Read this extract, and then answer the question that follows it: Seeing my father cry, seeing my mother moan and rock in Maiguru's arms, hearing Netsai cry in fear as well as in grief, and Rambanai, waking, whimper and whine, a little of my armour cracked. I was sad for them rather than anguished over any loss of mine, because my brother had become a stranger to me. I was not sorry that he had died, but I was sorry for him because, according to his standards, his life had been thoroughly worth living. 'There is nothing to be done,' my aunt was saying to my mother, 'except to bear the pain until it passes. You must endure the pain of his passing as you endured the pain of his coming.' 'I cannot endure it,' my mother moaned. ‘Maiguru, hold me. I too am going to die.' The body was fetched the next day from the mission and buried in the family burial ground beside my grandmother and other ancestors. After a decent length of time had passed, Babamukuru again raised the question of the emancipation of my father's branch of the family. ‘It is unfortunate', he said, 'that there is no male child to take this duty, to take this job of raising the family from hunger and need, Jeremiah.' 'It is as you say,' my father agreed. ‘Tambudzai's sharpness with her books is no use because in the end it will benefit strangers.' 'You are correct, Jeremiah', observed my uncle, 'but I will not feel that I have done my duty if I neglect the family for that reason. Er – this girl heyo, Tambudzai – must be given the opportunity to do what she can for the family before she goes into her husband's home.' 'Exactly!' agreed my father. 'She must be given the opportunity.' My mother was grief stricken when my father told her what he and Babamukuru had decided. 'You, Jeremiah,' she said, and she called him Jeremiah infrequently. 'You, Jeremiah, are you mad? Have you eaten some wild shrub that has gone to your head? I think so, otherwise how could you stand there and tell me to send my child to a place of death, the place where my first living child died! Today you are raving! She will not go. Unless you want me to die too. The anxiety will kill me. I will not let her go.' 'But what will she do?' persuaded my father. 'She has finished her Standard Three. Tell me, is there a Standard Four at Rutivi? Kuedza is too far to walk. Where will she do her Standard Four?' 'Don't try to make a fool out of me,' my mother retorted. 'Do you think I haven't heard that they are starting the Standard Four at that school? Enrol her at Rutivi, Jeremiah, because I am telling you, I will not let her go.' My father did not pursue the matter, but I went to the mission all the same. My mother's anxiety was real. In the week before I left she ate hardly anything, not for lack of trying, and when she was able to swallow something it lay heavy in her stomach. By the time I left she was so haggard and gaunt she could hardly walk to the fields, let alone work in them. 'Is Mother ill?' whispered Netsai, frightened. 'Is she going to die too?' Netsai was frightened. I, I was triumphant. Babamukuru had approved of my direction. I was vindicated! 5 10 15 20 25 30 35 40 45 [from Chapter 3]
- How does Dangarembga make this moment so sad and yet so hopeful at the same time?[25]
Mark scheme
Marking points from the official mark scheme (May/June 2014). The mark or mark type is shown in brackets.
- Assessment Objectives:
- 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
- General Descriptors:
- [23-25] 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.
- [20-22] 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.
- [17-19] 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.
- [14-16] 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.
- [11-13] 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.
- [8-10] 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.
- [5-7] 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.
- [2-4] Limited attempt to respond. Shows some limited understanding of simple/literal meaning.
- [0-1] No answer / Insufficient to meet the criteria for Band 8.
Write your answer and get it marked
On Oracle Prep you can write or photograph your own answer and have it marked by AI against this mark scheme, with feedback on what you missed.
Sign up free →