ANIMal testing

Topics: Paragraph, Oliver Twist, Apartheid Pages: 7 (1073 words) Published: January 19, 2014
©

2009 English
Intermediate 2 – Close Reading
Finalised Marking Instructions

© Scottish Qualifications Authority 2009
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English – Intermediate 2
Close Reading
Marking Key
1.

Explain fully any way in which the writer makes the opening paragraph dramatic.

2A

The bluntness/brevity/content (1) of the opening sentence (1); “hundreds of others” is emphasised (1) by use of parenthesis (1); the use of the colon (1) isolates or enforces the pause before “Soweto” (1); the positioning of “Soweto” (1) gives a climactic effect (1) Any one: quotation/reference (1), comment (1)

2.

The writer tells us that Soweto “has come to symbolise uprising against oppression” (line 3).
Write down one expression from the next paragraph (lines 4 – 7) which continues the idea of uprising, and one which continues the idea of oppression.

2U

Uprising: “took to the streets”/“march”/“(in) protest” Oppression: “(under the) apartheid regime” (or “apartheid” or “regime” alone) or “opened fire”
3.

Explain in your own words
(a)

what the marchers were objecting to, according to lines 8 – 10;

2U

A Government rule/law/decree/statute/order (gloss of “edict”) (1) forcing teaching in Afrikaans/making it obligatory/enforced/required (gloss of “compulsory”) (1)
(b)

why this issue was so important to them, according to lines 11 – 15.

1U

it was a threat to their self-esteem or identity (gloss of “unpeople”) OR it was a threat to their (intellectual) independence
(gloss of “thinking for themselves”)
OR it was the last straw (gloss of “the last of a line of insults”) 4.

Look at lines 16 – 25.
(a)

Explain in your own words why Dickens’s books were not “banned under apartheid” (line 16).

1U

They were abiding/memorable/lasting/ageless
OR they were masterpieces (gloss of “classics”)
OR the regime did not understand their content (gloss of “didn’t know what was in these books”)
(b)

In your own words explain why Dickens’s book Oliver Twist would have “captivated” the Soweto children.
They identified with Oliver and/or the events portrayed in the book/ Their lives were like/the same as Oliver’s (1)
Because they too were subjugated/exploited (gloss of “oppression” or “slave labour”)
OR they too were underfed (gloss of “hungry” or “thin rations”) OR the inference can be made that they too were in poor health (gloss of “frail”) OR they too were brave (gloss of “courageous”)
OR they too were mocked (by oppressors) (gloss of “cruel taunts”) Any one (1)
Page 2

2U

5.

Explain the purpose of the exclamation mark in line 23.

1A

To complement or convey the idea of surprise or ridicule.

6.

“But there were not enough books to go round.” (line 29) (a)

Explain how this sentence provides a link between paragraphs at this point.

2A

“books” refers back to Dickens in previous paragraph (1); “not enough” anticipates the idea of paucity/scarcity developed in the rest of the paragraph (1)
Less precise answer, eg one without selective quotation from the link sentence = 1 Appropriate comment on the function of “But” = 1
(b)

Explain...
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