and ‘ash to the wind’ to convey transience, mortality, and the passage
of time.
• These carefully chosen words evoke grief and the fragility of life, emphasising the
speaker's sense of loss and longing for her father.
• The poet's word choice contrasts the speaker's attempt to understand her father with
the limitations of her perception. The contrast is illustrated in, ‘I sit a while and watch the
surface play and try to understand’. The word ‘play’ suggests transient beauty and
movement, while ‘understand’ implies a desire for deeper understanding.

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• Through the interplay of tone, diction and imagery, the speaker contemplates the
meaning of life by observing her father’s relationship with the sea.
• Her father’s immersion in the water becomes a metaphor for the continuity of life, the
cycle of birth and death.
• The speaker, whilst watching from the surface, seeks to understand her father’s
perspective and find meaning in her own existence.

[Credit valid alternate responses.] (10)

OR

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QUESTION 2: POETRY – CONTEXTUAL QUESTION

A VALIDICTION: FORBIDDING MOURNING – JOHN DONNE

2.1 The phrase ‘forbidding mourning’ in the title of the poem implies that the speaker
prohibits an overt display of grief and sorrow upon parting.

[Award 2 marks for one idea well-explained.] (2)

2.2 The speaker’s attitude toward the physical separation is one of fearlessness/
confidence/optimism in the enduring strength of their love and spiritual connection.
The speaker expresses the belief that their souls are inseparable and
interconnected.

[Award 1 mark for identification of attitude and 1 mark for the explanation.] (2)

2.3 The compass symbolises the unbreakable bond between the speaker and his
beloved. The legs of the compass represent their souls, always connected even
when physically apart. The image conveys the idea of a love that goes beyond
distance. The stability and constancy of the compass mirrors the enduring nature of
their love. Ultimately, the compass serves as an extended metaphor for a deep
spiritual connection and the ability of love to overcome physical separation.

[Award 3 marks for two ideas well-discussed.] (3)

2.4 The poet challenges conventional notions of love and separation by using
metaphysical conceits (such as gold, to describe the spiritual and emotional richness
of the love shared between the speaker and his beloved) and extended metaphors
(such as the compass, to describe their relationship, or dying embers to express the
gradual fading of their physical presence) to express the depth of love beyond
physical presence. The poet emphasises that true love can transcend distance and
is not diminished by separation; instead, it suggests that physical distance can
strengthen spiritual connections. The poem defies the conventional belief that lovers
should mourn their parting, asserting that their love is more powerful when they are
apart.

[Award 3 marks only if a critical comment is made.] (3)

(10)

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QUESTION 3: POETRY – CONTEXTUAL QUESTION

THE WEARY BLUES – LANGSTON HUGHES

3.1 The speaker describes the blues as a melancholy tale that speaks of sorrow and
pain.

[Award 2 marks for two ideas.] (2)

3.2 The phrase, ‘old piano moan’ employs onomatopoeia to mimic the sound of the
piano. This evokes a sense of melancholy and weariness. The onomatopoeia brings
the reader closer to the sensory and emotional aspects of the music, which makes
the poem more engaging and powerful.

[Award 2 marks for any two valid points.] (2)

3.3 The repetition of the phrase ‘I got the weary blues’ enhances the effect of the poem.
The repetition also adds a rhythmic/musical quality to the poem, reflecting the blues
genre it draws inspiration from. Additionally, the repetition emphasises the
weariness experienced by the speaker by intensifying its emotional impact. Overall,
the repetition of this phrase deepens the reader's understanding and connection to
the theme of weariness in the poem.

[Award 3 marks for two ideas well-discussed.] (3)

3.4 The musician's rendition of the ‘sad raggy tune’ serves as a cathartic outlet, allowing
for emotional release. By vividly portraying the musician's passionate performance,
the poem not only celebrates the power of artistic expression but also emphasises
its ability to transcend weariness and provide comfort. In doing so, the poet
showcases how art acts as an emotional outlet, offering solace and a means of
connection. Additionally, the poem explores the transformative nature of the blues,
as it can transport listeners to a different emotional realm. The poet also conveys
the communal aspect of the blues, highlighting how it brings people together in
shared experiences of liberation.

[Award 3 marks only if a critical comment is made.] (3)

(10)

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QUESTION 4: POETRY – CONTEXTUAL QUESTION

AUNT JENNIFER’S TIGERS – ADRIENNE RICH

4.1 ‘bright topaz’ indicates the vibrant colours of the tigers.

