Ministry of Education: English Detailed Solution

MINISTRY OF EDUCATION
FIJI YEAR 13 EXAMINATION 2018
ENGLISH
ENGLISH DETAILED SOLUTION
COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2018.

Page 1
QUESTION 1 (15 marks)
Write an expository essay of about 250 words on one of the following topics.
QUESTION 1 FORMAL WRITING MARKING SCHEME (15 MARKS)
Criteria Descriptor Marks
Plan ᛫ Plan thoroughly linked and followed in Introduction, Content ᛫ 2

and Conclusion
᛫ 1½
᛫ Plan done and followed but missing points for introduction and
conclusion
᛫ 1
᛫ Plan done but not closely
᛫ ᛫ ½
followed Plan done but not
᛫ ᛫ 0
followed at all/ No plan
Introduction  Linked closely and relevant to topic  1
 Not closely linked to topic/ rephrases topic  ½
 Irrelevant and not in any way relevant to topic  0
Content  5 or more relevant ideas with supporting discussion/examples  5
 4 relevant ideas with supporting discussion/examples  4
 1 relevant idea with supporting discussion/examples  1
Totally off topic with supporting discussion/examples 0
 
Conclusion  m
Appropriate and links well to whole essay  1
 Not closely linked to whole essay /rephrases introduction  ½
 Irrelevant and inappropriate and not in any way linked to essay  0
Accuracy  No errors  3
 2 – 4 different types of errors  2
 7 or more different type of errors  0
(spelling, punctuation, tense, wrong word order, capitalization, word form,

preposition, article, conjunction, degree of comparison, voice, subject-
verb agreement, pronouns, etc.)
Style  No errors  3
 7 or more different types of errors  ½
 Wrong style of writing used  0
(sentence structure/pattern/type, paragraphing, vocabulary, register,

expression, linking devices, redundancy, rambling, incomplete sentences,
missing words, flow of ideas, introduction-body-conclusion appropriate for style
of w r i t i n g , etc.)

Page 2
Write a plan. (2 marks)
Students can write a plan using any of the methods below:
Structured plan, Diagramming, Fish bone, Web etc.
 As long as there is a brief plan

 Has a bit of information on what is to be discussed in the Introduction. and Conclusion
 At least 2-3 bullet points per paragraph.
QUESTION 2 PERSONAL WRITING (10 MARKS)
Criteria Descriptors Marks

Plan ● Plan well followed from Introduction, Body & Conclusion  1
● Plan done but not followed/ missing points for introduction and conclusion  ½
● No plan  0
Introduction ● Appropriate and linked to topic  1
● Not closely linked to topic  ½
● Irrelevant and not in any way related to topic/ no introduction  0
Content ● 3 or more relevant ideas [linked to question]  3
● 2 relevant ideas  2
● 1 relevant idea  1
● Totally off topic  0
Conclusion ● Appropriate and linked to ideas in essay  1
● Not closely linked to essay  ½
● Irrelevant and not in any way related to essay/ no conclusion  0
Accuracy ● 2 different types of errors  2
● 4 different types of errors  1
● 6 different types of errors  ½
● 7 or more different types of errors  0
(spelling, punctuation, tense, wrong word order, capitalization, word form, preposition, article, conjunction,
degree of comparison, voice, subject-verb agreement, pronouns, etc.)
Style ● No errors made  2
● 2 different types of errors  1
● 3 – 4 different types of errors  ½
● Wrong style of writing used  0
for letter – address, inside address, salutation, semi- formal/block style – sentence structure/pattern/type,
paragraphing, vocabulary, register, expression, linking devices, redundancy, rambling, incomplete sentences,
missing words, flow of ideas, introduction-body-conclusion appropriate for style of writing, etc.)
Please note that if there are many errors of the same type throughout the essay then deduct ½ for each TYPE
of error (e.g. 2 or more spelling mistakes -½, 2 or more agreement errors -½). Do not deduct for each error
(i.e. do not deduct ½ for each spelling error found – e.g. 3 spelling errors -1½).
Please note that deductions for the above will be made on the first instance of the error. Do not count two
errors of the same type then start deducting. As soon as one is spotted, the deduction will be done. 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 registers, tone, etc.
Totally off topic- mark only for style and accuracy.

Page 3
QUESTION 1 EXPOSITORY ESSAY
(a) The importance of Anti-Corruption Education in schools.
GS: Even as corruption offers a worrying picture, education offers hope.
Some points to consider:
 To witness an observable change in the attitudes and behaviours of school community

stakeholders at all levels, with an emphasis on the students, considered here as the main
beneficiaries.
 A popular African proverb states that it is easy to bend a tree while it is still young. It is
believed therefore that basic education on the ills of corruption in our schools will help
in reducing corruption.
 The school, as a mirror of the society, is the point of departure; through the school
network, it addresses – directly or indirectly – all those areas in which corruption is
rampant, such as the school itself, the public service, transport, law and public order,
justice, sports, and public health.
 Schools’ exposure can lead to the creation of integrity in the participating schools,
raising awareness in parents, to making use of the anti-corruption curriculum design and
training.
 The students in the schools are the main target of this initiative geared towards
eradicating corruption in the society because adults can more easily guide their actions
especially when they are still at a formative age, their actions can be channeled to suit
the needs of the future.
 In the process, other school community stakeholders such as parents, teaching staff, and
the administration become are pillars of the school community and children’s role
models of in the education process.
 The materials can include the teacher’s guide, pupil/student manual (with teaching aids
like songs, sketches, drawings, poems and short stories), integrity game, and
documentaries. Education for Integrity draws inspiration from the environment to
promote positive alternatives to corrupt behaviour.

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(b) The effects of Social Media on students
What are the positive effects of Social Media?

1. It Facilitates Online Learning
The use of social media has helped the students to learn through various online learning
platforms available to them. The use of YouTube to watch educational videos has helped the
students to gain wider knowledge.
2. Access to Information
There are many groups that students can join through online platforms, that are related to
their course of study, demographic, school, environment and much more. Joining this group
on Whatsapp, Twitter, Facebook and others will help the students to have access to quality
information as at when needed.
3. It helps to Gain Wider Knowledge
Social media helps to enhance student academic performance and increase their knowledge
through data and information gathering. When students are been given an assignment in
school, they go through various online platforms to gather information so as to find
solutions to their assignment.
4. It helps to build Relationship
Students can get to know each other better through social media networks. It helps to bring
together two or more people, where they can share their problem, which it can get solve by
their fellow colleagues. If a student’s finds out that he or she is having a problem in a
particular course, he or she can open up through chat and finds a genius who can provide a
solution to the problem.
What are the negative Effects of Social Media?
1. It wastes time
Many students find it difficult to go about their normal life without making use of social
media. It has been observed that student does not listen in class, they are busy chatting and
reading stories online. They waste their time chatting with friends and families, instead of
reading and practicing what they have learned in school.
2. It causes distraction
Many students stick to their gadget without concentrating on their study. It is a bad idea to
waste away judicious time on social media platforms without gaining anything from it.
Students should not be carried away by social media platforms because it will affect their
academic performance.
3. It causes social problems
Social media has created many social problems in the society. In these modern days, many
students tend to choose online communication rather than having real time conversation,
and this leads to students becoming an introvert.
4. It Causes Health Problems
The use of computers, mobile phones, and various gadgets to access online platforms by
students may harm the user if they use it for long hours frequently. Students may be
exposed to bad posture, eye strain, physical and mental stress. Too much use of education
technology tools for accessing social media by students is harmful and there must be a limit.

