MINISTRY OF EDUCATION

FIJI SEVENTH FORM EXAMINATION

2007



ENGLISH
















COPYRIGHT: MINISTRY OF EDUCATION, REPUBLIC OF THE FIJI ISLANDS
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1.0 INTRODUCTION

1.1 On behalf of the 16 English markers for the 2007 FSFE, it is my privilege to compile and
present to you the Principals, HODs/Languages and the teachers of Form 7 English our
collective report at the end of our marking.

1.2 First of all, we thank you warmly for your commitment and good teaching by you the teachers.
This has resulted in a marked improvement in the overall performance and achievement of
students in comparison to previous years.

1.3 The main reason for the marked improvement is the introduction of the new marking scheme
for all essays. This has made the markers to be thorough in their marking. The new system has
also exposed students to a better style of writing whereby it enables them to be more organized
and be more analytical.

1.4 However, there were a good number of students too, who still lacked the skills of formal writing
and the mechanics of the language. Outlined below is the summary of each Section and
Question.


2.0 SECTION A WRITING

2.1 QUESTION 1

The same errors as in previous years still recur and these are:

2.1.1 Generalisation which clearly signifies the lack of facts and concrete examples or real life
examples resulting in shallow content.

2.1.2 Writing in a personal tone through the use of personal pronouns throughout their essays.

2.1.3 Use of rhetorical questions.

2.1.4 Superficial content.

2.1.5 Grammartical errors are still common.

2.1.6 Several students did not write a plan at all, hence forfeiting marks allocated for plans.

2.1.7 A good number of students failed to write an introduction, but all remembered to write a
conclusion.

2.1.8 Many students did not write on the topics fully; meaning that students answered only a
part of the question and did not cover the whole question.

2.1.9 Some had very weak mechanics usage which affected the writing style.

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2.1.10 The use of general statements such as and so on still recurred, the use of abbreviations
like eg and etc as well as the use of contractions.

The issues mentioned above are unacceptable at Form 7 level; students are heavily penalized for
these. There were a few students who wrote completely off the question, while several
presented outstanding and original writing, using linking devices, varied sentence structures and
sentence beginners appropriately, hence, mature insight and in-depth discussion prevailed.

2.1.11 The favourite topics were (b) and (e). For (b), most only discussed the definition and
causes rather than giving recommendations for alleviation. For (e), most identified
parents alright but failed to discuss how, and they kept repeating themselves.

2.1.12 Most students failed to follow their plans very carefully even though they had been very
good; this area must be strengthened.

2.1.13 Overall, everyone who devised a plan was awarded a partial mark or a full mark if the
plan was followed exactly.

2.1.14 The marks for Question 1 showed a general improvement this year.


2.0 QUESTION 2 The favorites were (e) and (f).

2.2.1 Most of the students who chose (e) and opted for the blocked address style punctuated
which is not allowed. Most wrote Yours sincerely instead of Yours faithfully. The
signature must come before the full name is written. Teachers must not teach what they
want but keep closely to the Circular sent from CDU for the letter setting, refer to
Circular No.73/2003.

2.2.2 For (f), many students did not know how to write the diary format, nor did they know
the features. At least there has to be some paragraphing, and not just one from
beginning to ending. To conclude must not be written. A good
number of students had no ending, therefore, writers identity is not known; several
ended as shown below:-

Either Yours faithfully/Yours sincerely
Isaac Newton

2.2.3 Only your first name or nickname has to be written, and end in a passionate manner.

Eg. Yours, Agree Luv, Ritchie

But those who had been taught well scored extremely well for [e] and [f].

2.2.4 For the few who chose (b), almost all of them forgot who the target readers would be.

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3.0 REMINDERS FOR SECTION A

3.1 Students are to be taught how to break down topics and plan accordingly.

3.2 Plans are to be closely followed.

3.3 Students at F/7 level who still cannot master the basic skills of formal writing and skills in other
registers are victims of teachers who do not give enough practice to students, nor do they
mark their work regularly.

3.4 Remember that practice makes perfect.


4.0 SECTION B COMPREHENSION

4.1 Most students lifted directly from the passage and this was the reason why most did
exceptionally well as only half a mark was deducted from the total; in future, students will only
get half of the total mark for every answer that is lifted directly from the passage.


5.0 SECTION C SUMMARY

5.1 As for Comprehension, direct lifting was very common but only half a mark was being
deducted; most students lacked the ability to use their own words and wrote very lengthy
summaries.