‘prance’ alludes to the sense of comfort felt by the tigers – they feel comfortable
enough to parade over the entire screen.
‘denizens’ refers to the tigers’ assertiveness – they feel at home in the ‘world of
green’.

[Award 2 marks for any two ideas.] (2)

4.2 These lines convey Aunt Jennifer’s yearning for freedom and self-expression,
contrasting with the limitations and constraints she faces in her own life. The tigers
symbolise her aspirations for strength and fearlessness, serving as a stark contrast
to her own perceived powerlessness.

[Award 2 marks for two distinct points.] (2)

4.3 The phrase ‘When aunt is dead’ suggests a future state when Aunt Jennifer is no
longer alive. It foreshadows Aunt Jennifer’s eventual passing and implies that her
struggles will then cease to exist. It also suggests that Aunt Jennifer’s tapestry will
remain as a lasting remnant, which will continue to exist for eternity. The phrase
thus introduces to the temporary nature of Aunt Jennifer’s current situation, and the
potential for emancipation from her unjust circumstances.

[Award 3 marks for two ideas well-discussed.] (3)

4.4 Aunt Jennifer finds a means of self-expression and temporary escape from her
constrained marriage through her tapestry. The tapestry becomes a source of
artistic liberation, allowing her to express her longing for strength and independence.
It empowers her. However, while the tapestry offers Aunt Jennifer a momentary
respite, it does not offer a permanent solution to her oppressive circumstances, as
she will only find permanent relief from her situation when she is dead. The speaker
not only successfully depicts art as an escape from oppressive situations but also
highlights its transient nature, suggesting that its effects may not be long-lasting.

[ Award 3 marks only if a critical discussion is evident.] (3)

(10)

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QUESTION 5: POETRY – UNSEEN POEM

i thank You God for most this amazing – E.E. CUMMINGS

5.1 Line 1 expresses the poet’s direct address to God, using the pronoun ‘You’
capitalised to emphasise the divine entity being addressed. The poet’s referral to
himself with the lowercase ‘i’ suggests that the poet sees himself as part of a larger
whole/small in comparison to God. / The use of the word ‘thank’ implies a sense of
acknowledgement, suggesting that the poet sees God as deserving of gratitude.
This signifies the poet’s view of God as an active participant in the creation of the
world.

[Award 2 marks for any two points.] (2)

5.2 The word ‘yes’ conveys a sense of affirmation and approval. It suggests that all the
natural elements mentioned in stanza 1 (and in the rest of the poem), representing
the wonders of the natural world, are worthy of celebration and gratitude. The ‘yes’
affirms the speaker’s awe and appreciation of the beauty found in nature. (2)

5.3 In this poem, enjambment is used to create a sense of continuous flow and
spontaneity. The fluidity created by the enjambment mirrors the speaker’s
unbounded gratitude and awe of the natural world. By allowing the lines to spill over,
the poet breaks free from the constraints of conventional syntax, allowing for a more
organic and unrestricted expression of thought. This contributes to the passionate
and fervent tone of the poem, conveying the depth of the speaker’s emotions.

[Award 3 marks for two ideas well-discussed.] (3)

5.4 Nature plays a central role in shaping the speaker's attitude toward God. The poem
exudes a profound sense of awe and gratitude for the natural world, and this deep
connection with nature significantly influences the speaker's perception of the divine.
Throughout the poem, the speaker expresses a sense of wonder and reverence for
the beauty and vitality of the natural world. This celebration of nature's grandeur
leads the speaker to a deeper appreciation of the divine. Nature, in the poem, is
depicted as a manifestation of God's creativity and benevolence. The speaker sees
God's presence in the intricate details of the natural world. This connection between
nature and the divine fosters a sense of spiritual awakening and gratitude.

[Award 3 marks only if a critical comment is evident.] (3)

(10)
TOTAL SECTION A: [30]

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SECTION B: NOVEL
DIAMOND BOY – Michael Williams
QUESTION 6: DIAMOND BOY – ESSAY QUESTION

• Below is the basis for answering this essay. Use the following as a guideline only.
However, also allow for answers that are different, original and show evidence of
critical thought and interpretation.
• A range of examples may be used by the candidates to support their arguments.
• Candidates may disagree with the original statement or give a mixed response. The
candidate must be able to motivate such response.
• Refer to the rubric on page 21 to assess this question.