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All educational stakeholders must ensure they coordinate the use of social media platforms by
setting up a policy that can help to regulate the negative effects aspect of social media.
Students must also be ready to learn and listen in class; they should not make chatting their
priority. Students should pursue an excellent academic performance and gain adequate
knowledge that will help them in the future.
 Yet other effects:
1. Lacks emotional connection

2. Gives people a license to be hurtful
3. Decreases face-to-face communication skills
4. Conveys inauthentic expression of feelings
5. Diminishes understanding and thoughtfulness
6. Facilitates laziness
7. Reduces family closeness
8. Causes distractions
c) Human activities have contributed to Climate Change. So what's the evidence?
The research falls into nine independently studied, but physically related, lines of evidence:
1. Simple chemistry – when we burn carbon-based materials, carbon dioxide (CO2) is

emitted (research beginning in 1900s)
2. Basic accounting of what we burn, and therefore how much CO2 we emit (data collection
beginning in 1970s)
3. Measuring CO2 in the atmosphere and trapped in ice to find that it is increasing and that the
levels are higher than anything we've seen in hundreds of thousands of years (measurements
beginning in 1950s)
4. Chemical analysis of the atmospheric CO2 that reveals the increase is coming from burning
fossil fuels (research beginning in 1950s)
5. Basic physics that shows us that CO2 absorbs heat (research beginning in 1820s)
6. Monitoring climate conditions to find that recent warming of the Earth is correlated to and
follows rising CO2 emissions (research beginning in 1930s)
7. Ruling out natural factors that can influence climate like the sun and ocean cycles (research
beginning in 1830s)
8. Employing computer models to run experiments of natural versus human-influenced
simulations of Earth (research beginning in 1960s)
9. Consensus among scientists who consider all previous lines of evidence and make their own
conclusions (polling beginning in 1990s)

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DID YOU KNOW?
1. Global surface air temperature has increased by approximately 1.8°F between 1901 and
2016. According to the federal government's US Global Change Research Program, "it is
extremely likely that human influence has been the dominant cause of the observed
warming."]
2. A 2013 review of over 11,000 peer-reviewed studies published from 1991-2011 found that
97% of the studies expressing a position on the issue endorsed the idea that humans are
causing global warming.
3. A 2012 peer-reviewed study found that "up to 70% of the observed post-1850 climate
change and warming could be associated to multiple solar cycles."
4. A 2013 peer-reviewed study found that global warming over the past 100 years has
proceeded at a rate faster than at any time in the past 11,300 years.
5. A 2010 peer-reviewed study of the earth's climate 460-445 million years ago found that
an intense period of glaciation, not warming, occurred when CO2 levels were 5 times
higher than they are today.
Source: www.climatechange.procon.org
d) Childhood Obesity needs to be taken seriously.
* Children who have a body mass index (BMI) at the same level or higher than 95 percent
of their peers are considered to be obese. BMI is a tool used to determine your “weight
status.” BMI is calculated using your height and weight. Your BMI percentile (where your
BMI value falls in relation to other people) is then determined using your gender and age.
* Childhood obesity is a serious health threat to children. Kids in the obese category have
surpassed simply being overweight and are at risk for a number of chronic health
conditions. Poor health stemming from childhood obesity can continue into adulthood.
*Childhood obesity doesn’t just affect physical health. Children and teens who are
overweight or obese can become depressed and have poor self-image and self-esteem.

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Causes of Childhood Obesity
*Family history, psychological factors, and lifestyle all play a role in childhood obesity.
Children whose parents or other family members are overweight or obese are more likely
to follow suit. But the main cause of childhood obesity is a combination of eating too
much and exercising too little.
*Convenience foods, such as frozen dinners, salty snacks, and canned pastas, can also
contribute to unhealthy weight gain. Some children become obese because their parents
don’t know how to choose or prepare healthy foods. Other families may not be able to
easily afford fresh fruits, vegetables, and meats.
*Not enough physical activity can be another cause of childhood obesity. People of all
ages tend to gain weight when they’re less active. Exercise burns calories and helps you
maintain a healthy weight. Children who aren’t encouraged to be active may be less likely
to burn extra calories through sports, time on the playground, or other forms of physical
activity.
*Psychological issues may also lead to obesity in some children. Kids and teens who are
bored, stressed, or depressed may eat more to cope with negative emotions.
Health Risks Associated with Childhood Obesity
*Children who are obese have a higher risk of developing health problems than their peers
who maintain a healthy weight. Diabetes, heart disease, and asthma are among the most
serious risks.
*Type 2 diabetes is a condition in which your body doesn’t metabolize glucose properly.
Diabetes can lead to eye disease, nerve damage, and kidney dysfunction. Children and
adults who are overweight are more likely to develop type 2 diabetes. However, the
condition may be reversible through diet and lifestyle changes.
*High cholesterol and high blood pressure raise the risk of future heart disease in obese
children. Foods that are high in fat and salt may cause cholesterol and blood pressure
levels to rise. Heart attack and stroke are two potential complications of heart disease.
*Asthma is chronic inflammation of the lung’s airways. Obesity is the most common
comorbidity (when two diseases occur in the same person at the same time) with asthma,
but researchers aren’t sure exactly how the two conditions are linked. According to a
recent study published in the journal Asthma Research and Practice, about 38% of adults

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with asthma in the United States are also obese. That same study found that obesity may
be a risk factor for more severe asthma in some, but not all, people with obesity.
*Kids and teens who are obese may also suffer from sleep disorders, such as excessive
snoring and sleep apnea. Extra weight in the neck area can block their airways.
*Your child may also experience joint stiffness, pain, and limited range of motion from
carrying excess weight. In many cases, losing weight can eliminate joint problems.
Lifestyle Changes to Fight Childhood Obesity
*Increase your child’s level of physical activity to help them shed weight safely. Use the
word “activity” instead of “exercise” or “workout” to keep them interested. Playing
hopscotch outside, for example, may be more appealing to a 7-year-old than jogging
around the block. Consider encouraging your child to try a sport for which they’ve
expressed an interest.
*Find activities the entire family can enjoy together. This is not only a great way to bond,
but it also helps your child learn by example. Hiking, swimming, or even playing tag can
help your child get active and start on the path to a healthier weight. Be sure to vary
activities to prevent boredom.
*Limit screen time, too. Kids who spend several hours a day watching television, playing
computer games, or using their smartphones or other devices are more likely to be
overweight. According to studies reported by the Harvard School of Public Health, the
reason for this may be twofold. First, screen time eats into time that could be spent doing
physical activities instead. And second, more time in front of the TV means more time for
snacking, and more exposure to ads for the high-sugar, high-fat foods that make up most
food marketing.
Outlook for Childhood Obesity
*Childhood obesity is a serious issue in the United States. However, with proper education
and support, children can learn healthier ways to cope with their problems, prepare meals,
and stay active. This support must come from the adults in their lives: parents, teachers,
and other caregivers. Help your children stay healthier for longer by preparing nutritious
foods for them and encouraging them to get plenty of exercise.

