EXAM PREPARATION
ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 2
Thursday, 17 November 2022
2½ hours
09:00 – 11:30
INSTRUCTIONS AND INFORMATION
Read this page carefully before you begin to answer the questions.
1. Do NOT attempt to read the entire question paper. Consult the table of contents on the next page and mark the numbers of the questions set on
the texts you have studied. Read THESE questions carefully and answer as per the instructions.
2. This question paper consists of FOUR sections:
SECTION A: Novel (35)
SECTION B: Drama (35)
SECTION C: Short stories (35)
SECTION D: Poetry (35)
3. Answer TWO QUESTIONS in total, ONE question each from ANY TWO sections.
SECTION A: NOVEL Answer the question on the novel you have studied.
SECTION B: DRAMA Answer the question on the drama you have studied.
SECTION C: SHORT STORIES Answer the questions set on BOTH short stories.
SECTION D: POETRY Answer the questions set on BOTH poems.
4. Use the checklist to assist you.
5. Follow the instructions at the beginning of each section carefully.
6. Number the answers correctly according to the numbering system used in this question paper.
7. Start EACH section on a NEW page. (LEAVE AT LEAST 2 LINES OPEN BETWEEN EVERY ANSWER.)
8. Suggested time management: Spend approximately 75 minutes on each section.
9. Write neatly and legibly.
TABLE OF CONTENTS
SECTION A: NOVEL Answer ANY ONE question. | |||
QUESTION NO. | MARKS | PAGE NO. |
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1. Cry, the Beloved Country | 35 | 5 |
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2. Strange Case of Dr Jekyll and Mr Hyde | 35 | 9 |
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SECTION B: DRAMA Answer ANY ONE question. |
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3. Macbeth | 35 | 12 |
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4. My Children! My Africa! | 35 | 16 |
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SECTION C: SHORT STORIES Answer the questions set on BOTH extracts |
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5.1 'The doll's house' | 18 | 19 |
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AND |
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5.2 'The fur coat' | 17 | 21 |
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SECTION D: POETRY Answer the questions set on BOTH poems. |
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6.1 'Captive' | 18 | 23 |
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6.2 'Still I rise' | 17 | 25 |
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CHECKLIST
NOTE:
NOTE: Ensure that you have answered questions on TWO sections only.
SECTIONS | QUESTION NUMBER | NO. OF QUESTIONS TO ANSWER | TICK (√) |
A: Novel | 1-2 | 1 |
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B: Drama | 3-4 | 1 |
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C: Short stories | 5 | 1 |
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D: Poetry | 6 | 1 |
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Candidates sometimes answer ALL 6 questions.
NB: ONLY the first TWO questions from 2 different genres are marked.
If QUESTIONS 1 – 6 have been answered, then:
ONLY QUESTIONS 1 and 3 are marked, even though it might be evident that you have been taught Questions 4 and 5.
LITERATURE NEEDS TO BE STUDIED: Knowing the CONTENT/PLOT is NOT enough!
�Cognitive levels 1 + 2: 40%�Level 1 – Literal questions (name, state, identify, list, describe, relate)
�Level 2 – Reorganisation (summarise, group, state, give)� �Cognitive levels 3: 40% �Inference – a conclusion or opinion that is formed because of known facts or evidence (explain, compare, what is the writer’s intention, what does x reveal about a character, how does the metaphor … add to the meaning …, what, do you think) � �Cognitive levels 4 + 5: 20%�Level 4 – Evaluation �(do you think, is the writer’s argument valid, discuss, comment, do you agree, in your view, discuss/ comment critically
�Level 5 – Appreciation �(discuss your response, do you empathise with …, what action would you have taken, discuss/comment on the writer’s use of language, discuss the effectiveness of the writer’s style/imagery/literary devices
Specific vocabulary used in questions:
Relevance in the context of the text does not require explaining WHY they are a specific
figure of speech.
NB: Questions do not ask for the definition of a figure of speech.
continued on the next page
Specific vocabulary used in questions continued:
Furthermore, answers cannot be a general reference to ‘facial expression’ or ‘body
language’. Answers must be specific and in context.
NB: The question asks what would the stage director tell the character TO DO … it is an ACTION.
E.g. Thami asks, ‘What’s going on?’
If you were the director of this play, what would you tell Thami to DO when …
Answers must be specific, answering the question what must Thami DO, e.g. ‘Thami should smile at Isabel’ and not simply ‘Thami should use his hands’.