• ‘Diamond Boy’ is set in Zimbabwe, a country marked by hardship, violence, and

political instability. The novel is set in the diamond mines of Marange, a real-life
location in Zimbabwe that has been at the centre of controversy due to the human
rights violations and corruption associated with its diamond trade.
• The setting acts as a catalyst for the characters to develop resilience and overcome
challenges while holding onto their family values and bonds. The resilience of the
characters is demonstrated through their ability to adapt and survive in challenging
circumstances. They find alternative ways to sustain themselves, such as Patson's
father becoming a mine worker when his teaching job does not pan out, and Patson
himself becoming a diamond miner, despite being very young and inexperienced.
• After travelling for a long time, the Moyo family meets trouble on the road. Their driver
decides to drop them off mid-way and leave them to fend for themselves. It is during
the second half of their journey to James Banda that the Moyo family meet Boubacar
for the first time. Boubacar is reluctant to help the family navigate through the
dangerous fields to where they need to be. However, Patson is observant: when
Boubacar starts walking away from Joseph, Patson has the initiative to mention James
Banda’s name and get Boubacar’s attention. He also notices compassion in
Boubacar’s glance at Grace and has deduced that James Banda seems to be a
powerful man in Marange.
• When Jamu takes Patson to Banda Hill for the first time, Patson shows his strength
when he decides that the interrogation has lasted long enough. Amongst young people
his age, he knows how to assert himself: his firm, sharp response gains their respect.
• Uncle James cleverly lures Patson into a private conversation where he shows Patson
some very valuable diamonds. Patson is made vulnerable to James Banda’s
manipulation about the ‘instant wealth’ promised by diamonds. Of more concern is that
he is vulnerable to the possibility of becoming just another statistic – a mailasha who
would be dead within a week. However, his resilient nature shines through in his deal
with Farouk Abdullah (after he discovered his first diamond) when he does not become
intimidated and accept the US$100 Abdullah offers him at first. Patson desperately
wants to sell his diamond but refuses to be fooled into accepting the first offer to come
his way.
• Patson’s father presents him with a new moleskin diary when they are moved into the
tabaco sheds. The inscription reads, ‘For my son / Write your way into another life’.
Patson’s diary becomes a source of comfort and resilience as it provides a safe space
for him to reflect.

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• When Patson bravely crawls to Musi during the night (after the riad), anxious to hear
about his father, his deeply rooted care for his family is displayed. He also displays his
friendship towards Arves; when Arves warns him that ‘things are going to happen here'
and tells him to run, Patson does not abandon his friend. He does not choose to escape
without first ascertaining the safety of his father and sister.
• It takes great courage to return home, knowing that he has two priceless diamonds in
his possession and could be caught at any moment. Even after the adult miners talk
about the gunshots killing the miners, Patson is prepared to not only risk escaping the
compound, but also risk staying at the school to collect the medicine and returning to
the sheds to check on Grace before returning.
• Patson’s determination to protect his sister is a display of his strength of character. He
not only embarks on a dangerous journey to South Africa, with many ill-intended
people on his heels, but he also battles with the loss of his leg and the physical and
emotional turmoil that accompanies it. Patson’s perseverance is his final display of
resilience.
• Judging by his teaching awards, Joseph Moyo is presented as an excellent teacher in
the beginning of the novel, whilst still living in Bulawayo. He also earns a ‘good’ salary
as a teacher; but unfortunately, the Zimbabwean dollar is worth nothing. Without the
family’s knowledge, Joseph gets an appointment at a school in Marange and
accordingly moves his entire family there to better their circumstances.
• Once he finds out that there is no real teaching job, Joseph swallows his pride and
asks James for a job in the mining fields, all in the name of being able to provide for
this family.
• Joseph also makes the most out of a bad situation by responding to Patson’s anger by
saying it is sometimes necessary to make sacrifices.
• Although Joseph’s display of resilience is not as forthcoming, his positive disposition
pulls him (and his children) through tough times. Joseph ultimately dies on Banda Hill
without giving up hope that his children will be okay.
• Grace’s resilience is forthcoming through her peace-making and ability to lighten up a
situation. On their way to Marange, when the driver refuses to drive them any further,
it is Grace who looks on the bright side about walking being a change from the long sit
in the car.
• True to her sunny nature, Grace is making the best of their situation when they are
moved to the sheds. She makes four new friends and excitedly plans to make a ‘feast’
for the family, using the ingredients Khuda had given her.
• After the invasion on the mines, she still makes the best of the situation by looking
forward to the jamboree and by wearing her Girl Guide uniform. She confides in her
brother, despite her fears about their missing father, and even tries to hold back her
tears.
• Grace’s monumental display of courage and resilience is when she is clear minded
enough to send Patson a second text message stating that she is hiding in a truck at
the border because Determine has no travel papers. This revelation is what ultimately
gets her saved.
• At the beginning of the novel, the Moyo family is stranded by their driver and left to find
their way to James Banda, without any help or guidance to navigate the dangerous
fields of Marange. Boubacar, a friend of the Moyo family, plays a significant role,
particularly in supporting Patson and Grace. His decision to help them despite the risks
reflects his own resilience and commitment to aiding others in need. He also helps

