ENGLISH FAL Short Stories

ENGLISH FIRST ADDITIONAL LANGUAGE GRADE
12 MIND THE GAP

SHORT STORIES
CHANGES: An Anthology of Short Stories
By B. Walter
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Curriculum and Assessment Policy Statement (CAPS) Grade 12 English First Additional
Language Mind the Gap study guide for the Short Stories: Changes by B. Walters.
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Copyright © Department of Basic Education 2022

ISBN:
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Contact persons: Ms C. Weston and Dr S. Malapile
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Tel: (012) 357 4183 / 012) 357 3811
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Acknowledgments
All reasonable steps were taken to acknowledge the sources used in this study guide. In the event of
any omission or error in the acknowledgments, kindly bring this to the attention of the Department of
Basic Education.
The extracts from the Short Stories in this study guide are from
Changes by B. Walters
Mind the Gap Team
Senior Project Leaders: Dr S. Malapile, Ms C. Weston, Mr A.J. Ragkoathe
Production co-ordinators:
B. Monyaki, B. Ras, M. Phonela, M. Nematangari
Authors: Ms Christelle Barnard, Ms Mpho Lukhele, Ms Pila Masakane, Ms Thembeka Mtolo,

Ms Mpho Mongale, Ms Nonhlanhla Mzila, Ms Renske Pieterse, Dr Nkosinathi Sithole
Critical reader: Monyaki B.S.

Designer and editor: Page82 Media
Onsite writers’ workshop support:

J. Mphidi, V. Magelegeda, R. Maboyi, K. Mothapo, N. Malope
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Ministerial Foreword
The Department of Basic Education (DBE) has pleasure in releasing the second edition of the
Mind the Gap study guides for Grade 12 learners. These study guides continue the innovative
and committed attempt by the DBE to improve the academic performance of Grade 12
candidates in the National Senior Certificate (NSC) examination.
The study guides have been written by teams of experts comprising teachers, examiners,
moderators, subject advisors and co-ordinators. Research, which began in 2012, has shown
that the Mind the Gap series has, without doubt, had a positive impact on grades. It is my
fervent wish that the Mind the Gap study guides take us all closer to ensuring that no learner
is left behind, especially as we celebrate 20 years of democracy.
The second edition of Mind the Gap is aligned to the 2014 Curriculum and Assessment Policy
Statement (CAPS). This means that the writers have considered the National Policy pertaining
to the programme, promotion requirements and protocols for assessment of the National
Curriculum Statement for Grade 12 in 2014.
The Mind the Gap CAPS study guides take their brief in part from the 2013 National
Diagnostic report on learner performance and draw on the Grade 12 Examination Guidelines.
Each of the Mind the Gap study guides defines key terminology and offers simple
explanations and examples of the types of questions learners can expect to be asked in an
examination. Marking memoranda are included to assist learners to build their understanding.
Learners are also referred to specific questions from past national examination papers and
examination memoranda that are available on the Department’s website –
www.education.gov.za.
The CAPS editions include Accounting, Economics, Geography, Life Sciences, Mathematics,
Mathematical Literacy and Physical Sciences. The series is produced in both English and
Afrikaans. There are also nine English First Additional Language (EFAL) study guides. These
include EFAL Paper 1 (Language in Context); EFAL Paper 3 (Writing) and a guide for each of
the Grade 12 prescribed literature set works included in Paper 2. These are Short Stories,
Poetry, Cry, the Beloved Country, The strange case of Dr Jekyll and Mr Hyde, Macbeth, and
My Children! My Africa! Please remember when preparing for Paper 2 that you need only
study the set works you did in your EFAL class at school.
The study guides have been designed to assist those learners who have been
underperforming due to a lack of exposure to the content requirements of the curriculum and
aim to mind-the gap between failing and passing, by bridging the gap in learners’
understanding of commonly tested concepts, thus helping candidates to pass.
All that is now required is for our Grade 12 learners to put in the hours required to prepare for
the examinations. Learners, make us proud - study hard. We wish each and every one of you
good luck for your Grade 12 examinations.
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Table of Contents
Item Page Number
Dear Grade 12 learner 5
How to use this study guide 6
Self assessment worksheet 9
Literary features 10
Study tips 11
On the examination day 12
Overview of the English First Additional Language Paper 2: 13

Literature Examination
What are the examiners looking for? 15
Sub headings per story Short Stories

Author’s background Forbidden Love – Can Themba 15-22
information
Rejection – Mariana Bȃ 23-30
1. Summary
2. Title Eveline – James Joyce 31-38
3. Themes
4. How is the story told? A bag of sweets – Agnes Sam 40-47
4.1.Setting
4.2.Structure and Plot Class act – Namhla Tshisana 48-57
Development
4.3.Characterisation The wind and the boy – Bessie Head 58-64
4.4.Narrator’s point of
view 4.5.Style The girl who can – Ama Ata Aidoo 65-71
4.6.Tone and mood
5. Triumph in the face of 72-80
Activity/Examination-li adversity – Kedibone Seku
ke Activity
Instructional Verbs And Their Meanings 81-82
Assessment Rubric For Shorter Transactional Text 83
References 84
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Dear Grade 12 learner
This Mind the Gap study guide helps you to prepare for the end
of-year Grade 12 English First Additional Language (EFAL)
Literature examination.
There are three examinations for EFAL: Paper 1:
Language in Context; Paper 2: Literature; and Paper 3:
Writing.
There are nine great EFAL Mind the Gap study guides
which cover Papers 1, 2 and 3.
Paper 2: Literature includes the study of novels, drama,
short stories and poetry. A Mind the Gap study guide is
available for each of the prescribed literature titles.
Choose the study guide for the set works you studied in
your EFAL class at school.
This study guide focuses on the eight prescribed short
stories examined in Paper 2: Literature. You will need to
study all eight short stories for the examination:
1. Forbidden Love by Can Themba
2. Rejection by Mariana Bȃ
3. Eveline by James Joyce
4. A bag of sweets by Agnes Sam
5. Class act by Namhla Tshisana
6. The wind and the boy by Bessie Head
7. The girl who can by Ama Ata Aidoo
8. Triumph in the face of adversity by Kedibone Seku
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How to use this study guide
There is one chapter for each of the short stories. Each chapter
includes a summary, a brief statement of the importance of the
title, and the themes. More detail is given on how the story is told
by examining:
Setting;
Structure and plot development;
Characterisation;
Style;
Narrator and point of view;
Diction and figurative language and
Tone and mood.
All of the above information is also summarised in a set of notes.
Use these notes to hold the eight short stories clearly in your mind.
You can test your understanding of each short story by
completing the activities, and using the answers to mark your
own work. The activities are based on examination extracts.
Learn all of the vocabulary lists for each short story at the end of each
chapter.
Structure and plot development

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A short story requires the reader to understand and unpack its main elements. These
elements apply to most short stories. The following is a simplified table that you can
use with any short story immediately after reading it. This analysis will assist you
when you prepare for a test, an assignment or revise for examinations.
SHORT STORY ANALYSIS SHEET

Title: ___________________________________Author: __________________________
Setting WHEN & WHERE does the story take place? (Time and Place)
Characters Who are the characters in the story?
Characterization Definition of character trait:

Personality characteristic or inherent value
What are the personality traits of that someone has which they are unlikely to
each character? change and that helps to make an individual
into the kind of person he/she is.
Theme The theme is a main idea or an underlying

(The Message) meaning of a literary work, which may be
stated directly or indirectly. A short story may
What is the main idea of the story? have more than one theme.
Tone Tone is a quality in the voice that expresses

the speaker’s feelings or thoughts, often
towards the person being spoken.
Mood Mood explains the way you feel at a particular
Describe how you felt reading this time: Are you feeling good or bad, cheerful or
story (Use the author’s intentions, irritable, etc?
not bored)
Imagery The use of literary devices e.g. figures of speech and

What pictures could you sound devices.
visualise as you read the story?
Simile, personification, metaphor, irony,
synecdoche, metonymy, assonance, alliteration,
etc. Refer to CAPS, pages 31, 32 and 46
Point of View What narrative perspective from which the story is told?
(a) First person narration: the story is told from

a personal point of view using the first person
(I/we/my/our)
(b) Second person narration: a little used technique
of narration in which the narration is told by a
character
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ascribed to the reader. Second person pronouns
are used (you/your).
(c) Third person/omniscient narration: narration
means the narrator knows everything about the
actions,
attitude, secrets and even thoughts of all
characters. He has a bird’s eye view. The narrator
tells a story using a bird’s eye view. Names of
people are used, as well as third person pronouns
(he/she/they/).
Conflict Internal
List and describe the different (self vs. self)
types of conflict from the story.
Which are internal and which External
are external? (self vs. person, society or nature)
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SELF ASSESSMENT WORKSHEET
NAME OF LEARNER:……………………………… CLASS:…………………..
SHORT STORY ANALYSIS
Title: ___________________________________Author: __________________________

Setting
Characters
Characterization
Theme(s)
Tone
Mood
Imagery
Point of View
Conflict Internal
External
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Literary features found in short stories

Diction The poet’s choice of words and how he/she organises them.
Euphemism A mild or vague expression in place of a word that is more harsh

or direct.
First person The poem is written from the point of view of ‘I’ or ‘we’.
Hyperbole A deliberate exaggeration. For example, ‘a big’ plate of food
is described as ‘a mountainous’ plate of food.
Irony A statement or situation that has an underlying meaning that

is different from the literal meaning.
Metaphor A figure of speech that uses one thing to describe another in

a figurative way.
Metonymy Something associated with the object represents the object e.g.
‘And ploughs down palaces, and thrones, and towers.’ In this
example, the ‘Palaces’, ‘thrones and towers’ is a substitution for
the people in power/Government/ Monarchs.
Mood The emotions felt by the reader when reading the poem.
Oxymoron A combination of words with contradictory meanings (meanings

which seem to be opposite to each other). For example, ‘an open
secret’
Personification Giving human characteristics to non-human beings.
Pun A play on words which are identical or similar in sound. It is used

to create humour.
Sarcasm An ironic expression which is used to be unkind or to make fun

of someone.
Simile Comparing one thing directly with another. ‘Like’ or ‘as’ is used
to make this comparison.
Symbol Something which stands for or represents something else.
Synecdoche A part is named but the whole is meant/ understood, OR the whole
is named but only part is meant/understood, e.g.
“… his back to the five thin healthy head of cattle grazing.”
Theme Themes are the main messages of a text. There are usually a
few themes in each poem.
Third person The poem is written from the point of view of ‘he’, ‘she’ or ‘they’.
Tone The feeling or atmosphere of the poem.
Alliteration A pattern of words that includes the repetition of consonant

sounds. The repeated sound can be either at the beginning of
successive words or inside a word.
Assonance The vowel sounds of words that occur close together are repeated.
Consonance A sound that occurs at the end of words that are close together
is repeated.
Onomatopoeia The use of words to create the sounds being described.

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Study tips
1. Divide your workload into manageable
sections. This will help you to focus.
Take short breaks between studying
one section and going onto the rest.
2. Have all your materials ready before

studying a particular section of your
work – pencils, pens, highlighters,
paper, glass of water, etc.
3. Be positive. It helps you to retain

information.
4. You learn better when using colours and pictures.

Use highlighters of different colours whenever you
can.
5. Repetition is the key to remembering information

you have learnt. Constantly go over your work, until
you can recall it with ease.
6. Work with a partner. Teach each other what you

have learnt. It is worth reading your revision aloud.
7. Sleep for at least eight hours every night. Eating

healthy food and drinking plenty of water are all
important things you need to do to stay refreshed.
8. Studying for exams is like exercise, so you must be

prepared physically and mentally.
9. Practise past papers, familiarise yourself with the

format, structure and type of questions.
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On the examination day
Make sure you bring pens that work, sharp pencils, a rubber
and a sharpener. Make sure you bring your ID document and
examination admission letter. Arrive at the examintion venue at
least an hour before the start of the examination.
Go to the toilet before entering the examination room. You

don't want to waste valuable time going to the toilet during the
examination.
You must know at the start of the examination which two out of
the four sections of the Paper 2 Literature examination you will
be answering. Use the 10 minutes’ reading time to read the
instructions carefully.
Break each question down to make sure you understand what

is being asked. If you don’t answer the question properly you
won’t get any marks for it. Look for the key words in the
question to know how to answer it. You will find a list of
question words on pages xiv and xv of this study guide.
Manage your time carefully. Start with the question you think is
the easiest. Check how many marks are allocated to each
question so you give the right amount of information in your
answer.
Remain calm, even if the question seems difficult at first. It will

be linked with something you have covered. If you feel stuck,
move on and come back if time allows. Do try and answer as
many questions as possible.
Take care to write neatly so the examiners can read your
answers easily.
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Overview of the English First
Additional Language Paper 2:
Literature Examamination
In the Paper 2 Literature exam, you need to answer questions from two sections.
Choose the two sections that you know best:
• Section A: Novel
• Section B: Drama
• Section C: Short stories
• Section D: Poetry
A total of 70 marks is allocated for Paper 2, which means 35 marks for each section you choose.
You will have two hours for this exam.
Here is a summary of the Paper 2 Literature exam paper:

Question Title of novel Type of Number of
number question marks
Section A: Novel If you choose Section A, answer ONE question. Choose the question for
the book you have learnt.
1. Cry, the Beloved Contextual 35

Country
2. The Strange Case Contextual 35

of Dr Jekyll and
Mr
Hyde
Section B: Drama If you choose Section B, answer ONE question. Choose the question
for the play you have learnt.
3. Macbeth Contextual 35
4. My Children! My Contextual 35
Africa!
Section C: Short stories If you choose Section C, answer BOTH questions. You will not
know exactly which short stories are included until the exam. TWO stories will be set.
Answer the questions set on BOTH short stories.
5.1 Short story Contextual 17 or 18
5.2 Short story Contextual 17 or 18
Section D: Poetry If you choose Section D, answer BOTH questions. You will not
know exactly which poems are included until the exam. TWO poems will be set.
Answer the questions set on BOTH poems.
6.1 Poem Contextual 17 or 18
6.2 Poem Contextual 17 or 18
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What is a contextual question?
In a contextual question, you are given an extract from a short story. You
then have to answer questions based on the extract. Some answers you
can find in the extract. Other questions will test your understanding of
other parts of the story. Some questions ask for your own opinion about
the story.
What are the examiners looking for?

