2023 CWSS EL Prelims P2 Ans

[Turn over COMMONWEALTH SECONDARY SCHOOL PRELIMINARY EXAMINATION 2023 ENGLISH LANGUAGE PAPER 2 Name: _________________________________ ( ) Class: _______________ SECONDARY FOUR EXPRESS 1184/02 MARKING GUIDE TUESDAY, 22 AUGUST 2023 11.30am – 1.20pm 1 hour 50 minutes

2 Section A [5 marks] Refer to the campaign poster (Text 1) and the information extract (Text 2) on page 3 of the Insert for Questions 1–4. 1 Look at Text 1. Tick the most appropriate title for the image in this campaign. [1] Child labour isn’t fair. They need love and care. Some students chose this. Lacks specificity based on the image and what it implies Put a brick on his head. All you will get is hate.  Send a child to school. Don’t hand him a tool. [1] 2 The campaign advises us to ‘Give him the childhood that he deserves’. With reference to the main image in this campaign, what does the sentence ‘ Give him the childhood that he deserves.’ suggest about the issue of child labour? [1] The sentence implies that child labour denies / deprives / takes away a child’s fundamental right / access / freedom to education. [1] Remarks: - Many students miss the main difference and CONTRAST between the two images of the boy – the ideal one in the mirror is of him as a school student which contrasts the reality of him doing labour – this points to the deprivation of education in the childhood of the boy, i.e., he deserves a childhood that has him going to school, and this MUST be mentioned in the answer. 3 Which phrase in Text 2 reflects the claim that child labour ‘endangers the children’s health and development’ stated in Text 1? [1] The phrase is “(child labour) harms a child’s physical, mental and social growth”. [1] X ED: for the inclusion of any additional words that are not relevant to the phrase quoted 4 Look at Texts 1 and 2 and statements (a) and (b) below. Decide whether the statements refer to Tex1, Text 2, both texts, or neither text. Circle the answer you have chosen for each statement. (a) The creator of the text adopts an accusatory tone. [1] Text 1 / Text 2 / Both / Neither [1] Remarks:

3 - Many students chose Text 1. In this text, the use of imperatives in the text (e.g., Give him) does NOT reflect an accusation but an advice or an instruction (tone). Also, contextually, the poster is targeted at not the perpetrators but the general public who might be able to help alleviate the issue through awareness and donations. Hence, ‘Give him the childhood that he deserves ’ by donating and pledging to show solidarity to end the issue. (b) There is a call to action by the creator of the text. [1] Text 1 / Text 2 / Both [1] / Neither Remarks: - Many students chose ‘Neither’ or ‘Text 1’, not realising that the line ‘ But we need more support from both the public and policymakers’ is an indirect call to action for people to help the cause. Section B [20 marks] Refer to Text 3 on pages 4 and 5 of the Insert for Questions 5–14. 5 In Paragraph 1, the writer states: ‘You could open a restaurant. You could work for the government and get a good retirement. You could buy a house with almost no downpayment. You could become rich. You could become instantly famous. ’ (lines 1–4) Explain how the writer uses language effectively in the lines above to describe life in America. [2] The writer repeats the words ‘you could’ / uses short sentences / lists the various things that one could achieve / do in America [method/technique – 1] … to emphasise the myriad / plethora of possibilities / opportunities that being in America offered [explanation – 1]. x – the writer repeats ‘you’ (wrong focus – the focus is on ‘could’ to suggest ability and possibility!) x – life in America was carefree / has plenty of freedom (not the same as having the opportunities or freedom to choose individual paths in life!) / do or be whatever they want (vague – can they commit crime?) x – identifying technique without specifying details, e.g., ‘The writer uses repetition’ – OF WHAT?! Of the use of periods to end the sentences?! Of the use of the upper case to begin each sentence?! Be precise! Remarks: - Only the above 3 techniques identified are accepted for this question. - The explanations provided need not match the techniques identified so it is possible to gain 1m for the explanation despite identifying the wrong technique and vice-versa.

4 - Some students relied on the first line in the text – ‘you could be anything you wanted to be in America ’ – acceptable to show the myriad of possible aspirations but refrain from doing so if possible. - Many seem to have forgotten the importance of using strong verbs to present the ideas – e.g., emphasise / highlight / underscore vs show / suggest. 6 The writer was excited imagining herself being ‘a paragon of perfection’ (line 9). Explain how this imagination is supported with reference to two pieces of evidence from Paragraph 2. [2] The line “(I felt inspired by ) a ballerina girl (on TV) who put on a magical performance that saw her floating on her tiptoes” suggests that the dazzling / elegant / graceful / poised / refined performance of a ballerina was an image of etherealness / surrealness / excellence, encouraging the writer in her endeavour to be a paragon of perfection. [1] The line “(the image of) Cinderella and other fairy tale princesses in all of their most strikingly luxurious adornment (...could not escape my fantasy)” suggests that the extremely magnificent / extravagant / enchanting presence / existence / decorations / embellishments of fairy tale princesses was an image of the highest standard of faultlessness , mesmerising the writer in aspiring to be a paragon of perfection. [1] x – be like the beautiful princesses (luxurious adornments may not be beautiful; they can be gawdy too!) Remarks: - Each detail must be quoted and paraphrased / accompanied by an explanation for the mark. The key point that needs to be captured is “paragon of perfection”. - This question was horribly done. Most students focused on the wrong part of the question – “excited” instead of “imagining / imagination” – read the question carefully! - The idea of “paragon of perfection” was not well -understood by many. - Most students failed to comprehend that this question requires each detail to be quoted AND explained/paraphrased. 7 In Paragraph 4, the writer reveals that she ‘hated the internal turmoil that [she] had to undergo as a result of disappointing [her] mother’ (lines 32–33). Explain how the language used in this paragraph reflects the internal turmoil that the writer experienced. Support your answer with three details from Paragraph 4. [3] 1. The line "something inside of me began to die " is a figurative / hyperbolic expression that emphasises the emotional impact of losing hope / faith / motivation / excitement as a result of disappointing her mother. [1] x – she was internally dying / she felt like death / she was dying inside (did her internal organs explode?!)

5 2. The line "( when I saw my own face staring back , I began to) weep uncontrollably" is a description of her reaction which emphasises her emotional distress / expresses the extreme emotional reaction / reflects the intense disappointment she felt resulting from disappointing her mother. [1] x – she could not stop crying (so? Don’t we know that already? Don’t be literal!) x – she was upset (is there a differe nce between weeping and weeping uncontrollably?) 3. The line "(I made) high-pitched noises like a crazed animal" makes a comparison of the noises she produced to that of a distraught animal which highlights the emotional instability that the