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Patson deal with Arves’s death (by letting Patson climb to Arves by himself); manage
the loss of his leg (by showing Patson that he can still persevere and have fun); and
find Grace (by travelling all the way to South Africa).
• Boubacar’s personal testimony about his rehabilitation by the UN forces, from being a
child soldier in then DRC, only emerges at the end of the novel and finally reveals his
true character and his true source of resilience: the decision to not be a product of his
circumstances.
• Patson first meets Arves on Banda Hill, where he works as a boy miner. Arves, a friend
of Patson, adds depth to the exploration of resilience in the novel. While his role may
be secondary, his presence is a reminder of the interconnectedness of the characters.
In a challenging environment like Marange, where social bonds are crucial for survival,
Arves represents the collective strength and mutual support found in friendships.
• Arve’s lust for carpe diem is inspiring. He displays a keen intelligence and is
remarkably observant: during the first month they have worked together, Arves noticed
that Patson was watching the guards. He draws the conclusion that Patson is looking
for a way to take a diamond without being caught.
• Arves uses his HIV positive status to his advantage. When Arves is picked up by the
scruff of his neck, he ignores the danger to his person and threatens that Boubacar
will die a nasty ‘Aids death’ as he bites him.
• We conclude that Arves is seriously affected by HIV Aids, as he loses colour and has
a lack of energy only one day after the raid on the mines. Without food and his ARVs,
Arves cannot function at full capacity.
• Arves’s courage is his ultimate display of resilience: apart from telling Commander
Jesus exactly how he feels about his food and everything else, the way he accepts his
fate is admirable. He urges Patson to escape and not return with medication and is
brave enough to live fully, knowing that he will not be around long enough to see
adulthood. Arves finally makes the ultimate sacrifice by helping Patson to his
grandmother and dying soon after.

[Credit valid alternate responses.] (25)

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QUESTION 7: DIAMOND BOY – CONTEXTUAL QUESTION

7.1 Patson agrees with the Wife because they are facing a challenging situation: they
have already travelled too far from home and need to get to a place of safety before
they are caught by the soldiers. Additionally, going back home is not a viable option
as it would not solve the financial problems that prompted their move. At this stage,
Patson agrees that getting to Sylvia’s brother is an attractive option as it provides
potential relief from their situation and hope for a better life.

[Award 3 marks for three distinct ideas.] (3)

7.2 YES.
When Boubacar places his hand on Grace's head and bends down to her, it
signifies his affectionate and comforting nature. His words, ‘I didn't leave you,
Mademoiselle,’ highlight his commitment and loyalty toward Grace. His
protectiveness is also evident when he speaks to Patson about taking Grace’s
hand and running for their lives. After Grace has been taken by Determine,
Boubacar is anxious to get out of Zimbabwe before it is ‘too late for Grace’.
Boubacar even walks to the top of Gwenja Rock instead of sending Patson up, to
save time. In the end, Boubacar attributes Grace’s rescue not on himself, but to
her, when he comments that ‘Madamoiselle Gracie rescued herself’. Boubacar’s
affection for Grace is unwavering throughout the novel as she represents the sister
he had lost.

[Award 3 marks for three distinct ideas.]

[A ‘NO’ response is unlikely.] (3)

7.3 The introduction of the soldiers in this extract foreshadows the conflict between the
miners (including Uncle James) and the government. Their presence puts Patson
and his family at greater risk of harm and reinforces the harsh realities they are
dealing with. Additionally, the soldiers’ interest in the boys near the diamond fields
reveals the illegal and exploitive nature of the diamond trade in Zimbabwe, which
underscores the corruption and manipulation that often accompany these trades.
Their presence also serves to develop the plot as it creates a sense of urgency
and raises questions about the safety of the characters.

