ENG2602
EXAM PACK
2023
QUESTIONS WITH ANSWERS
EMAIL:
, C O N FID E N TIA L
Page 2 of 7 E N G 2602
J A N /F E B 2021
S E C TIO N A : G E N R E S O F LAN G U AG E
T h e fo llo w in g q u e s tio n is C O M P U L S O R Y
Q U E S TIO N 1: P E R S U A S IV E P R O S E
Read the following text closely.
Write a carefully worded ESSAY of approximately1 2 00 w o rd s in length, in which you
critically analyse the content of the article as a persuasive text.
In your essay, make sure you do all of the following:
▪ Identify what typ e of text this is.
▪ Identify what the p u rp o s eof this text is.
▪ Identify the target a u d ie n c eof the text (i.e. for whom the text is intended).
▪ Comment on the lin g u is tic d e v ic e sused. Make sure you
o not only identify the linguistic devices, but also
o explain h o w they have been used
AND
o w hy they might be effective.
Ignore the ellipses […] and do not comment on them!
T h e re a re n u m e ro u s w a ys to s o lv e s c h o o l-b a s e d v io le n c e
By Nuraan Davids 07 Nov 2014
S o c ie ta l p ro b le m
Firstly, countering violence cannot be the sole responsibility of a school. Educational
leaders and educators are neither equipped nor should they be expected to know
how to manage what is essentially a societal problem.
When learners come to school with knives, or when they think cyberbullying is some
form of acceptable social interaction, or when educators have sexual relationships
with schoolgirls, then these are not comments on the schooling system as much as
they are reflections of a social malaise.
[…]
That said, in the absence of an unfractured society and a socially just democracy,
schools have no option but to fulfil the surrogacy roles of parenting, caring and
disciplining.
[TU R N O V E R ]
, C O N FID E N TIA L
Page 3 of 7 E N G 2602
J A N /F E B 2021
[…]
This requires of all schools to get to know their learners, to create the necessary
spaces for dialogue, to listen to the stories of others, to engage with the learner from
his/her own perspective, and to enact the language and behaviour that are desired
from learners …
M a il &
Davids, N. 07 Nov 2014 00:00 ‘There are better ways to deal with school violence’.
G u a rd ia .n
https://mg.co.za/article/2014-11-07-there-are-better-ways-to-deal-with-school-violence
(Accessed 13/03/2019).
T O T A L :5 0
S E C T IO N B : G E N R E S O F LITE R A TU R E
A n sw er E ITH E R
Q U E S TIO N 2: F IC T IO N
Below is an extract from T h e H e a rto f R e d n e ss(2000) by Zakes Mda. In the extract,
Camagu discusses a local court case with his friend John Dalton and Dalton’s wife,
called Missus by Camagu. The case concerns a local girl, Qukezwa, who was called
before court, the inkundla, for the crime of cutting down trees without the chief’s
permission. Dalton also mentions Camagu’s involvement in a local co-operative
society with two women that sells seafood to tourists.
Write an essay on the extract in which you analyse the way that literary features have
been used to develop the th e m e o f e d u c a tio n th ro u g h d iffe re n tp e rs p e c tiv e.s
Through the use of literary devices such as characterisation and perspective, the
author shows that education is both important for the community and can occur in
many forms, such as listening to people’s opinions and overcoming prejudice. Your
essay must discuss in depth the way in which the extract depicts different kinds of
education and the way in which it develops this theme.
‘She’s crazy, that one! Fancy cutting down trees!’ Dalton laughs.
‘I too thought so, John. I thought she was mad. Until I heard her side of the story. She
has a point, John.’
Dalton and Missus look at him closely, as if to make sure if he too hasn’t lost it.
‘You are aligned with destructive forces, Camagu,’ says Dalton. ‘I hear that your
women of the co-operative killed a swartobbie bird, the black oystercatcher. They said
it was competing with them for mussels.’
[TU R N O V E R ]
, C O N FID E N TIA L
Page 4 of 7 E N G 2602
J A N /F E B 2021
‘That was wrong,’ admits Camagu. ‘I warned them against it. I told them that the
African black oystercatcher is an endangered bird and they must never kill it again. It
is just ignorance, John. I think we all need some education on these matters. All of us.
Even you, John. Then we will understand why Qukezwa chopped down those trees.’
Camagu suggests that instead of having his verandah television play old movies that
have no relevance to the people of Qolorha-by-Sea, he should consider playing videos
on developmental issues.
(Mda, Zakes. 2000. T h e H e a rto f R e d n e s. sOxford: University of Oxford Press, pp.
256-257)
T O T A L :5 0
OR
Q U E S T IO N 3 :P O E TR Y
Study the poem below – “Soweto Dusk” (2004) by Dike Okoro. In this poem, the
speaker explores his/her thoughts, and the feelings he/she experiences upon returning
to Soweto after being overseas for years. Write a carefully worded essay in which you
analyse how diction, imagery and other features of language are used to convey the
speaker’s response to coming home.
Please note:
You must quote from the text to substantiate your argument. Explain how each
quotation supports your statements.
Do not discuss anything in your essay that you cannot relate to the speaker’s
impressions of coming home to Soweto, or the speaker’s attitude towards
Soweto.
S o w eto D u s k
D ik e O k o ro
Soweto dusk is
the wraiths1 of stars circumcising i
caught in monocle2
drifting the highways
off Jo’burg; the hills
drugged my conscience
never felt the haze
of an African sky
in a long time
black trees treeing
1
Wraith: A ghost.
2
Monocle: A lens that you wear over an eye in order to correct your vision. A monocle is like glasses, except
you wear it over one eye, not two.