5.2 Must teach students to be as factual as possible, no unnecessary inclusion of new words and
must not write in paragraphs.


6.0 SECTION D VARIETIES OF ENGLISH

6.1 PART ONE QUESTION 5

6.1.1 Very poorly done and this clearly proved that this component is very much neglected as
very few students scored 5 marks or more. These are the basics of any language, more
and more exercises have to be done and marked properly in class under the close
monitoring of teachers.

6.2 PART TWO QUESTIONS 6 - 9

6.2.1 Teachers must keep closely to Targets 5, 6 & 7 only when studying the features of the
registers.

6.2.2 Texts not recommended by CDU must not be used because they have a lot of wrong
information and are misleading.
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6.2.3 Teachers must note that prepositions and conjunctions must not be given as features to
any of the registers because they are common in all registers.

6.2.4 Question 6 was the favourite and many scored well in this.
6.2.5 Question 9 was the most poorly answered.

6.2.6 Many students do not know the difference between linguistic and non-linguistic
features.

6.2.7 Answers must be given in full sentences.

6.2.8 In general, the registers were not done well as in previous years.


7.0 SECTION E LITERATURE

All the four options were attempted by the candidates. Questions 12 and 13 were the most
popular choices with The River Between the popular text used. However, for Question 12, the
work of Waiyaki was outlined and brief incidental summaries were given but students failed to
identify the specific lessons learned by the young and old from each other. For Question 13, the
decisions by the chosen characters were identified well, but there was failure on their part to
discuss the effects on other characters. In Question 10, students selected the issue well but
failed to identify the incident or thoroughly discuss the issues. Question 11 was the least
selected and those who answered this could not identify the styles used by the authors. They
were also unable to say how the characters were made to look real by the use of styles.

The River Between, Siddhartha and The New Net Goes Fishing were the favourite texts.


8.0 PART TWO POETRY

8.1 Questions 14 & 15 were the most popular choices in this section. Questions 16 &17 were
attempted by a few.

8.2 There was evidence of students using the correct poem for their discussion while a few used
wrong poems eg. using the poems on relationship to discuss the question on progress.

8.3 For Question 15, students managed to discuss the innermost feelings of mankind but failed to
identify the literary devices. Summaries of poems were provided but not the exact answer.

8.4 For Question 14, students dwelled a lot on summaries of the poems but did not discuss the
issues especially in relation to young people.

8.5 Question 17 was fairly attempted with good examples of local exploitations. Students did
substantiate their answers with quotations from the chosen poems.

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8.6 Students did manage to successfully use the layout introduced to them in Term 1.

8.7 A few had incomplete or no plans at all for which they lost marks.


9.0 PART THREE DRAMA

9.1 Questions 18, 19 & 20 were the most popular choices amongst students; a handful attempted
Question 21.

9.2 Question 18 students failed to accurately identify the incidents showing conflicts and
tragedies. Summaries of incidents were mentioned without a lot of specific examples on
conflicts and tragedies. Most could not differentiate between the two.

9.3 For Question 19 the contrast of characters was done well but not much attention was paid to
similarities. Some students selected wrong characters for this question which resulted in vague
answers and loss of marks. Lessons learned were outlined well.

9.4 For Question 20, correct climax was selected and described well for which students did very
well. However, most lost marks for failing to give reasons for that incident being the climax.
Correct identification of Act and Scene was done by most of the student who attempted this
question. A few gave it a plot summary.


10.0 GENERAL COMMENTS

10.1 Handwriting must be quite legible and not faint. A good number of students used pens which
could not write clearly, hence making the marking difficult. Handwriting must have a
reasonable level of neatness as well. In future students will be penalised for such writing.

10.2 There was marked improvement seen in the performance of students this year, besides some
repeated flaws.

10.3 The introduced layout for Sections A and E has significantly contributed to students scoring
good marks in these two sections.

10.4 HOD Languages are kindly requested to ensure that all teachers of English at Form 7 read this
report thoroughly and act upon it so that their students will continue to do better.






THE END

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ENGLISH MARKING SCHEME


QUESTION 1 15 marks

CONTENT 9 marks

PLAN 2
Very well planned and being closely followed from
introduction to conclusion. 2
Good planning but not closely followed. 1
Good or satisfactory planning but not followed at all.