[Award 3 marks for any two ideas well-discussed.] (3)

7.4 Patson and the other miners have been trapped on the mines by Commander
Jesus’ soldiers. / Patson escapes to find his father, Grace, and medication for
Arves. Patson reveals to Grace that he has found two diamonds. / Jamu’s sudden
appearance raises questions about Patson’s father, leading to a private
conversation where Patson shares his plans and promises to come back for Grace.

[Award 3 marks for three distinct ideas.] (3)

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7.5 The irony lies in Patson’s ‘secret’ not being a secret at all. Patson revealed his
findings to other characters, including his father, Boubacar, and Arves. Also,
Jamu’s sudden appearance is prompted by his knowledge of Patson’s diamonds
– and later his desperation to get these diamonds from Patson. / By urging Grace
not to tell anyone about the diamonds, Patson is acknowledging the risks
associated with the diamond trade. The irony lies in the contrast between the
traditional perception of diamonds as valuable, and the reality of the diamond trade
in Marange. Ironically, both Patson and Grace can be freed from their difficult
circumstances if they were to give up these diamonds. Thus, Patson’s request that
Grace keeps his secret is counterproductive.

[Award 1 mark for the identification of the irony and 2 marks for an explanation.] (3)

7.6 The relationship between Patson and Grace is characterised by a strong bond as
siblings and a shared sense of responsibility to look after one another and to keep
each other safe. After their father's death, Patson takes on the role of protector,
prioritizing Grace's safety and well-being. His concern for keeping the diamonds a
secret reflects his understanding of the dangers associated with the illegal
diamond trade and his desire to protect Grace. Promising to come back for her,
Patson demonstrates his determination to create a better future for both of them.
This love for his sister is further exemplified in his unwavering determination to find
her while facing extreme challenges during his journey to South Africa. Grace’s
relationship with her older brother is characterised by a deep sibling bond where
there is a strong sense of mutual care and support. Grace relies on Patson for
emotional support, protection and communication. Grace trusts Patson and
therefore openly communicates with him. They share a strong sense of
interdependence.

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

7.7 When Jamu questions Patson about his father’s wellbeing and suggests that
Patson has not been informed, Patson’s understanding takes a sudden shift.
Patson realises that if his father had managed to escape the mine, he would have
sought out Grace, thus implying that his father is no longer alive. Patson’s gripping
Jamu’s arm and his urgency to meet him outside emphasise that he does not want
to expose Grace to this grave reality: his sense of responsibility and desire to
protect his sister become his first priority at this moment.

[Award 3 marks for two well-developed ideas.] (3)

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7.8 In this extract, the diamonds are a symbol of hope, transformation and material
wealth for Patson. Initially, the diamonds awaken a desire of riches within Patson,
offering a means of escape from poverty and improving his family’s wealth. The
allure of the diamonds to improve their quality of life is what drives Patson’s
passion and commitment to finding them. However, the diamonds also carry risks
and dangers, which highlight the complexities and sacrifices involved in Patson’s
pursuit of them. Patson loses his father, his foot, and his friend in his pursuit of the
diamonds and by hanging onto them, he remains in mortal danger. These
devastating incidents make Patson realise the tragic cost of the diamonds, thus
depreciating their value. Even though, finally, the diamonds offer Patson financial
security, they cannot replace his what matters most to him.

[Award 4 marks only if a critical discussion is included.] (4)

(25)
TOTAL SECTION B: [25]

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SECTION C: DRAMA

QUESTION 8: PYGMALION – ESSAY QUESTION

• Below is the basis for answering this essay. Use the following as a guideline only. However,
also allow for answers that are different, original and show evidence of critical thought and
interpretation.
• A range of examples may be used by the candidates to support their arguments.
• Candidates may disagree with the original statement or give a mixed response. The
candidate must be able to motivate such response.
• Refer to the rubric on page 21 to assess this question.