[TU R N O V E R ]
EXAM PACK
2023
QUESTIONS WITH ANSWERS
EMAIL:
, C O N FID E N TIA L
Page 2 of 7 E N G 2602
J A N /F E B 2021
S E C TIO N A : G E N R E S O F LAN G U AG E
T h e fo llo w in g q u e s tio n is C O M P U L S O R Y
Q U E S TIO N 1: P E R S U A S IV E P R O S E
Read the following text closely.
Write a carefully worded ESSAY of approximately1 2 00 w o rd s in length, in which you
critically analyse the content of the article as a persuasive text.
In your essay, make sure you do all of the following:
▪ Identify what typ e of text this is.
▪ Identify what the p u rp o s eof this text is.
▪ Identify the target a u d ie n c eof the text (i.e. for whom the text is intended).
▪ Comment on the lin g u is tic d e v ic e sused. Make sure you
o not only identify the linguistic devices, but also
o explain h o w they have been used
AND
o w hy they might be effective.
Ignore the ellipses […] and do not comment on them!
T h e re a re n u m e ro u s w a ys to s o lv e s c h o o l-b a s e d v io le n c e
By Nuraan Davids 07 Nov 2014
S o c ie ta l p ro b le m
Firstly, countering violence cannot be the sole responsibility of a school. Educational
leaders and educators are neither equipped nor should they be expected to know
how to manage what is essentially a societal problem.
When learners come to school with knives, or when they think cyberbullying is some
form of acceptable social interaction, or when educators have sexual relationships
with schoolgirls, then these are not comments on the schooling system as much as
they are reflections of a social malaise.
[…]
That said, in the absence of an unfractured society and a socially just democracy,
schools have no option but to fulfil the surrogacy roles of parenting, caring and
disciplining.
[TU R N O V E R ]
, C O N FID E N TIA L
Page 3 of 7 E N G 2602
J A N /F E B 2021
[…]
This requires of all schools to get to know their learners, to create the necessary
spaces for dialogue, to listen to the stories of others, to engage with the learner from
his/her own perspective, and to enact the language and behaviour that are desired
from learners …
M a il &
Davids, N. 07 Nov 2014 00:00 ‘There are better ways to deal with school violence’.
G u a rd ia .n
https://mg.co.za/article/2014-11-07-there-are-better-ways-to-deal-with-school-violence
(Accessed 13/03/2019).
T O T A L :5 0
S E C T IO N B : G E N R E S O F LITE R A TU R E
A n sw er E ITH E R
Q U E S TIO N 2: F IC T IO N
Below is an extract from T h e H e a rto f R e d n e ss(2000) by Zakes Mda. In the extract,
Camagu discusses a local court case with his friend John Dalton and Dalton’s wife,
called Missus by Camagu. The case concerns a local girl, Qukezwa, who was called
before court, the inkundla, for the crime of cutting down trees without the chief’s
permission. Dalton also mentions Camagu’s involvement in a local co-operative
society with two women that sells seafood to tourists.
Write an essay on the extract in which you analyse the way that literary features have
been used to develop the th e m e o f e d u c a tio n th ro u g h d iffe re n tp e rs p e c tiv e.s
Through the use of literary devices such as characterisation and perspective, the
author shows that education is both important for the community and can occur in
many forms, such as listening to people’s opinions and overcoming prejudice. Your
essay must discuss in depth the way in which the extract depicts different kinds of
education and the way in which it develops this theme.
‘She’s crazy, that one! Fancy cutting down trees!’ Dalton laughs.
‘I too thought so, John. I thought she was mad. Until I heard her side of the story. She
has a point, John.’
Dalton and Missus look at him closely, as if to make sure if he too hasn’t lost it.
‘You are aligned with destructive forces, Camagu,’ says Dalton. ‘I hear that your
women of the co-operative killed a swartobbie bird, the black oystercatcher. They said
it was competing with them for mussels.’
[TU R N O V E R ]
, C O N FID E N TIA L
Page 4 of 7 E N G 2602
J A N /F E B 2021
‘That was wrong,’ admits Camagu. ‘I warned them against it. I told them that the
African black oystercatcher is an endangered bird and they must never kill it again. It
is just ignorance, John. I think we all need some education on these matters. All of us.
Even you, John. Then we will understand why Qukezwa chopped down those trees.’
Camagu suggests that instead of having his verandah television play old movies that
have no relevance to the people of Qolorha-by-Sea, he should consider playing videos
on developmental issues.
(Mda, Zakes. 2000. T h e H e a rto f R e d n e s. sOxford: University of Oxford Press, pp.
256-257)
T O T A L :5 0
OR
Q U E S T IO N 3 :P O E TR Y
Study the poem below – “Soweto Dusk” (2004) by Dike Okoro. In this poem, the
speaker explores his/her thoughts, and the feelings he/she experiences upon returning
to Soweto after being overseas for years. Write a carefully worded essay in which you
analyse how diction, imagery and other features of language are used to convey the
speaker’s response to coming home.
Please note:
You must quote from the text to substantiate your argument. Explain how each
quotation supports your statements.
Do not discuss anything in your essay that you cannot relate to the speaker’s
impressions of coming home to Soweto, or the speaker’s attitude towards
Soweto.
S o w eto D u s k
D ik e O k o ro
Soweto dusk is
the wraiths1 of stars circumcising i
caught in monocle2
drifting the highways
off Jo’burg; the hills
drugged my conscience
never felt the haze
of an African sky
in a long time
black trees treeing
1
Wraith: A ghost.
2
Monocle: A lens that you wear over an eye in order to correct your vision. A monocle is like glasses, except
you wear it over one eye, not two.
[TU R N O V E R ]