OPEN-ENDED QUESTIONS
In every genre, there are 3 open-ended questions: 3x3 = 9/35 = 26%
For full marks, the response must be well-substantiated.
A candidate can score 1 or 2 marks for a response which is not well-substantiated.
THE CANDIDATE’S INTERPRETATION MUST BE GROUNDED IN THE TEXT.
This means that the answer MUST mention the character(s) in the text.
It cannot be a generalised answer which reads e.g. “When YOU… then YOU … .
This answer cannot be awarded any marks.
continued on the next page
OPEN-ENDED QUESTIONS continued.
continued on the next page
HOW TO ANSWER OPEN-ENDED QUESTIONS:
For the two types of questions n this type of question, you have to TAKE A STAND which will require a
YES or a
NO response, or a
COMBINATION response.
If the latter is the case, introduce the opposite response e.g. HOWEVER, ON THE OTHER HAND … .
Candidates lose all their marks if their substantiation contradicts their YES/NO.
The candidates’ responses were also difficult to mark if they did not take a YES/NO stance (or a combination).
Use the PEE method (POINT, EXAMPLE, EXPLANATION) to organise your answer around the ideas you have and it gives your argument direction.
P = Start your answer with a POINT (your view on the statement).
E = Then support your view with EXAMPLES from the text. (Suggestion: learn some key quotes.)
E = Now EXPLAIN how the examples support your POINT.
continued on the next page
EXAMPLE OF HOW TO ANSWER A THEME QUESTION:
One of the themes in the drama is WORDS VS VIOLENCE as a way to bring about political and social change in
South Africa. Discuss how this theme is relevant to the drama as a whole. (3)
Open-ended. Accept a relevant response which shows an understanding of the theme of WORDS VS VIOLENCE. The following could be included:
MR M is against Apartheid and the inferior Bantu Education System.. He encourages learners to believe in the power of words as communication is a form of action. He says stones and petrol bombs cannot get inside the armoured cars, but words can get inside armoured cars and. More importantly, words can get inside the heads of the people inside the armoured cars, which is far more constructive than acts of lawlessness, violence and vandalism, which are destructive
THAMI (and the Comrades) believes that Mr M is out of touch with the reality of life in the township. Education nor words have any value in an unjust society. He sees the inferior Bantu Education System as a trap. There is no time left to talk about the wrongs of Apartheid. He is impatient. Words and discussions will take too long to bring about any change. Therefore violence is the only option left to them.
NOTE: For full marks, the response must be well-substantiated. A candidate can score 1 or 2 marks for a response which is not well-substantiated. The candidate’s interpretation must be grounded in the text.
(NB: This answer MUST mention the characters in the drama. It cannot be a generalised answer.)
continued on the next page
EXAMPLE OF HOW TO ANSWER AN OPEN-ENDED QUESTION:
In the drama MY CHILDREN! MY AFRICA!, Thami is portrayed as a selfish person. Discuss your view. (3)
Open-ended. Accept a relevant response which shows an understanding of Thami’s character.
These may include, AMONG OTHERS:
Yes, I agree that Thami is a selfish person.
Thami does not appreciate all the trouble Mr M goes to for him. He is selfish when he leaves school to join the boycott, ignoring all the years of education that he has received. He is also selfish when he says that My M has not taught him anything. He is selfish when he turns his back on Isabel and the quiz, despite their having spent hours preparing for the quiz. Thami is also selfish when he chooses the Comrades rather than continue his friendship with Isabel. Finally, he could be seen as selfish when he sends a note to Isabel, asking to see her, thereby putting her life at risk as well.
OR / HOWEVER …
No, I disagree that Thami is a selfish person.
Thami is intelligent and realises that the education they are receiving is just a trap. Black children cannot have hopes and dreams in Apartheid South Africa and he is just being realistic that their education is a waste of time. He is therefore a victim of an unjust social situation and is forced to choose between a greater cause and his future and his friendship with Isabel. He is selfless when he puts his own life in danger by going to warn Mr M at the school that the Comrades are looking for him to kill him. He is selfless when he asks to see Isabel so that he can say goodbye to her. He is also selfless when he admits that he did not do enough to try and save Mr M and when he acknowledges that it is too late to say to Mr M that he loves him.
continued on the next page
EXAMPLE OF HOW TO ANSWER AN OPEN-ENDED QUESTION IF THE QUESTION LENDS ITSELF TO A GENERALISATION:
Discuss why the creation of a “NEW TRIBE” is a very relevant issue in today’s society. (3)
Open-ended. Accept a relevant response which shows an understanding of the creation of a NEW TRIBE in St Simon. These may include, AMONG OTHERS:
The story is about mixed-race families, racial integration and adoption. The Arlingtons adopt Chester, a black boy whose mother comes from Nigeria, thereby creating a “new” tribe or family. The Arlingtons and the conservative St Simon community have to learn to adapt to the only black child in the community.