• ‘Pygmalion’ features two key characters, Henry Higgins and Colonel Pickering, who play
vital roles in transforming Eliza Doolittle from a Cockney flower girl to a refined lady.
• Although both characters share the goal of transforming Eliza, they have differing views on
how to treat people from different social classes and genders. Higgins, for instance, is rude,
dismissive and chauvinistic toward Eliza, whereas Pickering adheres to his gentlemanly way
of addressing people, even when he is speaking to Eliza.
• Henry Higgins, a renowned phonetics professor, is fascinated by the challenge of refining
Eliza.
• Henry is portrayed as a complex character, brilliant yet lacking empathy for others.
• Initially, Higgins dismisses Eliza as a mere object for experimentation, disregarding her
feelings and treating her condescendingly due to her social status and accent.
• Higgins' treatment of Eliza reflects his belief that social class is determined by speech and
manners, and he holds a patriarchal view of gender, seeing women as inferior and who are
in need of his guidance.
• In contrast, Colonel Pickering, a retired military officer with a passion for phonetics,
approaches Eliza’s transformation with kindness, respect, and understanding.
• Pickering acknowledges Eliza's humanity, treating her with dignity and recognizing her
emotions. Pickering provides patient support to help Eliza succeed in her transformation.
• Pickering's treatment of Eliza reflects his equal views on social class and gender, valuing
inherent qualities and character rather than status or accent.
• Pickering sees women as equals to men and treats Eliza as such, acknowledging her
achievements and potential.
• One key difference between Higgins and Pickering lies in their relationship with Eliza and
their attitudes toward her.
• While both aim to transform Eliza, they differ in their approach and attitude.
• Higgins sees Eliza as a project, a means to satisfy his intellectual curiosity, disregarding her
emotions.
• Pickering, however, views Eliza as an individual with agency and desires, treating her with
kindness, empathy, and providing the necessary support for her success.
• Another difference is their perspective on social class. Both are from the upper class, but
Higgins sees it as fixed, while Pickering believes in social mobility and equality.
• Higgins manipulates and moulds Eliza to his liking, using insults and belittlement.

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• Pickering aims to improve Eliza's life holistically, not just her speech and mannerisms.
• Regarding their treatment of Eliza, Higgins relies on criticism and impatience, while
Pickering offers support, guidance, and patience.
• Their contrasting approaches to Eliza exemplify the importance of empathy, patience, and
respect when working with others, and their perspectives on class and gender shape their
interactions.
• Eliza initially responds to Henry Higgins' treatment with frustration and feelings of
inadequacy.
• Higgins’ dismissive and belittling behaviour toward her accent and social status causes her
distress and undermines her confidence.
• As Eliza's transformation progresses, she begins to question and resist Higgins' treatment
of her. She becomes more assertive, demanding respect and recognition for her efforts and
accomplishments.
• In contrast, Eliza responds positively to Colonel Pickering's treatment of her.
• Pickering’s kind and empathetic approach fosters a sense of trust and support, allowing her
to feel valued and motivated to succeed.
• Eliza appreciates Pickering's acknowledgment of her emotions and agency. His patient
guidance and encouragement contribute to her growth and confidence throughout the
transformation process.
• Ultimately, Eliza's reaction to the different treatments is characterised by a shift from
dependency on Higgins to a more empowered and independent stance, influenced by
Pickering's respectful and nurturing approach.

[Credit valid alternative responses.] (25)

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QUESTION 9: PYGMALION – CONTEXTUAL QUESTION

9.1 Just before the provided extract, the Flower Girl is trying to sell her flowers to
passers-by near Covent Garden. / She encounters a Gentleman who shows
interest in her accent and speech patterns. / The Note Taker engages in a
confrontational and demeaning exchange with the Flower Girl. He criticises her
accent, refers to her as a disgrace to the English language, and claims that he
could transform her into a refined lady in a short period of time. / The Gentleman
intervenes and reveals his own expertise in studying different dialects, which
intrigues the Note Taker. / This leads to the Note Taker proposing a bet with the
Gentleman, stating that he can transform the Flower Girl's speech and
appearance to the point where she can pass as a duchess.

[Award 3 marks for three distinct ideas.] (3)

9.2 The Note Taker demonstrates a contemptuous attitude toward the Flower Girl.
His attitude is a reflection of his classism and his disdain for the Flower Girl’s
speech as he associates it with being from an inferior class. The Note Taker
displays his lack of empathy for the Flower Girl’s situation. He fails to recognise
her feelings with his insensitive comment, reflecting his complete disregard for
of her.

[Award 3 marks only if attitude is discussed.] (3)

9.3 In these lines, Higgins asserts that he can transform the Flower Girl’s social
standing and language skills by teaching her ‘proper’ English. He believes that
her ‘kerbstone English’ keeps her confined to a lower social class. These lines
successfully explore the transformative power of language and social class.
However, Higgins’s assertion oversimplifies the complexities of social class and
overlooks the systemic barriers that exist beyond language proficiency. The
events that follow in the play thus challenges Higgins’s assertions, as Eliza
transforms in a manner beyond his predicted linguistic perfection. In the end, she
displays personal growth, self-discovery, and autonomy – characteristics that he
did not expect her to acquire.