Examiners will assess your answers to the contextual questions based
on:
● Your understanding of the literal meaning of the story. You need to
identify information that is clearly given in the extract.
● Your ability to reorganise information in the short story. For
example, you may be asked to summarise some points.
● Your ability to provide information that may not be clearly stated in
the extract provided, using what you already know about the text
as a whole. This process is called inference. For example, you may
be asked to explain how a figure of speech affects your
understanding of the story as a whole.
● Your ability to make your own judgements and form opinions about
aspects of the story. This process is called evaluation. For example,
you may be asked if you agree with a statement.
● Your ability to respond to the emotional level of a short story. This
is called appreciation. You may be asked to discuss how the writer’s
style helps to describe the tone and mood of the extract.
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Forbidden Love
by Can Themba
Can Themba was born in Marabastad, Pretoria on 21 June

1924, into a family of four. He won a scholarship to study at
Fort Hare College, where he received an English degree in
1947. He later obtained a teacher's diploma and taught in
Johannesburg’s western township areas. In 1960 he started
working for Golden City Post. He went into voluntary exile in
Swaziland in 1963 and in 1966 his writing was banned in
South Africa. He died in 1968, in Swaziland.
Can Themba
The disapproval could be because of religious,
1. Summary cultural or political differences, among others. In
this story, the title refers to a romantic
The story is about two people who love each
relationship between Dora and Michael, which is
other deeply and have to hide their feelings.
highly discouraged by the ‘coloured people’ of
Michael is Black and Dora is Coloured. The two
Noordgesig.
lovers are eventually exposed when Dora’s little
brother, Bobby, learns that his sister is in a *Native is a
relationship with a native*. This revelation leads term that was
used
to a feud between the lovers’ families, which later
during apartheid
results in Michael’s attack. The irony in the story to refer to black
lies in the fact that Davie (Dora’s brother) has had people.
a relationship with Salome (Mike’s sister) from
which a child was conceived. *Meneer
means Mister
(Mr) in
2. Title Afrikaans.
Forbidden love refers to a romantic relationship

between two individuals which is not approved.
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3. Themes
3.1 Fear
Dora and Michael live their lives in fear of their relationship being exposed.
Dora’s brother, Davie, fears that he might be judged for his relationship with
Michael’s sister with whom he has a baby. This is kept a secret until later
when Salome confronts Davie’s family.
3.2 Hypocrisy
Davie has a relationship with Salome (a black woman) and a child is born.
Ironically, Davie still considers it appropriate to beat Michael up when he also
has a relationship with Michael’s sister. It is hypocritical that Davie does not
approve of her sister’s relationship with a black man while he even has a
child with a black woman.
3.3 Racism
The people of Noordgesig (Coloureds), refer to black people as ‘natives’,
which is very derogatory. Dora and Michael are not allowed to have a
relationship because of their different races. Davie has to hide his child who
is born into an interracial relationship. Black people are not allowed to visit
the cinema.
4. How is the story told?

4.1 Setting
The setting is the Western townships of Johannesburg, namely Sophiatown
and Noordgesig, during the height of apartheid.
4.2 Structure and Plot Development

Exposition:
The narrator introduces us to the story through two lovers from different racial
backgrounds who have to hide in ‘tall grass’ due to prohibitions on mixed
relationships.
Rising Action:
Davie and a few of his coloured friends go out looking for Michael. They meet
him at the Rhythmic Cinema and beat him. Dora tries to stop them but they
are determined to beat him. The other African boys run away and Michael
and Dora are left by themselves with the angry crowd of coloured boys.
Climax:
After learning about the story of Michael’s beating by Davie and his friends,
Salome has an idea of how to end the whole issue. When Michael has
healed, Salome exposes the truth that Davie is actually the father of her child.
Salome even presents evidence in the form of love letters that Davie has
written to her. Both families are shocked.
Resolution:
Michael and Dora are no longer living under fear. There is a feeling that the
fighting between the two families has subsided.
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4.3 Characterisation
Dora Randolph ● She is loving (She loves Michael deeply) ● She is
caring (She takes care of Michael when he is beaten
by the young coloured boys (gang))
● She is overprotective (She stands up in the way of
Michael’s attackers by the cinema)
● She is resilient (She does not give up on her
relationship with Michael)
● She is rebellious (She disregards her family’s
feelings and instructions to stay away from black
people)
● She is tolerant/progressive (She is ashamed of
how her community treats their black counterparts)
Michael ● He is sensitive (He chooses his words carefully

Chabakeng when talking to Dora about her family)
(Mike) ● He is loving (He loves Dora deeply)
● He is considerate (He is concerned about the
identity of his sister, Salome’s child)
● He is respectful (He responds to Dora’s family in a
respectful manner)
● He is peaceful (He does not fight back when the
coloured gang beat him up)
Mr Van Vuuren ● He is racist (He advises coloured people to

stay away from black people)
● He is conservative (He is afraid of
socio-political change)
● He is deceptive (He tries to destroy Salome
and Davies’ love letters)
Mr Randolph ● He is racist (He is against interracial

relationships) ● He is conservative (He is afraid of
socio-political change)
Louisa ● She is insecure (Her darker complexion makes

Randolph her feel inferior)
● She is regressive (She does not want to be
associated with black people)
Meneer Carelse ● He is selfish (He wants Dora to himself)

● He is determined (He persuades the principal
to inform the Randolphs about Dora’s affair
with Michae.)
● He is manipulative (Meneer Carelse tells others
that Dora is in an interracial relationship)
● He is self-righteous (He keeps his drinking problem
a secret, but wants to expose Dora’s scandal) ● He is
spiteful (He cannot deal with the rejection after
proposing to Dora and still holds a grudge)
● He is a disciplinarian (He brings order during
the school fight)
David ● He is two-faced/hypocrite (He does not approve

Randolph of Dora and Michael’s relationship yet he also
(Davie) has a love-child with Salome)
● He is secretive (He keeps his relationship
with Salome a secret)
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● He is a coward (He lives in fear that he will be
exposed by Salome that he is the father of her child)
● He is violent (He planned Michael’s attack) ● He
is protective (He protects his sister from the
disgrace of being involved with a black man) ● He is
loving/romantic (He is in a relationship with Salome
and writes her ‘flaming’ love letters)
Salome ● She is trustworthy (She keeps her end of the deal

Chabakeng by keeping her relationship with Davie a secret for
a long time)
● She is brave (After her brother’s beating, she
exposes her relationship with Davie to his
family despite their race issues)
● She is caring (She helps Dora take care of Michael)
4.4 Narrator’s point of view

The story is narrated in the third person from an omniscient personal
experience. The narrator helps the reader understand how fear and shame
are relentlessly part of a community that seeks to prove that black people are
beneath them in all areas of their being.
4.5 Style
An easy flowing literary style is used throughout the story. This could be
because the narrator wants to demonstrate apartheid norms as lived by
different racial groups in the townships. This story explores the practices of
the apartheid system and its cruel tendencies.
4.6 Diction and figurative language

● The writer uses figurative language in order to emphasise meaning.
● Some examples of figures of speech in the story include:
PERSONIFICATION
o ‘This business of becoming an African is nearest to her, seems
would soonest catch her in its cruel fingers.’ (Page 11)
The cruelty of the system of apartheid and its separation laws are
compared to a cruel monster threatening to catch Louisa.
SIMILE:
o ‘A ghost-like shadow…’ (Page 12)
Michael’s shadow is being compared to a ghost. This comparison is
effective because the lights from the moving cars blur Michael’s
shadow to look shapeless, just like a ghost.
o ‘flew out to Noordgesig like a tongue flicked out of a

mouth mockingly.’(Page12)
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The speed at which Michael’s shadow disappears is compared to a
quick movement of a tongue when one sticks it in and out in a
mocking manner.
METAPHOR:
o ‘his dark form swam towards her.’ (Page 10)
The movement of the man is slow and flowing like a person
swimming.
o ‘Let’s feed the faith.’ (Page 11)
o ‘He had a bombshell …’ (Page13)
PERSONIFICATION:
o ‘From the bridge the road climbed the hillock and sailed away
to Newclare.’ (Page 10)
The road is given human qualities by stating that it wilfully climbs a hill
and then goes sailing.
IRONY:
o ‘So this is the bloody bastard!’ (Page15)
What Davie says is ironic because he has a baby born out of wedlock,
but sees it befitting to call Michael a bastard.
4.7 Tone and Mood

Tone:
● Bitter: Dora’s family members use this tone when they voice out their
disapproval of her relationship with Michael.
● Condescending: Black people are treated as inferior to coloureds. It is
regarded as taboo to even have an interracial relationship.
● Cruel: This tone comes through frequently when the fights ensue. Some
derogatory words are used, e.g. ‘blurrie bastard’, ‘the ‘k’ word.
Mood:
● Tense
● Hopeless
● Fearful
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Activity 1
‘Forbidden Love’
1.1 Read the following extract and answer the questions which follow:
‘Not here, darling,’ he said hastily, ‘some car-lights may strike upon us.’ He led her 5
higher up the road into the tall grass. Suddenly she caught his coat lapels and
dragged him down so that no one could see them. He clambered towards her and
curled her into his arms. His lips thrilled upon hers, burningly sweet, and with
digging fingertips she tried to find the source of his fire in his spinal column.
Then the flames went out of them, settling into a low glow. She broke away with a 1
sigh. She caught a stalk, put it in her mouth, and turned to look at the scattered 0
lights of Noordgesig.
‘They were at it again, Sweetie,’ she said between her teeth, ‘and what makes
me mad is that I cannot fight back anymore.’
‘What did they say now?’ Mike asked, a little worried.
1
‘Mr Van Vuuren was at our place again. It looked almost as if Dad had called him in
5
to preach to us. He spoke about how terribly important it is that we keep away
from the ‘Natives’, otherwise we would be associated with them. And his voice had
a trick of making that word ’associated’ sound horrible. But what made me hate
him was the way he stared at Louisa as he spoke. I –’
1.1.1 Choose a description from COLUMN B that matches the name in COLUMN A. Write
only the letter (A–D) next to the question number (1.1(a) – 1.1(d)) in the
ANSWER BOOK.
COLUMN A COLUMN B
(a) A
Mike Dora’s brother
(b) B
Davie Mike’s sister
(c) C
Salome Dora’s sister
(d) D
Louisa Dora’s boyfriend
E
Mike’s brother
(4 x 1) (4)
1.1.2 Describe the setting of this extract. (2) 1.1.3 Refer to lines 3-4 (‘He clambered towards… curled
her into his arms.’) (a) Identify the figure of speech used in these lines. (1) (b) Explain the meaning of
this figure of speech. (2) 1.1.4 Quote a single word which proves that Dora takes a deep breath. (1)
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1.1.5 Refer to lines 4-5 (‘His lips thrilled … his spinal column’).
Choose the correct answer from those given below. Write down only the letter (A – D)
next to the question number (1.1.5 (a)) and the answer in the ANSWER BOOK.
The phrase ‘burningly sweet’ in this context is an example of…
A
hyperbole.
B
metonymy.
C
oxymoron.
D
sarcasm. (1)
1.1.6 What does this extract reveal about Mike’s character?
Substantiate your answer. (2) 1.1.7 One of the themes in this short story is fear.
Discuss this theme. (3) 1.1.8 Davie is a hypocrite.
Discuss your view. (3) Suggested answers to Activity 1
1.1.1 (a) D/Dora’s boyfriend✓ (1) (b) A/Dora’s brother✓ (1) (c) B/Mike’s sister✓ (1) (d) C/Dora’s
sister✓ (1)
apartheid/segregation
1.1.2 The setting of the extract is Western Township (Noordgesig) ✓ during
time/ in the evening.✓
(2)
1.1.3 (a) Metaphor✓ (1)
curving around her

(b) The manner in which Mike embraces Dora ✓ looks as if his arms are
body.✓
(2)
1.1.4 ‘sigh’✓ (1) 1.1.5 C/oxymoron✓ (1) 1.1.6 caring/loving/protective✓
He takes Dora to a safe place. /He caresses Dora in a loving way.✓

(2)
21 | Page
1.1.7 The discussion of the theme of fear should include the following points, among
others:
● Dora lives her life in fear of being ridiculed by her family and community.
● Michael and Dora hide in the ‘tall grass’ in a secluded place, just so they are
not seen by the people from her community.
● Michael fears that the coloured boys might hurt Dora and hides her behind him.
● Davie fears rejection from his people and he keeps his child with Salome a
secret.
NOTE: For full marks, the response must be well-substantiated. You can score 1 or 2 marks for a
response which is not well-substantiated. Your interpretation must be grounded in the short
story. (3)
1.1.8 Open ended response e.g.
Yes.
Davie has a child with Michael’s sister who is black. Yet he wants to beat up Michael
for having a relationship with his sister, Dora.
OR
No.
Davie does not have a choice but to act as if he hates black people in order to make
his family happy. Acting this way can help him conceal his own secret.
NOTE: You will NOT be awarded a mark for YES or NO only.

For full marks, the response must be well-substantiated. You can score 1 or 2 marks for a
story. (3)
Activity 1.2: Shorter Transactional Text
1.2 SHORT MESSAGE SERVICE
Imagine that you are Salome. You have just learned that Davie wants to end your
relationship because his father does not approve of interracial relationships. You
have decided to send him a short message to tell him about your feelings.
Write the short text message that you will send to Davie.
NOTE: Avoid using slang in your message. (20) Suggested answer to Activity 1.2
1.2 SHORT TEXT MESSAGE
A short text message from Salome to Davie.
● Allow for acceptable variations of the format.

● The tone and register of the text should be informal.
● The use of unconventional abbreviations and acronyms, omission of vowels and
the use of numbers in the place of words must be meaningful.
● The text must be clear and concise. (20)
22 | Page
Rejection
by Mariama Bậ
Mariama Bậ (April 17, 1929 – August 17,1981) is a
Senegalese author and feminist who later became a
teacher. Her two French novels were both translated into
more than a dozen languages. Born in Dakar, she was
raised as a Muslim.
Her frustration with the fate of African women is
expressed in her first novel, Une si longue lettre (1979),
translated into English as So Long a Letter.
Mariama Bâ used her novels to reveal the unjust

treatment of women justified by a patriarchal society, polygamous
practices, and certain Muslim traditions. Mariama Bậ
1. Summary
The narrator is an Islamic wife who takes care of her household and
supports her children’s education. She is a caring person who welcomes
friends of her daughter, Daba, when they come to study. Her husband,
Modou, also shows interest in the beautiful young girl, Binetou by
sometimes taking her home after studying.
Binetou’s mother puts her under pressure to accept the old man’s hand in
marriage. Binetou is not excited about the marriage, but she submits to her
mother’s plea and agrees.
The three men break the news to the narrator that her husband has taken a
second wife. She is shocked about this news. She remains calm, while
Daba is furious and feels betrayed and humiliated by her father and friend.
After 40 days of mourning Modou’s death, Tamsir (Modou’s brother)
announces his intention to marry the narrator. She, for the first time, does
not keep quiet but stands her ground and rejects him in front of the other
men.
2. Title
Rejection means the dismissal or refusal of a proposal or an idea. The story
is about the narrator, who at the end of the story, rejects the idea of marrying
her late husband’s brother. This rejection gives the narrator the power and a
voice in a patriarchal society.
23 | Page
3. Themes
3.1 Cultural and religious practices
In this short story, the narrator, an Islamic wife, submits to her cultural
values. At the beginning, she enjoys being the only wife, but a crisis erupts
when a second wife joins in the marriage without any consultation. She
hates the fact that she must pretend to be happy and support the young
second wife. Her feelings are not considered by her in-laws, especially
Tamsir, who announces his intention to marry her after the 40th day of
mourning her late husband.
3.2 Broken relationships

The narrator’s relationship with her husband, Modou, is shaken when he
takes a second wife without consulting her. The family expects her to accept
the new living arrangement of being left alone at times. Daba and Binetou’s
relationship ends when Binetou marries Daba’s father and becomes her
stepmother. The narrator’s relationship with her in-laws is shaken when she
openly refuses Tamsir’s intention to marry her after Modou’s passing.
3.3 Betrayal
The narrator feels betrayed by her life partner, Modou, who takes a second
wife without consulting her. Daba feels betrayed by her close friend, Binetou,
who marries Daba’s father as his second wife. Both the narrator and Daba
feel betrayed by Binetou whom they welcomed to their home to do
schoolwork.
3.4 Gender inequalities or Patriarchy

Modou and Tamsir dominate their marriages. They make decisions without
consulting their partners. Women in their lives are treated as objects and
their opinions do not count. Modou shows no respect to girls as he exploits
the young Binetou by making her his second wife.
3.5 Abuse
Binetou’s mother abuses her daughter when she begs her to marry Modou.
She sees Binetou’s marriage as a life changer and an upgrade in social
status.
3.6 Poverty
Binetou is exposed to poverty and ends up getting married to an older man
because he can provide for her and her mother.
24 | Page
4.1 Setting
The story takes place in Dakar, Senegal in the late 1990s. Most events take
place in the narrator’s home where she stays with her family.