Chester also has to learn to accept that he is different and part of a new family. This also implies that the “old” / pure tribal system has vanished. Arthur says that Ginny has created an unrealistic dream for him by creating the African village.
The story is about a new global identity with people being connected globally and a new tribe develops as the African diaspora continues
NOTE: For full marks, the response must be well-substantiated. A candidate can score 1 or 2 marks for a response which is not well-substantiated. The candidate’s interpretation must be grounded in the text.
(NB: This answer MUST mention the characters in the drama. It cannot be a generalised answer.)
GENERAL OBSERVATIONS:
QUESTION 1: CRY THE BELOVED COUNTRY
QUESTION 2: STRANGE CASE OF DR JEKYLL AND MR HYDE
QUESTION 6: POETRY
FIGURES OF SPEECH | |||
COMPARISONS | SOUND DEVICES | CONTRADICTIONS | OTHERS |
simile | alliteration | irony | hyperbole |
metaphor | assonance | sarcasm | euphemism |
personification | onomatopoeia | oxymoron | pun |
apostrophe |
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NOTE: Questions do not ask for the definition of a figure of speech.
EXAMPLES OF HOW TO ANSWER FIGURE OF SPEECH QUESTIONS:
CRY THE BELOVED COUNTRY
‘The old head is bowed, and the old man sits there like a child, with not a word to be spoken.’
MY CHILDREN! MY AFRICA!
‘[Thumping his chest with a clenched fist] I've got a whole zoo in here, a mad zoo of hungry animals … ‘
(a) Identify the figure of speech as used in these lines. (1) metaphor √
(b) Explain this figure of speech as used in these lines. (2) Mr M's intense emotions (despair, hate and hope) √ are compared to wild animals living in a zoo (his heart).√
SHORT STORIES
‘you have the peasant streak in you.’
(a) Identify the figure of speech as used in these lines. (1) metaphor √
(b) Explain this figure of speech as used in these lines. (2) Molly accuses Paddy of being the same as a poor farm worker/lower class √ who cannot afford to buy a fur coat/does not understand the value of a fur coat. √
SPRING
‘When weeds, in wheels, shoot long and lovely and lush;’
MY CHILDREN! MY AFRICA! by Athol Fugard: THEMES
ORDER vs CHAOS. What is the best way to bring about political and social change? Oppressors vs the oppressed = leads to tension
COMMUNICATION / POWER OF WORDS MR M | VIOLENCE THAMI |
NB: He resists Apartheid/the inferior Bantu Education System, but differently, as he believes in: Dialogue and debate, non-violent, constructive, passive approach. - Could be seen as too slow, too drawn-out with limited changes.
pp 86 – 89 Don’t scorn words. They are sacred! … the difference between a man and an animal is that Man thinks, and he thinks with words. … If the struggle needs weapons, give it words … Stones and petrol bombs can’t get into armoured cars. Words can. They do something even more devastating than that … they can get inside the heads of those inside the armoured cars (the oppressors). …if I have faith in anything, it is faith in the power of the word. Like my master, the great Confucius, I believe that, using only words, a man can right a wrong and judge and execute the wrongdoer.
p. 59 … rabble-rousers …
p. 72 (misunderstanding is IRONIC) toppling of statues … gross vandalism … inexcusable behaviour … an act of lawlessness …
p. 91 [Picks up the dictionary … the stone in the one hand, the book in the other] … on a scale I think you would find that they weighed just about the same. But in this hand I am holding the whole English language. This … [The stone] … is just one word in that language. | Violent, armed resistance, riots, destructive, revolution, boycotts, the Struggle - Often leads to injury and death of people and the destruction of property. Passive approach is too slow. No important changes have been made. Boycotts and violent opposition are the only option to win people’s freedom against the oppressive Apartheid government.
p. 87 You never taught me those lessons … Yours were lessons in whispering. There are men now who teach us to shout. Those little tricks and jokes of yours in the classroom liberated nothing. The struggle doesn’t need the big English words you taught me how to spell.