[Award 3 marks only if a critical discussion is evident.] (3)

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9.4 ‘The Gentleman’ introduces himself as a student of ‘Indian dialects’, which

highlights the potential for language proficiency and understanding across
different social classes and individuals. His background adds an element of
intellectual discourse to the play, which establishes him as a credible voice and
contribution of linguistic study. By referring to him as a gentleman, the playwright
introduces him as a member of the upper class. By embodying the qualities
associated with a gentleman, the character represents a contrasting figure to
Higgins, who lacks social grace. / The Gentleman (Pickering) contributes to the
development of the plot as he serves as an instigator for Higgins’s bet. Pickering
offers to fund Eliza’s transformation and thus actively participates in Higgins’s
misuse of Eliza to prove his skills. Pickering treats Eliza much better than
Higgins, and ultimately instils self-worth and value in her. Were it not for
Pickering’s gentlemanly treatment of Eliza, she might not have grown beyond
her improved looks and speech.

[Award 3 marks for two ideas well-discussed.] (3)

9.5 This suggests that Eliza has achieved a high level of mastery in her speech and
has acquired a refined and elegant way of expressing herself. Her pronunciation
is precise and flawless, demonstrating her ability to adopt the speech patterns
and accent of the upper class. Eliza's voice now possesses a pleasing and
melodious quality, adding to her overall transformation. This line emphasises
Eliza's successful transition from a working-class flower girl to a polished and
sophisticated lady.

[Award 3 marks for three distinct ideas.] (3)

9.6 Mrs Higgins is aware of her son's involvement in Eliza's transformation, which
may contribute to her sense of obligation to welcome Eliza warmly. Additionally,
Mrs Higgins may also possess an open-minded disposition, allowing her to treat
Eliza with kindness and acceptance. Mrs Higgins’ cordiality could also be
motivated by social prescription and politeness, reflecting her understanding of
the importance of extending civility towards her guests. / Mrs Higgins is portrayed
as a more compassionate and understanding character compared to her son.
Mrs Higgins treats Eliza with respect and recognises her inherent worth as a
person. As Eliza undergoes her transformation, Mrs Higgins becomes a source
of support and guidance. She acknowledges the difficulties and challenges that
Eliza faces during this process and offers her encouragement. Mrs Higgins’s
genuine concern for Eliza is evident when she is worried when Eliza disappears
from her son’s home. Mrs Higgins is concerned for Eliza’s safety and happiness;
this reflects her maternal instincts and empathy.

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

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9.7 The character's body language should be expressive and animated. They can
use hand gestures to emphasise key points, such as mimicking the act of ladling
gin or miming biting the bowl off the spoon. Her facial expressions should convey
a mix of emotions, including disbelief, amusement, and a sense of pride in
sharing this story. The character should use an enthusiastic tone and can even
produce the ‘Y-e-e-e-es’, using a shrill tone. The character could also vary their
tone by speaking more loudly with every sentence, to mimic the build-up to the
climax of the story. Eliza’s character should display obvious exhilaration by the
miracle of her aunt’s improvement and by being ‘allowed’ to tell this story.

[Accept valid alternative responses.]

[The candidate’s response should be convincing in context.]
[Award 3 marks only if the candidate refers to body language and tone, and
includes a motivation.] (3)

9.8 The way women are treated in ‘Pygmalion’ shows both progress and some unfair
beliefs about gender. Eliza's transformation into a refined lady shows that women
can grow and have more power. However, when Freddy pays attention to Eliza
because of her looks, it shows that women can be seen as objects. Also, when
Eliza talks about her aunt's death, people don't take her seriously, which shows
that women's experiences are often not valued. This extract criticises the unfair
beliefs and rules that limit women's opportunities and how they are valued.
Higgins’s treatment of Eliza is no different than what was expected of men in the
Victorian period. Eliza’s womanhood elicited his disrespect, chauvinistic and
superior treatment of her. Although Higgins was thus inclined to treat every
woman (besides his own mother) this way, his treatment of Eliza was worse due
to her low social-economic status and her dependence on him to transform her.
Higgins’s ‘ownership’ of Eliza provided him free reign to treat her as he wished.
Even after her transformation, Higgins did not change his behaviour or attitude
towards her – to him, she would always be the ‘guttersnipe’ he took in at the
beginning.

