Read this extract, and then answer the question that follows it: Yes, I was very irritable on that occasion, the occasion of my uncle's return, which should have been for me, as it was for everyone else, a sublime occasion. It was spoiled for me because I could not help thinking that had I been allowed, had I been able to welcome Babamukuru at the airport, I would have been there too, with Nhamo and my cousins, rejoicing, re-establishing the relationship that had been cut off when my cousins went away. Not going to the airport, not being able to resume my relationships with my cousins, these events coalesced formlessly in my mind to an incipient understanding of the burdens my mother had talked of. Whereas before I had believed with childish confidence that burdens were only burdens in so far as you chose to bear them, now I began to see that the disappointing events surrounding Babamukuru's return were serious consequences of the same general laws that had almost brought my education to an abrupt, predictable end. It was frightening. I did not want my life to be predicted by such improper relations. I decided I would just have to make up my mind not to let it happen. Curling my lip at Nhamo and my cousins, I departed, flouncing surlily, pointedly, out of the house to the kitchen; there, thrusting a log into the hearth so viciously that the three-legged pot that on normal days contained sadza, but today was full of meat, splashed half its juices into the embers. A piece of meat fell out too. I picked it out of the ashes and ate it, and then felt sick because I was still thinking about Nhamo and the cousins, and being cross with Nhamo for excluding me from their circle in spite of the fact that I did not approve of any of them. I considered the situation. Had I approved of my cousins before they went to England? Most definitely I had; I had loved them. When they visited the homestead we had played long, exciting games. Why did I no longer like them? I could not be sure. Did I like anybody? What about Babamukuru? Had the change to do with me or had it to do with them? These were complex, dangerous thoughts that I was stirring up, not the kind that you can ponder safely but the kind that become autonomous and malignant if you let them. If I continued in this way, I would soon be itching to beat Nhamo up because his smirking had brought the matter to a head. But I could not have the satisfaction of indulging my frustration in this way. Nhamo and I had stopped beating each other up a long time ago, at the time that I went back to school, more because we had developed so differently that we no longer had enough common ground in which to fight, than out of mutual respect or affection. Besides, I was reluctantly aware that beating up Nhamo would not help; my discontent had to do with more than my brother's annoying manners. Sensing how unwise it was to think too deeply about these things in case I manoeuvred myself into a blind alley at the end of which I would have to confront unconfrontable issues, I busied myself with housework. [from Chapter 3] Explore the ways in which Dangarembga vividly conveys Tambu's conflicting feelings at this moment in the novel.
- Explore the ways in which Dangarembga vividly conveys Tambu's conflicting feelings at this moment in the novel.[25]
Mark scheme
Marking points from the official mark scheme (May/June 2014). The mark or mark type is shown in brackets.
- [AO1] show detailed knowledge of the content of literary texts
- [AO2] understand the meanings of literary texts and their context, and explore texts beyond surface meaning to show deeper awareness of ideas and attitudes
- [AO3] recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects
- [AO4] communicate a sensitive and informed personal response
- [25-23] (Band 1) Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair. They show sustained engagement with both text and task.
- [22-20] (Band 2) Sustains a perceptive, convincing and relevant personal response; shows a clear critical understanding of the text; responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task); integrates much well-selected reference to the text.
- [19-17] (Band 3) Makes a well-developed, detailed and relevant personal response; shows a clear understanding of the text and some of its deeper implications; makes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task); supports with careful and relevant reference to the text.
- [16-14] (Band 4) Makes a reasonably developed relevant personal response; shows understanding of the text and some of its deeper implications; makes some response to the way the writer uses language (using suitable features of expression in an empathic task); shows some thoroughness in the use of supporting evidence from the text.
- [13-11] (Band 5) Begins to develop a relevant personal response; shows some understanding of meaning; makes a little reference to the language of the text (beginning to assume a voice in an empathic task); uses some supporting textual detail.
- [10-8] (Band 6) Attempts to communicate a basic personal response to the task; makes some relevant comments; shows a basic understanding of surface meaning of the text (of character in an empathic task); makes a little supporting reference to the text.
- [7-5] (Band 7) Some evidence of simple personal response; makes a few straightforward comments; shows a few signs of understanding the surface meaning of the text (of character in an empathic task); makes a little reference to the text.
- [4-2] (Band 8) Limited attempt to respond; shows some limited understanding of simple/literal meaning.
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