IRONY: p.99 … Be careful, Isabel … The words you use …
Another interpretation of the POWER OF WORDS: DEBATE: THAMI: Think of me rather as an oracle, of my words … p 42 ISABEL: use of words pp 43-44
Isabel’s description of breakfast on p 48. |
MY CHILDREN! MY AFRICA! by Athol Fugard: THEMES
2. The Generation Gap (pp. 34 – 35) must be seen in context of the time, traditions and culture (NB: The debate at the beginning of the drama about the role of women is NOT about the generation gap and it is not necessarily Thami and Isabel’s own views as it is a topic of a debate.)
MR M | THAMI |
Older generation, traditionalist, old-fashioned, conservative, old-school who believes in the established ways of doing things A teacher has the authority and a learner must listen and obey.
Study his Confucius philosophy.
p. 58 - 59 … I will tell him, and when I do I trust he will express as much enthusiasm for the idea as you have. I am an old-fashioned traditionalist … I teach, Thami learns … He understands and accepts that that is the way it should be … Respect for authority, right authority, is deeply ingrained in the African soul … I expect Thami to trust my judgement of what is best for him, and he does. That trust is the most sacred responsibility in my life …
p.88 I will ask you all the questions I like. And you know why? Because I am a man and you are a boy.
| Younger generation sees the world differently from parents and teachers. p.50 About his future studies and Mr … It’s got nothing to do with him … I don’t listen to what he says and I don’t do what he says … He always thinks he knows what is best for me. He never tries to ask me how I feel about things … I’ve got ideas of my own now. (Look at the change at the end of the drama when Thami and Isabel are arguing about Mr M’s death … then Thami tells her to be careful of the way she uses WORDS (p 99) … it is as if something of Mr M has indeed rubbed off on him.) |
MY CHILDREN! MY AFRICA! by Athol Fugard: THEMES
3. The Meaning of a Useful Life (p. 35) / The Waste of Human Potential and Human Lives
The title of the play:
Act 2 Scene 3 (pp. 95-96): Just before Mr M is killed, he tells Thami about the picture of an Ethiopian tribesman carrying the body of a child that had died of hunger in the famine he saw on television Mr M cries in despair, “How dare you show me one of our children being thrown away … What is wrong with this world that it wants to waste you all like that … My children … My Africa?”
The exclamation marks indicate that this is a lament – a passionate expression of agony, grief and sorrow.
p. 54: After Isabel’s first visit to Zolile High School, she is upset about what she has been made to believe about what is out there in the world for her. “… specially the people! … all of that is only a small fraction of what it could be.”
p. 56: Mr M tells Isabel why he wants them to take part in the literary quiz: “What a contest! But at the same time, what a waste, I thought! … A waste! They shouldn’t be fighting each other. They should be fighting together … The truth is I’ve seen too much of it, Isabel. Wasted people! Wasted chances! It’s become a phobia with me now. It’s not easy, you know, being a teacher, to put your heart and soul into educating an eager, young mind, which you know will never get a chance to develop further and realise its full potential …”
p. 103. Isabel’s final words in the play are a promise she makes to Mr M: “You gave me a little lecture once about wasted lives … how much of it you’d seen, how much you hated it, how much you didn’t want it to happen to Thami and me. … I am going to try my best to make my life useful in the way that yours was. I want you to be proud of me. … The future is still ours, Mr M.”
And for that reason ONLY, the play ends on a hopeful note!
TIP: NB: the play does not end with Mr M’s death and Thami going into exile!
MY CHILDREN! MY AFRICA! by Athol Fugard: THEMES
4. The Effects of an Unjust Social System (p. 35)
The drama explores the effects of an unjust political system on the lives and relationships of ordinary people i.e. on society.
There is a vast gap between the privileged White people and the poverty-stricken Blacks living in the location of Brakwater.