Exposition
The narrator introduces the story with ‘MY OWN CRISIS CAME’ which
indicates that she has been living happily at home. Binetou, Daba’s
classmate (narrator’s daughter), frequently visits the narrator’s house. She
is described as young, beautiful, evidently poor and she gets the attention
of the narrator’s husband.
Rising Action
Binetou’s relationship with an old man transforms her into a new person who
wears expensive dresses. The narrator’s daughter shares all her friend’s
secrets with her mother, including Binetou’s crisis of being courted by the
‘sugar-daddy’. Binetou has no choice but to marry the old man because her
mother is desperate for a better life that will be provided by the
‘sugar-daddy’.
Climax
The three men: Tamsir, Mawdo and a local spiritual leader ‘Imam’ announce
that the narrator’s husband has married a new wife, Binetou. The narrator
and her daughter’s worlds are shaken by the news as they have never
thought of Binetou’s ‘sugar-daddy’ to be Modou (husband and father). They
both feel humiliated and powerless as they experience Modou’s rejection.
Resolution
The narrator finally gets a chance to unleash her bottled anger on the 40th
day of mourning her late husband, Modou. Tamsir’s announcement of his
intention to marry the narrator makes her speak out. She deals with the
initial crisis, which is highlighted in the beginning of the story. She stops
taking the abuse and brings back her power/independence as a woman.
She decides that no man will ever decide how she must live her life.
25 | Page
The narrator ● She is supportive (She supports her daughter’s
education)
● She is brave/emotionally strong.(She puts
on a brave face though she is disappointed
by her husband who marries a younger wife)
● She is calm (She does not allow her husband’s
betrayal to get the better of her)
● She is defiant/fearless (She boldly displays her
independence from her in-laws and defies culture
by refusing to be inherited by Tamsir)
Modou ● He is patriarchal (He does not consult his wife

before he marries a young girl who is his
daughter’s classmate)
● He is secretive (He marries a younger wife
without informing his wife, the narrator)
● He is cunning/deceitful (He uses his money to
lure Binetou/the poor girl into marrying him)
Binetou ● She is insecure/shy (Her poor background

makes her feel inferior)
● She is untrustworthy (She betrays her friend
Daba when she does not disclose the name
of her ‘sugar-daddy’)
● She is naive (She gives in to her mother’s
manipulation and marries the
‘sugar-daddy’.)
Binetou’s mother ● She is manipulative (She convinces her

daughter to marry an older man to improve
her lifestyle)
Tamsir ● He is supportive (He supports his
brother Modou when he remarries)
● He is opportunistic (He tells the narrator
that she is his good luck charm)
● He is brave (He boldly tells the narrator
about his intention to marry her)
Imam ● He is brave (He is the one who is brave enough

to break the news about Modou’s wedding to
the narrator)
Daba ● She is caring (She allows her friends to come

and study at her home)
● She is supportive (She supports Binetou when
she tells her about her relationship with a
sugar daddy. She seeks advice from her
mother on behalf of Binetou)
● She is protective (She openly shows her fury
towards Binetou who marries her father)

The story is narrated from the first-person point of view in the form of a
letter/diary that is written to a friend. The narrator is an Islamic wife who
enjoys her married life at the beginning of the story. She is a round character
as she experiences both inner and outer conflicts.
26 | Page
4.5 Style
A formal register is mostly used in the story. There is some dialogue within the
story to portray the character's feelings/emotions. The dialogue brings the
story to life. The reader gets to know the characters better through what they
say. The use of contractions also brings an informal register, especially when
the narrator speaks to her daughter and Aissatou (the friend to whom she is
writing the letter.)

● The writer uses figurative language in order to emphasise meaning.
SIMILE:
o ‘just like laurels thrown at the feet of my lord and master.’ (Page 57)
The narrator compares the pride resulting from the success of her children
at school to praises/accolades given to her husband.
METAPHOR:
o ‘I asked with the cry of a hunted beast’ (Page 53)
The narrator’s behaviour resembles how prey would cry for help. o ‘the
words were glowing embers in his mouth’ (Page 53) The narrator
describes the speed of Iman's explanation of the status quo to get rid of
something that causes unbearable pain.
o ‘I acquiesced under the drops of poison that were burning me.’
(Page 54)
o ‘was a lamb slaughtered on the altar of affluence’ (Page 55)
HYPERBOLE:
o ‘I acquiesced under the drops of poison that were burning me’ (Page
54)
The narrator exaggerates her accepted shock/heartbreak/pain with
dripping poison that hurts.
RHETORICAL QUESTION:
o ‘But what can a child do, faced with a furious mother shouting about
her hunger and her thirst to live?’ (Page 55)
The narrator questions Binetou’s opinion about the marriage though she
knows that Binetou has little say in the matter.
4.7 Tone and Mood

Tone:
● Gloomy/Downhearted/Depressed: The narrator uses this tone when the
story begins. Her first words in the story ‘MY OWN CRISIS CAME…’ create a
melancholic atmosphere.
● Enraged: Daba is furious at her father Modou, who took her close friend
/classmate to be his second wife.
27 | Page
● Cheerful: Binetou changes from being a shy girl to being lively after getting
an old man who bought her expensive clothes.
The tone becomes exciting when she thinks she is in control of the situation.
Mood:
● sad, angry, emotional (initially)
● happy, optimistic (at the end)
28 | Page
Activity 2
‘Rejection’
Read the following extract and answer the questions which follow:
I acquiesced under the drops of poison that were burning me: ‘A quarter of a 5
century of marriage’, ‘a wife unparalleled’. I counted backwards to determine where
the break in the thread had occurred from which everything had unwound. My
mother’s words came back to me: ‘Too perfect. …’ I completed at last my mother’s
thought with the end of the dictum: ‘… to be honest’. I thought of the first two
incisors with a wide gap between them, the sign of the primacy of love in the 1
individual. I thought of his absence, all day long. He had simply said: ‘Don’t expect 0
me for lunch.’ I thought of other absences, quite frequent these days, crudely
clarified today yet well hidden yesterday under the guise of trade union meetings.
He was also on a strict diet, ‘to break the stomach’s egg,’ he would say laughingly,
this egg that announced old age.
1
Every night when he went out he would unfold and try on several of his suits
5
before settling on one. The others, impatiently rejected, would slip to the floor. I
would have to fold them again and put them back in their places; and this extra
work, I discovered, I was doing only to help him in his effort to be elegant in his
seduction of another woman.
I forced myself to check my agitation.
2.1 Choose a description from COLUMN B that matches the name in COLUMN B. Write only
the letter (A-E) next to the question
Numbers (2.1(a) to (2.1(d) in the ANSWER BOOK.
COLUMN A COLUMN B
(a) Modou
A the narrator’s daughter
(b) Binetou
B Modou’s brother
(c) Daba
C Tamsir’s second wife
(d) Tamsir
D the sugar-daddy
E Modou’s second wife
4X1 (4)
2.2 Describe the setting of this extract. (2) 2.3 Refer to line 1 (‘I acquiesced under … were burning
me’).
(a) Identify a figure of speech in this line. (1) (b) Explain why this figure of speech is relevant
in this extract. (2) 2.4 Explain why the following statement is FALSE:
The narrator and Modou have been married for 10 years. (1)
29 | Page
2.5 Refer to lines 8-9 (‘He had simply… me for lunch’).
(a) What tone would Modou use in these lines? (1) (b) Why would Modou use this tone? (1)
2.6 What does this extract reveal about the narrator’s character?
Substantiate your answer. (2) 2.7 One of the themes in this short story is broken
relationships.
Discuss this theme by referring to the speaker and Daba. (3) Suggested answers to
Activity 2
2.1 (a) D/the sugar-daddy✓
(b) E/Modou’s second wife✓
(c) A/the narrator’s daughter✓
(d) B/Modou’s brother✓

(4)
2.2 Modou’s house/home, ✓ after his wife gets disturbing news about her husband’s marriage to
Binetou.✓ (2)
2.3 (a) metaphor/hyperbole✓ (1)
(b) The narrator compares her acceptance of the (shocking) news with
dripping poison ✓ which slowly kills her inside.✓
OR
The narrator exaggerates her acceptance of the shocking news✓ to be
like poison.✓ (2) 2.4 They have been married for 25 years/quarter of a century.✓
(1) 2.5 (a) arrogant/cold✓ (1)
(b) Modou is just stating a fact and is not bothered how his words are received by his
wife.✓ (1)
2.6 The narrator is humble/submissive.✓

She diligently attends to household chores without complaining.✓
(2)
2.7 The discussion of the theme of broken relationships should include the following
points, among others:
● The narrator is a loving wife who does not receive the same affection from
her husband.
● The couple’s relationship tumbles when the narrator discovers that her
husband has secretly married Binetou (as his second wife).
● Daba and Binetou’s relationship ends when Daba finds out that her father’s
second wife is her closest friend.
story. (3)
30 | Page
Eveline
by James Joyce
James Joyce was born in Dublin (Ireland) in 1882. He
studied French, German, Italian and English languages
and literature. He graduated in 1902. He was interested
in a broader European culture and this led him to
consider himself a European.
His masterpiece is ‘Dubliners’, a collection of short
stories completed in 1905 and published in 1914. The
story, ‘Eveline’ comes from ‘The Dubliners’. He also
wrote some novels like ‘Ulysses’ and ‘Finnegans Wake’.
He died in Switzerland in 1941.
James Joyce
1. Summary
Eveline, the main character, is a young woman who lives
in Dublin with her father. Her mother is dead. She is
dreaming of a better life beyond the shores of Ireland
such that she plans to elope with Frank, a sailor who is
her secret lover, and start a new life in Argentina. Eveline
is responsible for the day-to-day running of the
household. Her father is always drunk and does not
contribute any money towards their household needs.
Eveline’s brother, Harry, is always away on business. Her
other brother, Ernest, has died.
Eveline keeps her employment in a shop a secret. Her
father abuses her verbally and financially. Eveline is tired of
this life, and so she and Frank book a trip on a ship to
Buenos Aires in Argentina. As she is about to board the
ship, Eveline
has second thoughts. Without saying a word, she turns
around and goes home, leaving Frank to board the ship
alone.
2. Title
Eveline, as in the title, is the name of the main character. The story is about
her, her life, her relationship with her father and her siblings and about the
relationship she has with Frank. The story focuses on her suffering in the
hands of her father and the decisions she has to make about her life.
31 | Page
3. Themes
3.1 Different forms of death
Death is both literally and figuratively discussed in this short story.
Literal: Eveline’s mother and one brother are dead. Their absence in her life
causes pain and loneliness.
Figurative: People who leave Dublin and are no longer part of Eveline’s life
are described as though ‘they are no more.’ She fears that if she leaves
Dublin, she will also be considered dead.
Eveline’s life is miserable and empty. She does not have a social life and
lives in secret. She considers herself dead.
Eveline fears that if she elopes and gets married, her marriage will be like
death, and she will lose her identity.
3.2 Religion and keeping promises

One of the reasons for Eveline’s failure to escape is her Catholic religion.
Her Catholicism enforces in her that she should be able to make sacrifices
and promises, and to live in guilt. She then sacrifices her own freedom and
happiness in order to keep her promise which binds her with her (late)
mother.
3.3 Nostalgia
Eveline’s thoughts about what it means to be a ‘Dubliner’, make her think of
liberating herself by leaving Dublin. She feels that if she leaves, she will have
to start a new life and lose her identity. She is ready to sacrifice her life,
which is a reality but does not want to sacrifice her memories.
3.4 Women and society

Eveline is a typical twentieth-century Dublin woman who is inferior to men.
Women had to be grateful that there were powerful men in their lives.
Likewise, Eveline needs a male in her life who can support her and she finds
Frank. Unfortunately, her doubts prevent her from breaking the chains, and
she is not able to challenge the system.
3.5 Liberation
Eveline tries to escape from the life she has led being suppressed and
abused by her father. She believes that if she goes away, the society in
Argentina will be different, and people will not judge her for her past actions.
The idea of escaping attracts her, but when the time comes to act, she
cannot do it. Through this theme, the author conveys the message that
escape does not always yield positive results and may even worsen the
situation.
32 | Page
4.1 Setting
The story takes place in Dublin, Ireland during the early twentieth
century. 4.2 Structure and Plot Development
Exposition
The main character, Eveline, is introduced as a troubled teenager (nineteen
years old). She critically looks at her surroundings, her life and her past
experiences. She feels that under her father’s abusive conduct, she is going
to suffer the way her late mother suffered.
Rising Action
Eveline meets Frank who promises her a better life in Argentina than the
one she is experiencing in Dublin. She writes two letters, one to her father
and another to Harry, to let them know that she is going to look for a better
life. The plan is to board a ship with Frank and escape to another country
where the two will get married and live happily ever after.
Climax
When the time comes for Eveline to leave Dublin, the idea of her mother’s
last days comes back to haunt her. When the ship is about to depart, Frank
holds Eveline’s hand and asks her to come on board. Her thoughts are too
busy, and she cannot decide whether to board the ship or turn back home.
Resolution
Eveline feels as if the ship would drown her, and she decides to stay. She
does not move even when Frank keeps calling her.
33 | Page
Eveline ● She is a dutiful nineteen year old girl (She keeps her
father’s household in good standing)
● She is courageous (She endures emotional abuse
by her father after the death of her mother)
● She is obedient (She continues to stay with her
father and siblings even though they do not show her
love) ● She is loving (She meets Frank whom she
loves) ● She is secretive (She keeps her work at Miss
Gavan’s store a secret)
● She is ambitious (She feels that the change of
scenery will make the abuse come to an end) ● She is
indecisive (She does not fulfil her desire to escape
when she cannot board the ship)
● She is religious (She believes in Catholicism)
Eveline’s father ● He is irresponsible (He is always drunk) ● He is

exploitative (He takes all of her wages/salary on
weekends)
● He is abusive (He physically abuses his wife and
children)
● He is sexist (He treats his daughter differently from
his sons)
Frank ● He is kind (He takes care of Eveline)

● He is loving (He takes Eveline to the theatre) ● He
is well-travelled (He has worked on a few ships) ● He
is considerate (He tries to rescue Eveline from her
father’s abuse)
Eveline’s mother ● She is strong-willed (She suffers abuse at the hands
of her husband)
● She is honest (She teaches her children honesty and
Catholicism)
Miss Gavan ● She is harsh/bitter (She mistreats Eveline in front

of people/customers)
Harry ● He is hard-working (He works in a church

decorating business)

The story is narrated from the third-person omniscient point of view. The
narrator allows the reader to know both the internal development of the story
in the mind of the protagonist and the external development in the real world.
The action is told with the remembrance of the past.
4.5 Style
A formal register is mostly used in the story. There is minimal dialogue used.
The reader gets to know the characters better through what they say. The use
of hyphens indicates the direct speech in the story. The story is retrogressive
because it has flashbacks.
34 | Page
● The writer uses figurative language to emphasise meaning.