INTRODUCTION 1
Linked closely to the topic. 1
Either not closely linked to the topic or plan is relevant but
in any way linked to the topic.

FACTS/IDEAS 5
5 or more relevant facts/ideas 5
4 relevant facts/ideas 4
3 relevant facts/ideas 3
2 relevant facts/ideas 2
1 relevant facts/idea 1

CONCLUSION 1
Linked closely to the whole essay. 1
Either not closely linked to the whole essay or there is a
conclusion but not in any way linked to the essay.

STYLE 3
MECHANISMS 3

QUESTION 2 10 marks

Content 6 marks

PLAN 1
Very good planning and closely followed from intro.
to conclusion. 1
Either good planning but not followed closely or good planning
but not at all followed.

INTRODUCTION 1
Very good and most relevant to the topic. 1
Good planning but not closely followed.

IDEAS 3
3 relevant ideas or more 3
2 relevant ideas 2
1 relevant idea 1

OR

If ideas are general or irrelevant award a maximum of 1 out of 3.

CONCLUSION 1
Linked closely to the whole essay 1
Either not closely linked to the whole essay or there is a
conclusion but not in any way linked to the whole essay.

STYLE 2 marks


MECHANISMS 2


SECTION B COMPREHENSION [15 marks]

(a) Who do you think are two of the many experts mentioned in (line 5) ? (2 marks)

Ans: The many experts as mentioned in line 5 could include environmental experts, scientists,
environmentalists, environmental activists.

(b) Write three ways in which worldwide climate patterns can change. (3 marks)

Ans: It can thaw glaciers.
Increase sea level rise. any one
Turn plains into deserts.
Shift vegetation zones.

(c) What is one alternative reason for the change in world climate patterns ? (1 mark)

Ans: One alternative reason for the change in climate patterns is that warming may have resulted
from natural variations.

(d) Mention the IPCC/s stance on climate change. (1 mark)

Ans: The IPCCs stance on climate change is hat there is definite evidence that humans have
influenced the global climate (although the amount of influence in unknown).

(e) Write two of the problems that the IPCC would expect to happen as a result of global warning.
(2 marks)

Ans: The two problems that the IPCC would expect to happen as a result of global warming are:

Any two (i) intense weather due to more heavy rainfall
(ii) uneven rainfall world wide
(iii) more serious heat waves

(f) What two proactive measures could you take to minimize the problems of global warming ?
(2 marks)

Ans: Any two sensible answers; for example:
o stop using cfc products
o encourage parents to use electric cars or fuel efficient cars
o save electricity
o use environmentally friendly products

(g) Explain the concept of human induced global warming mentioned in (line 49). (1 mark)

Ans: Human induced global warming is when people influence the natural global warming by
increasing the use of fossil fuels and other man-made gasses that speed up the natural global
warming.

(h) Give the reason that could make Northern Europe uninhabitable as mentioned in the second last
paragraph. (1 mark)

Ans: The reason Northern Europe could be uninhabitable is that the Atlantic conveyor belt would
shut down and change the climate in that area to such an extent that no one would be able to
live there. (It would be too cold as explained in 3
rd
last paragraph.)

(i) From the list given below, select the meaning closest to each given word as it is used in the
passage. (2 marks)

1. sundry (line 3) - various, mixed, contrasting, similar
Ans: sundry various

2. tentatively (line 18) - timidly, nervously, cautiously, decisively
Ans: tentatively cautiously

3. contemplated (line 34) - detected, conformed, proposed, administered
Ans: contemplated proposed

4. substantial (line 46) - flimsy, significant, solid, surrogate
Ans: substantial significant







SECTION C: SUMMARY WRITING

QUESTION 4 Total : 8 marks

Note

1. Marks should be given for

[i] including all the main points (4) P

[ii] linking the points well (2) L

[iii] having the summary read well and smoothly as a coherent
piece of work (2) C

2. The main points in 95 100 words.

I. Volunteer work in J apan changed after the Great Hanshim A waji earthquake.
II. People were moved by the tragedy and volunteered to help.
III. (i) Millions of J apanese volunteer every year. There are more females involved in
volunteer work.
(ii) The most common activity for volunteer work is beneficial to the community.
IV. Volunteer work does not clash with the volunteers paid employment, infact
corporations encourage their employees to volunteer.
V. People are realizing that it helps them to gain useful experiences.