WHITE PRIVILEGED / TOWN of CAMDEBOO ISABEL | THAMI |
Her parents p. 47 Samuel & Auntie, the maid Her school
pp. 51 – 54 Isabel’s monologue … our town is very pretty … We’ve got a lot of nicely restored National Monument houses and buildings … … feeling very virtuous about our ‘pioneering’ mission in the location. … (Renee) “Shame! We must remember that English isn’t their home language. So don’t use too many big words and speak slowly and carefully.”
| His parents p 48
His school
pp. 51 – 54 Isabel’s monologue First impressions of Brakwater and Zolile High School … you can’t miss it … talk lately about moving it to where it can’t be seen … terrible mess of the location (the mayor) … the location is quite an eyesore … most of the houses are made of bits of old corrugated iron or anything else … There are no gardens … potholes and stones … dust and rubbish flying around … trying to imagine … what it would feel like to live my whole life in one of those pondoks. No electricity, no running water. No privacy! … I ended up being damn glad I was born with a white skin. … Number One Classroom …I would rate it as the most bleak, depressing, dingy classroom I have ever been in. Everything about it was grey – the cement floor, the walls, the ceiling … how does anybody study or learn anything in here … … I’ve always thought about the location as just a sort of embarrassing backyard to our neat and proper little white world, where our maids (don’t have names) and our gardeners and our delivery boys went at the end of the day.
p. 80 Thami’s monologue – the psychological cost of the Apartheid system … I see a generation of tired, defeated men and women crawling back to their miserable little pondoks at the end of a day’s work for the white baas or madam … Those men and women are our fathers and mothers. We have grown up watching their humiliation. We have to live ever day with the sight of them begging for food.
p. 100 (the unjust social and political systems lead to the violent school boycott and ultimately to Mr M’s death) … Try to imagine what it is like to be a black person, choking with rage and frustration, bitterness … There is no justice for black people in this country other than what we make for ourselves. When you judge us for what happened in front of the school four days ago, just remember that you carry a share of the responsibility for it. It is your laws that have made simple, decent black people so desperate that they turn into ‘mad mobs.’ |
MY CHILDREN! MY AFRICA! by Athol Fugard: THEMES
5. Justice (Does Athol Fugard take sides? Who is correct? Thami or Isabel?)Justice refers to what is fair and reasonable when making decisions or how to treat people.
MR M | THAMI | ISABEL |
He believes in upholding the law even though he does not agree with Apartheid and the inferior Bantu Education system. | The Comrades believe that Apartheid is unjust.
His view of Mr M’s death: Act of self-defence p 99. In Act 2 Scene 4 (pp 96 – 100) he says Mr M’s death was not murder – it was justified because ‘there is no justice for black people in the country other than what we make for ourselves.’ Mr M gave the names of the 5 leaders (the political action committee) from the North to the police, which endangered all their lives and he sees it as a betrayal to their cause, so they HAD to defend themselves. So the black man had to come up with their own justice system = NECKLACING He then makes an astounding claim that Isabel as a white person carries a share of responsibility for Mr M’s death. ‘It is your laws that have made simple, decent black people so desperate that they turn into ‘mad mobs’.’ Compares the white man’s view of TREASON to the black man’s view. | Her view of Mr M’s death: MURDER In Act 2 Scene 4 (pp 96 – 100) she says that Mr M was unfairly and harshly judged; that he was not a police spy as he was not paid by the police and he only went to them once. There were reasons for his so-called betrayal. These reasons were not for personal enrichment, but he had wanted to save his children from the dangers of violence. He was a good man who did not deserve such a fate. He was defenceless. He was attacked by a mob. No justice in the way he died. |
MY CHILDREN! MY AFRICA! by Athol Fugard: THEMES
6. Education
What happens when an education system is used by a political system?
From Mr M: How should one teach? Who tells you what to teach? What should the role of the teacher be?
Thami and Isabel: The role of the learners?
Mr M is a passionate English teacher (his epiphany on Wapadsberg Pass (pp 94-96), but the inferior Bantu Education System tells Mr M WHAT to teach. However, he does not agree with the inferior Bantu Education System (p. 87).
e.g. debate, literary quiz.
He is inspired by the Chinese philosopher, Confucius (pp 60-62).
He eventually sacrifices his life for his children.
Isabel acknowledges what an inspirational teacher he is pp 45-46, but Thami does not see it that way (p 46).
Thami says that Mr M’s teachings are mere ‘whisperings’ (p. 87). In other words, he has taught them nothing. The children have run out of patience and prefer the teachings of the men who have taught them how to ‘shout’.
MY CHILDREN! MY AFRICA! by Athol Fugard: THEMES
7. Friendship
Athol Fugard tries to show people from different backgrounds can be friends.