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DID YOU KNOW?
1. In 2013 the United States was the second most obese industrialized nation with 31.8% of
Americans falling into the obese category. Mexico was first at 32.8%.
2. In Nov. 2013, the US Surgeon General reported an estimated 300,000 deaths per year may be
attributed to obesity. Obesity was the third leading cause of death in 2009, after high blood
pressure and smoking.
3. Men burned 142 fewer calories daily and weighed 32.8 pounds more in 2003-2006 than in 1960-
1962, while women burned 124 fewer calories daily and weighed 25.13 pounds more in 2003-2006
than in 1960-1962.
4. Obesity and obesity-related health conditions cost an estimated 10% of annual medical spending
in the United States, totaling $147 billion in 2008.
5. In 1994 all US states had obesity rates at 19% or lower. By 2010, no state reported an obesity rate
under 19%. By 2013, 11 states had obesity rates over 30%.
Source: www.obesity.procon.org

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( e ) Children can grow as worthy citizens through sports.
Want Your Children to Be Good Citizens? Start with Sports
Democracies require laws and institutions. They also need people with democratic dispositions,
that is, people who are ready to pitch in to help their communities, who are open-minded and
trust others, and who are prepared to work with fellow citizens, even those with whom they may
disagree. These traits often develop when kids participate in extracurricular activities where they
have a chance to be a part of a group or work with a team. Sports teams would seem to fit that
bill. But the way in which adults coach, talk about, and model behavior in sports can make all the
difference. If you want your kids to grow up to be good citizens and productive members of
society, here’s what you should – and shouldn’t – do on the field.
Emphasise the Team
The foundation for citizenship is a sense of attachment to a community that is larger than
oneself, a feeling of membership and bonding with others beyond our families. Certain
prerogatives and responsibilities flow from one’s membership in a civic community – for
example, the prerogative to speak up and have one’s opinion taken seriously; the responsibility
to heed the views of others and to find common ground, realizing that, in a democracy, one
doesn’t always get one’s way. A good citizen is aware of the ways that her/his well-being is
intertwined with the fates of others whom s/he may not even know. But how does that
awareness and the emotional attachment to the identity of citizen develop?
Submit your Goal to be greater
In team sports, each player has to accept responsibility for putting forth the effort, for doing
her/his part for the good of the whole. Parents can emphasise the contribution of their own
child to the team by regularly pointing out how the child’s play on the field contributes to the
achievements of the team.
For example, in soccer, even at an early age, kids should learn that a goal belongs to the team
and that assists are as important as goals in achieving the team’s success. Coaches and parents
should cheer on a good pass or defense, not just a score. After a game or match, are the parents
and coaches asking, “Did you win?” or “Did you have fun?” To be clear, we are not criticizing the
competitive spirit or even the notion of winning. The problem is that when winning is the only
goal, not only is it not teaching civic skills, it’s not even fun. One large study of thousands of kids
in sports found that those who had recently stopped playing decided to quit because there was
too much pressure and they were no longer having fun.

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Highlight Professional Sports Examples
Parents and coaches also can point out to kids how, even in the pros, team work is essential. For
example, F. C. Barcelona is perhaps the most successful soccer team in the world. Their iconic
style is quick passing of the ball. Although Messi is considered their ‘star’ player, he could not
succeed, and neither could the team, if it were not for the coordinated quick passing of the
members working as a unit.
One of the best parts of sports is the sheer joy of interacting with, looking out for, and being
around teammates. Youths’ civic attachments – to a community of others that is larger than their
individual identities – are cultivated through such practices. They are learning to care about, be
responsible for, and consider the welfare of others.
Team solidarity also builds trust in others. Scads of studies confirm a positive association
between social trust or faith in humanity and civic contribution. Citizens who believe that people
in general are fair and trustworthy are more likely to volunteer and give their time to community
groups. Trust in others we know and in people in general can be fostered through
sports. Cooperation is key to the success of the team and is a foundation for learning to trust.
Each team member has to do their part, pull their weight.
Don’t Bash the Umpire
Even the way that coaches and parents interpret an umpire or an official’s “bad call” can teach a
lesson about trust. Umpires, like the rest of us, are human and humans are fallible. Sometimes
the official’s calls may not go our way and it feels unfair. However, the civic lesson about fairness
should not be based on one call. If we believe, and this is important, that the official is trying to
be fair, then we learn to trust the process in the long run. Social trust or faith in humanity
develops if we slough off one call that doesn’t go our way and give the ump the benefit of the
doubt.
Don’t Focus on Kid “Stars” or “Stand Outs”
If youth sports are going to nurture the civic dispositions and skills of players, the focus on stars
poses problems. When kids are treated as stars – as stand outs – they can learn that they are
special, that they’re exempt from the rules that apply to everyone else. That aura can lead to bad
judgments, to beliefs that they’re better than their peers. We can all recall stories of high-school
athletes who bullied fellow students, of stars who used performance enhancing drugs, and of
unsportsmanlike (aka uncivil) behavior that we don’t want our kids to emulate. When stars are in
the news for unethical behavior, parents should make a point of telling their kids that those
aren’t behaviors to emulate.
On the other hand, there are sports figures who have used their fame and fortune for the
common good. And parents should be sure that their kids know about those choices as well.

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They can point to someone like Peyton Manning who has donated $6.5 million to programs for
kids who lack opportunities. Likewise, Dave Bing didn’t spend his free time as a pro relaxing in a
warm climate. Instead, he stayed in Detroit and tried to help rebuild the city, ultimately
becoming the mayor. Roger Federer has such a record of charitable work that UNICEF appointed
him as a Goodwill Ambassador in 2006. When Ervin ‘Magic’ Johnson announced his HIV status,
he was taking a stand against the prevailing prejudice about AIDS. More recently, the stand that
Colin Kaepernick has taken, while controversial, represents the bravery necessary for free speech
to flourish in a democracy. There are many other examples. The point is that the sports role
models that we hold up to our children should tell them what is important in sports and in life.
Be a Good Sport Yourself
In every game one team has to lose. How the coach and parents interpret losses is key. Youth
can learn to lose and not feel as though they are losers. After a tough loss, the coach should
show some empathy for the players who will feel down. But the coach also has to put a loss in
perspective – what can the team learn from the loss; what mistakes could they improve on; how
can they bounce back; the team should learn from the loss, move forward, and the coach needs
to praise teamwork as the ultimate goal.
The language we use to discuss the opposition also matters. Opponents should not be treated
as enemies but as personal challenges. Cooperation and competition can be combined if
individuals view their game as an opportunity to learn and become better and appreciate the
excellence in their opponent’s game. Some things that parents and kids can do during a game –
when a player is injured or falls on the field, the opposing team players can check into her/his
welfare. Everyone should recognize the efforts of an injured player when s/he has to leave the
field. Before and after the game, smiles, nods, or handshakes to parents on the opposing team
also are a good practice.
Which of the assets and citizenship characteristics are likely to be developed or reinforced
in a good quality program that goes beyond teaching sports specific strategies and skills?
A high quality athletic experience goes beyond teaching the skills and strategies and how to win
in a sport. In this environment, five additional assets and four of the citizenship qualities could
be naturally promoted and reinforced.
Assets:
1. Young person receives support from three or more non-parent adults. Coaches in our society
are powerful and influential role models to young people who place importance on sports.
Often, coaches are one of the most significant adults in a athlete’s life next to his or her parents.
2. School provides a caring, encouraging environment. Athletes are often a place where students
feel supported and encouraged. Some students may even stay in school when they are not
succeeding well academically because they get encouragement and support from their coaches
and teammates.

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3. Parent(s) and other adults model positive, responsible behavior. Coaches can be an additional
positive role model for young people, and – in some cases – show more positive and
responsible behavior than is demonstrated in the student’s home or community.
4. Young person is actively engaged in learning. Even though athletics present an additional time
commitment, some athletes report they do better academically during their athletic season. This
may be due to the reinforcement for academics they receive from their coach, or to the
increased need for time-management and organization during the season.
5. Young person cares about his or her school. Because of their extra commitment to co-curricular
activities, athletes can become bonded to their team. This bond is often extended to their school
and community.
Citizenship Characteristics:
1. Respect: Holding one’s self and others in high regard. Through emphasis on sportsmanship
(which has at its heart respect for self and others), athletes can learn valuable lessons about
respect even during the heat of competition. These lessons can extend beyond the playing field
to a healthy respect for others’ talents and abilities, and a high regard for one’s own integrity.
Coaches can help athletes apply these concepts to their lives outside of sports.
2. Perspective: The ability to rationally recognize the relative importance of events in our lives and
make sound judgments based on these priorities. Sports provide an opportunity to develop a
healthy perspective on winning and losing and an ability to consider the place of sports in one’s
life.
3. Sportsmanship: Behavior that demonstrates playing by both the spirit and the letter of rules.
The word "sportsmanship" is part of our general vocabulary because the values inherent in
sportsmanship apply to relationships between people in many areas of endeavor. Coaches teach
sportsmanship by what they say and what they do, and they can help athletes explore these
values and develop sportsmanship skills.
Teamwork:
The ability to work together to accomplish common goals. Teamwork is increasingly valued in
business and in families, and can be learned through athletics when coaches intentionally
develop and reinforce teamwork skills.

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QUESTION 2 10 marks
Content 6 marks
PLAN 1
 Very good planning and closely followed from introduction to conclusion 1

 Either good planning but not followed closely or good planning but at all
followed. ½
INTRODUCTION 1
 Very good and most relevant to the topic. 1

 Good planning but not closely followed. ½
 Irrelevant and not in any way linked to the topic. 0
IDEAS/FACTS/CONTENT 3
 3 relevant ideas or more 3

 2 relevant ideas 2
 1 relevant ideas 1
OR
If ideas are general or irrelevant award a maximum 1 out of 3.
CONCLUSION 1
 Linked closely to the whole essay. 1

 Not closely linked to the whole essay. ½
 There is a conclusion but not in any way linked to the whole essay. 0

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STYLE (deduct ½ mark for each type of mistake e.g. 10 spelling errors
deduct only ½ mark)
Sentence structure/patterns/types, paragraphing, tone, vocabulary, register,
cohesion/fluency, structure of essay: introduction – body – conclusion, expression,
linking devices. NO: personal pronouns, repetition, redundancy, rambling,
rhetorical questions, contractions, colloquial expression, incomplete sentences,
listing, clichés, irrelevant words, monotony, missing words, wrong words
(especially for expository)
MECHANICS (deduct ½ mark for each type of mistake e.g. 10 spelling errors
deduct only ½ mark)
Punctuations, spelling, tense, agreement, wrong word order, capitalization, articles,
order of adjectives/adverbs, degrees of comparison, verb endings, voice, prepositions,
conjunctions, plurals word forms, short forms, hyphenating incorrectly.
SECTION A
QUESTIONS 1 & 2 ESSAY WRITING
NOTE
1. In marking the essays for Q1 and Q2, the Specific Scale is to be used.
There will be no impression Marking. The General Scale will be used to ‘check your
marking against the Specific Scale.
2. There will be no zero or minus marks.

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I SPECIFIC SCALE
QUESTION 1 QUESTION 2
A. 14 – 15 marks A. 9 - 10 marks
8–C 5–C
Ample material, fully relevant, high interest value/persuasiveness, originality; positive merit of
form and arrangement/paragraphing, unit of tone/approach; fluency; very good to excellent
linguistic ability; no gross errors; wide variety of apt vocabulary, sentence structure and linking
devices. Descriptions have atmosphere, observation, sensitivity, descriptions – suspense, pace.
B. 11 – 13 marks B. 8 marks
7–C 4–C
Ample material, fully relevant, interesting and sustained theme/approach; well arranged and
paragraphed; good to very good linguistic ability; vocabulary and sentence structure varied and
appropriate but not necessarily outstanding; very few gross errors; some slips and minor errors.
Some essays may be long, sound, well arranged but without much originally, others will be
originally but not as well sustained/balanced as “A” scripts.
C. 9 – 10 marks C. 7 marks
6–C 4–C
Ample, competent but somewhat uninspired subject matter, less originally than in B class, quite
well arranged, properly paragraphed; largely correct, varied vocabulary and sentence structure;
free from monotonous repetitions; few major errors, some slips and error.
D. 7 – 8 marks D. 5 - 6 marks
5–C 3–C
Lengthy without originally but fairly correct, rambling, rather repetitive or simple; clarity and
correctness, flat content; well arranged; few gross elementary errors, some errors more minor
errors and slips than in C. The meaning must not be in doubt, though the vocabulary may be
limited. Sentences may be mainly short and stereotyped but there must be some complex
sentences.

Page 17
E. 5 – 6 marks E. 4 marks
4–C 3–C
Dull but sensible content not explored in depth, some repetition; ideas fragmentary or value;
lack of sustained development, some attempt to arrange; clear evidence of relevance but
perhaps occasional short digressions; expressions flat, limited, uncertain; some serious faults of
sentence construction, punctuation, vocabulary and tense; paragraphs short or run together,
sentence and paragraph linking inappropriate or haphazard.
3–C 2–C
These types will fall into this classification:
(a) scripts with enough competence for a limited range of simple points to be expressed,
unambiguous with fair clarity; but with little vocabulary if any complex sentence;
(b) short, trite content; mainly correct language because no risks are taken
(c) long, racy scripts with interesting content but much carelessness and inaccuracy.
F. 3 – 4 marks F. 3 marks
2–C 1½ – C
Clear limitation of content and arrangement, digression, confused thought; flimsy development,
poor links, repetitive ideas, faulty construction, many serious errors of all kinds. Despite obvious
failing, scripts here have something relevant to say and manage to communicate without too
much effort on the part of the reader.
G. ½ - 2 marks E. ½ - 2 marks
1½ – C 1–C
Vague, confused ideas, with little sense of development; communication impeded by heavy
error incidence, passages necessitating re-reading and the exercise of the reader’s deductive
powers; content flimsy, ideas disconnected; errors in basic vocabulary and simple idiom;
breakdown of sentence structure; chaotic word order; gross miss-spelling of basic words.

Page 18
II GENERAL SCALE
Check your Specific Scale Marks with the General Scale given below.
Your two sets of marks should not differ much.
Q.1 8 marks Q.2 5 marks Content: Ideas, facts and the quality and
effective use of these.
7 marks 5 marks Style; Register, fluency [cohesion, linking

devices, unity] correctness, variety of
sentence patterns and vocabulary, apt
and effective use of language, phrase,
expression and figurative language;
structure of essay; introduction, body
and conclusion]
Length
Do not take off marks for too short or lengthy essays. They tend to penalize themselves
[i.e. too short – not enough content; too long – likelihood of more mistakes.]
0 marks for no essay or only 1 sentence.
Look for strengths.
Note: No marks deducted for not indicating number of words used in the essay for
Questions 1 and 2.
 ½ mark deducted for not indicating letter of option in both questions.
For Marker’s Use Only
Plan Introduction Facts Conclusion Style Mechanics Total
15
2 1 5 1 3 3 15

Page 19
In all the essays, if the child has tackled his/her essay using the problem, cause, effect,
solution approach to tackling the topic, well and good. Otherwise, any semblance of order
or organization is acceptable as long as it is neatly organized and reads well and
coherently. The arguments put forward should also be valid and relevant examples should
be noted.
QUESTION 2 (10Marks)
For Marker’s Use Only
Plan Introduction Facts Conclusion Style Mechanics Total
1 1 3 1 2 2 10 10
A. Write a diary entry as a spectator during Fiji Team’s match in this year’s Hong Kong
Sevens Tournament .
Date (most important)
Venue/time
Dear (Name of diary)
Paragraph 1: Greeting not compulsory- summary of the subject of entry: Fiji’s match in 2018
Hong Kong Sevens)
Paragraph 2,3,4/5: Short to the point , facts with descriptions, excitement being a spectator.
Conclusion: A lesson/thought, etc –do not bid the diary good bye. Sign off/pseudonym/pet
name.
B. Write a narrative essay that includes the given sentence in any part of your writing:
Page 20
At the end of it all, I realised the simple fact that there were no bad students/I was a good
student because I had come through a good teacher!
In the 1984 film, The Karate Kid, wise old karate master Mr. Miyagi tells Daniel that there is “no
such thing as bad student, only bad teacher.” Is this true?
What Mr. Miyagi is trying to emphasise is the importance of good teaching. Of course, the value
of an inspiring, dedicated and experienced teacher cannot be underestimated. However,
learning is a shared responsibility. No matter how good or bad a teacher is, a large portion of
the responsibility must fall on the student. Ideally your child and their teacher are a team,
working together to achieve a common goal.
C. Write a letter to the editor expressing your views on: The e-ticketing system is a more
convenient system of travel.
Candidates are to use a consistent style of address: block .
Your address
The Editor
Fiji Sun/Fiji Times
Private Mail bag
Suva
Dear Sir
Re: e-Ticketting
Para 1: Introd : Your view/the side chosen
Paragraphs 2,3,4: Substantiate your argument with examples
Para 5: Conclusion of your stance
Yours faithfully
Sign
Full name
(d) Write a letter to your friend about a recent film you have watched with your family and
include two suggestions why other families should watch this movie. Use a fictitious
name and address.
Page 21
Use either block or semi-block address
Your address
Salutation
Introduction paragraph-The movie
Paragraphs 2,3,4: the brief content of the movie with 2 suggestions why it should be
watched.
Paragraph 5: Sum up your recommendations.
(e) Write about the picture given below in any style (except expository
 Keep in mind that this is supposed to be a personal style of writing – narrative,

descriptive, poem, diary, conversation, advertisement, newspaper article/report,
letter, etc. (within the context of personal writing.
QUESTION 3 COMPREHENSION (15 MARKS)
 Complete sentences for each one.

 More than 3 incomplete -1mk from the total:/15

Page 22
(a) List two strategies Singapore intended to adopt to shape its future after turning 50.
 To learn from /nudge theory
 Collaborate with other countries (2 marks)
(b) What does “that” in line 8 refer to? (1 mark)
 People’s better choices(1/2 MK) through policies/retaining freedom (½ mark)
(c) According to Paragraph 3, what are two challenges faced in history? (2 marks)
* Many socio-economic problems/unemployment
*Lack of education
* Lack of sub-standard housing
*Lack of natural resources
*Lack of land
ANY TWO FOR 2 MARKS
(d) Explain line 20: “ slowly this infant nation…shape” in your own words. (2 marks)
It took time (½ mark)
from nothing/scratch (½ mark)
to progress (build social housing, industrialise and invest) (½ mark)
creating jobs. (½ mark)
(e) State the importance of the role of language in Paragraph 5. (2 marks)
Speaking Mandarin was important as it meant a more interconnected/

understanding /cultured society.
(f) Identify two examples of nudges in Singapore. (2 marks)
 Placing rubbish bins from the bus stops to separate smokers from other bus users
 Utility bills display showed energy use with neighbours

Page 23
 Outdoor gyms near entrances and exits of HDB s for easy use, availability and
identification.
 Train stations have green and red arrows on the platform showing where to stand
to speed up alighting process
 Travelling at off-peak times/before 0700 meant reduced fare.
 A mandatory savings programme/Central Provident Fund accessed for
housing/healthcare/pensions.
ANY TWO FOR 2 MARKS ( E.g of the nudge: ½ mark and reason ½ mark each)
(g) Explain the conclusion of the passage. (2 marks)
 Even though the system between the state and the citizens may not be popular,
(1 mark)
Singapore has ploughed its own fortune through nudges/choice literature.
(1mark)
(h) (i) standards
(ii) findings
(iii) perspective
(iv) questionably
(2 marks)
SECTION C SUMMARY WRITING [8 marks]
QUESTION 4
In the Answer Booklet, write a summary of the following passage using your own
Page 24
words. Your summary should be between 85 to 90 words.
QUESTION 4 SUMMARY
P – points = 4
L – language = 2
C – cohesion = 2
Note the following:
 no summary – only plan - award maximum of 4 marks for plan

 if plan and final summary is written – mark the final summary only
 For direct lifting mark for Points only.
Summary main points (any four):
Paragraph 1:
 Nadi is famous as Fiji’s entry and exit points which grew by accident but became
the first international airport as tourists increased
Paragraph 2:
 From a wild west atmosphere during colonial times, it flourished to a tourist town.
offering grand shopping experience
Paragraph 3:
 Stores provided great services and souvenir items are readily available
Paragraph 4:
 Apart from the famous Subramaniya Temple for travellers, accessibility to Nadi is
also from the Yasawas and Mamanucas.
 The Tourist VAT Refund Scheme is an incentive for goods bought in Fiji.
Deduct the following: - ½ each
 No title  Two or more paragraphs

 Too long ≥ 115  No word count
*There needs to be a point taken from each paragraph.
Deductions:
 If the points are LISTED/ONLY , mark up to 4; /4
Page 25
 Plan made but no final summary, mark out of 4
 Direct copying, give 0 in Lang and Cohesion
 Deduct 1/2m EACH for no title, NO number of words/ not shown and more than one
paragraph
 If Comprehension( Q3) is instead summarized, give 0
 Show marking as P, L, C
 Place ticks on the points you are identifying.
QUESTION 5
(a) Parts of Speech

Identify the underlined part of speech in the paragraph below and write your answer in
the space provided in your Answer Book. Do not use abbreviations in your answers.
My sister was walking through the garden in the morning when she saw a beautiful
(i) butterfly sitting on a pink flower. It had colourful wings which enhanced its (ii)
beauty. She wanted to watch it closely so she walked towards it slowly. But before
she could get closer, the insect flew away (iii) and sat on another flower.
“Ah!” my sister cried in(iv) disappointment.
Adapted from: https://www.englishpractice.com
i) adjective
ii) pronoun
iii) adverb
iv) preposition
(2 marks)
b) Working with words
Write the correct answer by following the instructions given for each one.
i) Prefix to the word elect: select/reelect/deselect/reselect/preselect/unselect
ii) Homonym for the word break : brake
iii) Number of syllables in theatre: 3 (the-a-ter) (http://www.syllablecount.com)
iv) Name the connective in the sentence below :

The cat was small unlike the enormous barking dog. ( 4 marks)
Page 26
(c) Punctuation
Correctly punctuate the following sentences in the space provided in your

Answer Booklet. Do not write out the sentence.
i) When ice is heated, it melts. ( MISSING , AFTER HEATED)

ii) Jack said, “I like his hat.” (MISSING “ AFTER SAID)
iii) The boys’ noses were red with cold. ( MISSING ‘ AFTER NOSES)
iv) Dr Smith treated the patient. (CAPS ‘S’ IN SMITH)
(2 marks)
(d) Ambiguity and Sentence Rewriting
i) I saw the man with the binoculars.
( Interpret one meaning of the sentence above.)
I saw a man who had a binoculars.
OR I saw a man through the binoculars.
ii) The driver was a graceful eagle taking flight.

(Rewrite using the simile.)
ANSWER: The driver was as graceful as an eagle taking flight.
OR: The driver was like a graceful eagle taking flight. (2 marks)
 If any error in spelling in (c) deduct ½ from the mark allocated. In other cases, no
marks will be allocated.

Page 27
REGISTER STUDY
 For Questions 6 - 9, deduct 1 mark from the total if 2 or more answers are NOT
written in complete sentences.
 Answers should NOT be repeated - if they are then do not allocate any mark for
second answer.
 No preps or conjunctions to be accepted as answers in any variety.
PART II REGISTER STUDY (12 marks)
Answer any two questions from Questions 6, 7, 8 and 9 in the space provided in the
Answer Booklet. All answers are to be in complete sentences.
QUESTION 6 LANGUAGE OF LITERARY CRITICISM (6 marks)
Study the sample given below and answer the questions that follow.
In the ten years since its publication in 1988, Stephen Hawking's A Brief History in Time,
classic work has become a landmark volume in scientific writing, with more than nine million
copies in forty languages sold worldwide. That edition was on the cutting edge of what was
then known about the origins and nature of the universe.
But the intervening years have seen extraordinary advances in the technology of observing
both the micro- and the macrocosmic worlds. These observations have confirmed many of
Professor Hawking's theoretical predictions in the first edition of his book, including the
recent discoveries of the Cosmic Background Explorer satellite (COBE), which probed back in
time to within 300,000 years of the universe's beginning and revealed wrinkles in the fabric
of space-time that he had projected.
Eager to bring to his original text the new knowledge revealed by these observations, as well
as his own recent research, Professor Hawking has prepared a new introduction to the book,
written an entirely new chapter on wormholes and time travel, and updated the chapters
throughout.
Adapted from: https://www.goodreads.com

Page 28
Questions
(a) Explain the purpose of the sample. (2 marks)
The purpose of the sample is to inform readers ( 1mk)
about the latest modifications that Hawkins is adding to his classic work (1mk)
(b) State the reason for the use of each of the following in the sample:
i) the use of italics: shows the title of the work/book being reviewed
ii) the date: shows the year/date the work/book was published /printed/in
circulation.
(2 marks)
(c) Identify one typical feature (not already mentioned) of this register that is present in
the above sample and give an example. (2 marks)
TYPICAL FEATURE ( 1mk) EXAMPLE (1 mark)

Present tense has become
Formal Tone Gives facts/literary jargon*
*Literary jargon Classic work/publication/volume/writing
 No repetition of answers here.

Page 29
QUESTION 7 LANGUAGE OF PUBLIC SPEAKING (6 marks)
No one's born being good at all things. You become good at things through hard work. You're not a varsity
athlete the first time you play a new sport. You don't hit every note the first time you sing a song. You've got to
practice. The same principle applies to your schoolwork. You might have to do a math problem a few times
before you get it right. You might have to read something a few times before you understand it. You definitely
have to do a few drafts of a paper before it's good enough to hand in.
And even when you're struggling, even when you're discouraged, and you feel like other people have given up
on you, don't ever give up on yourself, because when you give up on yourself, you give up on your country.
So today, I want to ask all of you, what's your contribution going to be? What problems are you going to solve?
What discoveries will you make? You've got to do your part, too. So I expect all of you to get serious this year.
I expect you to put your best effort into everything you do. I expect great things from each of you. So don't let
us down. Don't let your family down or your country down. Most of all, don't let yourself down. Make us all
proud.
Adapted from: http://www.americanrhetoric.com
Questions
(a) Explain the tone of the sample. (2marks)
The tone is persuasive evident ( 1 mark)
in the use of emotive words used. ( 1 mark)
(b) Comment on the use of the feature in bold in paragraph 3 in such a variety. (2 marks)
The feature is a rhetorical question ( 1 mark) and it is used for effect. ( 1 mark)
(c) i) Who is ‘you’ throughout the sample referring to? (1 mark)
It is referring to the students/children.
ii) Quote evidence from the sample to support your answer in (i). (1 mark)
Words such as ‘athlete’/ ‘sing’/‘play a new sport’/’school work’/ ‘math

problem’/’drafts of a paper’.

Page 30
QUESTION 8 LEGAL LANGUAGE (6 marks)
CHAPTER 262A
EXAMINATIONS
Act no. 7 of 1978
AN ACT TO PROVIDE FOR THE PROTECTION OF THE INTEGRITY OF EXAMINATIONS HELD IN

FIJI
[29th December, 1978]
Short title
1. This Act may be cited as the Examinations Act.
Interpretation 2.
In this Act, unless the context otherwise requires— "examination" means any examination
conducted supervised, arranged or invigilated by any of the authorities listed in the Schedule.
Prohibited use of examination papers
3. No person shall, after obtaining possession of a paper containing questions or instructions

to candidates in connexion with any examination— (a) permit that paper to be seen by;
(b) give or permit that paper to be given to;
(c) disclose the contents of that paper to; or
(d) permit that paper or its contents to be used by, any other person, or
make any other use of that paper or its contents, other than in the normal course of the
examination to which that paper refers.
Handing of papers to police
4. Where a paper containing questions or instructions to candidates in connexion with any

examination comes into the possession of any person, other than in the course of the
examination to which that paper refers, he shall forthwith hand that paper to the nearest
police officer.
Adapted from : http://www.education.gov.fj

Page 31
Questions
a) The purpose of this extract is to inform those concerned with examinations
(1MK)_that is required of examiners/those that deal with exams(1 mark).
(2 marks)
(b) Comment on the use of capitalization seen in the above sample. (2 marks)
It is used as a heading ( 1 mark) for the title of the information presented ( 1 mark)
(c ) Correctly identify the features of legal language listed below which have been taken
from the sample above:
(i) [29th December, 1978]- date of the Act for reference

(ii) or - use of the conjunction for extra/ separate
information/clauses
(2 marks)
QUESTION 9 LANGUAGE OF RELIGION (6 marks)
"Allah: there is no true God but 14 “Do not let your hearts When a person dwells
Him. The Ever-Living, the Eternal be troubled. You believe in longingly on sense objects,
Master of all. Neither drowsiness God[a]; believe also in an inclination towards them
nor sleep overtakes Him. His is all me.2 My Father’s house has is generated. This
that is in the heavens and all that is many rooms; if that were not inclination develops into
on earth. Who is there that can so, would I have told you desire and desire gives rise
intercede with Him, except by His that I am going there to to anger. From anger comes
permission? He knows all that lies prepare a place for delusion; from delusion,
open before them and all that lies you? 3 And if I go and confused memory; from
hidden from them; whereas they prepare a place for you, I confused memory the ruin
cannot attain to anything of His will come back and take you of reason; from ruin of
knowledge save as He to be with me that you also reason, man finally
wills. His Kursi extends over the may be where I am. 4 You perishes.
heavens and the earth, and the know the way to the place
preservation of both does not tire where I am going.”
Him. He is the Most High, the (Bhagavad Gita: Chapter 2,
Most Great."
Verses 62-63 )
(Quran 2:255).

Page 32
Questions
(a) Choose a feature that contributes to the tone of this sample. (2 marks)
 The use of the religious jargon/formal language, for example,’ ever-living’/’ an

inclination towards’… (1mark)
makes the tone formal. (1 mark)
(b) Explain the tense that used in the sample. (2 marks)
The present tense is used (1mark)
as the sample is discussing a universal truth. (1 mark)
(c) Name one typical feature (not already mentioned) found in this
sample and give an example. (2 marks)
TYPICAL FEATURE ( 1MK) EXAMPLE(1MK)

 Use of formal language an inclination towards
 Use of emotive language/words troubled/desire/delusion/anger/ruin/perishes
 Use of Capital letters God
 Use of numbers for verse/chapter 2.25/14/Chapter 2 verse 62-63
SECTION E LITERATURE [30 marks]
Mark breakdown for this section:
 1 mark title/author – correct spelling only.If any error DO NOT

GIVE A MARK!
 2 marks for the plan – writing the plan (1) and following the
plan (1) note that plan without the intro/concl. will get 1½ max.
 1 mark introduction – really good introduction 1 mark,
rephrases the question ½ mark, no introduction 0, totally
irrelevant introduction 0.
 1 mark conclusion – as above for introduction.
Total = 5 marks

Page 33
There are three Parts to this section. Answer any two questions from two different Parts.
Each question is worth 15 marks. You are reminded that a good answer makes relevant
close reference to the work(s) studied. Write the title and the author of the text you use
in the space provided in the Answer Booklet.
Write an essay of 190 to 210 words. (13 marks)
Write a plan. (2 marks)
Year 13 Texts for Prose :
a. Novel: The River Between by Ngugi wa Thio’go
b. Short stories:
Theme: Choices- 1. The Knife by Judah Waten
2. The Choice is Yours by Jan Mark
Theme: Love - 1. Harry by Rosemary Timperley
2. The Girl Who Had Everything by Ellen Conford
PART I GENRE–PROSE (15 marks)
Either QUESTION 10
Characters in literary works show and share emotions such as love.
With reference to a novel or two short stories that you have studied this year:
(i) describe two examples from a novel or one example each from two short
stories depicting the above situation and
ii) discuss the importance of the example(s) identified in (i) above for young people.

Page 34
Novel (10) Short Stories (10)
Example 1 showing and sharing love 2 mks Example 1 SS1 showing and sharing love 2 mks
Example 2 2mks Example 2 SS2 2mks
Importance of Eg1 for young people 3mks Importance of Eg1 for young people 3mks
Importance of Eg 2 3mks Importance of Eg 2 for young people 3mks
Or QUESTION 11 Life is not always a bed of roses.
With reference to a novel or two short stories that you have studied this year:
(i) identify two incidents from a novel or an incident each from the two short stories that
justify the statement above and
(ii) describe how the incidents in (i) have affected the main character.
Novel (10) Short Stories (10)
Incident 1 :life not a bed of roses 3 mks Incident 1 SS1 –life is not a bed of roses 3 mks
Incident 2 3mks Incident 2 SS2 3mks
Incident 1 effect 1 on main character 2mks Incident 1 SS1 effect on main character 2mks
Incident 2 effect 2 2mks Incident 2 SS2 2mks
Or QUESTION 12
Literary works are largely admired for they educate readers on a countless number
of subjects.
With reference to the statement given above, discuss two themes learnt from a novel or
one theme each from two short stories studied this year and explain how the readers have been
educated by this exposure.
GENRE DISCUSS THEME 1 DISCUSS THEME 2 EDUCATED BY EDUCATED BY

EXPOSURE OF EXPOSURE OF
THEME 1 THEME 2
NOVEL 3 3 2 2
SHORT STORY (SS1) 3 (SS2) 3 (SS1) 2 (SS1) 2

Page 35
Or QUESTION 13
Characters who show development or change are admired by readers.
With reference to a novel or two short stories:
(i) identify two characters from a novel or a character each from the two short story who
show development or change and
(ii) explain with two reasons either for the novel or the two short stories how this has
influenced your opinion(s) as a reader.
GENRE IDENTIFY IDENTIFY REASON 1 IT REASON 1 IT

CHARACTER 1 OF CHARACTER 2 OF INFLUENCED INFLUENCED
DEVELOPMENT OR DEVELOPMENT OR YOUR OPINION AS YOUR OPINION AS
CHANGE CHANGE A READER A READER
NOVEL 3 3 2 2
SHORT STORY (SS1) 3 (SS2) 3 (SS1) 2 (SS1) 2
PART II GENRE–DRAMA (15 marks)

Either
Year 13 Text for Drama: The Tragedy of Prince Hamlet/ Hamlet - William Shakespeare
QUESTION 14
“ I will speak daggers to her, but use none,..” (Hamlet) ( 3. 2)
With reference to Hamlet:
(i) describe the scene where the above remarks are uttered, and
(ii) with two reasons, explain the importance of this scene in the play.
DESCRIBE SCENE WHERE REASON 1 OF SCENE’S REASON 2 OF SCENE’S IMPORTANCE IN

THE ABOVE REMARKS ARE IMPORTANCE IN THE PLAY THE PLAY
UTTERED
4 3 3

Page 36
Or QUESTION 15
In Hamlet, relationships are explored between various children and their parents,
in particular, how a parent can influence his/her child and the importance of
parental guidance.
By referring closely to a parent-child relationship in the play, justify the above

statement.
NAME PARENT-CHILD HOW THIS PARENT IMPORTANCE OF PARENTAL

RELATIONSHIP INFLUENCED HIS/HER GUIDANCE
CHILD
2 4 4
Or QUESTION 16
The death of Polonius was not a slight matter.
With reference to Hamlet:
(i) describe Polonius’ relationship with Hamlet before his death and
(ii) discuss two implications of his death for Hamlet.
DESCRIBE POLONIUS’ DISCUSS DISCUSS IMPLICATION 2

RELATIONSHIP WITH IMPLICATION 1 OF OF HIS DEATH FOR HAMLET
HAMLET BEFORE HIS HIS DEATH FOR
DEATH HAMLET
4 3 3
Or QUESTION 17
With reference to Hamlet, discuss two themes you have learnt and elaborate on
which of the two themes you felt was more important.
DISCUSS THEME DISCUSS THEME WHICH OF THE TWO THEMES

I II YOU FELT WAS MORE
IMPORTANT.
Theme: 1mk Theme: 1mk

Discuss: 3mks Discuss: 3mks 2

Page 37
PART III GENRE–POETRY (15 marks)
Either QUESTION 18 Societies must eliminate stereotyping roles to enable a

life of dignity for women.
With reference to two poems on the theme Gender, discuss the extent to which the
above statement holds true.
EVIDENCE OF HOW ITS ELIMINATION TOTAL

STEREOTYPING IN THE WILL LEAD TO A LIFE OF
POEM DIGNITY FOR WOMEN
POEM 1 2 3 5
POEM 2 2 3 5
TOTAL 4 6 10
Or QUESTION 19 All that glitters is not gold.
With reference to two poems on the theme Globalisation, discuss the need to protect one’s
culture.
EXAMPLES of ALL THAT THE NEED TO PROTECT TOTAL

GLITTERS IS NOT GOLD ONE’S CULTURE
POEM 1 2 3 5
POEM 2 2 3 5
TOTAL 4 6 10
Or QUESTION 20 Taking a person for granted can generate differences with and
issues about each other.
With reference to any two poems studied this year, for each:
(i) discuss how taking each other for granted is shown and
(ii) explain the differences that arise as a result of the above(i) which help you to
understand the issues in the poem.
DISCUSS HOW EXPLAIN THE WHICH HELP YOU TO TOTAL

TAKING EACH DIFFERENCES THAT UNDERSTAND
OTHER FOR ARISE AS A RESULT THE ISSUES IN THE
GRANTED IS POEM.
SHOWN
POEM 1 2 1 2 5
POEM 2 2 1 2 5
TOTAL 4 2 4 10
Page 38
Or QUESTION 21
Poems with powerful elements are usually those that make an impact on readers.
With reference to any two poems studied this year, for each:
i) discuss an example of a powerful element and

ii) explain how this can make an impact on its readers.
DISCUSS AN EXAMPLE OF A EXPLAIN HOW THIS CAN MAKE AN TOTAL

POWERFUL ELEMENT IMPACT ON ITS READERS
POEM 1 3 2 5
POEM 2 3 2 5
TOTAL 6 4 10
Deductions:
 Title of text used in the Content not underlined or put in quotation marks - minus ½ mark
 Option no. missing/wrong option no.: minus ½ mark
 Wrong genre/wrong Year 13 text : mark as normal then divide by 2
 Wrong text (Year 12) : mark as normal then divide by 3
 Plot summary only 3 marks : 0 for Plan, 1 mark for Title/Author and story (2m)
 At least 2 quotes needed in Drama: -1 mark if less than 2 quotes
 At least 2 quotes needed in Poetry: -1 mark if less than 2 quotes
 Use of wrong quotes: -1 mark from /15
 Quotes done incorrectly: -½
THE END

Page 39

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MINISTRY OF EDUCATION

FIJI YEAR 13 EXAMINATION 2018

ENGLISH DETAILED SOLUTION

COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2018.

QUESTION 1 FORMAL WRITING MARKING SCHEME (15 MARKS)

Criteria Descriptor Marks

Plan ᛫ Plan thoroughly linked and followed in Introduction, Content ᛫ 2

(spelling, punctuation, tense, wrong word order, capitalization, word form,

(sentence structure/pattern/type, paragraphing, vocabulary, register,

COPYRIGHT: MINISTRY OF EDUCATION, FIJI, 2018.

Students can write a plan using any of the methods below:

Structured plan, Diagramming, Fish bone, Web etc.

 As long as there is a brief plan

QUESTION 2 PERSONAL WRITING (10 MARKS)

Criteria Descriptors Marks

Totally off topic- mark only for style and accuracy.

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(a) The importance of Anti-Corruption Education in schools.

GS: Even as corruption offers a worrying picture, education offers hope.

Some points to consider:

 To witness an observable change in the attitudes and behaviours of school community

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What are the positive effects of Social Media?

What are the negative Effects of Social Media?

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 Yet other effects:

1. Lacks emotional connection

c) Human activities have contributed to Climate Change. So what's the evidence?

1. Simple chemistry – when we burn carbon-based materials, carbon dioxide (CO2) is

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d) Childhood Obesity needs to be taken seriously.

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Health Risks Associated with Childhood Obesity

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Lifestyle Changes to Fight Childhood Obesity

Outlook for Childhood Obesity

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Want Your Children to Be Good Citizens? Start with Sports

Emphasise the Team

Submit your Goal to be greater

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Don’t Bash the Umpire

Don’t Focus on Kid “Stars” or “Stand Outs”

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Be a Good Sport Yourself

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 Very good planning and closely followed from introduction to conclusion 1

 Very good and most relevant to the topic. 1

 3 relevant ideas or more 3

If ideas are general or irrelevant award a maximum 1 out of 3.

 Linked closely to the whole essay. 1

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deduct only ½ mark)

Sentence structure/patterns/types, paragraphing, tone, vocabulary, register,

cohesion/fluency, structure of essay: introduction – body – conclusion, expression,

linking devices. NO: personal pronouns, repetition, redundancy, rambling,

rhetorical questions, contractions, colloquial expression, incomplete sentences,

listing, clichés, irrelevant words, monotony, missing words, wrong words

(especially for expository)

deduct only ½ mark)

Punctuations, spelling, tense, agreement, wrong word order, capitalization, articles,