3. If points are listed, mark up to 4.

4. If a plan was made but the summary was not completed, mark out of 4.

5. For direct copying from the passage, take off from the total.

6. If the summary is far too long 120, take off from the total.

Marking should be indicated as follows :

P points
L linking
C coherence

If copy passage summarized 0.








PART I LANGUAGE USAGE (10 marks)

QUESTION 5 (2 marks)

(a) Parts of Speech

Quote an example of the part of speech in brackets in each of the sentences given below.

(i) The Princess of Tonga smiled admiringly when she was presented with a bouquet of
assorted orchids.
(collective noun)

Ans: Collective noun - bouquet of assorted orchids

(ii) She was so fastidious that when she ate chocolate, she used a knife and fork.
(adjective)

Ans: Adjective - fastidious
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(iii) The most outstanding athlete rushed excitedly to receive his award.
(adverb)

Ans: Adverb - excitedly

(iv) Since his arrival a fortnight ago, he has done so much in the office.
(conjunction)

Ans: Conjunction - since

(b) Confused Pairs

Insert the correct word for each sentence from the words given in the brackets.

(i) The (horde, hoard) .. of screaming girls surrounded the famous
American actor as he entered the airport arrival lounge.

Ans: horde

(ii) Our (perspective, prospective) clients will rake in millions of dollar.

Ans: prospective

(iii) Susans English teacher asked her to write an (imaginative, imaginary).
story for the school magazine.

Ans: imaginative

(iv) You should refrain from making any remark that would (insight, incite).
the crowd to violence.

Ans: incite (2 marks)
(c) Punctuation

Punctuate the following sentence correctly.

I will not lend my copy of Hamlet to you said sam (2 marks)

Ans: I will not lend my copy of Hamlet to you, said Sam.

(d) Idiom

Write the meaning of the idiom given below.

A storm in a tea cup. (2 marks)

Ans: a great excitement over a trivial matter or great anger over a minor problem

(e) Rewriting

Rewrite the following sentence using the instruction given in the brackets.

The driver of the ten wheeler truck overtook at a blind corner and it crashed into the oncoming
bus.

(Begin with : Had ..) (2 marks)

Ans: Either:

Had the driver of the ten wheeler truck not overtaken at a blind corner, it would not
have crashed into the oncoming bus.

Or:

Had the driver of the ten wheeler truck been more careful/cautious at a blind corner, it
wouldnt have crashed into the oncoming bus.

PART II REGISTER STUDY

QUESTION 6 NEWSPAPER REPORTING

(a) What is the main purpose of this exact? (1 mark)

Ans: To inform the public that Britain has failed to get UN support for Iran to release her many
personnel.

(b) (i) Write two linguistic features found in this exact. (1 mark)

Ans: Any two linguistic features.
Inverted pyramid structure of information.
Once sentence paragraphs.
Compound sentences (1
st
/5
th
).
Compound/complex sentence (2, 3, 4, 5).
Use of stockphrase.
Acknowledging source of information AFP.

(ii) What are the effects of each feature mentioned in (b) (i) above? (2 marks)

Ans: Effects of feature:
Most important information is given across to readers as quickly as possible.
Easy to read.
To capture readers attention.

(c) Comment on the sentence structure of the second last paragraph. (1 mark)

Ans: Begins with a conjunction. Its a complex sentence, gives as much information as possible to
the readers.

(d) Mention two non-linguistic features used in this extract. (1 mark)

Ans: Any 2
Bold print.
Capitals.
Use of quotes/open and close inverted commas.
Use of numbers etc.


QUESTION 7 LEGAL LANGUAGE (6 marks)

(a) Who is the target audience for this sample? (1 mark)

Ans: Target audience is anyone who wishes to advertise in the Fiji Times.

(b) Comment on the use of verbs in the sample. (2 marks)

Ans: Verbs are in passive from and imperative form must comply with eg. is subject, is taken.

(c) Quote three features of this sample and mention the importance of each feature. (3 marks)

Ans: 1. Layout clear and makes it easy to follow.
* important because people need to know what is being said easy to follow
2. Subheadings.
* important because easy to follow
3. Use of parenthesis.
* extra information supplied to avoid ambiguity
4. Capitals
* catch/attract attention
5. Sentence structure
Compound
Compound/complex
Complex
* avoid ambiguity/2B clear

6. One sentence paragraphs.
(paragraph 2)
* clear
7. Use of alternatives precise information.


QUESTION 8 LANGUAGE OF POLITICIANS (6 marks)

(a) (i) What is the most likely source of this sample ? ( mark)

Ans: Senate/Parliamentary debate.