SIMILE:
o ‘passive, like a helpless animal.’ (Page 65)
The blank look in Eveline’s face (when she looks at Frank) is
compared to the look of a passive animal.
METAPHOR:
o ‘her father used often to hunt them in’ (Page 61)
The manner in which the narrator’s father goes out looking for the
boys in the field is likened to a hunter who goes out hunting for some
wild animals.
o ‘his hair tumbled forward…face of bronze’ (Page 63)
o ‘The evening deepened in the avenue’ (Page 63)
o ‘fold her in his arms’ (Page 64)
o ‘out of a maze of distress’ (Page 64)
PERSONIFICATION:
o ‘the seas of the world tumbled about her heart’ (Page 64)
METONYMY AND SYNECDOCHE
o ‘dusty cretonne’ (Page 61)
o ‘Blessed Margaret Mary Alacoque’ (Page 61)
o ‘the night boat’ (Page 62)
SYMBOLISM
○ Eveline notices familiar objects around her. Despite dusting these objects
every week, the dust remains. This suggests that no matter how much
she does at home, nothing will ever change.
4.7 Tone and Mood

Tone:
● Depressed: This tone is used by the narrator to show the state of events
surrounding Eveline’s life.
● Harsh: This tone is used when Eveline’s father and the boss address her
and make their demands.
Mood:
● sad, emotional (initially)
● optimistic (when a decision to elope is made)
● remorse/guilt (at the end)
35 | Page
Activity 3.1
‘Eveline’
She had consented to go away, to leave her home. Was that wise? She tried to 5
weigh each side of the question. In her home anyway she had shelter and food;
she had those whom she had known all her life about her. Of course she had to
work hard, both in the house and at the business. What would they say of her in
the Stores when they found out that she had run away with a fellow? Say she was
a fool, perhaps; and her place would be filled up by advertisement. Miss Gavan 1
would be glad. She had always had an edge on her, especially whenever there 0
were people listening.
–Miss Hill, don’t you see these ladies are waiting?
–Look lively, Miss Hill, please.
She would not cry many tears at leaving the Stores. But in her new home, in a
1
distant unknown country, it would not be like that. Then she would be married –
5
she, Eveline. People would treat her with respect then. She would not be treated
as her mother had been. Even now, though she was over nineteen, she
sometimes felt herself in danger of her father’s violence. She knew it was that that
had given her palpitations. When they were growing up he had never gone for her,
like he used to go for Harry and Ernest, because she was a girl; …
3.1.1 Choose a description from COLUMN B that matches the name in COLUMN A.
Write only the letter (A–D) next to the question number
(3.1.1(a) – 3.1.1(d)) in the ANSWER BOOK.
COLUMN A COLUMN B
(a) A
Harry Eveline’s boyfriend
(b) B
Miss Gavan Eveline’s late sibling
(c) C
Frank Eveline’s employer
(d) D
Ernest Eveline’s father
E
Eveline’s brother
(4 x 1) (4)
3.1.2 Refer to lines 1-5 (‘Was it wise?... with a fellow?’).
(a) Choose the correct answer from those given below. Write down only the letter (A
– D) next to the question number (3.1.2 (a)) and the answer in the ANSWER
BOOK.
In this extract Eveline is asking a number of … questions.
A important
B rhetorical
C superficial
D deliberate (1) (b) Why does the narrator ask these types of questions? (2)
36 | Page
3.1.3 Explain why the following statement is FALSE:
Eveline’s abuse included being starved. (1)
3.1.4 Quote FOUR CONSECUTIVE words which prove that Eveline’s position will be given to another
employee? (1)
3.1.5 Refer to line 9 (‘Look lively, Miss Hill, please’).
(a) What tone would Miss Gavan use in this line? (1) (b) Why would she use this tone? (2)
3.1.6 Why would people in another country treat Eveline better? (2) 3.1.7 Eveline is a courageous
woman.
Discuss your view. (3) 3.1.8 Refer to the story as a whole:
Do you sympathise with Frank?
Discuss your view. (3) Suggested answers to Activity 3.1
3.1.1 (a) E/ Eveline’s brother✓ (1) (b) C/ Eveline’s employer✓ (1) (c) A/ Eveline’s boyfriend✓ (1) (d) B/
Eveline’s late sibling✓ (1)
3.1.2 (a) B/rhetorical✓ (1)
is not
(b) Eveline has to make a decision (whether to leave her country or not.) ✓ She
certain if the decision to leave is the correct one.✓
(2)
3.1.3 She has food at home.✓ (1) 3.1.4 ‘filled up by advertisement’✓ (1) 3.1.5 (a)
mocking/condescending/cold✓ (1)
customers.✓
(b) She makes Eveline look incompetent/ridiculous✓ especially in front of the
(2)
3.1.6 People in another country/Argentina do not know her✓ and they will not use her past to
treat her badly. ✓
OR
Dublin
People in Argentina have respect for everyone including women,✓ unlike people of
who ill-treat and abuse women.✓
(2)
37 | Page
Eveline is courageous because she is able to stand the abuse from her father. She
still runs all the chores at home. She continues to work and earns money even
though her boss ill-treats her and her father takes her money on the weekends.
OR
Eveline is not courageous because she plans to leave her family without telling them. She
does not stand up against her abusive father and her boss, instead she opts for the easy
way out. She also does not carry through her plan when she turns and leaves Frank and
does not board the ship. (3)
Yes.
Frank does not get an explanation from Eveline when she makes him leave alone
for Argentina. He honours his part of the plan of leaving/eloping with Eveline so that
they can start a new life together in another country.
OR
No.
Frank is spared the pain of leaving with an indecisive Eveline. Their lives/marriage
would not have been a happy one as Eveline would constantly live with regret all the
time.

story. (3)
3.2 DIRECTIONS
Imagine that you are Frank. Eveline has indicated that she does not know how to get
to the port where you are planning to board the night boat with her. You have decided
to write her directions from her home to the port.
Write the directions that you will give to your Eveline.
You must include landmarks, distances and specific directions in your response. NOTE: Do
NOT include illustrations or drawings. (20)

38 | Page
Suggested answer to Activity 3.2
3.2 DIRECTIONS
Directions from Eveline’s home to the port.
● The directions may be in either point or paragraph form.

● Complete sentences are not necessary.
● Directions must be in the correct order.
● Approximate distances, specific directions and landmarks must be included. NOTE: No
marks will be awarded for illustrations or drawings. (20)

39 | Page
Elizabeth.
A bag of sweets Sam went on to study Zoology and Psychology at
the National
by Agnes Sam University of Lesotho and trained as a teacher in
Zimbabwe. After briefly teaching science in Zambia,
Agnes Sam is a descendant from an Indian she went into
great-grandfather who was brought to Durban in exile in 1973 in
1860 as an indentured labourer. Sam was thus England. Most of
born into an Indian family in Port Elizabeth, and grew the stories in
up there, near the family business. She was Sam's debut
educated at a Roman Catholic school in Port collection, ‘Jesus
is The family is unable to accept Khadija for leaving
Indian’, are set in Port Elizabeth. She returned to them to marry into a Christian family. It is ironic,
1993. however, that Kaltoum mentions her own Christian
South Africa in Agnes Sam
friends, but she shows no tolerance and acceptance
of her sister’s choice in life. Khadija’s choice of
1. Summary marriage leads her to being alienated from her family
due to their stereotypical behaviour.
A young Muslim woman called Kaltoum assists in
the family shop on Fridays when her brothers attend
prayers at the Mosque. One day, she is surprised to
see her estranged sister, Khadija, entering the shop.
Khadija left the family three years before to marry a
Christian man. She has been calling at the family
home daily after the passing away of their parents,
hoping for a reconciliation. The family refuses her
entry to their family house and ignores her
continuously. She then decides to change track and
meet the eldest sister at the shop on Fridays.
Kaltoum continues to ignore the advances of her
sister even though she knows that, as the eldest,
she had the ability to change the mind of her family
members. On a whim, she gives her sister a bag of
sweets but continues to ignore her, until finally
Khadija does not come back on a Friday.
2. Title
Muslims regard giving gifts as one of the good In the Muslim culture, men attend
manners that maintains and strengthens relations Mosque every Friday
between the giver and the recipient. This explains between
why Khadija hopes for reconciliation and continues 12h00 and 14h00.
to come to the shop after her sister gives her a bag
of sweets. It furthermore explains why the brothers
endlessly look for an explanation why Kaltoum gives
her sister a bag of sweets.
3. Themes
3.1 Intolerance/Prejudice
Lack of tolerance is noted throughout the short story.
40 | Page
3.2 Forgiveness vs Animosity
The family blames Khadija for the death of their parents. Despite being
devoted Muslims, they cannot find it in their hearts to forgive her. On the other
hand, it appears as if Khadija has forgiven her family for shunning her all
these years. She wishes to let go of the past and reunite with her family, but
the family struggles to forgive her.
3.3 Pretence
Kaltoum is good at keeping up pretences. She finds herself softening towards
her sister when she realises that Khadija resembles their mother the most, but
she pretends that she feels nothing for her. She uses excuses for her
behaviour to hide her true feelings. For example, she says she gave Khadija a
bag of sweets to get rid of her the same way one would a child.
3.4 Expectations vs reality

Khadija has expectations that, by showing up regularly and being herself, her
family will forgive and welcome her back into the inner circle. In reality it is
Kaltoum’s stubborn refusal to accept her back that prevents the
reconciliation. In the end, Kaltoum expects Khadija to come to the shop, but
is rather disappointed when she does not turn up.

4.1 Setting
The story is set in the family shop of a Muslim family and in their house, three years
after Khadija’s marriage to a Christian man. There is no clear indication of the
location of the shop.

Exposition
The story opens with tension between two sisters, Kaltoum and Khadija. Khadija
arrives at the shop after being away for three years. Kaltoum ignores her even
though she carries on talking. Kaltoum manages the family shop on Fridays when
the brothers attend prayers at the Mosque and this is the only time Khadija comes
to the shop.
Rising Action
There are past events that influenced Kaltoum’s attitude. Khadija left her Muslim
family and married a Christian with whom she had a baby. After the death of her
parents, Khadija pays daily visits to her family home with the hope of reconciliation,
but she is always turned away at the door. She then starts visiting the store when
she knows she will find her sister, Kaltoum alone. She hopes that since they used to
be very close, Kaltoum will forgive and welcome her back into the family.
Climax
Kaltoum gives Khadija a bag of cheap sweets. Khadija might take it as a sign
of reconciliation, but Kaltoum’s intentions are not reconciliatory as she carries
on ignoring her sister. It does, however, make her brothers think that she
could be ready to forgive Khadija, which would allow for her return to the
family. Kaltoum realises that her sister has the closest resemblance to their
mother.
41 | Page
At this moment she does not want Khadija to leave because she realises that
Khadija is still related to them by blood. However, she allows her intolerance
and inability to forgive to control her, as she relentlessly ignores Khadija.
Resolution
Khadija finally stops coming to the family shop. Kaltoum waits for her sister –
even past the shop’s closing time, which shows that she hopes for Khadija to
visit again. It seems that Kaltoum regrets her harsh treatment of her sister.
The ● She is a leader (She is a young woman who heads
narrator / her family after the death of her parents due to
Kaltoum her status as the eldest child)
● She is cold-hearted and punitive (She was hurt
that her youngest sister did not share her secret
with her, but also for the betrayal of the family)
● She is stubborn (She struggles to forgive her
sister for leaving the family and she believes her
leaving was a betrayal causing the death of their
parents)
Khadija ● She is principled (She marries a Christian man

even though she knows it will cause a rift between
her and the family. She, however, stays true to her
Muslim religion and is motivated by love)
● She is unwavering (She pursues an improved
relationship with her family members)
● She is kind (She is always smiling and does not
avenge her family’s ill treatment)
● She is forthcoming (She expresses her emotions
clearly and openly declares that she misses their
family traditions and especially her eldest sister)
● She is loving (She expresses her love for her
Christian husband and her baby)
Abdul ● He is indecisive (He follows the example set by

Kaltoum and does not speak to Khadija)

The story is narrated in the first person and the narrator is the main
character. She is a round character who experiences both inner and outer
conflict. She tells the story of how her sister betrayed the family by her ‘bid
for freedom’.
4.5 Style
A formal style was used throughout the story but there are contractions
used in dialogues. Contractions are used appropriately in dialogue to
indicate spoken language. The style is appropriate for a person who
deemed herself to be superior to her sister. It also mirrors the age of the
woman.
42 | Page
● Idiom: ‘If you throw your lot in with someone…’ (Page 71) This
means to decide to support someone and be associated with
them.
Some examples of figures of speech in the story include:
SIMILE:
‘I felt as cold towards her as the last kiss I gave to anyone.’ (Page 67)
The narrator compares her feelings towards her sister as a cold kiss she
gave her when she left three years ago.
‘hands resting easily on the cold glass counter were like a bird’s
wings, relaxed, yet with the potential for unimaginable flight.’ (Page
67)
Khadija’s hands are compared to a harmless bird’s wings. This comparison
is effective because it proves Khadija’s intentions were pure and innocent.
METAPHOR:
‘...her voice burst from her…’ (Page 67)
The manner in which her voice came out can be compared to an
overloaded object that bursts.
‘It failed to move me.’ (Page 67)
PERSONIFICATION:
‘I could see those hands running across the keyboard…’ (Page 67)
The fast movement of her hands on the piano is compared to a running
person.
IRONY:
‘To get rid of it. You give it a bag of sweets.’ (Page 70) A bag of
sweets is supposed to be a treat and bring joy to the receiver but in this
line, it is used as a form of insult to the one who receives it. Khadija is
disrespected and she was treated like a child.
‘One Friday Khadija did not come … I waited for her past closing
time.’ (Page 71)
It is ironic that Kaltoum never speaks to her sister and tells her brothers
she wishes that she would not come to the shop. Yet when Khadija does
not come (one day), Kaltoum waits for her until after closing time.
OTHER FIGURES OF SPEECH