He organises a debate and after the debate between the learners of Zolile High School and Camdeboo High School, an unlikely friendship develops between:
Thami = a black boy from the location, Brakwater, and
Isabel = a white girl from the white area of Graaff-Reinet.
In Act I Scene 5 (p. 65) Isabel talks about the importance of a friendship being open and honest.
But, in the context of Apartheid South Africa with all of its racial tensions, their friendship – not through their own doing – is threatened by the political realities and the story cannot avoid being taken over and twisted by this storytelling.
Thami is prepared to give up his friendship with Isabel to go into exile. Even though it is his choice, it is through the political circumstances forced upon them.
At the end Thami endangers his life to say goodbye to Isabel and tells her of Mr M’s special place.
CHIP OF GLASS RUBY
Title: Proverbs 31:10-30: ‘A wife of noble character who can find? She is worth far more than rubies.’
p. 28: ‘Nobody else is like that. / No, nobody else. … ‘he was overcome by something much more curious, by an answer. He knew why he had desired her, the ugly widow with five children; he knew what way it was in which she was not like the others; it was there, like the fact of the belly that lay between him and her daughter.’
SHORT STORIES: The anthology is called CHANGES: How is CHANGE reflected in each story?
SHORT STORIES: The anthology is called CHANGES: How is CHANGE reflected in each story?
VILLAGE PEOPLE
SHORT STORIES: The anthology is called CHANGES: How is CHANGE reflected in each story?
THE FUR COAT
‘I couldn’t, Paddy. I just couldn’t.’
‘Why?’
…
‘I don’t know.’
SHORT STORIES: The anthology is called CHANGES: How is CHANGE reflected in each story?
THE DOLL’S HOUSE
‘Certainly not, Kezia.’
‘But why not?’
‘Run away, Kezia; you know quite well why not.’
SHORT STORIES: The anthology is called CHANGES: How is CHANGE reflected in each story?
TRANSFORMING MOMENTS
SHORT STORIES: The anthology is called CHANGES: How is CHANGE reflected in each story?
THE LAST BREATH
A look of surprise momentarily came to Dad’s face. Then he looked grim. Though he didn’t seem to realise it he increased speed. I thought I knew what had got hold of Dad,…’
pp 120-121: ‘Yes,’ she said. ‘I’m going to the hospital to receive a new cornea from … someone else – someone who is about to – to cross over.’
I stared at her. I licked my lips. ‘You mean that somebody has – ?’
She nodded. ‘I have no idea who it is,’ she said. ‘But God bless him. I don’t know why he should want to do this for me. But I’m going to see again! God bless him …!’
I just stared. I couldn’t find any words to say. My heart was beating hard and loud – with unspeakable joy. But sorrow was equally great.
July too passed away and a great grey blanket seemed to have been lifted back to let the sun smile again. It was August, and life was once more brisk and lively.
I walked down the garden path whistling to myself. The oranges, for which I was aiming with my basket, looked beautiful and yellow in the sun. Suddenly I stopped, the smile dying on my face. I stood still. Then I walked towards the mound of earth a little way off. I stood there looking at the grave. I swallowed hard. He was seeing
me! I knew he was. ‘I must say thanks,’ I said with a sudden burst of feeling. ‘You always had a kind heart and you really showed that with your last breath.’
SHORT STORIES: The anthology is called CHANGES: How is CHANGE reflected in each story?
NEXT DOOR
Importance of the title
of life, rich, violent, rewarding.’
She brought out the ball and held it under Paul’s nose. “Now, would you mind telling Mommy what we have here?” she said gaily.
The ball bloomed like a frowzy chrysanthemum, with ones, fives, tens, twenties, and lipstick-stained Kleenex for petals. And rising from it, befuddling Paul’s young mind, was the pungent musk of perfume.
Paul’s father sniffed the air. “What’s that smell?” he said.
Paul’s mother rolled her eyes. “Tabu,” she said.
SHORT STORIES: The anthology is called CHANGES: How is CHANGE reflected in each story?
THE NEW TRIBE
Importance of the title
WORK OUT PREVIOUS PAPERS!
NSC EXAM PAPERS AND MEMOS
are available at:
https://www.education.gov.za/Curriculum/NationalSeniorCertificate(NSC)Examinations/NSCPastExaminationpapers.aspx