(ii) Give a reason for your answer in (a) (i) above. (1 mark)

Ans: Use of appellation. Hon Senator. Use of direct speech.

(b) Comment on the use of quotations in the above sample. (2 marks)

Ans: Quotes are used to provide evidence or the proof or to validate.

(c) (i) What is the tone of this sample ? ( mark)

Ans: Formal.

(ii) How is the tone mentioned in (c) (i) above achieved? (2 marks)

Ans: The polite and respectful address.
Use of political jargons.
Use of polysyllabic words.


QUESTION 9 LANGUAGE OF ORATORY (6 marks)

(a) What is the purpose of this sample? (2 marks)

Ans: to inform the business community about the importance of energy conservation.

(b) Comment on the usage of personal pronouns in the sample above. (2 marks)

Ans: It makes the speaker part of the audience inclusive.
To show that the speaker is really concern about the issue he is speaking on.
Emotive plea everyone is concerned/involved in energy conservation.

(c) How does the language in this sample reflect the audience to whom it is intended? (2 marks)

Ans: Language is formal, formal vocab, intelligent, high level language, business jargons.
tells us that the audience is educated
business people (intended for)


LITERATURE ESSAYS 15 marks each

Follow the marking criteria shown below.
Plan 2 marks
Introduction 1 mark
Content 11 marks
Conclusion 1 mark

If plan is not followed in the content then subtract 1 from 2.
2.0 Teachers must teach students about the importance of thorough planning which include the
following:

keeping very closely to the topic or question hence hitting the nail on the head
identify and discuss the main issues in depth
well organized paragraphs and good linkage of ideas
quote appropriately where necessary to prove arguments put forward
avoid writing the plot summary, when this happens, students are only awarded 3 marks out of
15
when wrong text is used, mark as shown above then divide total by 2
when poems or prose or drama is / are quoted incorrectly, marks as shown above then minus 3
from the total
brief comments have to be written after marking each of the 4 essays

PART I

QUESTION 10

Correct identification of text and author - 1
1
st
issue identify 2 , discuss - 3
2
nd
issue identify 2 , discuss - 3

QUESTION 11

Correct identification of texts and authors - 1
1
st
story style style of writing at least 2 - 4
2
nd
story style style of writing at least 2 - 4
Xters become real 1 +1 - 2



QUESTION 12

Correct identification of texts and authors - 1
Incident and lesson learnt from adults

3 2
Incident and lesson learnt from young people

3 2

QUESTION 13

Correct identification of texts and authors - 1
Decision 2 or more - 4
Effects on other characters - 6 (3+3 or 2+2+2)

PART II

QUESTION 14

Correct identification of text(s) and authors - 1
1
st
issue identified - 1
2
nd
issue identified - 1
Linked of 1
st
issue to real life - 4
Linked of 2
nd
issue to real life - 4

QUESTION 15

Correct identification of text(s) and authors - 1
1
st
at least 2 1/devices identified - 2
2
nd
at least 2 1/devices identified - 2
1
st
discussion of innermost feeling - 3
2
nd
discussion of innermost feeling - 3

QUESTION 16

Correct identification of text(s) and authors - 1
1
st
lack of recog. And respect identify issue - 2
2
nd
lack of recog. And respect identify issue - 2
1
st
discuss issue(s) - 3
2
nd
discuss issue(s) - 3



QUESTION 17

Correct identification of text(s) and authors - 1
1
st
discuss nature of exploitation - 3
2
nd
discuss nature of exploitation - 3
1
st
result/effects - 2
2
nd
result/effects - 2


PART III

QUESTION 18

Correct identification of text and authors - 1
Conflicts - 2
Tragedies - 2
2 significant events - 3+3

QUESTION 19

Correct identification of text and author - 1
Identify 2 Xters - 2
Comparison (similarities) - 2
Contrast - 3
3 important things - 3

QUESTION 20

Correct identification of text and author - 1
Act and Scene - 1
Happening (2 at least) - 4
J ustify why it is the climax - 4

QUESTION 21

Correct identification of text and author - 1
Commonalities (2) - 3+3 or (2+2+2)
Lessons from the commonalities - 4





THE END