● Onomatopoeia: ‘She rambled on.’ (Page 67)
● Simile: ‘Like a woman who loves a man who beats her up.’ (Page
71)
4.7 Tone and Mood

Tone:
● Gloomy: The tone is used when Kaltoum expresses her negative
thoughts.
● Accusatory: Kaltoum accuses Khadija of being disrespectful.
43 | Page
● Hopeful/Optimistic: Khadija hopes that her sister will forgive her and
allow her back into the family.
● Detached: The brothers are very passive throughout the story.
Mood:
Sombre
Angry
Upset
44 | Page
Activity 4.1
A Bag Of Sweets
I knew he would have forgiven Khadija the very day she ran away to marry 5
the Christian boy. But he had to take his cue from our parents. ‘It’s like you
would insult someone. Listen. You know that rich family who live in the
valley? They’re very generous to everyone, aren’t they? But do you know
what they do to someone who has spoken ill of them and then has the
cheek to visit?’ 10
He did not know. ‘They dish up some food in a bowl, wrap it in a cloth, and
give it to the visitor.’
‘What does that mean?’
‘It’s to say we will not eat with you. Eating with people is a big thing with
15
us. The visitor goes soon after.’
‘I can see you want to make Khadija feel cheap! But why does she come
back?’
‘She doesn’t take the insult. She knows I want to make her not to come
back. But she wants to come back. Like a woman when she loves a man 20
who beats her up. After each beating they make up. She forgives him. She
makes excuses for why he beats her up. She says he is possessive. She
says it’s because he loves her but can’t control his jealousy!’ We sat
pensively for a while.
‘Perhaps it’s guilt,’ he whispered.
4..1.1 Complete the following sentence by using the words in the list below. Write only the
word next to the question number (4.1.1(a) – 4.1.1 (d)) in the ANSWER BOOK.
Christian; father; allowed; Khadija; denied; Kaltoum; mother; Muslim
The narrator, whose name is (a) …, believes that her younger sister should be (b) … entry
to the family house because she chose to marry a (c) … man. The narrator realises that her
younger sister looks a lot like their (d) … . (4)
4.1.2 Refer to lines 1–2 (‘I knew he would … the Christian boy’).
State the differences between the attitudes of Abdul and Kaltoum in these lines. (2)
4.1.3 Explain the implication of ‘But he had to take his cue from our parents’ in relation to the story as
a whole. (2)
4.1.4 Refer to line 12 (‘I can see … Khadija feel cheap!’).
(a) What does Kaltoum do to make Khadija feel cheap? (1) (b) Explain why Khadija
persistently visits the shop on Fridays. (2) 4.1.5 Refer to lines 15 -16 (‘But she wants... beats her up.’).
(a) Identify the figure of speech in these lines. (1) (b) Explain why this figure of speech is
relevant to the short story. (2)
45 | Page
4.1.6 Refer to line 20 (‘Perhaps it’s guilt’).
(a) What tone would the speaker use in this line? (1) (b) Why would the speaker use this tone in this
line? (2) 4.1.7 Explain why the title of the story is relevant. (3)
4.1.8 Khadija can be admired. Discuss your view. (3) Suggested answers for Activity 4
4.1.1 (a) Kaltoum✓ (1) (b) denied✓ (1) (c) Christian✓ (1)
(d) mother✓ (1)
4.1.2 Abdul has a forgiving nature and would easily have forgiven Khadija for running away, ✓ but
Kaltoum steadfastly refuses to forgive Khadija.✓ (2)
4.1.3 In their traditional family, the children had to obey the instructions of the parents to the letter.✓ It
shows that they were very obedient, and this role is taken over by the eldest daughter, Kaltoum.✓ (2)
4.1.4 (a) She gives her a bag of cheap sweets.✓ (1)
(b) She deliberately goes to the shop on Friday when her brothers are out for a
(1)
prayer meeting.✓ She wants to catch Kaltoum alone and persuade her to
accept her back into the family.✓ She used to be very close with Kaltoum and
4.1.5 (a) Simile✓ (1)
(b) This figure of speech is relevant to the short story as it compares Khadija’s
persistent visits to Kaltoum ✓ to that of a woman who is beaten by her
husband but cannot leave because she loves him.✓ (2) 4.1.6 (a) concern/ troubled/
anxious✓ (1)
(b) He is concerned that the only reason Kaltoum would not forgive their sister is because
she felt betrayed ✓ that Khadija did not take her into her confidence when she
planned to run away with the Christian man.✓ (2)
4.1.7 The title is relevant because in the Muslim culture, a gift is seen to strengthen relationships
between people.✓ Kaltoum wants to insult her sister by giving her a gift (a bag of sweets)
fit for a child.✓ Khadija, on the other hand, views it as a sign of goodwill and continues
visiting her sister.✓ 3)
46 | Page
4.1.8 Open-ended.
A relevant response which shows an understanding of the following aspects, among
others:
Yes
● Khadija makes a decision to marry a Christian man and does not change her
mind even when her family disowns her.
● She does not convert to Christianity which is an indication that she has
integrity.
● She makes every effort to reconcile with her family after the death of her
parents, and stays loyal to them despite her family refusing her entry to the
house.
OR
No
● Khadija denounces her family by choosing a man over them and that is
religiously immoral.
● She is insensitive because she returns time and again even though Kaltoum
makes it clear she is not welcome.
● She leaves at the end without giving Kaltoum any warning. She does not give
her a chance to change her mind.

For full marks, the response must be well-substantiated. You can score 1 mark for a
story. (2)
4.2 DIARY ENTRIES
Imagine that you are Khadija and have been planning to reconcile with your family
for three years now. Since you will visit your family for the first time, you have mixed
feelings. You decide to write your feelings in your diary.
(20)
Write TWO diary entries. The first entry must indicate how you felt BEFORE visiting
the family shop and the second entry must express how you felt when you left the
shop.
Your work will be assessed using the rubric attached.
Suggested answer to Activity 4.2
4.2 DIARY ENTRY

Khadija's feelings before and after her visit to the shop.
● There MUST be TWO diary entries with two different dates/ times.
● The first entry should express Khadija’s feelings BEFORE her visit and the
second entry should express her feelings AFTER her visit.
● The diary entries must be written in the first person.
● The language must be simple and informal.
● The tone must reflect suitable emotions. (20)
47 | Page
Class Act
by Namhla Tshisana
Namhla Tshisana was born in Mdantsane (East London) in

1984. She worked for the Sowetan for five years before
joining the Masters programme in Creative Writing.
1. Summary
The narrator is a 12-year old girl who has just started high school. She is
subjected to teasing because of her appearance. The pressure she feels
makes her hate school. She is too young to defend herself. She, under the
circumstances, tries to adapt in order to survive and get by.
Mr. Sauls, her English teacher, cannot control his own class and that gives
Renato, who has failed Standard 6 three times, an opportunity to bully new
learners. She does not report the ‘bullying’ to her mother and her aunt, but
she fights the demons all by herself.
The adults contribute to her suffering by ignoring her requests to have her
tunic shortened. The narrator finally tells her sister about the taunts or
bullying. The tunic is shortened, but she is then teased for the thick hem and
white cotton thread. She is further ridiculed because of the colour of her
underwear as well as her black knees. The renewed bullying makes her feel
she is better off with a longer dress.
2. Title
The phrase ‘class act’ refers to an excellent performance, or someone whose
performance is extra-ordinary or excellent. The phrase also refers to
someone who is generally well-mannered. Looking at the narrator’s life and
experiences, she does not lose her temper or even talk back when ridiculed,
but instead acts calmly throughout the story.
The title is, in a way, linked to the movie, Sister Act, because of the long tunic
the narrator wears at school. The narrator is ridiculed and called Sister Mary
Clarence, one of the nuns in the movie.
48 | Page
3. Themes
3.1 Bullying
The narrator is continuously teased by her schoolmates. Her bullying is not
physical, but it kills her spirit which makes her hate school. A class repeater,
Renato, starts the bullying by making her stand in front of the class. She is
then called names. Teasing spirals out of control and everyone laughs at her.
3.2 Identity/Acceptance/Appearance
The narrator faces a difficult time because of her appearance. She does not
feel accepted by other learners at school. She accepts the identity given to
her and does not challenge it. She is only 12 years old and too young to
challenge some of her older classmates.
3.3 Conflict
There are two identifiable forms of conflict in this story.
The first one is internal. The narrator has to go to school when school is not
favourable to her. She must spend time in the place she hates. She has to find
her way around that unfavourable situation and environment. The narrator has
conflicted feelings.
The second conflict, which is external, is about incompatibility that makes it

difficult for characters to co-exist. The narrator is being teased by other
learners. There are two learners who make life difficult for her. A girl who
looks down upon her and a boy who constantly teases her about her
appearance.
3.4 Helplessness
The narrator is bullied at school and is too young to fight back. She is bullied
by a boy who has failed Standard Six three times. The narrator cannot report
her problems to her mother who is always busy. The narrator cannot change
her appearance/tunic because she relies on her mother and aunt to fix its
length for her. She feels helpless.

4.1 Setting
The story is set in a homeland called Ciskei (which is now part of the Eastern
Cape). It takes place in the early 1990s. The story shifts between school and
the narrator's home.

Exposition
The narrator is introduced as a young girl (12 years) who has just started high
school. She has two main challenges at school, i.e. she hates Afrikaans and
she is teased by other learners for her looks.
The narrator is at home with her mother and her aunt, who are getting her
uniform ready for her new school.
49 | Page
Rising Action
Mr Sauls, who is one of the teachers, cannot control his class and learners do
as they like in his presence. Renato forces the new learners in the institution
(‘freshers’) to stand in front of the class so he can inspect their uniform. The
narrator’s uniform is long and goes below her knees. Renato then calls her
Sister Mary Clarence.
Climax
The climax is reached when the narrator tells her sister, Ayanda, about the
teasing. Ayanda offers to adjust the blue tunic and decides to use the only
available white cotton thread. When the narrator wears the tunic, she also
realises that it is shorter than she had requested and it will make other learners
see her thighs and her knock knees.
She is then teased by the other learners because of the white thread and her
black knees. Some even commented about her yellow panties.
Resolution
She resolves that she is better off as Sister Mary Clarence. If she wears a long
tunic, people will not see her panties, her knock knees and her black knees.
50 | Page
The narrator ● She is a misfit (She cannot fit in a high school
because of her appearance)
● She is reserved (She does not have a voice at
home, and they decide what is good for her)
● She is courageous (She does not give up on her
schooling career, despite all her challenges)
Ayanda ● She is friendly to her sister (She gives her sister a

hearing)
● She is understanding (She understands her
sister’s problems and assists in trying to solve them)
● She is caring (She fixes the tunic but unwittingly
adds to the narrator’s problems)
Mr Sauls ● He is inexperienced (He cannot control his class.

He lets people do as they like in class)
Aunt Connie ● She is pushy (She accuses the narrator of

being angry when she is not. She seems to
push her around the house)
● She is untrustworthy (She makes empty
promises to the narrator and other members of the
family)
The ● She is uncaring (She does not prioritise

narrator’s he daughter’s needs)
mother
Khanyisa ● She is a pompous girl who looks down upon

the narrator.
Renato ● He is a bully who does not care about other

learners’ feelings (He says anything to spite the
narrator. He always taunts her by calling her
names)
The story is narrated in the first person with the narrator as the main character. It
is told from the narrator’s point of view by a young girl who has just started high
school.
4.5 Style
The story uses an informal register which is appropriate to the narrator’s age. This
is evident in the use of contractions like didn’t, you’re, can’t, etc. The use of
dialogue is indicative of the flowing conversation among the characters. Several
Xhosa phrases are used as an example of ‘code switching’.

The author effectively uses vernacular phrases in some of the statements to show
context in which words were used.
● Aunt Connie uses township slang (Ukwateleni) to ask the narrator why she
is angry. That confuses the narrator a bit because the isiXhosa version
(Uqumbeleni) is not very close in sound to the Afrikaans word, ‘kwaad’
which means ‘angry’ in English.
● Other phrases in IsiXhosa:
‘Girl, umgobo ongaka?’ (Page 85)
‘Irhali emhlophe ke yona iyaphi?’ (Page 85)
‘Amadolo amnyama ke wona asisathethi ngawo.’ (Page 85)
Following are some of the literary devices used:
51 | Page
HYPERBOLE (EXAGGERATION)
‘I keep thinking it is going to hit the floor’ (Page 82).
The narrator exaggerates the size of Aunt Connie’s tummy which has grown
bigger.
IRONY
‘You’re starting a coloured school next week but you can’t speak
Afrikaans?’ (Page 82).
It is ironic that the narrator does not speak Afrikaans when the population of the
school speaks Afrikaans.
SIMILE
‘The class’s laughter sounded like thunder in my ears…’ (Page 84). The
loudness of the learners’ laughter in the narrator’s ears, is compared to the
sound made by thunder.
ALLUSION
‘Sister Mary has undergone a makeover!’
Calling the narrator ‘Sister Mary Clarence’ means she looks like a nun. This
makes reference to the movies titled ‘Sister Act’ and ‘Sister Act 2’, where one of
the nuns is called Mary Clarence.
4.7 Tone and Mood