[Award 4 marks only if a critical comment is made.] (4)

(25)
TOTAL SECTION C: [25]

GRAND TOTAL: 80
C

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ENGLISH HL: ASSESSMENT RUBRIC FOR LITERARY ESSAY – POETRY (10 MARKS) [CAPS]

CRITERIA Exceptional Skilful Moderate Elementary Inadequate

CONTENT 6-7 5 4 2-3 0-1
Interpretation of topic; Outstanding Shows understandingMediocre Unsatisfactory No understanding of
Depth of argument; response; and has interpretedinterpretation of topic; interpretation of topic; the topic;
Justification and In-depth topic well; Not all aspects Hardly any aspects Weak attempt to
grasp of text interpretation of topic; Fairly detailed explored in detail; explored in detail; answer the question;
Range of striking response; Some good points in Few points in support No reference to the
7 MARKS arguments Some sound support of topic; of topic; poem;
extensively supported arguments, but not all
Some arguments Inadequate Learner has not come
from poem; Excellent as well motivated as
supported but understanding of to grips with genre or
understanding of they could be; evidence not always genre and poem. poem.
genre and poem. Understanding of convincing;
genre and poem. Partial understanding
of genre and poem.
STRUCTURE AND 3 2 1 1 0
LANGUAGE Coherent structure; Clear structure and Some evidence of Structure shows Poorly structured;
Structure, logical flow Arguments well- logical flow of structure; faulty planning; Language errors and
and presentation, structured and clearly argument; Essay lacks a well- Arguments not incorrect style makes
tone and style in developed; Language, tone and structured flow of logically arranged; this an unsuccessful
essay Language, tone and style largely correct; logic and coherence; Language errors piece of writing;
style mature, Very few language Minor language evident; Seriously flawed tone
3 MARKS impressive and errors. errors; Inappropriate tone and style.
correct; Tone and style mostly and style.
Virtually error-free. appropriate.
MARK RANGE 9-10 7-8 5-6 2-4 0-1
Note: If a candidate has ignored the content completely and has written a creative essay instead, no marks are awarded.

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ENGLISH HL: ASSESSMENT RUBRIC FOR LITERARY ESSAY – NOVEL AND DRAMA (25 MARKS) [CAPS]

CRITERIA Exceptional Skilful Moderate Elementary Inadequate

CONTENT 12-15 9-11 6-8 4-5 0-3
Interpretation of topic; 14-15: Outstanding Shows understanding Mediocre interpretation Scant interpretation of Very little to no understanding of the
Depth of argument; response; and has interpreted of topic; topic; topic;
Justification and grasp 12-13:Excellent topic well; Not all aspects explored Hardly any aspects Weak attempt to answer the question;
of text response; Fairly detailed in detail; explored in detail; Arguments not convincing;
In-depth interpretation response; Some good points in Few points in support of Learner has not come to grips with
15 MARKS of topic; Some sound support of topic; topic; genre or text.
Range of striking arguments, but not all Some arguments Very few relevant
arguments extensively as well motivated as supported but evidence arguments;
supported from text; they could be; not always convincing; Little understanding of
Excellent understanding Understanding of genre Partial understanding of genre and text.
of genre and text. and text. genre and text.
STRUCTURE AND 8-10 6-7 4-5 2-3 0-1
LANGUAGE Coherent structure; Clear structure and Some evidence of Structure shows faulty Lack of planned structure impedes
Structure, logical flow Excellent introduction logical flow of structure; planning; flow of argument;
and presentation, tone and conclusion; argument; Logic and coherence Arguments not logically Language errors and incorrect style
and style in essay Arguments well- Introduction and apparent, but flawed; arranged; makes this an unsuccessful piece of
structured and clearly conclusion and other Some language errors; Language errors writing;
10 MARKS developed; paragraphs coherently Tone and style mostly evident; Inappropriate tone and style;
Language, tone and organised; appropriate; Inappropriate tone and Paragraphing faulty
style mature, Logical flow of Paragraphing mostly style;
impressive and correct argument; correct. Paragraphing faulty.
Language, tone and
style largely correct.
MARK RANGE 20-25 15-18 10-13 5-9 0-4

Note: If a candidate has ignored the content completely and has written a creative essay instead, no marks are awarded.

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