Tone:
● Depressed: The narrator begins the story with a strong depressing statement
(‘I hate high school’).
● Gloomy: She uses a powerful word ‘hate’ in describing her feelings about
school. She emphasises that fact by using, ‘Really, I do.’
Mood:
● sad, emotional
52 | Page
Activity 5.1
‘Class Act’
Still in her uniform, a maroon skirt and white blouse, Mama came in and sat on my 5
bed, facing Aunt Connie.
‘Your aunt says she was a fashion designer eRhawutini. Why don’t you ask her to
fix your uniform? I have to work this weekend so I won’t be able to do it.’ Since my
Aunt Connie came back from Jo’burg she has been taking measurements and
material from my other aunts and some of Mama’s friends to turn them into 1
curtains, suits and dresses in her flat in King. The room where she supposedly 0
works from ─ and where the sewing machine allegedly is ─ is always locked. It
has been months since she came back and her tummy has grown bigger ─ I keep
thinking it is going to hit the floor ─ but not a single dress or a drop of curtain has
come out of her design studio.
1
As usual when Aunt Connie visits, Mama has taken out more material from her
5
kist. Some of the material is bright and colourful and was brought from Nigeria by
my Aunt Nozi on her yearly trip to visit her husband. I last saw my Uncle George
the year I turned nine. That was three years ago. I wonder if he still has an Afro?
He used to wear long dresses and gold rings on three of his fingers on each hand.
5.1.1 Describe the setting in this extract. (2) 5.1.2 What does this extract reveal about aunt Connie’s
character?
Substantiate your answer. (2) 5.1.3 Explain why the following statement is TRUE.
The narrator’s mother works as a nurse. (1) 5.1.4 Give the official name for eRhawutini. (1)
5.1.5 Quote one word from the passage that has the same meaning as stomach. (1) 5.1.6 Refer to
lines 9-10 (‘I keep thinking it is going to hit the floor’)
(a) Identify a figure of speech in these lines. (1) (b) Explain this figure of speech as used in
the extract. (2)
5.1.7 Choose the correct answer from those given below. Write down only the letter (A – D)
next to the question number (5.1.7 (a)) and the answer in the ANSWER BOOK.
The word, kist, refers to a…
A
metal trunk.
B
plastic bag.
C
wooden chest.
D
leather suitcase. (1)
5.1.8 Do you think the narrator is a patient person?
Discuss your view. (3)
53 | Page
Suggested Answers to Activity 5.1
5.1.1 The setting is the narrator’s home in Eastern Cape✓ in the afternoon when everyone has come
back from school/work.✓ (2)
5.1.2 She is a procrastinator/cheat/deceiver.✓
Aunt Connie makes promises but does not implement any of them. /She claims that she is
a fashion designer, but she has not made any garment. /She makes excuses for not sewing
the narrator’s hem. ✓ (2)
5.1.3 She is said to be wearing a maroon and white uniform ✓ which is the uniform that nurses wore
during that period.✓ (2)
5.1.4 In Johannesburg✓ (1) 5.1.5 ‘tummy’✓ (1) 5.1.6 (a) hyperbole✓ (1)
(b) The narrator exaggerates the size of her aunt Connie’s tummy✓ that looks like it will hit
the floor.✓ (2)
5.1.7 C/wooden chest✓ (1) 5.1.8 Open-ended response e.g.
Yes.
She does not complain when her mother buys her an oversized school uniform. She
still goes to school even after a boy has teased about her long dress. She accepts
any response/delay tactics which her mother and aunt use regarding the sewing of
her tunic.
OR
No.
It is because of her age that she conforms to all the treatment that she receives from
school and from home. As a child, she cannot force anyone to fix her tunic. She must
wait until the adults are ready to attend to her needs.

story. (3)
54 | Page
Activity 5.2
‘Class Act’
Read the following extract and answer questions which follow:
‘Whoa, Sister Mary has undergone a makeover! Who knew she had nice legs,’ 5
said Renato behind me while we were changing periods on our way to Mr Patel’s
class for geography. Next thing I know, I catch him below the staircase looking
under my skirt as I was going up the stairs.
‘Nice yellow bloomers,’ he hissed as we left Mr Patel’s class. ‘You’re still Sister
Mary under all that.’ 1
‘Girl, umgobo ongaka? Why the big hem? Irhali emhlophe ke yona iyaphi? Where 0
do all the white tracks lead?’ said snooty Khanyisa Peter when I bumped into her at
break, breaking into a fit of laughter.
‘Amadolo amnyama ke wona asisathethi ngawo. I won’t even mention the black
knees. Your mama must invest in a mop.’
1
I have never been so humiliated in my life. All in one day! The boys make fun of
5
me, and so do the girls. I don’t think the school would even allow me to wear the
same grey pants as the boys. Besides, my mother will freak. She made it clear
she won’t spend more money on my uniform. Maybe I should just accept that I am
Sister Mary Clarence. At least no one cared what colour panties she wore.
5.2.1 Choose a description from COLUMN B that matches the name in COLUMN A. Write
only the letter (A–D) next to the question number (5.2.1(a) – 5.2.1(d)) in the
ANSWER BOOK.
(a) A
Sister Mary has failed Standard 6 three times.
(b) B
Renato wears long dresses in the movie.
(c) C
Ayanda cannot control the Standard 6
(d) class. D
Mr Sauls
an elder sister to the narrator.
E
a fashion designer in Rhawutini.
(4 x 1) (4)
5.2.2 Describe the setting in this extract. (2) 5.2.3 Who does Renato refer to as ‘Sister Mary’? (1) 5.2.4
Explain why the following statement is FALSE:
The narrator wears black panties. (1) 5.2.5 Refer to line 5 (‘he hissed as we left Mr Patel’s
class’).
(a) Identify a figure of speech in this line. (1) (b) Explain the effectiveness of this figure of
speech. (2)
55 | Page
5.2.6 Refer to lines 7-9 (‘Girl, umgobo ongaka…fit of laughter’).
(a) Quote three words that has the same meaning as giggle. (1)
(b) Choose the correct answer from those given below. Write down only the letter (A
– D) next to the question number (5.2.6 (b)) and the answer in the ANSWER
BOOK.
The narrator bumped into Khanyisa at break. It means she ….
A appears from behind.

B meets her by accident.
C celebrates their meeting.
D enjoys bum-jiving with her. (1) 5.2.7 Discuss the narrator’s opinion of Khanyisa.
(2) 5.2.8 Refer to the story as a whole. The narrator succumbs to pressure.
Discuss your view. (2)
Suggested answers to Activity 5.2
5.2.1 (a) B/wears long dresses in the movie.✓ (1) (b) A/has failed Standard 6 three times.✓ (1) (c)
D/an elder sister to the narrator✓ (1) (d) C/cannot control the Standard 6 class.✓ (1)
5.2.2 It is at school during the day ✓ and the narrator is wearing the newly adjusted tunic.✓ (2) 5.2.3
The narrator✓ (1) 5.2.4 The narrator was wearing yellow bloomers (panties) according to Renato.✓
(1) 5.2.5 (a) Onomatopoeia✓ (1)
(b) Renato used a soft but menacing voice ✓ that took the narrator by surprise.✓ (2) 5.2.6 (a) A/fit of
laughter✓ (1) (b) B/meets her by accident✓ (2)
5.2.7 The narrator thinks Khanyisa is pompous ✓ and thinks she is the centre of attraction and more
important than other learners.✓ (2)
56 | Page
5.2.8. Open-ended response e.g.
The narrator is only 12 years old and is not strong enough to fight her own battles.
She needs to report her troubles to other people to do things for her.
OR
The narrator is brave to absorb all insults hurled at her by both boys and girls. Instead of
stooping to their level and being rude, she cushions the bullying and continues with her life.
(2)

story.
5.3 INSTRUCTIONS
Imagine that you are Mr Sauls. You have realised that learners are misbehaving in
your class because you have not given them any rules. You have decided to write a
set of instructions for all learners who come to your classroom.
Write the instructions. (20) Suggested answer to Activity 5.3
5.3 INSTRUCTIONS
Instructions on how to behave in Mr Saul’s classroom.
● The instructions may be in point or paragraph form.

● Instructions must be in a logical sequence.
NOTE: No marks will be awarded for illustrations or drawings. (20)
57 | Page
The Wind and a boy
by Bessie Head
Bessie Amelia Emery Head was born in Pietermaritzburg
on 6 July 1937 and died in Botswana on 17 April 1986.
She is a South African writer who, though born in South
Africa, is usually considered Botswana’s most influential
writer. She wrote novels, short fiction and
autobiographical works.
After completing her Junior Certificate, she studied for a

two year Teacher Training Certificate. In 1956 she started
teaching at Clairwood in Durban. After 18 months of
teaching, she resigned and moved to Cape Town where
she started a career as a journalist.
In March 1964 she accepted a teaching post in Serowe (Botswana) and

Bessie Head
left South Africa for good.
1. Summary
The story is about a grandmother (Sejosenye) who is raising her
daughter’s son in a rural village because her daughter had to
continue working and could not take the child with her. They live
in Ga-Sefete-Molemo ward. Sejosenye takes Friedman
everywhere with her; there is a close bond between the
grandmother and her grandson. Sejosenye is very proud of her
grandson. He is the apple of her eye.
The boy lives a care-free life and gets killed in an accident. His
death affects the grandmother so much that she also dies and
gets buried two weeks after the boy’s funeral.
2. Title
The boy in the title refers to Friedman, the main character. He is a boy who
has a magical wind blowing for him. He is loved and envied by other parents
who see him being different from other children. The winds of change are
the results of the new attitudes and lifestyles of the community at large. The
wind is the cause of the boy’s death. Figuratively, the boy lives in a
care-free world with no rules and consequences. He becomes a victim of
the winds of political change in his community.
3. Themes
3.1 Gender roles
In the story, there is no sense of equality between the sexes. The boys do as
they please, and no one gives them guidance on how to behave as they
grow up. They go wherever they want, leaving home in the morning only to
come back after sunset. Girls stay at home and perform household duties
that include fetching water. It is assumed that they do not need any
education, and that puts a spotlight on gender roles. Sejosenye becomes
the envy of other
58 | Page
women because she can plough the land, which silently next to his tall grandmother. In the third
is a duty that is mainly associated with men. phase, he is a tall, long legged boy who has
become the king of kings of all the boys in his
3.2 Loyalty area.
Friedman is loyal to his grandmother. He listens Rising Action
to her stories and teachings, and emulates the
heroes from the stories that he has listened to. Whilst listening to his grandmother’s stories,
He goes hunting so that he and his Friedman gets hooked on the heroic stories of
grandmother can have meat. He becomes more Robinson Crusoe* (the great hunter) and
loyal to his grandmother and wants to help her decides that one day he is going to be just like
in any way. Sejosenye is loyal to Friedman. She him.
is there for him throughout his life. She takes
him everywhere she goes; she is very proud of Climax
her grandson. Life with its responsibilities increases for
Friedman as he starts his teenage years. He
3.3 Change and modernity asks for a bicycle so that he can do more for his
grandmother. His mother buys the bicycle and
Towards the end of the story there is evidence
Friedman starts running more errands for his
of change and modernity. Although the village
grandmother. He is hit by a truck while running
is still rural and predominantly agricultural, there
errands for his grandmother
is an emergence of a new class of people who
on his bicycle.
are modern and buying cars. The driver of the
truck that kills Friedman does not have a
Resolution
driver’s licence, he rushes to get a truck so that
he could fit into the privileged class. Sejosenye is sent to hospital for shock. She dies
in hospital and the villagers bury her.
4. How is the story told? *Robinson

Crusoe is a
4.1 Setting fictional
The story takes place in a rural village in character who
spends 28
Ga-Sefete-Molemo ward. It is not clear when years as a
exactly the story takes place, but it is at the castaway and
dawn of independence in Botswana (1960s). hunter on a
remote island.
4.2 Structure and Plot
Development
Exposition
The narrator introduces the reader to
Friedman’s phases of life. In the first phase he
comes home from the hospital as a small bundle
and his grandmother takes care of him. The
next phase is characterised by him toddling
59 | Page
Friedman ● He is a lovable young boy who is brilliant,
talented, and naughty, like other boys.
● He is imaginative (He loves to listen to the
stories his grandmother tells and gets
captivated by Robinson Crusoe’s heroic
actions)
● He is very loyal (He stays close to his
grandmother and wants to help her all the time)
Sejosenye ● She is a loving grandmother who loves her

grandchild unconditionally.
● She is a non-conformist (She does not conform
to societal expectations)
● She is a confident woman (She holds her head
high even when the society thinks she has
committed scandalous acts)
● She is physically strong and independent (She
ploughs the fields whilst other women sit and
wait for their husbands to do it)
Dr Friedman ● He is friendly; ‘foreign’ doctor who works at the

hospital where ‘baby’ Friedman was born. ● He is
an exemplary/role model (Sejosenye decides to
name her grandson after him
because of his friendly behaviour
towards Sejosenye when she visits the
hospital)

The story is narrated by a third person omniscient narrator who has a bird’s
eye view of all the events that take place in the story. The narrator gives an
unbiased turn of events from the beginning of Friedman’s life and through his
growing up stages, until his untimely death.
4.5 Style
The story is told as a narrative by a third person omniscient narrator. The
reader easily gets all the details pertaining to what is happening to the
characters because the narrator is not part of the story but has a bird’s eye
view of the events as they unfold. There is minimal use of dialogue.

SIMILE:
o ‘from side to side like a cobra’ (Page 134)
Friedman’s movements are compared to those of a cobra when
it moves from side to side in the grass.
METAPHOR:
o ‘small dark shapes’ (Page 133)
The narrator compares the village boys to small dark shapes as they
sped out of the village to the bush.
o ‘extravagant care’ (Page 133)
The overgenerous care with which Sejosenye takes care of Friedman
is compared to an extravagant gift of love.
o ‘a small dark shadow’ (Page 134)
60 | Page
Young Friedman is compared to a small dark shadow.
o ‘leave your handbag at home sometimes’ (Page 134) How other
women referred to Friedman because he was always with his
grandmother.
o ‘he was crossing swollen rivers’ (Page 137)
The overflowing river compared to something that is swollen.
PERSONIFICATION:
o ‘a porcupine hurled his poisonous quills’ (Page 133) The speed
with which the porcupine raises its quills is compared to someone
who is throwing something.
IRONY:
o ‘The gift brought the story of his life abruptly to a close.’ (Page
138)
The bicycle that was meant to help Friedman cuts his life short. o ‘He
belonged to the new, rich civil-servant class … first announced
themselves to the village.’ (Page 138)
The civil servants who come to the village to bring development bring
carnage and fear to the village instead of hope and joy.
4.7 Tone and Mood

Tone:
● Cheerful, appreciative: Friedman lives a happy life and brings happiness
to his grandmother.
● Sympathetic, disappointed, and dull: Friedman and Sejosenye’s
deaths leave the villagers miserable.
Mood:
● happy, optimistic
● sad, angry, emotional
61 | Page
Activity 6
‘The Wind And A Boy’
They began to laugh at his third phase. Almost overnight he turned into a tall 5
spindly-legged, graceful gazelle with large, grave eyes. There was an odd, musical
lilt to his speech and when he teased, or was up to mischief, he moved his head on
his long thin neck from side to side like a cobra. It was he who became the king of
kings of all the boys in his area; he could turn his hand to anything and made the
best wire cars with their wheels of shoe-polish tins. All his movements were neat, 1
compact, decisive, and for his age he was a boy who knew his own mind. They 0
laughed at his knowingness and certainty on all things, for he was like the
grandmother who had had a flaming youth all her own too. Sejosenye had
scandalised the whole village in her days of good morals by leaving her own
village ward to live with a married man in Ga-Sefete-Molemo ward. She had won
1
him from his wife and married him and then lived down the scandal in the way only
5
natural queens can. Even in old age, she was still impressive. She sailed through
the village, head in the air, with a quiet, almost expressionless face. She had
developed large buttocks as time went by and they announced their presence
firmly in rhythm with her walk.
6.1 What is the setting of the story? (1) 6.2 Describe Friedman’s third phase of growth?
Mention TWO things. (2) 6.3 Explain why the following statement is FALSE.
Friedman’s mother is an involved parent. (1) 6.4 Refer to lines 1-2 (‘he turned into ... large,
grave eyes’).
(a) Identify a figure of speech in these lines (1) (b) Explain the comparison in this figure of
speech. (2) 6.5 Refer to lines 13-14. (‘Even in old… impressive’).
What makes Sejosenye remain impressive? (2) 6.6 Give TWO reasons why Friedman
needs a bicycle. (2) 6.7 One of the themes in this story is gender roles.
Discuss this theme. (3) 6.8 Sejosenye can be admired.
Discuss your view. (3) 6.9 Modernism has negative effects on the people of
Ga-Sefete-Molemo. Discuss your view. (3)
62 | Page
Suggested answers to activity 6
6.1 It is in a village, in a ward called Ga-Sefete-Molemo.✓

(1)
6.2 He has grown tall and has become very mischievous.✓

He is now a talented young man who can turn his hand to anything.✓
(2)
6.3 She leaves Friedman with Sejosenye and goes back to work. /She is not involved in raising the
child.✓ (1)
6.4 (a) Metaphor✓ (1) (b) Friedman’s physical features are compared to a gazelle.✓ (2)
6.5 After taking someone’s husband, the society expected her to be ashamed of herself.✓ She held
her head up high and lived her life confidently.✓ (2)
deliver messages for her.

6.6 He would run up and down to the shops for his grandmother ✓ and also
✓
(2)
6.7 The discussion of the theme of gender roles should include the following points,
among others:
● The girls remain at home during the day and do house chores, whilst the
boys run to the bush to hunt and go back home late in the afternoon.
● The boys are given some independence to do as they please whilst girls
must be under the tutelage of their mothers.
● Sejosenye is an independent confident woman who does not conform to the
stereotypes of gender roles. She ploughs her fields and does not assign
such responsibilities to males.
NOTE: For full marks, the response must be well substantiated. The interpretation must be
grounded on the story. (3)

6.8 Open-ended.
The response must show an understanding of the following aspects, among others:
Yes.
● Sejosenye takes her daughter’s son and raises him as her own. She loves her
grandchild unconditionally.
● She is a responsible mother who allows her daughter to go back to work
immediately after giving birth. She does not expect her to raise the child.
● From a very young age she instils good work ethics in Friedman.
● As an independent, confident woman she does not subscribe to the society’s
gender role stereotypes.
OR
No.
● Sejosenye teaches her daughter to be an irresponsible parent because she
allows
her to leave a new-born baby and go back to work.
● She takes someone else’s husband.
● She tells fictitious stories to her grandson, and this made the child believe in a lie. (3)

story.
63 | Page
6.9 Open-ended
The response must show an understanding of the following aspects, among others:
Yes.
● The civil-servants drive around in road-unworthy cars, which compromise the
safety of all the villagers.
● They bought cars without getting proper driving lessons.
● Many people are killed in car crashes that are caused by some civil-servants'
inability to drive properly.
OR
No.
● The availability of tractors improves the methods of ploughing in the fields.
● The villagers can buy cars and use them as a means for transport.
● The economy of the village will improve as government employees will get better salaries.
(3)

story.
64 | Page
The girl who can

by Ama Ata Aidoo
Ama Ata Aidoo, born in Saltbond in Ghana in 1942, is
an
author, poet, playwright and academic. She once
served
as a Minister of Education in Ghana. In 2000, she
established the Mbaasem Foundation to promote and
support the work of African women writers.
Ama Ata Aidoo

1. Summary
Little Adjoa is an ambitious girl, like any other girl her age, who has
dreams and aspirations of her own. She believes that anything is
possible. Maami, her mother, wants the best for her child. She
wants her to succeed and earn a respectful position in her society.
Nana, Adjoa’s grandmother, has lived all her life according to
society's
perspective. Nana believes that Adjoa can never be a woman as
she has very thin legs that will bar her from carrying a baby. Nana
only changes her view about Adjoa’s legs when she becomes an
athlete and is successful because of her legs. Eventually, the
grandmother takes pride in Adjoa’s achievements.
2. Title
The title is about a young girl named Adjoa. Her capabilities are
overlooked because of her thin, long legs and her inability to express
her feelings. She proves everyone wrong when her ridiculed thin legs
allow her to accomplish an achievement.
3. Themes
3.1 Innocence/Fear/Insecurity
Adjoa has been laughed at for expressing her feelings or asking awkward
questions throughout her childhood. As a result, she is not able to voice out
her feelings because she fears that people would laugh at her. Her
grandmother constantly ridicules her about her legs and she does not say
anything. This creates a sense of insecurity, but she does not allow
anything to stop her from being an achiever.
3.2 Gender Stereotypes

Nana makes fun of her granddaughter’s thin and long legs. She believes
that a girl’s legs should have flesh in preparation for the child-bearing stage.
Nana believes that Adjoa is less likely to be a good woman for this reason.
Nana does not send Maami to school because she believes women do not
need to be educated.
65 | Page
3.3 Conflict
Nana and Maami (mother and daughter) argue about Maami’s choice of
husband. Nana blames Maami’s choice of a husband for the appearance of
Adjoa. The discussion about Adjoa’s skinny legs causes conflict between the
two women. Maami does not see anything wrong with Adjoa’s legs while
Nana thinks they are of no use.
3.4 Success
Adjoa becomes a successful athlete when her teachers realise that she can
run faster. She finally realises that her thin, long legs are useful for a
different purpose. She is chosen to represent the school at the district
games. She goes on to win the cup for the best all-rounder in her category.
3.5 Pride/Appreciation
Nana becomes Adjoa’s number one fan when she becomes famous and
successful in athletics. She prepares her school uniform for her,
accompanies her to school and to athletic events. She takes pride in
carrying her granddaughter’s trophy.

4.1 Setting
The story takes place in a village called Hasodzi in Ghana, Africa. Most
events take place between the narrator’s home and school. It is not clear
when the story takes place, but it is during the athletic season at school.
The main character walks five kilometres to reach the school in the nearby
small town. The walks are not a problem for her as she is used to long
walks in the village.

Exposition
The main character, Adjoa, is unable to voice her feelings. Whenever she
tries to say something to her grandmother, she becomes a laughing stock.
She then resorts to keeping quiet.
Rising Action
There are arguments between Maami and Nana about Adjoa. The
arguments are mainly about Adjoa’s legs being long and thin, Adjoa’s father
not being a good choice for a husband, and the importance of education, or
lack thereof.
Climax
Adjoa participates in athletics with her classmates and wins each time. Her
talent is recognised by her teachers who select her to represent the school’s
junior team at the district games.
Resolution
Nana changes her perspective when Adjoa’s skinny legs make her a
successful runner. She becomes so proud that she openly supports her by
walking with her to school and even carrying her trophy.
66 | Page
Adjoa ● She is opinionated (She believes one can have
legs for other reasons and not just supporting hips
that carry babies)
● She is withdrawn (She does not speak up about
her feelings because she fears being laughed at)
● She is fearful (She fears talking about
her grandmother’s behaviour towards her)
● She has an athletic structure (She has thin and
long legs)
● She is a talented runner (She represents her
school in the district running competition)
Nana ● She is traditional (She does not believe in

education; she does not send Maami to school)
● She is insensitive (She does not hide her feelings
about Adjoa’s legs)
● She is confrontational (She thinks Adjoa’s legs are
not suitable for a woman and openly argues with
Maami about this issue)
● She is a round character (She changes her mind
when Adjoa becomes successful because of her
long and thin legs)
● She is hypocritical (She is proud to walk with Adjoa,
shows kindness towards her only after Adjoa
becomes a recognised athlete)
Maami/Kaya ● She believes in education (She wants Adjoa to

attend school and be better than her)
● She is illiterate (She lacks formal
education) ● She is loving (She loves her
daughter)
● She is protective/supportive (She argues with Nana
in support of Adjoa)
● She is calm/reserved (She does not talk too much)
Mr Mensah ● He is a kind neighbour to Adjoa’s family (He lends

Nana a charcoal pressing iron for her to press
Adjoa’s school uniform)

The story is narrated from the view of the first-person narrator. The narrator,
Adjoa, is the main character. The narrator allows the reader to know both the
internal development of the story in her mind as the protagonist and the
external development of the story in the world of her grandmother and her
mother.
4.5 Style
The story is told in a conversation-like narrative. The author uses direct
quotations from characters to allow the reader to understand each character’s
tone, attitude and insight.
67 | Page
● The writer uses figurative language in order to emphasise meaning:
IDIOMATIC EXPRESSION
o ‘touch wood’
This is an expression used because it is believed to avoid a
bad omen after uttering the unspeakable.
SIMILE:
o ‘She carried the gleaming cup on her back, like they do
with babies’ (Page 146)
The value of the trophy is compared to that of the precious
items women usually carry on their backs to keep them safe.
METAPHOR:
o ‘When all of Africa is not choking under a drought’ (Page
142)
When Africa is suffering from drought, she is compared to a
person choking on something.
ALLITERATION:
o ‘I came out of the land of sweet soft silence into the world
of noise and comprehension’ (Page 143)
The repetition of the soft consonant s-sound emphasises the
tranquillity of the world from which she comes.
IRONY:
o ‘some other things I say would not only be alright, but
would be considered so funny, they would be repeated so
many times for so many people’s enjoyment.’
(Pages 142-143)
It is ironic that the sensible comments she makes are
considered to be either funny or nonsensical by her
grandmother and mother.
4.7 Tone and Mood

Tone:
● Apprehensive: This tone is used by the narrator to show the state of her
mind at the beginning of the story.
● Harsh/cruel/mocking: This tone is used by Nana when she makes
comments about Adjoa’s legs.
● Cheerful: Nana’s tone changes when she realises that Adjoa is becoming
successful because of her long and thin legs.
Mood:
● humorous
● remorse/repentance (at the end)
68 | Page
Activity 7
‘The Girl Who Can’
[Adjao’s mother and grandmother discuss her legs]

‘But Adjoa has legs,’ Nana would insist; ‘except that they are too thin. And also 5
too long for a woman. Kaya, listen. Once in a while, but only once in a very long
while, somebody decides nature, a child’s spirit mother, an accident happens, and
somebody gets born without arms, or legs, or both sets of limbs. And then let me
touch wood: it is a sad business. And you know, such things are not for talking
about everyday. But if any female child decides to come into this world with legs, 1
then they might as well be legs.’ 0
‘What kind of legs?’ And always at that point, I knew from her voice that my mother
was weeping inside herself. Nana never heard such inside weeping. Not that it
would have stopped Nana even if she heard it, which always surprised me,
because, about almost everything else apart from my legs, Nana is such a good 1
grown-up. 5
In any case, what do I know about good grown-ups and bad grown-ups? How
could Nana be a good grown-up when she carried on so about my legs? All I want
to say is that I really liked Nana except that.
Nana: ‘As I keep saying, if any woman decides to come into this world with all of
her two legs, then she should select legs that have meat on them…
7.1 Complete the following sentence by using the words in the list below. Write only the word
next to the question number (7.1(a) – 7.1 (c)) in the ANSWER BOOK.
better; mother; thick; grandmother; thin; worse
Nana is Adjao’s (a)… who believes that children who are born with disabilities are (b)…
than girls who are born with (c)… legs. (3)
7.2 Quote a SINGLE word which proves that Nana does not stop proving her point. (1) 7.3 Refer to
line 3 (‘a child’s spirit mother, an accident happens’).
next to the question number (7.3 (a)) and the answer in the ANSWER BOOK.
The word ‘accident’ in this context means…
A
a collision.
B
a solution.
C
a mistake.
D
a fortune. (1)
7.4 Refer to line 6-7 (‘But if any … well be legs.’).
(a) Identify the figure of speech used in these lines. (1) (b) Explain the meaning of this figure
of speech. (2)
69 | Page
7.5 Refer to lines 9-10 (‘Not that it… always surprise me’).
What do these lines reveal about Nana’s character?

Substantiate your answer.
(2) 7.6 One of the themes in this story is gender stereotypes.
Discuss this theme. (3) 7.7 Nana is cruel towards Adjoa.
Substantiate your view. (3)
Suggested answers to Activity 7
7.1 (a) grandmother✓ (1) (b) better✓ (1) (c) thin✓ (1)
7.2 ‘insist’✓ (1) 7.3 C/ a mistake✓ (1) 7.4 (a) Metaphor✓ (1)
(b) An unborn girl child is likened to the creator/God/nature,✓ who decides how a child
should look when it is born.✓ (2)
7.5 Nana is inconsiderate/insensitive.✓

She does not take other people’s feelings into consideration.✓
OR
Nana is direct/ a realist.✓
She says the truth as she sees it without sugar-coating it.✓
(2)
7.6 The discussion of the theme of gender stereotype should include the following
points, among others:
● Nana does not approve that Adjoa should continue attending school.
● She believes that educating a girl is a waste of time.
● She is also obsessed with Adjoa’s thin and long legs.
● She believes they are not suitable for a girl who will eventually become a
mother.
● To her, a woman should look a particular way and that look should prepare her
for bearing children.
story. (3)
70 | Page
7.7 Open ended response e.g.
Yes.
Nana does not listen to Adjoa, instead she makes fun of what she says. She
discusses it with her friends and everyone that she comes across and continues
mocking her. She ridicules her for her looks, indicating that she is born with thin legs.
OR
No.
Nana’s own upbringing makes her feel that Adjoa’s looks are not appropriate. She
changes her mind and cares for Adjoa. She even performs some duties for her when
she wins running competitions. She goes out of her way to support Adjoa during the
athletics meetings.

story. (3)
71 | Page
Triumph in the face of adversity

by Kedibone Seku
Kedibone Seku was born in Pimville, Soweto in 1974.
She became an Adult Basic Education and Training
(ABET) specialist. She also worked as a teacher for
English and History at White City Jabavu Community
College. The story, ‘Triumph in the face of adversity’
was published after Seku attended a workshop that
was associated with the Caine Prize for African
Writing.
Kedibone Seku
1. Summary
The story is about a young lady, Thulisile, the narrator and
the main character. She appears at her mother’s
graveside
and a flashback of events unfolds.
She tells a sad story about her mother’s marriage to her
father. Thembekile’s mother-in-law abuses her. Her marital
suffering leads her to move to a squatter camp with her
husband and her children. After the father loses his job, he
becomes abusive to the family.

The narrator works hard to change the situation at home.
She eventually gets employed as a TV presenter and can
afford to buy a house. Her father dies and only then does
her mother move in with her into a proper house. Sadly,
her mother is too weak to survive and she dies.
2. Title
Triumph is a victorious achievement. Adversity is an unpleasant
situation. The title, Triumph in the face of adversity, is suitable in the
story. The long list of incidents faced by the narrator and her family does
not stop the narrator from improving her life.
72 | Page
3. Themes
3.1 Prejudice/Intolerance
Thulisile’s grandmother does not approve of her son, Jabulani, marrying
a ‘girl’ from Johannesburg. MaDlamini wants Jabulani to marry someone
who grew up in Natal (currently known as KwaZulu-Natal).
3.2 Mother-in-law Conflict

MaDlamini continues to torture Thembekile even after she gets married
to the narrator’s father. She makes her wake up earlier than everyone.
She is not allowed to wear trousers and short skirts, and she must also
cover her head all the time. She is ill-treated until she decides to move
out.
3.3 Poverty/Destitution
The life at Phambili Squatter Camp is characterised by tin shanties,
communal toilets, overpopulation, and poverty. The narrator’s household
also suffers when the father loses his job and cannot provide food and
other necessities. They stay longer than initially planned due to lack of
funds.
3.4 Unemployment
Thulisile’s father loses his job and he does not find any other work. Most
people in Phambili Squatter Camp are also unemployed.
3.5 Gender-based violence

The father finds an escape in liquor. When he is drunk, he beats Thuli’s
mother for no apparent reason.
3.6 Child Abuse

When Bongani and Zanele are born, their father beats them up for no
reason. Thuli works hard but her father steals her money and uses it to
buy alcohol. He even goes to her employer and takes part of her salary
without her consent.
3.7 Child Labour

Thuli, who is literally a child, is forced to find employment in order to
support her family. She sells sweets and eventually gets employed by
Mr Rathebe who owns a fish and chips shop. At fifteen, she works as a
cleaner after school and on weekends.
73 | Page
3.8 Loyalty
At the beginning of the story, Jabulani stays loyal to Thembekile by
loving and marrying her despite his mother’s disapproval of her.
Later in the story, Thembekile refuses to leave Jabulani even though

he abuses her. She stays loyal to her marriage despite several
attempts by her parents to make her leave the abusive marriage.
Instead she stops visiting or talking to her parents. She even stays
behind when she is offered to move into a better house.
3.9 Fear
Thembekile stays in constant fear when she is introduced to the
family as a young bride. When her husband abuses her later, she
develops fear towards her husband, and fails to protect her children.
Their children live in fear because of their father’s abuse. She even
fears to protect her children when their father beats them.
3.10 Ambition and opportunity

Thulisile is an ambitious young girl who has a drive to be successful.
No matter how many times her attempts fail, she keeps on trying
until she is successful and manages to have a proper house and a
good paying job.

4.1 Setting
The story takes place in Johannesburg, South Africa. It further
develops to Phambili Squatter Camp where the family spends most
of their time.
It is unclear when the story takes place. However, the use of Natal
places the story in the pre-democratic era in South Africa.

Exposition
Thulisile, the narrator, is standing by her mother’s grave when she
thinks of how much her mother’s death affected her emotionally.
She compares the pain she felt when her mother died to when her
father died.
Rising Action
The narrator takes the reader through the beginning of her mother’s
suffering in the hands of MaDlamini. MaDlamini does not approve
that she marries Jabulani because she is from Johannesburg. The
suffering escalates further when the narrator’s parents move to
Phambili Squatter Camp. The narrator’s father loses his job, drowns
his sorrows in liquor and becomes abusive to his wife and children.
74 | Page
Climax
The narrator’s ambition of becoming a better person is fulfilled when she
gets employed as a TV presenter for a children’s programme. Her work
lets her afford to buy a proper house and move her family from the
shanty. Her mother and father stay behind.
Resolution
After her father’s death, the narrator manages to move in with her
mother in her proper house. Unfortunately, the mother’s health condition
has deteriorated and she eventually dies.
75 | Page
Thulisile ● She is responsible (She gets food from a friend
from school so that her siblings can have some
food. She borrows thirty rands from her maternal
grandmother in order to start her business of
selling sweets)
● She is brave (She gets in an argument with her
father after he steals her savings to buy liquor) ● She
is self-driven (She gets part-time employment at Mr
Rathebe’s fish and chips shop. She is employed at a
TV station as a presenter for a children’s
programme)
● She is begrudging (She does not cry much when
her father dies)
● She is emotional (She cries more when her
mother dies)
Thembekile ● She is obedient (She obeys rules given to her by

her mother-in-law when she stays in the family
house)
● She is caring (She manages to move her family to
a squatter camp as a temporary arrangement) ● She
suffers abuse in the form of beatings by her
husband.
● She is loyal (She stays loyal to her marriage and
does not want to leave her husband despite the
abuse)
● She is submissive (She does not fight back
against her husband)
● She is dependent (She only joins her children in a
proper house after her husband dies)
MaDlamini ● She is judgemental (She does not approve her

son, Jabulani, marrying Thembekile)
● She is bossy (She makes rules for Thembekile
when she is married)
● She is abusive (She treats Thembekile like a slave
in her household)
76 | Page
Jabulani ● At the beginning he is resilient/trustworthy

(He marries Thembekile despite his mother’s
disapproval)
● Later he becomes an escapist (He drowns his
sorrows of being unemployed by getting drunk) ●
He is abusive (He beats up his wife for no reason.
He also abuses his children emotionally and
physically)
Ntombi ● She is a survivor (She survives, and some

family takes her to stay with them)
Bongani ● He is a survivor (He suffers beatings from
his father)
● He is loyal (He moves to the new house with
the narrator)
Zanele ● She is a survivor (She suffers beatings from

her father)
● She is loyal (She moves to the new house with
the narrator)
Nthabiseng ● She is loving (She brings lunch to share with

Thuli at school)
● She is supportive (She assists Thuli to
get employed at the TV station)
Mr Nkwane ● He is observant (He realises that the narrator

is not doing well in her studies)
● He practises tough love (He tries to talk with the
narrator but their talk leads to the narrator
stopping school for a while)
Mme Sedike ● She is kind (She trusts the narrator’s story that
she gives her bread to share with her family)
● She is humble (She has a beautiful house, yet
she accommodates the narrator)
● She is caring (She advises Thuli to speak with
a social worker or the police)
Mr Rathebe ● He is naive/ignorant (He gives part of Thuli’s

salary to her father when he comes asking for
it)

The story is narrated from the view of the first-person narrator. The narrator
tells the story about her mother’s suffering from her (narrator’s) perspective.
The plot develops with her telling the story while at the same time she is fully
involved. Her suffering and experiences are told from a first-hand experience
view.
4.5 Style
The story is told using an informal register which is suitable for a young girl.
The use of direct speech seeks to capture the actions and attitude of the
different characters the narrator comes across in her life. The author uses a
number of ‘IsiZulu’ phrases, which emphasises the background of most
characters in the story.
77 | Page
● The writer uses idiomatic expressions in order to emphasise meaning:
o ‘pleas fell into deaf ears.’ (Page 155)
o ‘used as a punching bag depending on the mood’ (Page 155)
o ‘I had to swallow my pride.’ (Page 159)
o ‘make sure that you rise above odds,’ (Page 159)

METAPHOR:
o ‘my father was a complete monster’ (Page 158)
o ‘we were trapped in poverty and constant abuse’ (Page 158)
o ‘I said choking on my tears.’ (Page 161)
o ‘shattered my dreams like that?’ (Page 161)
o ‘constantly scratching in the shack’ (Page 161)
o ‘I was swept from the life of poverty’ (Page 162)
o ‘the dark cloud…hanging around us’ (Page 163)
PERSONIFICATION:
o ‘rules were awaiting her.’ (Page 155)
o ‘the sadness in their eyes tormented her’ (Page 158)
o ‘was their pity, because it was not going to feed me,’ (Page
159) o ‘My dream of having my own business had not died.’
(Page 161) o ‘bury the past and open a door to the future.’ (Page
163)
IRONY
o ‘I was very young when we moved from my grandmother’s place
to live in Phambili Squatter Camp.’ (Page 155)
It is ironic that they were running away from the abuse of Ms Dlamini
but they moved into a worse situation).
4.7 Tone and Mood

Tone:
● Depressed: The narrator uses this tone at the beginning of the story and
throughout her mother’s ordeal and her own experiences.
● Mean: MaDlamini uses this tone when she disapproves of Thembekile’s
marriage to her son. She continues using the same tone even when the
couple is married.
● Defensive: Thembekile uses this tone when she defends her husband’s
behaviour.
Mood:
● sad, emotional
● optimistic
78 | Page
Activity 8
‘Triumph in the face of adversity’

She even allowed me to sit on her very expensive couches. I was uncomfortable 5
but she made me feel at ease. She told me who she was and asked for my name.
‘Thulisile, but my friends call me Thuli,’ I said.
‘That is a very beautiful name. So what should I call you?’ she asked.
‘Thuli,’ I said almost whispering.
‘Where do you stay?’ she asked, and I told her that I was from the nearby squatter 1
camp. 0
‘Are you in school?’ she asked.
‘Yes, but I did not attend today because I was too embarrassed.’ ‘Embarrassed by
what?’ I broke down and told her the whole story. She held me in her arms. For the
first time I let it all out, the anger, the pain, the frustration, everything. ‘There is no
1
need for you to feel that way, many people go through that in life, you just have to
5
make sure that you rise above the odds,’ she said after I had calmed down. ‘That
is exactly what my teacher said to me but I really do not know how I am going to
be able to do that.’
‘There are a lot of options; you can either go to a social worker or the police and
tell them your story.’
‘Will they be able to assist me?’
8.1 Choose a description from COLUMN B that matches the name in COLUMN A. Write only
the letter (A–D) next to the question number (8.1(a) – 8.1(d)) in the ANSWER
BOOK.
COLUMN A COLUMN B
(a) A
Mr Nkwane Thulisile’s father
(b) B
Bongani Thulisile’s cousin
(c) C
Jabulani Thulisile’s brother
(d) D
Mr Rathebe Thulisile’s teacher
E
Thulisile’s employer
(4 x 1) (4)
8.2 Describe the setting in this extract. (2) 8.3 Refer to line 3 ‘Thulisile, but my friends call me Thuli’.
next to the question number (8.3 (a)) and the answer in the ANSWER BOOK.
The tone that Thulisile would use when saying these words is a/an…. tone.
A
honest
B
gloomy
C
nervous
D
anxious (1)
(b) Why would Thuli use this tone? (2)
79 | Page
8.5 Explain why the following statement is FALSE:
Thulisile’s home is very far from Mme Sedike’s house. (1) 8.6 Refer to line 10 (‘I broke down
and told her the whole story’).
(a) Identify a figure of speech in this line. (1) (b) Explain the meaning of this figure of
speech. (2) 8.7 What does this extract reveal about Mme Sedike’s character?
Substantiate your answer. (2) 8.8 One of the themes in this short story is poverty.
Discuss this theme in relation to this extract. (3) 8.9 Mme Sedike changes Thuli’s view about
school.
Discuss your view. (3) 8.10 Thulisile is wise to tell her mother about her intentions to contact
a social worker. Discuss your view. (3)
Suggested answers to Activity 8
8.1 (a) D/Thulisile’s teacher✓ (1) (b) C/Thulisile’s brother✓ (1) (c) A/Thulisile’s father✓ (1) (d)
E/Thulisile’s employer✓ (1)
8.2 The setting is Mme Sedike’s house ✓ during Thulisile’s search for food/any piece job to help her
feed herself and her siblings.✓ (2)
8.3 (a) A/honest✓ (1)
(b) Thulisile requires assistance from Mme Sedike,✓so it is important that she conducts an
honest conversation with her.✓ (2)
8.5 Thulisile tells Mme Sedike that she comes from a nearby squatter camp.✓ (1) 8.6 (a) Metaphor✓
(1)
dam wall
(b) The unstoppable manner in which Thulisile tells the story ✓ is compared to a
breaking down.✓
(2)
8.7 Mme Sedika is kind/humble/friendly/loving/caring.✓
She
She accepts Thulisile in her beautiful house /She shows keen interest in Thulisile/
gives Thulisile a loaf of bread.✓ (Any One)
(2)
80 | Page

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ENGLISH FIRST ADDITIONAL LANGUAGE GRADE

12 MIND THE GAP

This publication has a Creative Commons Attribution Non-commercial Sharealike Licence.

Copyright © Department of Basic Education 2022

222 Struben Street, Pretoria, South Africa

Authors: Ms Christelle Barnard, Ms Mpho Lukhele, Ms Pila Masakane, Ms Thembeka Mtolo,

Critical reader: Monyaki B.S.

Onsite writers’ workshop support:

Dear Grade 12 learner 5

How to use this study guide 6

Self assessment worksheet 9

On the examination day 12

Overview of the English First Additional Language Paper 2: 13

What are the examiners looking for? 15

Sub headings per story Short Stories

Instructional Verbs And Their Meanings 81-82

Assessment Rubric For Shorter Transactional Text 83

Structure and plot development

SHORT STORY ANALYSIS SHEET

Characters Who are the characters in the story?

Characterization Definition of character trait:

Theme The theme is a main idea or an underlying

Tone Tone is a quality in the voice that expresses

Imagery The use of literary devices e.g. figures of speech and

(a) First person narration: the story is told from

Title: ___________________________________Author: __________________________

Literary features found in short stories

Euphemism A mild or vague expression in place of a word that is more harsh

Irony A statement or situation that has an underlying meaning that

Metaphor A figure of speech that uses one thing to describe another in

Oxymoron A combination of words with contradictory meanings (meanings

Personification Giving human characteristics to non-human beings.

Pun A play on words which are identical or similar in sound. It is used

Sarcasm An ironic expression which is used to be unkind or to make fun

Symbol Something which stands for or represents something else.

Tone The feeling or atmosphere of the poem.

Alliteration A pattern of words that includes the repetition of consonant

Onomatopoeia The use of words to create the sounds being described.

2. Have all your materials ready before

3. Be positive. It helps you to retain

4. You learn better when using colours and pictures.

5. Repetition is the key to remembering information

6. Work with a partner. Teach each other what you

7. Sleep for at least eight hours every night. Eating

8. Studying for exams is like exercise, so you must be

9. Practise past papers, familiarise yourself with the

Go to the toilet before entering the examination room. You

Break each question down to make sure you understand what

Remain calm, even if the question seems difficult at first. It will

Here is a summary of the Paper 2 Literature exam paper:

1. Cry, the Beloved Contextual 35

2. The Strange Case Contextual 35

5.1 Short story Contextual 17 or 18

5.2 Short story Contextual 17 or 18

6.1 Poem Contextual 17 or 18

6.2 Poem Contextual 17 or 18

What are the examiners looking for?

Can Themba was born in Marabastad, Pretoria on 21 June

Forbidden love refers to a romantic relationship

4. How is the story told?

Title: _________Author: