ENGLISH HOME LANGUAGE
PAPER 1 – LANGUAGE
GRADE 12
JUST IN TIME
REVISION BOOKLET
2022
Page |1
CONTENTS PAGE
TOPIC
Q1 COMPREHENSION
Q2
SUMMARY
Q3
ADVERTISING
Q4
CARTOONS
Q5
EDITING
MEMORANDA
CHECKLIST
SUB-HEADINGS
1.1 Comprehension Skills
1.2 Decoding Questions
1.3 Activity 1
1.4 Activity 2
2.1 Summarising skills
2.2 How to answer the summary
question
2.3 Activity 3
2.4 Activity 4
3.1 Advertising terminology
3.2 Decoding questions
3.3 Activity 5
3.4 Activity 6
3.5 Activity 7
4.1 Cartoon terminology
4.2 Decoding questions
4.3 Activity 8
4.4 Activity 9
5.1 Editing terminology with
explanations
5.2 Activity 10
5.3 Activity 11
PAGE
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Page |2
Mr M.Thobela
FET
Office tel/fax:
(+27)
Reference EngHL Revision
Inkomba:: Booklets
033 8465108
Date:
Usuku: 14 August 2022
Mobile: (+27) 0813505775
E-mail:
mpumelelothobela4@gmail.com
The Principal
Departmental Heads-Languages
FET English Home Language Educators
KWAZULU-NATAL PROVINCE GRADE 12 JIT REVISION BOOKLETS –
ENGLISH HOME LANGUAGE
The attached Grade 12 English HL Revision Booklets have been compiled by
lead teachers in the Province to ensure that Grade 12 learners are adequately
prepared to meet the requirements of the 2022 Trial and National Senior
Certificate Examinations.
These booklets address the challenges experienced by Grade 12 learners in
Papers 1, 2 and 3. Educators are requested to guide their learners through the
various activities in each booklet, to ensure that there is a substantial
improvement in learner performance in the subject. The digital copies allow the
educators to print only what is necessary for their learners.
Should you have any queries in this regard, please contact the Subject Advisor
or the District English Home Language co-ordinator.
We hope that these booklets offer support to both you and your learners. The
KZN Provincial Home Languages team would like to take this opportunity to
wish you well as you prepare your learners for the forthcoming examinations.
Duly Signed
_________________
Dr B.A. Makhathini
Chief Director (A)
KZN Province
Page |3
ACKNOWLEDGEMENTS
MRS A. BEHARYLAL
GLENHILLS SECONDARY SCHOOL
MRS R. GOVENDER
MARITZBURG COLLEGE
MRS R.S. HASSAN
WINGEN HEIGHTS SECONDARY SCHOOL
MRS Z. HUSSAIN
HEATHER SECONDARY SCHOOL
MRS S. JAFFER
PALMVIEW SECONDARY SCHOOL
MRS R. KOTZE
KOKSTAD COLLEGE
MRS P. KUNENE
AQUADENE SECONDARY SCHOOL
MRS O. MAHARAJH
UGU DISTRICT
MRS T. MAHARAJ
SCOTTBURGH HIGH SCHOOL
MR N. MORAR
LADYSMITH SECONDARY SCHOOL
MR A.J. MOTTIAN
UMLAZI DISTRICT
MRS B. MUNN
HOWICK HIGH SCHOOL
MRS R. NAICKER
PROTEA SECONDARY SCHOOL
MR D. NAIDOO
HARDING SECONDARY SCHOOL
MRS P. NASAREE
STANGER SECONDARY SCHOOL
MRS M. PILLAY
MOUNTVIEW SECONDARY SCHOOL
DR S. RAMNARAIN
QUEENSBURGH GIRLS’ HIGH SCHOOL
MRS V. SEWMANGAL
DUNDEE HIGH SCHOOL
MRS N.M. SINGH
AMAJUBA DISTRICT
MRS R. SINGH
DANVILLE PARK GIRLS’ HIGH
MRS S. SINGH
NEW WEST SECONDARY SCHOOL
Page |4
QUESTION 1 - COMPREHENSION
1.1
COMPREHENSION SKILLS
Comprehension Strategy: 3R²S
R
-
READ the TITLE OR HEADINGS – think about them, understand them.
What is this article about? The TITLE helps you make sense of the article. What makes
this title interesting? THE TITLE SUMS UP THE ARTICLE!
R
-
READ the FIRST paragraph carefully.
The first paragraph sets the tone of the article and provides us with a basic sense of what it
is about. The major themes (markers) are introduced and developed.
S
-
SKIM the PASSAGE.
This provides an overall idea or outline of the article.
R
-
READ the LAST paragraph carefully.
The last paragraph usually sums up the article. It encourages a response from the reader
and links to the introduction.
R
-
READ the PASSAGE using a pencil.
Carefully reading, identifying and underlining the main ideas of each paragraph forces you to
focus on the important aspects of the article.
S
-
SKIM QUESTIONS.
Underline the instruction words and key words in the QUESTIONS in pencil.
R
-
RESPOND by starting with the KEY words in question.
R
-
READ your ANSWER carefully.
Read the question again and respond to the question with your answer. Does your answer
make sense?
S
-
SCRUTINISE the question again. This time FOCUS on the mark allocation.
Hint: A question worth 3 marks probably requires the following:
PEELS METHOD
(Point, Evidence, Explain / Link / Substantiate)
Page |5
How to approach the Comprehension Question
To begin with, there is terminology which is important to know and understand for the
comprehension section. This vocabulary is used to explain language in context, tone and
style. You must be also able understand the question words (instructional verbs) and decode
the question in order to provide a complete response.
SECTION A [Comprehension] will consist of TWO texts – ONE written [Text A] and ONE
visual text [Text B]. Both texts are linked. The questions for Text A will be for a minimum of
20 and a maximum of 24 marks. The questions for Text B will be for a minimum of 6 and a
maximum of 10 marks. Text B may be an advertisement, book cover, cartoon, graph etc.
As you are writing a Home Language Paper, please remember to use your own words as far
as possible so that you do not lose marks for ‘lifting from the text’.
TYPES OF COMPREHENSION QUESTIONS
 GENERAL COMPREHENSION e.g. Account for
the writer’s feelings…
 VOCABULARY TYPE e.g. Explain what the writer
means by…
 TECHNICAL TYPE e.g. Explain the writer’s
purpose in referring to statistics…
 COMPARATIVE QUESTION based on BOTH
texts
INSTRUCTIONAL VERBS (QUESTIONING WORDS)
Account for
Allude to
Assess
Comment
Compare
Contrast
Criticise
Define
Discuss
Describe
Distinguish between
Evaluate
Explain
Illustrate
Intention
Justify
Outline
State
Substantiate
Summarise
Explain why, give the reason
Refer to
Make a judgement
Give an opinion
Look for similarities AND differences
Show the similarities
Give your judgement by discussing the evidence
Give the definition
Give the facts but also give an assessment
Give details
Look for the differences
Provide good points and weaknesses
Make clear
Make clear
Writer’s purpose
Show why a decision or conclusion has been made
Give the main points
Present in brief
Give examples by referring to an incident, word
Give the main points
Page |6
IMPORTANT TERMS USED IN THE COMPREHENSION
Ambiguity
Contradiction
Irony
Paradox
Sarcasm
Satire
More than one meaning, one less obvious
Ideas which are opposed to one another
What appears to be is in contrast with what is actually the case
Absurd or contradictory statement which proves to be true
Use of irony as ridicule
Ridicule used to expose or criticize issues
UNDERSTANDING STYLE
Style in literature is the literary element that describes the ways that the author uses
words — the author's word choice, sentence structure, figurative language, and sentence
arrangement all work together to establish mood, images, and meaning in the text.
[Defining Style - Read Write Thinkhttps://www.readwritethink.org › definition_style]
Technical-type questions focus on the following:
 Use of statistics or numbers
 Grammar – formal / conversational / slang
 Punctuation
 Direct speech
 Rhetorical questions
 Paragraph structure e.g. single-sentence paragraph
 Sentence lengths
 Figurative language – images
 Repetition
 Diction, emotive words
The possible trigger phrases are:
 To involve us more directly, personally
 To provoke emotional responses
 To add credibility, validity, authenticity
 To convince, manipulate, persuade
 To emphasise, highlight, give prominence
 To engage readers (participation)
 To encourage thinking / an opinion
 To elicit a response
 To link an idea or to allow the reader to draw conclusions
 To reach a possible solution
Understanding style is imperative in informing tone as well. It is difficult for learners to
understand tone if they do not have a clear grasp of the concept of style in writing.
UNDERSTANDING TONE
Tone is the author's attitude toward a subject. The tone can be identified by looking at word
choices and phrases. Take time to look at the language. An author uses words to create
meaning.
[https://study.com/academy/lesson/understanding-tone-and-mood-in-a-reading-passage.html]
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1.2
DECODING COMPREHENSION QUESTIONS
RESOURCE DOCUMENT: NSC MAY/JUNE 2022 PAPER 1
SECTION A: COMPREHENSION
QUESTION 1: READING FOR MEANING AND UNDERSTANDING
Read TEXT A and TEXT B below and answer the questions set.
TEXT A
CANCEL CULTURE: A TOOL FOR SOCIAL JUSTICE?
1
2
3
Within the past few years, the idea that a person can be 'cancelled' – in other
words, culturally blocked from having a prominent public platform or career –
has become a polarising topic of debate. The rise of 'cancel culture' and the
idea of cancelling someone coincide with a familiar pattern: a celebrity or other
public figure does or says something offensive; a public backlash, often fuelled
by social media, ensues.
Then come the calls to cancel individuals – that is, to effectively end their career
or damage their reputations, whether through boycotts of their work or
disciplinary action from an employer. To many people, this process of publicly
calling for accountability and boycotting has become a tool of social justice –
a way of combatting, through collective action, some of the huge power
imbalances that often exist between public figures with far-reaching platforms
and audiences, and the communities their words and actions may harm.
However, others believe that 'cancel culture', rather than being a way of
speaking truth to power, has spun out of control and become a senseless form
of social media mob rule. Actually, ending someone's career through the power
of public backlash is difficult. Very few celebrities or other public figures have
truly experienced career-ending repercussions despite facing considerable
negative criticism.
Continued support for those who face cancellation demonstrates that instead
of destroying someone's livelihood, becoming a target of criticism and backlash
can encourage public sympathy. Yet, to hear talk about 'cancel culture' by a
few celebrities, you might think it is some sort of 'celebrity hunting season' –
an unstoppable force descending to ruin the careers of anyone who dares to
push society's moral boundaries. This framing frequently portrays the offender
as the victim of reckless vigilante justice.
4
So, which is it? Is 'cancel culture' an important tool of social justice or a new
form of merciless mob intimidation? Or does the very idea of being cancelled
work to deter potentially bad behaviour?
5
These questions are receiving more and more mainstream consideration, as
the idea of 'cancel culture' is about how to hold public figures accountable for
bad behaviour. And the conversation is not just about when and how public
figures should lose their status and their livelihoods. It is also about
establishing new ethical and social norms and how to respond collectively when
those norms are violated.
Charity Hudley, a linguist at the University of California, likened the act of
cancelling someone to a boycott, but of a person rather than a business. She
said it also promotes the idea that people should be empowered to reject pop
5
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30
35
Page |9
culture that spreads harmful ideas: 'If you don't have the ability to stop
something through political means, what you can do is refuse to participate.'
She also said, 'Cancelling is a way to acknowledge that you don't have to have
the power to change structural inequality. You don't even have to have the
power to change all of public sentiment. But as an individual, you can still have
power beyond measure. When you see people cancelling a celebrity, it's a
collective way of saying, ''We have elevated your social status and your
economic prowess – we're not going to pay attention to you in the way that we
once did. I may have no power, but I have the power to ignore you''.'
From this perspective, 'cancel culture' can serve as a corrective for the sense
of powerlessness that many people feel. The debate around 'cancel culture' is
partly about how we treat each other, and partly about frustration with the lack
of real consequences for powerful people. All of this dramatic rhetoric¹ from
both sides of the debate shows how pervasive 'cancel culture' has become.
Even though 'cancel culture' seems to generate few lasting consequences for
celebrities and their careers, some people view it as part of a broader trend
they find deeply disturbing – an inability to forgive and move on.
Aaron Rose, a corporate consultant said, 'Mainstream internet activism is a lot
of calling out and blaming and shaming. We have to get honest with ourselves
about whether calling out and cancelling give us more than a short-term
release of cathartic² anger. I used to think that those tactics created change,
but eventually realised that I was not seeing the true change I desired. We
were still sad and mad. And the bad people were still bad. And everyone was
still traumatised.' He says he now wants to 'create more stories of
transformation rather than stories of punishment and ex-communication'.
To many opponents of 'cancel culture', a vital element of the debate is the
belief that people can change. Rose said, 'The difference between "cancel
culture" and a more reconciliatory, transformational approach to a
disagreement is the difference between expecting amends and never letting a
wound close. Between expressing your rage and identifying with it forever.'
40
45
50
55
60
65
[Adapted from vox.com]
GLOSSARY:
1rhetoric:
2cathartic:
language used to influence the reader or audience
a psychological term used to refer to expressing one's emotions to provide relief
P a g e | 10
TEXT B
P a g e | 11
QUESTIONS TEXT A
1.1
Refer to paragraph 1.
What do you understand by the concept, ‘cancel culture’?
(2)
It refers to the destruction of a popular public figure’s reputation, after s/he has
made a comment deemed unacceptable in the media.
[Award only 1 mark if candidates 'lift' from 'a celebrity or … social media,
ensues.']
This is a COMPREHENSION type question. You must show that you
UNDERSTAND the meaning of the term ‘cancel culture’ in the context of the
paragraph, for the second mark.
1.2
With reference to paragraph 2, explain the reason for the rise of 'cancel
culture'.
(2)
Communities that have been damaged by utterances and actions of powerful
individuals feel that calling out and cancelling are their only recourse to exacting
justice./Cancelling an individual is a means of redressing the imbalance of
power.
[Award only 1 mark for 'lifting'.]
This is a COMPREHENSION type question. You are required to ‘give a reason’
and then explain the reason in the context of paragraph 2.
1.3
Refer to paragraph 3.
Why is the outcome of 'cancel culture' paradoxical?
(3)
The writer highlights the view that 'cancel culture' can have unforeseen effects
on different individuals or groups in society. Strong criticism of a celebrity from
one quarter may result in sympathy from another. This creates an opposing
reaction to the original intention of the offended group.
[Award 3 marks only if the paradox is fully discussed.]
This is a vocabulary question. You must understand the meaning of the term
paradox and apply that to the discussion in the paragraph. In your answer,
identify the paradox and then offer an explanation.
1.4
Comment on the writer's use of rhetorical questions in paragraph 4.
(3)
The rhetorical questions raise awareness around issues concerning 'cancel
culture'. They invite the reader to consider the divergent views on the topic and
make an informed decision on her/his own perspective.
[Award 3 marks for TWO distinct ideas.]
The use of rhetorical questions is a TECHNICAL or STYLE question. Refer to
the trigger phrases [page 5] to guide your response. Consider your answer as
follows: What is the function of the rhetorical question? To invite the reader…
To do what? Consider the divergent views… About what? Raising awareness
around issues concerning cancel culture.
1.5
Refer to paragraph 5.
Discuss how the writer defends the practice of 'cancel culture'.
(3)
P a g e | 12
The writer maintains that 'cancel culture' is not only about demeaning public
figures; it is also about establishing acceptable moral standards which we can
all follow. It also demands that the community become active citizens in
monitoring socially acceptable behaviour. 'Cancel culture' transfers the power
from the powerful public individuals into the hands of the general public.
This question requires an understanding of the term ‘cancel culture’. You need
to refer closely to the paragraph to understand how the writer DEFENDS this
practice.
1.6
Critically discuss the diction used in, 'All of this … and move on' (lines 51–
55).
(3)
The writer uses expressions to show the extreme effect of 'cancel culture' on
people. The phrase, 'dramatic rhetoric' reflects emotional outpouring that is
devoid of rational thinking. The effect of 'cancel culture' is 'pervasive' in its farreaching impact. It affects both the perpetrator (the influential public figure) and
the victim (individual/community) differently. It is seen as 'deeply disturbing' that
on-going resentment is harboured by victims. The detrimental nature of the
lasting consequences is highlighted.
[Award 3 marks for a critical discussion of any TWO examples of diction.]
This question includes both an understanding of diction (word choice) and a
judgement or evaluation about the examples of diction you have quoted. You
must, as a rule of thumb, refer to at least TWO emotively-charged words or
phrases in your response.
1.7
Discuss the extent to which paragraphs 9 and 10 support the title of the
passage.
(3)
The arguments in paragraphs 9 and 10 fully support the title, which questions
the impact of 'cancel culture'. Aaron Rose believes that 'cancel culture' should
bring about a form of social justice by transforming attitudes and behaviours of
both the ‘cancelled’ and the aggrieved. However, he acknowledges that
publicising someone's offensive behaviour does not bring about the desired
change in the perpetrator. 'We were still sad and mad. And the bad people were
still bad.' In addition, victims will forever be held hostage to their trauma, 'never
letting a wound close', instead of moving on. Therefore, according to Aaron
Rose, 'cancel culture' can never be a tool for social justice unless people are
willing to forgive.
[Award 3 marks only if the candidate makes reference to paragraphs 9 and 10
and the title.]
To answer this question, focus on the three elements that are required to be
discussed – paragraph 9, paragraph 10 and the title. Look for the common
argument/s that is/are present in all these elements. Make a reference from each
of the elements (paragraphs 9, 10 and the title) to support your response.
QUESTIONS TEXT B
1.8
Refer to FRAME 1 and FRAME 2.
Account for the reaction of the two smaller characters in FRAME 2.
(2)
P a g e | 13
After walking along calmly singing a song, the two smaller characters are
accosted/startled by the outburst of the OFFENDEDISTAS.
To ‘account for’ means to give a reason for. Hence, give a reason for the two
smaller characters’ reactions in the given frames.
1.9
Compare the attitude of the 'Offendedistas' in FRAME 3 to their attitude in
FRAME 7.
(2)
In frame 3, the OFFENDEDISTAS' aggression is conveyed by their gritted teeth
and intimidating gestures, as well as the hostile utterances, 'WE TAKE
OFFENSE AT ANYTHING YOU SAY.', 'AND DESTROY YOU.' In frame 7, they
are depicted as powerless, deflated and as having no purpose: 'NOW WHAT
DO WE DO WITH OUR LIVES?'
[Award 2 marks only if the difference in attitude is addressed.]
This is a comparison question, so you must refer to BOTH frames in your
discussion AND identify/compare the attitudes in both frames. Revise the
possible attitude words you can use in the table provided under TONE.
1.10 In your view, is FRAME 8 a suitable conclusion to the cartoon? Justify your
response.
(3)
YES The last frame is suitable because the OFFENDEDISTAS' power, which is
evident in frames 3 and 4, has shifted to the two smaller characters. The two
smaller characters have defeated the OFFENDEDISTAS' intention to destroy
people they deem to be offensive with the simple logic expressed by the mouse.
The OFFENDEDISTAS are left with only their attire intact: 'CAN I AT LEAST
KEEP THE TIGHTS?' The two smaller characters are more confident and
assertive than the OFFENDEDISTAS.
OR
NO The last frame is not a suitable conclusion to the cartoon as the
OFFENDEDISTAS should have had more courage to confront the smaller
character's retort in frame 5 with conviction.
What makes a suitable conclusion? A conclusion sums up the text. Your
response must therefore demonstrate HOW adequately the text is concluded.
1.11 In your assessment, does TEXT B support Charity Hudley's views?
Justify your response by making specific reference to TEXT B and
paragraphs 6 and 7.
YES
The views expressed by Charity Hudley are fully supported by the
mouse's response in frame 5 of Text B. Charity Hudley is of the opinion that an
individual has choices; s/he only has power over her/his own reactions and
ignoring an offensive remark or action is often more effective than responding to
it. The mouse's observation aligns with Charity Hudley's stance acknowledging
that a single individual has the power beyond measure either to support or to
reject powerful figures, at any given time.
OR
NO. [An unlikely response but credit valid responses.]
[Credit valid alternative responses.]
[Award full marks only if reference is made to both paragraphs 6 and 7, and Text
B.]
(4)
P a g e | 14
You must refer to BOTH paragraphs – 6 and 7 in TEXT A – as well as TEXT B
in your response. Your response should identify common links/arguments in
each element of the texts – paragraph 6, paragraph 7 and Text B. Focus
specifically on Charity Hudley’s views.
P a g e | 15
1.3
ACTIVITY 1
Read TEXT A and TEXT B below and answer the questions set.
RETROSEXUAL DATING
1
Elise Garber married the first boy she ever kissed. She met him at an Outward
Bound-style summer camp program when she was 15, she ‘sort of dated’ him
for the summer, and then, like most teenage romances, it ended. Twenty-two
years later, they met again on Facebook.
1
2
‘I don’t know why I looked him up,’ says the 37-year-old former advertisingagency executive in Chicago. Garber was showing a co-worker how Facebook
works, and to demonstrate the search function – a feature that allows users to
search for the names of people they know – she entered Harlan Robins, the
name of the first boy she kissed. At the prodding of her co-worker, Garber sent
Robins a message. And then she waited. Would he respond? Would he accept
her friend request? Was it weird to contact an old summer-camp boyfriend?
5
3
4
5
As Facebook users have begun to skew older – the website is now as popular
with 30-, 40- and 50-somethings as with the college students who pioneered it
– they have found ways to reconnect with one another. And who better to get
in touch with than an old flame? ‘Facebook makes it easier for you to take that
first step of finding someone again,’ explains Rainer Romero-Canyas, a
psychology research scientist at Columbia University. ‘It has finally provided a
way for people to reach out to someone without fear of rejection.’ The Boston
Phoenix even coined a term, retrosexuals, for people who are taking the plunge
into recycled love.
‘It was like opening a time capsule’ says Drew Peterson, a 34-year-old former
IT worker from Long Island, New York. Peterson’s retrosexual experience
occurred a few years ago when he found his high school girlfriend on MySpace
– before it became the cyberghetto of the Internet. The two dated during junior
and senior year of high school; and the last time they each other was on the
day they graduated. Sixteen years later, they exchanged MySpace messages,
and then Peterson flew from New York to San Francisco to see what had
become of the woman who had once captured his teenage heart. ‘I knew it
wasn’t going to turn out like some Jennifer Aniston romantic comedy,’ Peterson
says. ‘I just wanted to see her again.’ The pair still got along, although this time
just as friends.
Most retrosexual experiences seem to spring from an intense, almost
uncontrollable mixture of nostalgia and interest. ‘You get a thrill out of finding
an old girlfriend just to see if she still likes you,’ says W. Keith Campbell, a
University of Georgia psychology professor and co-author of The Narcissism
Epidemic. ‘You’re curious to see what she looks like, and it’s easy to fantasise
about alternative courses your life might have taken.’ It is the same feeling that
compels people to attend high school reunions. In a way, these meet-ups are
the same thing.
10
15
20
25
30
35
P a g e | 16
6
And what about Elise Garber and her first kiss, Harlan Robins? For them, life
really did resemble a romantic comedy. Robins remembered his summercamp girlfriend and replied to her Facebook message. They agreed to meet
for drinks the next time he was in Chicago. When they saw each other,
something clicked. They talked into the night, went out the next day, and then
decided to give their long-distance retrosexual romance a try. Surprisingly, it
worked. Garber quit her advertising job and moved to Seattle to be with him.
On 6 September, they married. ‘And to think,’ says Garber, ‘I was worried that
we’d spend the whole evening talking about summer camp.’
40
45
[Adapted from youthworker.com]
TEXT B
FRAME 1
FRAME 2
FRAME 3
QUESTIONS TEXT A
1.1
Refer to paragraph 1.
Account for the use of inverted commas in ‘sort of dated’.
1.2
(2)
Refer to paragraph 2.
Explain what is implied by the phrase ‘prodding of her co-worker’.
(2)
1.3
Comment on the use of the rhetorical questions in paragraph 2.
(2)
1.4
Discuss the appropriateness of the term ‘retrosexuals’ in the context of
paragraph 3.
(3)
Refer to paragraph 4.
Explain what the term ‘cyberghetto’ conveys about MySpace.
(2)
Critically discuss the writer’s intention in paragraph 5 by referring to two
elements of style.
(3)
1.5
1.6
1.7
Refer to paragraphs 5 and 6.
Critically comment on the writer’s argument that retrosexual experiences and
high school reunions are similar.
(3)
1.8
Discuss to what extent paragraph 6 is a suitable conclusion to the article.
(3)
P a g e | 17
QUESTIONS TEXT B
1.9
What impression is created about the parents in frame 1?
(2)
1.10
Account for the parents’ response in frame 2.
(2)
1.11
Refer to the last frame.
Critically comment on how humour is used to convey the message of the
cartoon.
(3)
1.12
To what extent does paragraph 2 of TEXT A reinforce the ideas of Text B?
Motivate your response.
(3)
[30]
1.4
ACTIVITY 2
Read TEXT A and TEXT B carefully before answering the questions that follow.
TEXT A
Think hard before you hit ‘share’ – it’s your responsibility
1
Whether it is a comment, like, share or retweet, you are responsible for the content
you post on social media.
2
Before you post, imagine putting whatever you are about to send over social media
(WhatsApp, Facebook, Twitter or Instagram), on a huge billboard, with a big photo of
your face, name, and the logo of the company or institution to which you are linked.
This is the ‘billboard test’, a tool shared by social media lawyer, Emma Sadleir.
3
The billboard test is intended to help people make decisions about what they post,
and the effects such posts or digital content will have on their reputation. She defines
digital content as anything sent online, including private messages and group chats.
4
Sadleir is the founder of the Digital Law Company, which specialises in advising on
the legal risks and risks to your reputation, when using social media. She is also the
author of the book Selfies, Sexts and Smartphones: A teenager’s online survival
guide.
5
Most of us are not aware of the legal and the long-term consequences of the posts we
put on social media and the digital world. People fail to see how a future employer
might view their messages or videos. Developing a responsible social media
environment begins with learning how we are accountable as individuals. It is in our
best interest to know how we use social media wisely, so that our lives in the digital
world can help to advance our goals in the physical and professional world.
6
Sadleir asks us to treat social media platforms with distrust as these companies have
extensive access to one’s data and their terms and conditions often point out that they
can do as they please with pictures and posts. Social media platforms do what they
can to keep your eyeballs on them for as long as possible, in order to make money
from advertising.
P a g e | 18
7
According to Sadleir, ‘It is important to understand just how public and permanent
digital content is. Digital content has a tattoo effect. Warren Buffet explains: ‘It takes
20 years to build a reputation, and five minutes to ruin it.’ I don’t think it takes five
minutes anymore. It takes five seconds.’
8
An important principle in South African law is the ‘chain of publication’. This means
that if you were involved in sharing something, you are responsible for it. If a person
Instagram’s a picture, and somebody comments underneath that picture – like, uses
a racist slur – the person who originally posted the picture has the ability to delete the
comment and is therefore legally responsible for the feed. Liking something is also a
very active form of association. If you are in a WhatsApp group and there is something
unforgivable in that group, you have two options: [one is to] say that you disapprove
of it, and the other is to leave the group.
9
In the movie Titanic, a girl in 1912 has her naked body drawn in a sketchbook by a
random guy that no one has ever heard of. The drawing is locked in a safe on a boat.
The boat sinks but her nude picture still ends up on television. No one is safe.
Adapted from www.news.uct.ac.za
TEXT B
[Source:breakoutanotherthousand.com]
QUESTIONS: TEXT A
1.1
Refer to paragraph 1.
Account for the writer’s use of ‘you are responsible’ in the opening sentence.
1.2
Refer to paragraphs 2 and 3.
Briefly describe the billboard test.
(2)
(2)
P a g e | 19
1.3
Refer to paragraph 4.
What is the significance of mentioning Emma Sadleir’s credentials?
(2)
Refer to paragraph 5.
Discuss the link between our real lives and the digital world.
(3)
Refer to paragraph 6.
Comment on how the diction conveys the message of this paragraph.
(3)
Critically comment on the use of the ‘tattoo’ (paragraph 7) metaphor in the
context of the passage.
(3)
1.7
Explain the writer’s point in referring to a girl from 1912 (paragraph 9).
(2)
1.8
Discuss the suitability of paragraph 9 as a conclusion to this article.
(3)
1.4
1.5
1.6
QUESTIONS: TEXT B
1.9
Describe the situation in the cartoon.
(2)
1.10 Account for the use of the rhetorical question.
(2)
1.11 With close reference to the visual and verbal cues, comment on the
cartoonist’s message.
(3)
QUESTIONS: TEXT A AND TEXT B
1.12 In your opinion, does TEXT B support the views expressed in paragraph 5
and 9 of TEXT A? Justify your response with close reference to both TEXT
A and TEXT B.
TOTAL MARKS
(3)
[30]
P a g e | 20
QUESTION 2 – SUMMARY
2.1
Summarising Skills
To perfect the summary, it takes PRACTISE! PRACTISE! PRACTISE!!!
Take note:


A summary is a BRIEF statement or account of something.
You are instructed to summarise in PARAGRAPH form only so you must be able to
construct a coherent, FLUENT SINGLE PARAGRAPH.
Understand that summaries should be written in YOUR own words.
Write in full sentences and try NOT to exceed 12 words per sentence.
If you learn how to answer the summary correctly, you CAN score full marks.
Avoid using quotations (as it appears in the original text).
Use words like synonyms, pronoun replacements and try to write in simple sentences.
It works really well.
Where possible, try to rewrite a sentence from the
active voice into the passive voice.
Use your own words does NOT mean give your
OPINION.
Make sure to have a copy of the rubric when you
are practising the summary and become familiar
with it.
Label ‘Rough Work’.
Label ‘Final Copy’.










2.2
HOW TO ANSWER THE SUMMARY QUESTION
RESOURCE: SCE/NSC EXAMINATIONS PAPER 1: 2022
SECTION B: SUMMARY
QUESTION 2: SUMMARISING IN YOUR OWN WORDS
TEXT C highlights the importance
of developing youth leadership.
Summarise, in your own words,
how young people can emerge
as the next generation of
leaders.
P a g e | 21
Use the summary instructions as a CHECKLIST.
NOTE:
1. Your summary should include SEVEN points and NOT exceed 90 words
2. You must write a fluent paragraph
3. You are NOT required to include a title for the summary.
4. Indicate your word count at the end of the summary.
HOW TO DO A FIRST DRAFT
Underline the instruction and rephrase it as a question:
How can young people emerge as the next generation of leaders?
The word ‘how’ is an important word in this summary. It is asking in what ways or by what
means can young people emerge as the next generation.
STEP ONE
What is the Summary about? You should have a gist of what the text is about.
Read the text carefully and highlight all sentences/words/phrases that answer the question:
How can young people emerge as the next generation of leaders?
Now underline/highlight the important points in the text by referring to the above question.
P a g e | 22
TEXT C
YOUNG PEOPLE AS EMERGING LEADERS
Young people are already spearheading the social
entrepreneurial movement across the world. There are currently
two ways the sector talks about young people – as the
beneficiaries of 'youth development' or as participants of 'youth-led
development' – but often it is not clear whether as a group we are
being portrayed as the problem or the solution.
We should be focusing on inter-generational work. Currently
young activists are given their own spaces, but at the cost of not
being in the room for the 'grown-up' discussions. Young people are
equipped to interact and inform decision-making on thematic
issues, so they should be involved in all discussions. We need
more young people participating in decision-making at both
local and global levels. For example, national policymaking in
India often involves consultation with industry groups, community
leaders, and other sections of society. However, these should
involve youth consultations, and advisory groups formed to
work on youth issues.
It is frustrating to see 'youth leaders' who do not talk about race,
gender or class, so having more intersectional youth-led
organisations should be a priority. Increasingly young people
are getting 'a voice' at the table, but like everyone else in society,
young people have many different perspectives and won't
always feel they identify with any given platform's 'youth voice'.
Supporting young people to engage socially, politically and
economically and creating opportunities for them to
contribute to developmental processes create effective policy
and build a generation of engaged citizens. Too often,
however, their engagement is inhibited by traditional,
customary and legal structures that do not value their
perspectives.
Young social entrepreneurs and civil society leaders often face
issues related to resources, access and accountability. This is
where more experienced leaders can step in and provide
assistance. There are many examples of industry leaders serving
on boards of social enterprises and NGOs, partnering with younger
organisations to channel funds and mentoring young
entrepreneurs.
We are tired of spaces where we are the topic of the
discussion, not the leaders of it. Listening means taking those
voices seriously. No one benefits if young people are a wasted
resource.
Point 1
Point 2
Point 3
Point 4
Point 5
Point 6
Point 7
Point 8
Point 9
[Adapted from theguardian.com]
Point 10
P a g e | 23
You should have highlighted/underlined the following points from the text.
1. ‘We should be focusing on the inter-generational work.’/’they should be involved in all
discussions.’
2. ‘more young people participating in decision-making at local as well as global levels.’
3. ‘should involve youth consultations, and advisory groups formed to work on youth
issues.’
4. ‘more intersectional youth-led organisations should be a priority.’
5. ‘young people have many different perspectives’/Too often, however, their engagement
is inhabited by traditional, customary and legal structures that do not value their
perspectives.’
6. ‘Supporting young people to engage socially, politically and economically.’
7. ‘creating opportunities for them to contribute to developmental processes create
effective policy and build a generation of engaged citizens.’
8. ‘more experienced leaders can step in and provide assistance.’
9. ‘We are tired of spaces where we are the topic of the discussion, not the leaders of it.’
10. ‘Listening means taking those voices seriously.’
STEP TWO
Use the highlighted/underlined words from the text and write out the SEVEN POINTS, using
YOUR OWN WORDS.
For example:
This is what you should have underlined
from the text.
QUOTATION
1. ‘we should be focusing on
intergenerational work.’/they should be
involved in all discussions.’
2. ‘more young people participating in
decision-making at local as well as
global levels.’
3. ‘should involve youth consultations, and
advisory groups formed to work on
youth issues.’
4. more intersectional youth-led
organisations should be a priority.’
5. ‘young people have many different
perspectives’/’too often, however, their
engagement is inhabited by traditional,
customery and legal structures that do
not value their perspectives.’
6. ‘supporting young people to engage
socially, poltically and economically,’
7. ‘creating opportunities for them to
contribute to developmental processes
create effective policy and build a
generation of engaged citizens.’
8. ‘more experienced leaders can step in
and provide assistance.’
This is what you could say, using your
own words.
OWN WORDS
Young people should be given the
opportunity to engage in discussions with
adults.
Young people should be involved in local
and international decision-making
processes.
Teams should be established to give
advice on youth-related matters.
Organisations representing the youth
should be more diverse and representative.
Because they have diverse views, their
contributions must be appreciated and
encouraged.
Youth participation in economic and sociopolitical discussions should be facilitated.
Young people should be included in policymaking decisions.
Established leaders can facilitate the
development of under-resourced young
leaders.
P a g e | 24
9. ‘We are tired of spaces where we are
the topic of the discussion, not the
leaders of it.’
10. ‘Listening means taking those voices
seriously.’
The young must lead conversations about
their role in society.’
The contribution of the youth must be taken
into account.
STEP THREE: Final Copy
Your FINAL COPY MUST be in the form of a SINGLE FLUENT paragraph.
It should include SEVEN points.
It should NOT exceed 90 words.
You may delete/put a line across all your previous drafts so that the marker is aware which
aspect to mark.
A final word of WARNING:
Avoid lifting by copying complete sentences from the text.
Try to rephrase points in your own words.
Please be HONEST by stating the exact number of words used.
NOTE: What follows is merely an example. It is not prescriptive and must be used very
carefully.
Young people should be allowed to interact with adults in order to be involved in local and
global decision-making processes. Organisations representing the youth should be more
diverse and representative. The youth should be guided by advisory teams because of
their divergent viewpoints. More specifically, young people’s participation in fiscal
decision-making contributes to the socio-economic growth of the country. Established
leaders should facilitate their development, while the youth lead conversations about their
role in society. The contributions of the youth must be appreciated/encouraged and taken
into account.
(87 words)
TOTAL SECTION B: 10
P a g e | 25
2.3
ACTIVITY 3
TEXT C provides insight into the importance of self-confidence. Summarise in your own
words the advantages of developing self-confidence.
NOTE:
1. Your summary should include SEVEN points and NOT exceed 90 words.
2. You must write a fluent paragraph.
3. You are NOT required to include a title for the summary.
4. Indicate your word count at the end of your summary
THE IMPORTANCE OF SELF-CONFIDENCE
To achieve even the smallest of goals, and to get through life's daily duties and
responsibilities, you have to have some self-confidence. Very importantly, developing a selfconfident attitude allows you to wade through the push and pull of different voices and
opinions. Relying on other people to guide you and following their opinions robs you of your
individuality, makes you unsure of yourself and can lead to depression.
Self-confidence is an attitude that you hold about yourself and that allows you to move
forward and achieve your goals. An article on self-confidence from the counselling centre at
the University of Illinois defines self-confidence as having a positive attitude, but with realistic
views. They note that a self-confident person has a general sense of control of her own life,
and can do what she wishes, plans and expects. Self-confidence means that even if things
do not go your way, you still believe that eventually, somehow, some way, they will.
Research at the University of Illinois notes that when parents play a significant role in the
instilling of self-confidence in children, this encourages self-reliance. If you did not have your
parents' help, you could not accomplish this yourself. Mentally visualising yourself in great
detail as a confident person, is a great way to start being confident.
In his book, Unleash the Champion, Denny Dicke says that visualising is the most effective
tool for building confidence and belief. After repeatedly visualising yourself being and acting
confident, and achieving what you wish by confidently going after it, Dicke notes that when it
does come time to move with confidence, you will act confidently because your mind sees
this as familiar ground.
Becoming self-confident does not mean you are unrealistic about yourself and your situation.
You understand that you are not Superman, but being confident means still moving forward
toward achieving your goals and satisfying your desires, even when things do not seem to
be going your way. Jennifer Capriati, the 1992 Olympic gold medal winner in singles tennis,
said to herself, 'I can do this! I am the best!' Positive self-talk can really help get you through
times of doubt, and help you to maintain that feeling of self-confidence.
P a g e | 26
2.4 ACTIVITY 4
You have been asked to research the value of perseverance. You found the following
article (TEXT C) during your research on the internet. Summarise in your own words the
contents of Text C.
NOTE:
1. Your summary should include SEVEN points and NOT exceed 90 words.
2. You must write a fluent paragraph.
3. You are NOT required to include a title for the summary.
4. Indicate your word count at the end of your summary
P a g e | 27
AN ALTERNATIVE GUIDELINE ON HOW TO ANSWER THE SUMMARY
6-STEP GUIDELINE FOR SUMMARY WRITING IN THE NSC EXAM
SOURCE:
CURRICULUM Grade 10 – 12 Directorate NCS (CAPS) Learner Support Document.
ENGHL Grade 12 Paper 1 STEP AHEAD 2 PROGRAMME February 2022
SUGGESTED METHOD:






Do not do a draft – there may be no time for one!
In the method provided below, your sentences must be written immediately after each
other. This will easily create a SINGLE paragraph.
Count the number of words as you complete each sentence – and place the number
above the last word in the sentence. HINT: try NOT to exceed 12 words per sentence.
Write the total number of words at the bottom of the summary.
DO NOT CHANGE THE SENTENCES TOO MUCH FROM THE ORIGINAL. This will
protect you from changing the meaning of the sentence.
NB: ALWAYS write in FULL proper sentences.
STEP 1
Read the instruction carefully to clearly understand the SPECIFIC FOCUS for your summary.
STEP 2
Scan the passage to understand the content.
STEP 3
Start with paragraph 1. Read the first sentence with concentration. Check this sentence
against the SPECIFIC FOCUS of the instruction.
STEP 4
If the sentence is a relevant point, shorten the sentence by removing the UNNECESSARY
details (Leave out examples, figurative language, repetitions, unnecessary statistics etc.).
If it is a short sentence, then change a word or 2 by replacing with synonyms.
E.g.: Teenagers usually diet to maintain attractive figures. Change to: Youngsters diet to be
attractive.
STEP 5:
Read the next sentence and check it against the SPECIFIC FOCUS. If it is not RELEVANT,
leave it and move on to the next sentence. Follow the same procedure until you have found
SEVEN points.
NB: Ensure that you have reached the stipulated WORD COUNT.
STEP 6
When you have written out the seven ideas from the passage, count the number of words
used and write it at the bottom of the paragraph.
P a g e | 28
QUESTION 3: ANALYSING ADVERTISING
SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS
What is an advertisement?
An advertisement is a public notice PROMOTING a PRODUCT, a SERVICE, an
OPPORTUNITY or a CAUSE.
Advertisers use the AIDA PRINCIPLES to create advertisements that will convince the
reader to take action and buy their product, service, etc.
PURPOSE OF ADVERTISING
The purpose of advertising is to persuade someone to buy a product (for example food or
clothing); or to do something (for example, to stop smoking or to vote in an election).
Advertisements also announce events (for example, Mandela Day or a sporting event) and
inform the public about jobs or services that are available. These can be done through
different types of media, eg. Websites (online), radio, television, newspaper, magazines,
billboards and flyers.
3.1
ADVERTISING TERMINOLOGY
When you study advertisements, you should watch out for:
Slogan/Catch Phrase:
Logo/Symbol:
Font:
Target Market:
Layout:
Language Use:
Figures of Speech:
Sound Devices:
Words that are linked to a product and that are easy to remember
(for example, “Finger-licking good”).
A visual design, sometimes including letters, words or symbols,
that is the official sign of a company or organisation (for example,
the Nike tick).
The style and shape of printed letters, often especially chosen for
emphasis in advertisements or cartoons.
The type of people an advertisement wants to attract (for
example, fashionable young people; wealthy business people).
The way the advertisement is set out on the page so that certain
words and pictures attract attention.
The choice of words and ways of saying things (for example, the
use of slang to sell jeans to young buyers; formal language used
to sell banking services to business people; dramatic language
used to sell adventure equipment; repetition used to make the
reader remember the message).
The use of metaphor, simile, hyperbole (great exaggeration),
onomatopoeia, puns, personification and alliteration (for
example, hyperbole and alliteration used together: ‘Betty bakes
the best buns in the world’).
Words chosen for the effect of their sounds (for example,
onomatopoeia and alliteration used together: ‘Shush, baby’s
sleeping, it’s time for a soothing sip of rooibos tea’).
P a g e | 29
The AIDA Principal
Something used to attract the reader’s attention. e.g.
photo, picture, bold typed words, white spaces, ad’s
size.
Advertisements arouse interest by delivering
messages that are relevant to this market.
Something used to make you desire the product. E.g.
a celebrity may appear in the ad or the ad may
suggest you will benefit from the product.
Something is done to urge you to act NOW. There
may be a time limit on a sale price or limited supply
Ensure that learners understand that the purpose of an advertisement is to influence the
reader to TAKE ACTION, as in to buy a product, service, etc. This is done by appealing to
the human desire for the following:



















Health
Enjoyment
Excitement
Luxury
Beauty
Romance
Independence
Success
Power
Social status
Freedom
Escape
Belonging
Love
Physical safety
Financial security
Saving money
Hunger
Being a good parent/wife/citizen etc.
APPEALS
P a g e | 30
DESIRE
(TO BE
HEALTHY)
AIDA Principle in Action
ATTENTION
(BRAND
AWARENESS)
ACTION
INTEREST
(EASILY
ACCESSIBLE)
(COKE WITHOUT
SUGAR)
Adapted from: Department of Education, 2015
ATTENTION:
INTEREST:
DESIRE:
ACTION:
Coca Cola bombards consumers with adverts in order to promote their
products. This is done to create brand awareness.
Advert mentions that this beverage has zero sugar. This implies that
customers will be drinking coke without calories. This will interest people
who are health conscious.
People view these cool young ones drinking their coke-zero and having
a good time without worrying about health issues. Coke adverts are
known to be about a good lifestyle. This is what many people desire.
You can get a Coke anywhere. Since Coke is easily accessible, the advert
persuades the customer to take action and buy it.
P a g e | 31
IMPORTANT FEATURES of an advertisement.
HEADLINE
IMAGE
(VISUAL
CUES)
SUPPORTING
TEXT
(VERBAL CUES)
LOGO
PERSUASIVE TECHNIQUES TABLE
1.
Persuasive techniques
Visual – pictures / photos
2.
Use of personal pronouns
‘We’, ‘Us’, ‘You’ or
relating to a common
cause/shared view
3.
Literary expressions,
puns, clever sayings
4.
Repetition
5.
Rhetorical Questions
Aim/Intention/Purpose
Identify the link between the text (words) and the
image (pictures).
Adds credibility, validity, authenticity.
To convince, manipulate, persuade, highlight and
makes it easier to understand.
Evokes an emotive response – e.g. a little tearyeyed toddler
Shows personal involvement and experience.
Adds credible, reliable, sincere and believable.
Involves us more directly.
To engage readers (participation).
Shows a shared concern – comrades/friends.
To impress, astonish, imprint.
Gets the reader’s attention. Makes you remember –
recall.
Has a pounding effect – hammers a point. Makes
you remember - Recall.
Familiar.
It emphasises.
To add credibility, validity, authenticity.
To convince, manipulate, persuade.
To emphasise, highlight.
To provoke involvement, an emotional response,
answer, reaction.
To involve us more directly / personally.
To add credibility, validity, authenticity.
P a g e | 32
6.
Emotive Adjectives
Emotive words - e.g. A new principal. vs A new,
foolish principal.
Emotive words create an expectation/bias/prejudice
… an unusual comment will now be seen as ‘foolish’.
Just ONE word can swing things.
To provoke emotional responses.
To emphasise, highlight.
To engage readers - (participation).
To encourage thinking/ an OPINION.
7. Style – Direct/Casual
To add credibility, validity, authenticity.
To convince, manipulate, persuade, emphasise,
highlight.
To engage readers - (participation).
8. Numbers, statistics, data, Credible, reliable.
research
To convince, manipulate, persuade, emphasise,
highlight.
9. Arouse feelings of Guilt – Encourage a response, play on feelings.
manipulation/exploitation/ To encourage thinking/an opinion.
blackmail
To involve us more directly / personally.
10. Font/Punctuation
To emphasise, attract attention, to highlight,
engage readers (participation).
11. Celebrities/
To attract attention.
Avarice(greed)/Lifestyle/
To add credibility, validity, authenticity.
Attractive people
To engage readers (participation).
To encourage thinking/an opinion.
To manipulate.
How to study advertisements for exam preparation
 It is important that you are aware of the fact that not every advertisement promotes a
specific product, but that some advertise a service, manufacturer, an idea or a lifestyle,
among other possibilities. Your knowledge of all these is therefore essential.
 Practise
answering questions based on this section of the exam to reinforce your
knowledge of advertising skills and techniques. Many questions are technical type
questions that just require practise in order to master them.
 Exposure to a variety of texts to enrich your understanding and enjoyment of the genre is
key to passing this part of the exam. It can be viewed as the most enjoyable question in
the exam and allows for you to tap into the creative side of your brain.
 Since this part of the exam requires your critical analysing skills, interacting with a variety
of advertising texts will boost your confidence in evaluating the effectiveness of an
advertisement and voicing your opinion when answering higher order questions, that is,
questions which require your opinion or judgement. Take note that your opinion or
judgement is always based on evidence from the text.
 It is important to understand the use of language in the context of each advertisement, as
well as the layout features of given advertisements.
P a g e | 33
3.2
DECODING QUESTIONS
TEXT D – NSC/SC JUNE EXAMINATION 2022: QUESTION 3 DECODED
HELP SAVE
THE SANDWICH
The tuna in your sandwich needs help. Because many species are being
overfished driving them to the brink of collapse. Indiscriminate tuna fishing
also harms other sea life. WWF is working with fishers to get smarter fishing
gear in the water and leaders in the tuna industry to get more sustainable
seafood in your sandwich. WWF also co-founded the Marine Stewardship
Council (MSC) an independent organisation that certifies and rewards
sustainable fishing. Look for the MSC’s ecolabel to enjoy sustainable seafood.
Help us look after the world where you live at panda.ord/50
The text in small font reads :
[Adapted from wwf.com, picture by Guy Harvey]
The tuna in your sandwich needs help. Because many species are being overfished driving them to
the brink of collapse. Indiscriminate tuna fishing also harms other sea life. WWF is working with fishers
to get smarter fishing gear in the water and leaders in the tuna industry to get more sustainable
seafood in your sandwich. WWF also co-founded the Marine Stewardship Council (MSC) an
independent organisation that certifies and rewards sustainable fishing. Look for the MSC’s ecolabel
to enjoy sustainable seafood. Help us look after the world where you live at panda.ord/50
3.1.
Account for the use of the phrase, ‘SAVE THE SANDWICH’ in the headline.
‘Account for’ – means to ‘substantiate’ or ‘give a reason for’. In this question
you are being asked to give a reason for the advertiser’s use of the phrase
‘SAVE THE SANDWICH’ as the headline of the advertisement.
Discussion
Tuna is an edible fish that is used as a filling in sandwiches. If the tuna fish
were to become extinct, it will no longer be a filling used in sandwiches, thus
the tuna sandwich would be extinct.
Furthermore, consumers are generally selfish and are more interested in
themselves than on saving the environment, therefore the advertiser appeals
to consumers to save the sandwich instead of the tuna to get a positive
response because if the consumer is going to be personally affected then
he/she would take action.
MEMO
The phrase/headline draws the reader’s attention to preserving the food
source (tuna) required for making sandwiches. 
[Award 1 mark for a valid response that refers to a stylistic technique.]
(2)
P a g e | 34
3.2.
‘Because many species are being overfished driving them to the brink of (3)
collapse.’
Critically discuss how the language used in this sentence is intended to
influence the reader.
‘Critically discuss’ – requires of you, to make judgements, highlighting pros
and cons or to show approval or disapproval.
The word ‘language’ indicates that your judgement or approval/disapproval
must be made on the identified use of language in that particular phrase.
The word ‘influence’ indicates that your discussion should state how the use
of language ‘affects’ or ‘impacts’ you as the reader.
Discussion
Words such as ‘many’, ‘overfished’, ‘driving’ and ‘brink of collapse’ have an
emotive appeal.
E.g. ‘many’ – suggests a large number which raises concern or fear that many
fish species are going to become extinct if we don’t act now.
‘overfished’ – these are actions of the consumer which raises a feeling of guilt
therefore causing consumers to review their actions.
‘driving’ – the forceful actions of consumers will lead to the extinction of fish
species.
‘brink of collapse’ – means to be taken to the edge of, suggesting that its not
too late if consumers act immediately.
MEMO
The advertiser uses highly emotive words to convey the impact that will
be felt if there is a failure to implement sustainable fishing. The terms
‘overfished’ and ‘brink of collapse’ emphasise the dire consequences
of unregulated fishing. The word ‘driving’ emphasises the forceful
nature of overfishing and how the tuna are moving at a rapid and
unavoidable pace toward extinction. A warning is issued that the
destruction of marine life is imminent unless drastic action is taken. 
[Award 3 marks for any TWO examples of language, critically
discussed.]
3.3.
In your view, does the written text at the bottom of the advertisment support (3)
the visual image? Justify your response.
‘In your view’ – requires you to provide an opinion. This is not just your opinion
but an opinion based on evidence in the advertisement.
‘written text’ and ‘visual image’ indicate that your opinion must be based on
the textual information and visual information of the advertisement and the
relation between these two aspects.
Pay attention to the second part of the question. The word ‘justify’ means to
show evidence or substantiate the point that your are making.
Discussion
The memo below offers a substantiation to a YES response to the question,
if you were to offer a NO response to the question, possible subtantiation
could be that, although the image is of tuna fish, there is no indication in the
visual image that the fish species is becoming extinct. In addition, consumers
who are not familiar with the different type of fish species may not identify the
fish species in the visual as being tuna. The text also mentions that
‘indiscriminate tuna fishing harms other sea life’ yet, the visual image does
P a g e | 35
not have any images of other sea life that the advertiser refers to in the
advertisement.
MEMO
YES
The text in small print supports the visual. It focuses on the dire need
to protect and preserve marine life. The image illustrates the fish
swimming freely in their natural environment/ swimming away in a
frenzy from poachers. WWF, in collaboration with the Marine
Stewardship Council (MSC), is determined to protect this marine life
through sustainable fishing, which is the only means of ensuring that
the fish are not depleted through overfishing. 
OR
NO
[A ‘NO’ response is unlikely, however, credit responses on merit.]
3.4.
Supply the root word of ‘independent’.
(1)
‘Supply’ in this context means to give or provide.
‘root word’ – holds the most basic meaning of any word. It is the word left
after you remove all the affixes, that being the prefix and the suffix.
Discussion
In this case ‘in’ is the prefix and ‘ent’ is the suffix, leaving the root word to be
‘depend’.
MEMO
Depend. 
3.5.
Provide the verb form of ‘industry’.
(1)
‘verb’ – a word used to describe and action.
Discussion
‘industry’ – refers to economic activity concerned with the processing of raw
materials and manufacture of goods in factories. To develop an area with
industrial activity would be to industrialise that area thus making industrialise
the verb form of industry.
E.g. The government hopes to industrialise some of the agricultural regions.
MEMO
industrialise/indistrialize 
Dear Learner
Do not misinterpret the true intention and purpose of the given advertisement. When reading key
words or viewing the visual of the advertisement, it’s possible to draw an incorrect conclusion about
the product or service being offered, however, advertisements often make use of the FAMILIAR to
bring into focus the UNFAMILIAR. Let’s take a look at the following advertisements to understand this
better…
P a g e | 36
There is a service being advertised:
What do you think is being
Mobile Banking from Bank of America
advertised in this advertisement? Is
it a cell phone or an iPhone? Think
again.
The Target
Audience:
People who
own an iPhone
or iPad who
would like to
use technology
for their
convenience, in
this case,
online banking.
Yet, this service is also possible on other types of cell phones such as an
Android or Blackberry. Here you must pay attention to the use of Logos.
P a g e | 37
TEXT D: NSC NOVEMBER EXAMINATION 2022: QUESTION 3 DECONSTRUCTED
Take Note: The advertisement is created
for Alpha Hospitals. Ask yourself, how
does bullying relate to a hospital?
The purpose
of the
advertisement
can be found
here. What is
the
advertiser’s
intention?
These points
bring into
focus that the
advert is
creating
awareness
about bullying
in the
workplace.
The text in small font reads as follows:




Steps you can take to
Spot it and Stop it
Speak up and speak out if you are being bullied or if you know someone who is
being bullied.
Speak to your Manager and/or HR who will be supportive and helpful in finding the
right way through. Try to sort the issue informally first of all.
Make a formal complaint to your Line Manager, Hospital Director or HR
Manager/Lead.
Raise the issue on the staff feedback website with direct access to the CEO.
P a g e | 38
3.1 Account for the tone of the headline:
Bullying:
Spot it and Stop it!
(2)
‘Account for’ – means to ‘substantiate’ or ‘give a reason for’.
‘tone’ – refers to a quality in the voice that expresses the speaker’s feelings or
thoughts, often towards the person being spoken to.
In this question you are being asked to give a reason for the tone used by the
advertiser in the headline. In order to answer this question you first need to identify
the tone that is used.
Discussion
‘Bullying’ is defined, in the advertisement as, ‘persistent, intimidating, humiliating
behaviour which attempts to undermine someone.’ The reader of the
advertisement is being requested to identify acts of bullying, ‘spot it’ and is being
commanded to bring bullying to an end, ‘stop it!’ The use of punctuation in the
headline, the exclamation mark (!) gives immediate indication of the commanding
tone.
MEMO
The commanding tone compels the reader to act on the instruction, namely
reporting and curtailing bullying.
[Award 1 mark for the identification of the tone and 1 mark for the
explanation.]
3.2. Discuss the suitability of the illustration in the text, in conveying the message of (3)
the advertiser.
‘Discuss’ – requires of you to present different points of view. The word ‘suitability’
is referring to the appropriateness or correctness of something for a particular
purpose. The word ‘illustration’ refers to the image or visual. Therefore, in this
question you are being asked to present different views on whether the
advertiser’s choice of image is indeed working to get the message of this
advertisement across to the reader.
Discussion
The illustration clearly shows a puppet breaking the strings of attachment to the
puppeteer. A puppeteer is often referred to as a puppet master who determines
how the puppet moves or reacts. The puppet breaking the strings is an action
that we never imagine yet this highlights that although it may seem impossible to
free yourself from a bully, it is indeed possible. Note that the puppet is depicted
sitting on an office chair which brings the setting of a workplace into attention.
MEMO
The victim of the bullying is depicted as a puppet and the bully as a
puppeteer. By severing the strings, the victim is taking a stand and
attempting to break the cycle of bullying. The power of the bully is
suggested by the larger-than-life arm. He is in a domineering position
above the victim. The silhouette of the victim, a faceless representation of
any employee, appeals to a wide audience. The point driven home is that
the victim of bullying is the only person who can stop the cycle.
[Award 3 marks for TWO ideas well-discussed.]
3.3. Comment on TWO techniques that the advertiser has used in the written text to (3)
influence the reader.
‘Comment’ – requires you to offer your remarks or give and opinion based on
evidence in the text.
P a g e | 39
The word ‘influence’ indicates that your discussion should state how the use of
language in the written text of the advertisement ‘affects’ or ‘impacts’ you as the
reader.
Discussion
When identifying the various techniques of writing, be sure to relate it to how it
affects your understanding as the reader. Refer to the various techniques below.
MEMO
 Different fonts are used to differentiate the segments of information.
 Different font sizes and bold font arrest the reader’s attention.
 The advertiser’s use of the pronouns, ‘you’ and ‘your’, urges the reader to
act against bullying.
 The layout allows the reader to follow a logical sequence, firstly identifying
the problem, defining it and then being presented with steps to alleviate the
problem.
 The reverse-print (white print on black background) draws attention to the
content in the textbox/emphasises important points for consideration.
 Alliteration of the anagram ('Spot it and Stop it!') is a catchphrase that
resonates with the target audience.
 The use of assonance in ‘Spot it and Stop it!’ enhances the internal rhyme
and rhythm in the headline and makes it smooth and flowing.
 The repetition of 'Speak' reinforces the persuasive impact of the
advertisement.
 The exclamation mark in the headlines creates a sense of urgency.
 The emotive diction juxtaposes the ideal situation ('our hospital'; 'dignity
and respect') with the harsh reality of bullying ('persistent, intimidating,
humiliating behaviour').
[Award 3 marks only if a comment is made on any TWO techniques.] [Do not
award marks for a mere identification of a technique.]
3.4. Provide a suitable synonym for 'intimidating', in context.
(1)
A ‘synonym’ is a word or phrase that means exactly or nearly the same as another
word or phrase in the same language.
‘in context’ – is when you consider a word together with the surrounding words
or circumstances.
Discussion
In this context, the word ‘intimidating’ means having a frightening, overawing, or
threatening effect.
MEMO
threatening/menacing/frightening
[Accept valid, alternative responses in context.]
3.5. 'Raise the issue on the staff feedback website'
Provide the part of speech for 'staff' in the sentence above.
(1)
‘part of speech’ – a category to which a word is assigned in accordance with its
syntactic functions. In English the main parts of speech are noun, pronoun,
adjective, verb, adverb, preposition, conjunction and interjection.
Discussion
‘staff’ – refers to all the people employed by a particular organization.
MEMO
Adjective
[10]
P a g e | 40
 Take note of how you are being examined for this question.
Allocation of marks as per the Official Languages: Home Language Examination Guidelines
(2021)
8 marks on the following
 Persuasive techniques: emotive language, persuasion, bias, manipulative language.
 How language and images reflect and shape values and attitudes, images and language that
are sexist, biased, ageist, or depend on the reinforcements of stereotypes, especially in
advertisements.
 Impact of use of font types and sizes.
2 marks on the following.
 Vocabulary development and language use (refer to page 23 and page 24 of the CAPS
document).
 Sentence structures and the organisation of texts (refer to page 24 and page 25 of the CAPS
document).
3.3
ACTIVITY 5
P a g e | 41
The text in small reads as follows:
Big Pilot's Watch. Ref. 5004: Your wrist never felt this big before. The case of the top
model in the IWC Pilot's Watch range is a gigantic 46.2 mm in diameter. And the
technology inside it is even more impressive: the largest IWC-manufactured automatic
movement with its Pellaton winding system is protected against strong magnetic fields by
a soft-iron inner case. And, needless to say, envious glances. IWC. Engineered for men.
Mechanical IWC-manufactured movement │ Automatic Pellaton winding system | Seven
days' continuous running (figure) │ Power reserve display │ Date display │ Soft iron inner
case for protection against magnetic fields │ Antireflective sapphire glass │ Waterresistant 6 bar │ Stainless steel
3.1
Account for the inclusion of 'SINCE 1868' beneath the image of the watch.
(2)
3.2
Explain whether the illustration effectively conveys the advertiser's intention.
(3)
3.3
Refer to the written text: 'Big Pilot's Watch. … envious glances.'
Critically evaluate how emotive language and jargon are used to influence
the reader.
(3)
3.4
Provide the adverbial form for the word ‘gigantic’.
(1)
3.5
‘the technology inside it is even more impressive’
Provide the part of speech for the word ‘impressive’ in the sentence above.
(1)
[10]
3.4
ACTIVITY 6
It could be a sign of
one of these:
Constipation
Diarrhoea
Gas
Intestinal cramps
Abdominal pain
Internal bleeding
If not treated,
these can
lead to serious
chronic ailments
later.
Get yourself checked
9663367253
P a g e | 42
3.1
3.2
‘STOMACH OUT OF TUNE?’
Explain how the headline is intended to influence the reader.
(2)
Comment on the effectiveness of the visual image used in this advert.
(3)
The text reads:
We believe in preserving
the delicate balance
between man and
nature.
It’s not just about your
car’s exhaust emissions. It
goes beyond Toyota’s
leading hybrid and clean
diesel engine
technologies. We apply
innovative environmental
solutions to every aspect
of the vehicle’s life cycle:
from design,
manufacturing and use,
right through to recycling.
It’s the only way we can
expect to reach our
ultimate aim: zero
emissions.
[Source: eslchestnut.files]
3.3
Refer to the written text in the advertisement.
Discuss any TWO techniques used by the advertiser.
(3)
3.4
‘We believe in preserving the delicate balance between man and nature’.
Rewrite the above sentence in the past tense.
(1)
3.5
‘It’s not just about your car’s exhaust emissions’.
Explain the function the apostrophe in the word ‘it’s’ in the above sentence.
(1)
[10]
P a g e | 43
3.5
ACTIVITY 7
The text in small font reads:
The Nike Zoom HyperRev maximizes the foot’s natural motion where it’s needed most.
With light and dynamic performance, this new basketball shoe features full-length Nike
Zoom, dynamic Flywire and a flexible foam lining.
Mesh upper: delivers heel-to-toe breathability
Lightweight Phylite midsole: allows the foot to flex with natural motion
Full-length Nike Zoom: provides responsive cushioning
Nike Flywire technology: Locks the foot down with an adaptive fit
Flexible foam lining: provides comfortable support
3.1
Account for the use of labels and descriptions around the product.
(2)
3.2
Comment on the advertiser’s intention in the phrase: ‘The Nike Zoom
HyperRev maximizes the foot’s natural motion where it’s needed most’.
(3)
P a g e | 44
[Adapted from: Department of Education, 2021]
The text in small font reads:
A wise man once said that it’s the mountain as much as your own two feet that carries
you upwards. While that may be true, something tells us that wise men are also smart
enough to have someone else haul their stuff. For the rest of us, every ounce counts. So
we made a jacket so light you’ll forget you have it on. ‘Where’s my jacket?’ On your back.
‘Oh, see what I mean.’ It took us twenty years to arrive at the new Nike ACG superlight
jacket. And, as always, it’s still a departure.
3.3
3.4
3.5
Critically discuss the effectiveness of the technique used by the advertiser in
the word ‘HEAVY’.
(3)
‘Heavy as a feather’.
Rewrite this expression in its original form.
(1)
Provide an antonym for the word ‘haul’, in context.
(1)
[10]
P a g e | 45
Let’s practise a few language questions based on the advertisement.
Vodacom
Limitless is a real word.
If your network gave you any
data you could Google it.
power to you
Limitless
Limitless* adj 1. Word used to
describe the limitless talk,
limitless text and loads of
Internet on the Vodacom Red
VIP price plan, including
limitless choice of any
smartphone.
Only with Vodacom
T & Cs apply
[Source: https://businesstech.co.za/news/mobile/37318/vodacom]
3.6
Provide a synonym for ‘limitless’.
(1)
3.7
Rewrite ‘VIP’ in full.
(1)
3.8
Limitless is a real word. If your network gave you any data you could
Google it.
What part of speech is the underlined word?
(1)
3.9
Identify a compound noun in the advertisement.
(1)
3.10
Limitless* adj 1. Word used to describe the limitless talk.
Rewrite the above sentence in full.
Begin your sentence: Limitless is…
(1)
[10]
P a g e | 46
QUESTION 4: CARTOONS
RESOURCES: English Handbook and study guide and X-KIT Achieve
The ability to recognise or understand ideas conveyed through visible actions or images – it
simply means understanding what you see.
4.1
CARTOON TERMINOLOGY

Cartoons can be light-hearted fun/reflect social trends/ highlight serious issuespolitical/economic.

CARTOON TERMINOLOGY

BODY LANGUAGE: provides non-verbal clues/ communication about their mood and
attitude; this is seen through elements such as: body pose, gestures, and facial
expression and eye movements.

CARICATURE: features or actions of a person are exaggerated.
E.g. Barack Obama may be drawn with big ears, long chin and big teeth.

INTENTION: Is the cartoon meant to amuse, make a political statement or
ridicule someone (satire)?
A line between the speaker and the
words to indicate who is speaking.

SPEECH BUBBLE:

THOUGHT BUBBLE: looks like clouds – indicates unspoken thoughts.

CAPTION: title, brief explanation or comment accompanying an illustration.

COMIC STRIP: sequences of drawings telling a humorous or adventurous story.

FRAME: one drawing in a comic strip.

MOVEMENT: indicated by means of vertical, curved and diagonal lines.

Speedy action is indicated by streaky lines, or by the action going out of the frame.

PUNCTUATION: clever use is made of punctuation to create meaning.

STEREOTYPES: An exaggerated preconceived generalisation about the typical
behaviour, attitudes, dress etc. of various types of people.

VERBAL CLUES: some parts of the drawing may be used to help the reader establish
what the cartoon is about.

VISUAL METAPHOR: in a metaphor two things are compared. In a visual metaphor, a
picture stands for or represents something else.

IRONY: when one thing is said, but something else is meant.

PARODY: an imitation of a piece of writing used to ridicule the original or create a satirical
point.

SATIRE: uses humour to make a serious point. It involves using wit, irony or sarcasm to
highlight human vices or follies.
P a g e | 47
WHEN ANALYSING A CARTOON, LOOK AT THE FOLLOWING ASPECTS:
ACTION:
 What is happening in the cartoon?
 How is the action portrayed?
CHARACTERS:
 What emotions are communicated through facial expressions?
 What actions and emotions are communicated through body language?
 What does the body language suggest about the relationships between characters?
LANGUAGE:
 What words have been used?
 How has punctuation been used to suggest emotion?
SETTING:
 Where and when is the cartoon set?
 What is the particular social context?
STEREOTYPES/ SYMBOLS:
 Has the cartoonist made use of stereotypes – an over-generalized belief about a particular
category of people, example, all teenagers are rebels?
 Has the cartoonist used any symbols to represent something else?
When ANALYSING cartoons and referring to the TECHNIQUES used by a cartoonist,
look at these five elements:
 Speech bubbles
 Thought bubbles
 Facial expressions
 Body language
 Movement lines
 Onomatopoeia
FACIAL EXPRESSIONS:
Be careful they are not the same as body language. Facial expressions examples and what
they could possibly refer to in context of the cartoon.
INDICATE:
 Raised eyebrows: shock, enthusiasm, interest
 Furrowed eyebrows: scepticism, concentration focus, frustration
 Frown: sadness, confusion
 Smile: joy, pleased , satisfaction
 Enlarged eyes: shock, admiration, energetic
 Rolled eyes: annoyance, frustration
 Wide open mouth: excitement, shock, enthusiasm
 Smirk: satisfaction, conceited, smug, self- satisfied, playful
 Grimace: pain, disgust, disapproval
P a g e | 48
NOTE TO LEARNER: Refer to facial expressions and what they indicate IN
CONTEXT of the cartoon.
BODY LANGUAGE:
Remember to point out the obvious! It does not matter how clear an expression through
body language (or facial expression) may seem.
Example of body language and what may be INDICATED:
 Outstretched arms: exaggeration, emphasis
 Slumped posture: uninterested, bored, tired
 Head buried hands: overwhelmed, frustrated, tired, crying
 Head placed on one hand: annoyance, impatience, frustration
 Head/ body turned away: disinterested, ignoring someone/something
SPEECH BUBBLES:
These are very easily identifiable, they are bubbles... with spoken words. When asked to refer
to diction, text, language or words in the cartoon this is where we look!
WHEN USED AS A TECHNIQUE:
A lack of speech bubbles, especially in a comic strip where people are interacting or having
a conversation can be used to convey a message or a cartoon character’s attitude/reaction
to something or someone.
EXAMPLES:
 Indicating shock/surprise
 Emphasising anger
 Creating tension(as we wait for a spoken response)
 Confusion
THOUGHT BUBBLES:
These are usually in the shape of a cloud and contain words that are NOT spoken (thoughts).
WHEN USED AS A TECHNIQUE:
The presence of thought bubbles can indicate or show the following:
 A character is very deep in thought/ concentrating hard and is thus not speaking.
 Someone has a thought but does not want to say it aloud; they do not want others to
know what they are thinking.
 This could be an exclamation, or a ‘secret’ comment, example: A character is annoyed
with their classmates but will not voice their irritation (it stays in their thought bubbles) as
it will lead to more, unnecessary conflict.
 It could also show the thought process behind what has been said, for example: the
thoughts of a child before asking their parent for money.
MOVEMENT LINES:
These lines are squiggles that indicate movement or a specific action.
WHEN USED AS A TECHNIQUE:
Movement lines are effective in showing the reader how the characters move and can
highlight their movements and motives.
P a g e | 49
EXAMPLES:
 A powerful punch can be indicated by sharp movement lines around a hand and the
person who is hit, this will then show aggression, anger etc.
 A hand that is waving desperately to get someone’s attention in a crowd would possibly
be surrounded by lots of movement lines to show their frantic gesture.
ONOMATOPOEIA:
Words that mimic a SOUND of an object or action, for example ‘pow’, ‘clink’, ‘slurp’, ‘boing’,
‘crash.’ They are usually outside speech bubbles and are accompanied by movement lines.
WHEN USED AS A TECHNIQUE:
 They can add to humour
 They can indicate an action without saying anything (‘crash’ indicating items falling in
another room, ‘pow’ indicating a punch)
 Growing tensions (a character slurping their milkshake, while another character grows
visibly annoyed)
 Onomatopoeia words written in large, bold fonts can indicate louder sounds, whilst smaller
fonts can indicate softer sounds.
These elements of a cartoon can also help when commenting on and identifying the message
of a cartoon.
EXAMPLES OF CARTOONIST’S MESSAGES:
 Criticism of human nature
 To highlight the unfairness of something
 To make people question something
 Showing how it is ironic that...
 To criticise systems or leaders(usually with satire)
HUMOUR:
Humour is usually created in cartoons.
These are types of humour to look for:
 Irony
 Satire
 Pun
 Stereotype
 Ambiguity
 Anti-climax
 Incongruity
 Caricature
P a g e | 50
CARTOON TERMINOLOGY
TERM
Comic strip
Frame
Punch - line
Verbal Clues
FONT
PUNCTUATION
Speech bubbles
Thought bubble
VISUAL CLUES
Irony
Tone
Pun
EXPLANATION
A sequence of drawings telling a humorous or adventurous story - found
in newspapers, etc.
Each separate picture in a comic strip is called a frame.
The final phrase or sentence of a cartoon, providing the humour. The
different frames usually build up to the punch line in the last frame.
It refers to the size and type of letters used. Larger or bold letters are
used for emphasis.
Clever use of Punctuation to create meaning.
Speech bubbles are used to indicate the words spoken by the character.
Thought bubbles show what the character is thinking.
Some parts of the drawing which may be used to help the reader
establish what the cartoon is about. Eg
 Body language- If a character is tall and upright, he is athletic or
proud.
 Observe surroundings(background and foreground)
When one thing is said, but something else is meant.
The most important way in which words can create comic effect is
through the tone used. Ask yourself the following questions.
 Is the writer being serious?
 Is he mocking?
 Is there a contract between seriousness of the character and the
absurdity of the situation?
The play on words is where two possible meanings of a word are
referred to, one of them the expected meaning, the other an absurd or
comic meaning in context.
P a g e | 51
Stereotype
An exaggerated preconceived generalisation about the typical
behaviour, attitudes, dress, etc. of various types of people.
Caricature
When one or more physical features is exaggerated to convey a
message. E.g. Huge hands that reach out could show that someone is
greedy.
Satire
When the weaknesses of society (social/political) are criticised through
mockery and ridicule.
Anti-climax
This is when tension is created and we expect something important or
exciting to happen, but instead, the ending is very ordinary or a let-down.
Climax
The climax of the cartoon is the most exciting or important moment in it,
usually near the end, often after a series of events.
[Source: English Home Language Step Ahead Programme 2, February 2022]
TONE / ATTITUDE WORDS
accusatory
arrogant
assertive
blunt
cynical
condescending
compassionate
contempt
contemplative
critical
contemptuous
complacent
demanding
derisive
disappointed
disdainful
dismayed
dismissive
domineering
elated
flippant
indignant
judgmental
jovial
Matter-of-fact
mocking
malicious
nonchalant
objective
optimistic
offensive
pessimistic
quizzical
relaxed
charging of wrong doing
opinionated/ self-important
confident/forceful/bold
direct/frank
Questions the basic sincerity and goodness of people
A feeling of superiority
Showing sympathy or concern
Feeling that something/ someone is worthless or beneath you.
Studying, thinking, reflecting on an issue
Finding fault
Showing or feeling that something is worthless or lacks respect.
Smug/ satisfied
Insistent
Ridiculing, mocking
Sad/ disheartened
Disrespectful/scornful
Shocked/concerned/distressed
Off-hand/ unworthy
Intimidate/ bully
Thrilled/overjoyed
Carefree/not serious irresponsible
Marked by anger aroused by unfairness/injustice
Authoritative and often having critical opinions
Happy
Accepting of conditions; not fanciful or emotional
Treating with contempt or ridicule
Purposely hurtful
Unconcerned/relaxed/indifferent
An unbiased view- able to leave personal judgements aside.
Hopeful/cheerful
Attacking/insulting
Seeing the worst side of things; no hope
Odd, eccentric, amusing
Casual
P a g e | 52
resentful
sarcastic
satiric
sincere
surprised
whimsical
4.2
Indignant/irritated/aggrieved
Sneering
Ridiculing to show weakness in order to make a point
Without deceit or pretence; genuine
Startled
Odd, strange, fantastic, fun
DECODING OF CARTOON QUESTIONS
SOURCE: NSC MAY/JUNE PAPER 1 2022
Study TEXT E and TEXT F and answer the set questions.
TEXT E: CARTOON
FRAME 1
4.1
FRAME 2
FRAME 3
FRAME 4
[Source: thecomicstrips.com]
Refer to FRAMES 1 and 2.
How does the dialogue reflect the two characters’ attitudes towards their
customers?
(2)
Discussion:
You need to understand the instructional verb in the question.
What is the character’s attitude with reference to body language, speech or
both?
This question deals with body language together with dialogue (speech). In
your answer focus on the following:
 Focus on Frames 1 and 2.
 You must state the attitude (1 mark will be awarded)
 A reference to some aspect related to his dialogue in keeping with the
attitude given. (1 mark will be awarded)
 NB. Should the question include body language then you should make
reference to body language in keeping with the attitude given.
The smaller of the two characters is dismissive because he is in a position of
power, whereas the character in the black t-shirt is aware of the damaging
impact of the smaller character’s contempt for customers.
4.2
Refer to Frames 3 and 4.
Comment on the effectiveness of ONE technique used by the cartoonist.
DISCUSSION:
You need to understand the instruction word COMMENT, it means to give your
opinion, explain or criticise. Make a judgement based upon the evidence.
(2)
P a g e | 53
Study the cartoon again and identify a technique used. List the technique and
make a comment.
Merely listing the technique will not gain you a mark. You are required to make
a comment in order to obtain full two marks.
4.3
Rewrite ‘You’ve got to stop condescending to the customers.’ (Frame 1) so that
it is grammatically correct.
DISCUSSION: All rules of language need to be studied. In this case the verb
was omitted.
You have to stop being condescending to the customers.
(1)
TEXT F: CARTOON
MADAM AND EVE
FRAME 1
FRAME 2
FRAME 3
FRAME 4
[Source: twitter.com]
4.4 Account for the change in Thandi’s facial expression from Frame 2 to Frame 3.
(2)
Discussion: ACCOUNT for the change, this question is asking you to: EXPLAIN
WHY, you must PROVIDE REASONS. The question requires you to look at
Frames 2 and 3, write down what you see in frame 2 with regards to facial
expression together with a reason. Frame 3, show the change that has taken
place in the facial expression with a reason. It is very important to show the
change from frame 2 to frame 3.
In Frame 2, Thandi’s eyes are wide open as she is trying to convince her teacher
of her innocence. In Frame 3, her hooded eyes and scowl on her face indicate
that she feels insulted by her teacher’s question. /Thandi is dismissive of her
teacher’s question.
4.5 Discuss how humour is created in the cartoon as a whole.
Discussion: Begin this question by circling key words. Discuss, humour, cartoon
as a whole. Discuss the humour in the cartoon making reference to both VISUAL
and VERBAL aspects. Explain why the cartoon is funny (look for language
techniques e.g., irony satire etc.)
 Discuss something in the visual (body language etc.) which adds humour.
 Discuss something from the verbal which adds to the humour(adds humour)
Although Thandi is attending virtual school, she still uses a typical excuse for not
submitting her homework. Humour is created when Thandi is exposed as being
deceitful by her teacher’s sarcastic question.
(2)
P a g e | 54
4.6 Various options are provided as possible answers to the question below.
Choose the answer and write only the letter (A-D) next to the question
number(4.6)
The teacher’s instruction in Frame 1, written in indirect speech, is:
A. The teacher told Thandi to hold your homework up to the camera so that she
could see it.
B. The teacher told Thandi that she should hold her homework up to the camera
so that she can see it.
C. The teacher told Thandi to hold her homework up to the camera so that she
could see it.
D. The teacher told Thandi that she had held her homework up to the camera so
that she could see it.
Discussion: Identify the tense that needs to change
Identify the place/time that needs to change.
c- The teacher told Thandi to hold her homework up to the camera so that she
could see it.
(1)
[10]
4.3
ACTIVITY 8
FRAME 1
FRAME 2
FRAME 3
FRAME 4
[Source: loc.gov]
4.1
Refer to Frames 1 and 2.
What does the boy’s (Linus’s) speech reveal about his attitude towards
leadership?
(2)
Refer to Frame 4.
In your view, is Frame 4 an effective conclusion to the cartoon? Substantiate
your response by a close study of the visual and verbal elements in this
frame.
(3)
Consider the whole cartoon.
Critically discuss the effectiveness of satire as used by the cartoonist to
illustrate how the boy’s behaviour touches on a broader issue.
(3)
4.4
Refer to Frame 2. Provide an antonym for the word ‘responsibility.
(1)
4.5
Refer to Frame 4. What is the function of the apostrophe in the word ‘I’ll’ in
Frame 4?
4.2
4.3
(1)
[10]
P a g e | 55
4.4
ACTIVITY 9
Study TEXT E and answer the set questions.
TEXT E
FRAME 1
4.1
FRAME 2
FRAME 3
[Source: CARTOONSTOCK.COM]
What emotion is the boy feeling in Frame 1? Motivate your answer with
reference to his body language.
(2)
4.2
Explain the humour in the cartoon.
(2)
4.3
Rewrite ‘Dude’s been played.’ in formal English.
(1)
TEXT F
[Source: takeoffeh.com cartoons]
QUESTIONS: TEXT F
4.4
Identify at least ONE visual clue in the setting of the cartoon that emphasises
the woman’s words, “Stan, why did you book us a hotel room with no bath,
no room service and no view?”?
(2)
4.5
What warning is given by the title of the cartoon?
(1)
4.6
Rewrite the following sentence in the passive voice:
‘Stan booked them a room with no room service and no view.’
(2)
[10]
P a g e | 56
QUESTION 5: EDITING
This component of the document refers to terms/concepts that appear in Question 5 of the
NSC ENGHL P1. In some instances, references have been made to Question 5 of the 2022
May-June ENGHL P1.This component also includes TWO self-study exercises with
memoranda of suggested answers.
5.1
EDITING TERMINOLOGY
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
The HYPHEN
The COLON
The SEMI-COLON
Use of the ELLIPSES
PARENTHESES (BRACKETS)
CONCORD
The use of TWO DASHES
PREFIXES
REDUNDANCY
AMBIGUITY
HANGING / DANGLING PARTICIPLES
The SPLIT INFINITIVE
COMMA SPLICE ERRORS
EXPLANATIONS OF THESE TERMS:
 THE HYPHEN (-)
Hyphens: •
Form compound words from single words.
•
Separate two vowels to prevent awkwardness.
•
Show that a word is unfinished at the end of a written line.
•
Connect prefixes to nouns.
EXAMPLES:
•
Mother-in-law, well-crafted
•
Co-operative
•
Anti-violence
 COLON (:)
Colons:
•
Introduce a list that will follow.
EXAMPLES
•
The bookstore specializes in: art, architecture and graphic design.
•
The man bought: apples, oranges, walnuts and ice-cream.
 SEMI-COLON (;)
Semi-colons:
•
Separate two main clauses in the place of a coordinating conjunction or a full stop.
EXAMPLES
•
Everybody knows; nobody is telling.
•
Iago preyed on Othello’s naïve nature; Desdemona was one of the victims.
P a g e | 57
 ELLIPSES (…)
Ellipses:
•
Indicates an incomplete thought.
•
Indicates a trail of thought.
•
Indicates an interruption.
•
Indicates hesitation.
EXAMPLES:
•
Oh, my word! I cannot believe that …
•
If you do not do this work, I will …
PARENTHESES / BRACKETS ( )
Parenthesis / Brackets:
•
Separate non-essential information from the rest of a sentence.
•
Encloses an explanation of what a word means.
•
Provides additional information.
EXAMPLES:
•
He won a lot of money (about R 1 million)
•
Signor Brabantio (Desdemona’s father) accused Othello of using sorcery to win over
Desdemona.
 THE USE OF TWO DASHES IN A SENTENCE
Dashes are interruptions within the sentence.
They provide extra information.
In many cases, the additional information may be necessary and valuable.
THE TWO DASHES: 2022 MAY-JUNE NSC ENGHL P1
5.1
Provide the function of the two dashes in line 1.
(1)
‘If you're reading this – at the risk of sounding like your breathing App – I want
you to take a deep breath.
How to answer this question:
 Spot the dashes.
 Identify the sentence / phrase found between the dashes.
 Read the sentence without the words between the dashes: ‘If you’re reading this I want
you to take a deep breath. ‘
 If the sentence is grammatically correct and makes sense, then the function of the dashes
would be to provide additional information
•
•
•
•
•
•
 PREFIXES
Prefixes are letters which we add to the beginning of a word to make a new word with
a different meaning.
Prefixes can, for example, create a new word that is opposite in meaning to the word
the prefix is attached to.
They can also make a word negative or express relation of time, place or manner.
PREFIX IN THE 2022 MY-JUNE EXAMINATION [QUESTION 5]
Line 10
…job losses, not to mention systemic inter-racial conflict, both locally and overseas…
5.5.2 Explain the meaning of the prefix, 'inter' in 'inter-racial' (line 10).
(1)
How to answer this question:
•
It is important to have a working knowledge of the types of prefixes and to identify the
prefix in the question.
•
The prefix ‘inter’ means between.
SUGGESTED RESPONSE:
The prefix ‘inter’ in inter-racial means: conflict between the races.
P a g e | 58
EXAMPLES OF COMMONLY- USED PREFIXES
PREFIX
MEANING
antiagainst/opposed to
auto
self
dereverse or change
disreverse or remove
downreduce or lower
extrabeyond
hyperextreme
il-, im-, in-, irnot
interbetween
midmiddle
megavery big, important
nonnot
overtoo much
outgo beyond
postafter
prebefore
ultraextremely
EXAMPLES
anti-government, anti-racist, anti-war
autobiography, automobile
de-classify, decontaminate,
disagree, displeasure,
downgrade, downhearted
extraordinary,
hyperactive, hypertension
illegal, impossible, insecure,
interactive, international
midday, midnight, mid-October
megabyte, mega-deal,
non-payment, non-smoking
overcook, overcharge,
outdo, out-perform, outrun
post-election, post-war
prehistoric, pre-war
ultra-compact, ultrasound
 CONCORD
WHAT CONCORD (IN ENGLISH GRAMMAR) IS
•
It’s the agreement between the SUBJECT of the sentence and the VERB of that
sentence.
RULE:
•
If the subject of the sentence is singular, the verb must be singular.
•
If the subject of a sentence is plural, the verb must be plural.
The basic rule of CONCORD is simply:
•
A singular subject takes a singular verb,
•
A plural subject takes a plural verb.
EXAMPLES OF CONCORD
1.
The pages (subject) is (verb) held together by a staple.
2.
The pages (subject) are (verb) held together by a staple.
•
Option 2 is correct, because the subject, ‘pages’, and the verb, ‘are’, are both plural.
A PHRASE BETWEEN SUBJECT AND VERB
Look at these examples:
1.
The message between the lines is that we need to finish before Monday.
2.
The message between the lines are that we need to finish before Monday.
•
The subject of the sentence is ‘message’ -- ‘message’, is singular. Therefore we use
the singular verb: ‘is‘
CONCORD IN THE 2022 MAY-JUNE NSC ENGHL P1
PARAGRAPH 4.
All things considered, however, it's important to acknowledge the various different
aspects of trauma that has been inflicted by this crisis, and to understand its impact
on our society as a whole.
5.7
Correct the concord error in paragraph 4.
How to answer this question:
1.
Spot the SUBJECT and VERB in the sentence and check if singular or plural:
SUBJECT:
‘aspects
(plural)
VERB:
‘has’ (singular)
SUGGESTED RESPONSE: …things considered …aspects of trauma that have …
(1)
P a g e | 59
 REDUNDANCY
Redundancy / Tautology is the use of duplicative, unnecessary, contradictory or useless
wording / phrases which repeat a concept with different words.
EXAMPLE:
Incorrect: In my opinion, I think the Cardinals are the best team.
Correct Option 1: In my opinion, the Cardinals are the best team.
Correct Option 2: I think the Cardinals are the best team.
In the first sentence, in my opinion and I think mean the same thing and therefore it is not
necessary to use both.
COMMON EXAMPLES OF REDUNDANT PHRASES
•
“small in size” or “large in size”
•
“true facts”
•
“basic fundamentals”
•
“past history”
EXERCISE: TAUTOLOGY / REDUNDANCY
Remove the redundancies / tautology from the following sentences.
1. Shayur’s alarm was set for 7 a.m. in the morning
2. The burglar returned back to the scene of the crime.
3. At the end of the concert, the crowd rose to its feet and gave the musicians a standing
ovation.
4. We all need to cooperate together, or we will never make any progress.
5. For most people, riding in a hot-air balloon is a unique, once-in-a-lifetime opportunity.
REDUNDANCY IN THE 2022 MAY- JUNE NSC P1
PARAGRAPH 4
All things considered, however, it's important to acknowledge the various different
aspects of trauma that has been inflicted by this crisis, and to understand its impact
on our society as a whole.
5.8
Remove the redundancy in paragraph 4.
(1)
How to answer this question:
•
Read through the paragraph.
•
Identify concepts / ideas that mean the same thing but are expressed differently
•
NOTE: ‘various’ and ‘different’ are synonyms and therefore mean the same thing
Suggested response:
•
Remove either ‘VARIOUS’ or ‘DIFFERENT’
 AMBIGUITY
Ambiguity is created when a statement / situation has more than one possible meaning /
can be understood in more than one way.
EXAMPLES OF AMBIGUITY
1.
Ribbon Cutting for Breastfeeding Room
•
The room does breastfeeding.
•
The room is designed for breastfeeding moms.
2.
Kids Make Nutritious Snacks
•
Kids, when cooked well, can make nutritious snacks.
•
Kids know how to prepare nutritious snacks.
EXERCISE: Spot the ambiguity in the following sentences.
1.
Marcy got the bath ready for her daughter wearing a pink dress.
2.
I saw someone on the hill with a telescope.
3.
I shot an elephant in my pyjamas” (Groucho Marx).
P a g e | 60
 DANGLING [HANGING] PARTICIPLES
In grammar, a dangling participle is an adjective that unintentionally modifies the wrong
noun in a sentence.
EXAMPLE 1
"Walking through the kitchen, the smoke alarm was going off."
• This sentence literally means that the smoke alarm was taking a stroll.
EXAMPLE 2
"If found guilty, the lawsuit could cost billions."
•
This sentence suggests that lawsuit itself will be found guilty.
To fix this, simply add the missing pronoun or noun, such as "the company,"
•
A corrected sentence, then, might read, "If found guilty, the company could lose
billions."
•
This sentence makes it clear that the company may be found guilty and be forced to
pay billions.
•
MORE EXAMPLES
1.
Oozing slowly across the floor, Marvin watched the salad dressing.
2.
Waiting for the Moonpie, the candy machine began to hum loudly.
 THE SPLIT INFINITIVE
A split infinitive is a grammatical error when an adverb or adverbial phrase separates the
"to" and the verb (infinitive)"
EXAMPLES:
1.
I was told to quietly eat.
ERROR: The adverb ‘quietly’ is placed between ‘to’ and ‘eat’
CORRECT FORM: I was told to eat quietly. [The adverb comes after the verb.]
NOTE: This question may be framed as: ‘correct the grammatical error in the sentence.'
HOW TO CORRECT A SPLIT INFINITIVE ERROR:
•
Spot the ‘to’ and the verb in the sentence.
•
Remove the adverb / adverbial phrase between ‘to’ and the verb
•
Restructure the sentence ensuring that it is grammatically correct.
 COMMA SPLICE ERRORS
What a comma splice error is:
•
Comma splice errors are created when two or more independent clauses are joined
with a comma.
HOW TO CORRECT COMMA SPLICE ERRORS
1.
JOIN THE SENTENCES WITH A COORDINATING CONJUNCTION (and, but or so)
With most comma splices, the conjunction you’ll want to add is probably and, but, or
so.
EXAMPLE
I am not angry with you, I am not happy with you, either.
I am not angry with you, but I am not happy with you, either.
2.
REPLACE THE COMMA WITH A SEMI-COLON (;)
EXAMPLE:
I am not angry with you; I am not happy with you, either.
3.
SEPARATE THE TWO SENTENCES WITH A FULL STOP (.)
I am not angry with you, I am not happy with you, either.
EXAMPLE
I am not angry with you. I am not happy with you, either.
NOTE:
The question may appear as: ’Correct the punctuation error in …’ in a question
paper.
P a g e | 61
5.2
ACTIVITY 10
Read TEXT A, which contains some deliberate errors, and answer the set questions.
TEXT A
PETS AND STRESS RELEASE
1
Many universities has instituted programs, where students can come in and 1
interact with cats and/or dogs to help alleviate some of the strain.
2.
Scientists at Washington State University have recently demonstrated that, in
addition to improving students’ moods, these programs can have stressrelieving physiological benefits.
5
3.
Patricia Pendry, associate professor, remarks: ‘Students in the study which
interacted with the cats and dogs had a significant reduction in cortisol, a major
stress hormone.’ Pendry published these findings with WSU graduate student
Jaymie Vandagriff last month in AERA Open, an educational research journal.
4.
This is the first study that has demonstrated reductions in cortisol levels during 10
a real-life intervention rather than in a laboratory setting. Several salivary cortisol
samples were collected from each participant by the assistants. Once all the
data was organized from the various samples, the students who interacted
directly with the pets showed significantly less cortisol in their saliva after the
interaction.
15
5.
Pendry said. ‘What we wanted to learn was whether this exposure would help
students reduce their hassle in a less subjective way. It did, which is exciting as
the reduction of hassle hormones may, over time, have significant benefits for
physical and mental health.’
Preliminary results are very positive, a follow-up study shows that the findings
of the recently published work hold up.
20
[Adapted from a Reprint from Washington State University]
5.1
Refer to paragraph 1.
5.1.1 Correct the spelling error in the paragraph.
5.1.2 Correct the grammatical error in the paragraph.
(1)
(1)
5.2
5.2.1
5.2.2
5.2.3
Refer to lines 3-5.
State the function of the commas in lines 3 – 4
Provide the function of the hyphen in ‘stress-relieving’ (lines 4-5).
Provide the noun form of the word ‘physiological’ (line 5).
(1)
(1)
(1)
5.3
Pendry published these findings with WSU graduate student Jaymie
Vandagriff last month.’ (Lines 8-9).
Change the above sentence to the passive voice.
(1)
5.4
Correct the pronoun error in paragraph 3.
(1)
5.5
Provide a suitable synonym for 'demonstrated' (line 10).
(1)
P a g e | 62
5.6
Pendry said: ‘What we wanted to learn was whether this exposure would help
students reduce their hassle in a less subjective way.’ (Lines 16-17).
Rewrite the above sentence in reported speech.
5.7
Correct the punctuation error in the last paragraph.
5.3
(1)
(1)
[10]
ACTIVITY 11
Read TEXT B, which contains some deliberate errors, and answer the set questions.
TEXT B
FOR ME, TRADITIONAL PUBLISHING MEANS POVERTY. BUT SELF-PUBLISH?
NO WAY – ROS BARBER
1. Life as a professional writer is financially depressing, I’ve often been advised 1
to self-publish. Here’s why I won’t do it:
2. A few days ago, I wrote a piece on my blog exploding the myth of the rich writer
and laying out – described by SARS, as being ‘ruthlessly mathematical’ -- what
authors actually recieve when you buy their books. The simple answer for many 5
of us are: nothing at all. The heady advance in the case of my most recent novel,
was R90 000 for two years’ work.
3. The blog was widely shared on social media and viewed by nearly 10 000 people
in its first week. The shock, agreement and commiserations were followed swiftly
by people telling me that what I really need to do is self-publish my own work.
10
4. If one self-publishes a book, you are not going to be writing for a living. You are
going to be marketing for a living. Self-published authors should except to spend
only 10% of their time writing and 90% of their time marketing. But if your passion
and love is creating worlds and characters, telling great stories, and/or revealing
in language, you might want to aim for traditional publishing
15
[Adapted from: www.the guardian.com]
5.1
5.1.1
5.1.2
5.1.3
Refer to lines 1-2 ‘Life as a professional writer I … Here’s why I won’t do it:’
Correct the punctuation error in the sentence.
(1)
Provide the noun form for ‘professional’ (line 1)
(1)
Identify and state the function of the punctuation mark at the end of
“Here’s why I won’t do it’:
(2)
5.2
Refer to paragraph 2:
5.2.1 SARS (line 4) is an example of a / an:
A
Abbreviation
B.
Acronym
C.
Neologism
D
Initialism
5.2.2 Correct the spelling error in the paragraph.
5.3
‘The blog was widely shared on social media and viewed by nearly
10 000 people in its first week.’ (Lines 8-9).
Rewrite the above statement in the active voice.
(1)
(1)
(1)
P a g e | 63
5.4
5.4.1
5.4.2
5.4.3
Refer to lines 11 – 15:
Correct the pronoun error in the paragraph.
Remove the tautology in the paragraph.
Identify and correct the malapropism in lines 13 -15 (‘But if your … traditional
publishing.’)
(1)
(1)
(1)
[10]
MEMORANDA FOR ACTIVITIES 1 - 11
MEMO COMPREHENSION ACTIVITY 1
1.1
The inverted commas are used to show the reader that it was not really
dating, but just what she called it or what she believed at the time. They socalled dated.
1.2
In paragraph 2 it states ‘At the prodding of her co-worker’ which means that
Elise had to be encouraged by her colleague to look up her first boyfriend
which means that she was reluctant to contact him.
1.3
The writer’s uses rhetorical questions in paragraph 2 in order to keep the
reader’s interest and to increase the suspense for the reader who is not sure
what happened next and must read further to find out. In this way, the
questions involve the reader.
1.4
1.5
1.6
The term ‘retrosexuals’ used in paragraph 3 is appropriate because it
describes people who are recycling love and the meaning of ‘retro’ is to
revive or relate to something. A past love interest which relates to
relationships and reviving of love.
It suggests that it is a segregated area or restricted part of the
internet/technology that only some people/minority use. Usually refers to a
slum area.
The writer uses expressions to show the thrilling effect of ‘finding an old
girlfriend’. The phrase ‘an intense’ and ‘almost uncontrollable’ shows the
effect on the people when they look up an old partner. The feeling is
described as tempting or forceful by the use of the word ‘compels’ which
explains the impact. Our human nature is highlighted by the words ‘curious’
and ‘to fantasize’ which both have positive connotations./The writer quotes or
uses direct speech to encourage the reader to trust or believe what has been
stated.
(2)
(2)
(2)
(3)
(2)
(3)
1.7
The writer compares retrosexual experiences with high school reunions
because people are interested and filled with sentimental longing for their
past. Retrosexuals are curious and eager to reply to messages on Facebook, (3)
similarly people attend reunions out of a sense of curiosity and wonder what
could have been/long for their past.
1.8
The conclusion is like a romantic comedy and follows the format of this genre
and this means there is a simple/uncomplicated and satisfying conclusion to
the narrative style of the article. It is very effective as the conclusion leaves
the reader satisfied and all the rhetorical questions have been answered.
(3)
P a g e | 64
There is a happy ending as with a romantic comedy. It is a positive and
encouraging conclusion to the article.
1.9
The impression is that his parents had never even considered the fact that
their son may have a social life or life on Facebook.
(2)
1.10 The parents are surprised/shocked when they discover Jeremy’s Facebook
account and his social media posts. They were unaware that their son has a
life they don’t know about.
(2)
1.11 The parents feel like they do not know their son and that he is a different
person on his social media/Facebook page and this is conveyed by their
shocked expressions and dialogue which indicates their horror at being left
out by their son who has been posting on social media but not keeping them
updated.
(3)
1.12 In TEXT B the parents come across their son’s Facebook page by chance
and are shocked at what they do not know about his life. This reinforces
paragraph 2 in TEXT A is about looking up an old flame or romantic interest
on Facebook who you have not seen in a long time. The subject or topic is
the same in both.
(3)
TOTAL MARKS
Acknowledgement: Mrs B Munn Howick High School
[30]
MEMO COMPREHENSION ACTIVITY 2
1.1
1.2
1.3
The writer involves the reader by the use of the personal pronoun ‘you’ in
order to emphasise the fact that the reader is responsible/ to give the
setting of the article in a dramatic context.
If you are happy to display your same text/post on a billboard for everyone
to see in public, then you know you can post it./If you would put your photo
and name up for everyone to see on a billboard then you can post it.
Emma Sadleir is an author and lawyer and these credentials are mentioned
in order to give credibility to the article so that the reader is aware that this
is not just opinion/subjective but evidence from someone who is qualified to
comment.
(2)
(2)
(2)
1.4
When we act in the digital world it has long-term consequences as it does in
the real world. Also, we are accountable for what is done in the real world
as well as in the digital world. These worlds are connected and the digital
(3)
world can help us both professionally and physically.
1.5
Social media platforms are unscrupulous/immoral and only interested in
making money. Paragraph 5 warns the reader of this by using words like
‘distrust’ meaning we should not trust the media and they have ‘excessive
access’ which means there is almost no privacy. The phrase ‘as they
please’ means that there is no restriction or conscience for the media and
‘as long as possible’ emphasises the fact that they are just interested in
keeping viewer’s attention for financial gain. (The message and ANY two
examples or one example well-discussed)
(3)
P a g e | 65
1.6
1.7
1.8
A tattoo is permanent just like digital content online, you cannot erase it.
This is effective as it emphasises the fact that the digital content/post will
always be there for everyone to see and a tattoo is always there once it is
on one’s skin.
The writer is pointing out that one’s history is also unsafe and can be
accessed in one’s future on social media just like the girl from 1912. One’s
past actions and/posts do not disappear.
(2)
It is a suitable conclusion because the sentences are short and to the point
which emphasises the impact of the writer’s message in the article. It sums
up the article by ending with a warning to the reader.
(3)
1.9
The ship is sinking and the passengers are filming it on their cellphones to
post on social media.
1.10
The rhetorical question is used here to highlight what would happen if the
Titanic sank today in this day and age of social media where people post
everything, including catastrophes, on line.
1.11
1.12
(3)
The passengers/survivors are in the water while the ship is sinking,
however instead of focusing on survival or being rescued, they are only
concerned with recording the event. This emphasises the impact of social
media in today’s world.
TEXT B depicts how people even post tragic pictures on social media
without thinking of the consequences and in paragraphs 5 and 9 of TEXT A
the writer speaks of the long-term consequences of posting on social media
and that no-one is safe because even pictures from the past can end up on
social media which is depicted in TEXT B.
TOTAL MARKS
Acknowledgement: Mrs B Munn Howick High School
MEMO SUMMARY ACTIVITY 3
Marking the summary:
Marking is on the basis of the inclusion of valid material and the exclusion of invalid
material.
(2)
(2)
(3)
(3)
[30]
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The summary should be marked as follows:

Mark allocation:
o 7 marks for 7 points (1 mark per main point)
o 3 marks for language
o Total marks: 10

Distribution of language marks when candidate has not quoted verbatim:
o 1–3 points correct: award 1 mark
o 4–5 points correct: award 2 marks
o 6–7 points correct: award 3 marks

Distribution of language marks when candidate has quoted verbatim:
o 6 to 7 quotes: award no language mark
o 4 to 5 quotes: award a maximum of 1 language mark
o 2 to 3 quotes: award a maximum of 2 language marks
NOTE:
Word Count:
o Markers are required to verify the number of words used.
o Do not deduct any marks if the candidate fails to indicate the number of
words used or if the number of words used is indicated incorrectly. If the word
limit is exceeded, read up to the last sentence above the stipulated upper
limit and ignore the rest of the summary.
TOTAL SECTION B: 10
Acknowledgement: Northwest Province ENGLHL Grade 12 P1 September 2019
MEMO SUMMARY ACTIVITY 4
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Marking the summary:
Marking is on the basis of the inclusion of valid material and the exclusion of invalid
material.
The summary should be marked as follows:

Mark allocation:
o 7 marks for 7 points (1 mark per main point)
o 3 marks for language
o Total marks: 10
P a g e | 68

Distribution of language marks when candidate has not quoted verbatim:
o 1–3 points correct: award 1 mark
o 4–5 points correct: award 2 marks
o 6–7 points correct: award 3 marks

Distribution of language marks when candidate has quoted verbatim:
o 6 to 7 quotes: award no language mark
o 4 to 5 quotes: award a maximum of 1 language mark
o 2 to 3 quotes: award a maximum of 2 language marks
NOTE:
Word Count:
o Markers are required to verify the number of words used.
o Do not deduct any marks if the candidate fails to indicate the number of
words used or if the number of words used is indicated incorrectly. If the word
limit is exceeded, read up to the last sentence above the stipulated upper
limit and ignore the rest of the summary.
TOTAL SECTION B: 10
Acknowledgement: Northwest Province ENGLHL Grade 12 P1 June 2019
MEMO ADVERTISEMENT ACTIVITY 5
3.1
The advertiser emphasises the fact that this is a reputable brand. It
convinces the reader that its quality has stood the test of time.
(2)
3.2.
The illustration effectively conveys the advertiser's intention because
attention is drawn to the superior and the unusual characteristics of the
product. The watch's large size and unusual horizontal position accentuate
its distinctive features and allows for the reader to imagine how the watch
will look on his wrist creating a desire to want to purchase the product.
(3)
3.3.
The advertiser makes a personal appeal by using the second-person
pronoun.Emotive words/phrases, e.g. 'gigantic', 'even more impressive',
'envious glances' reinforce the notion that this product is a cut above the
rest. Jargon, e.g. 'Pellaton winding system', creates the impression that the
watch is technically sophisticated.
The emotive diction and jargon could be perceived as exclusive.
(3)
3.4.
gigantically
(1)
3.6.
Adjective
Acknowledgement: DBE KZN (2015)
(1)
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MEMO ADVERTISEMENT ACTIVITY 6
3.1
The headline is a rhetorical question which is used to get the reader’s (2)
attention, thinking and asking himself/herself if this relates to them. The
reader would be engaged and want to read further if it does relate to him/her,
in this case if the reader is experiencing an upset tummy.
3.2.
The visual image is of an instrument called a bag pipe and is shaped as a (3)
stomach. The image is effective because when one experiences any of the
symptoms listed in the advert, a funny sound usually emanates from the
stomach which could actually sound like an off-tune bag pipe, therefore the
visual image is effective.
 Use of personal pronouns: ‘we, your’ encourages the reader to be (3)
involved in the message presented by the advertiser.
 Use of contractions: ‘it’s’, the use of contractions create a conversational,
less formal tone thereby engaging the reader.
 Safe environment appeal: the advertiser appeals to the eco-warriors of
society who care for the environment and the impact that human activity
has on the environment.
 Diction/emotive words: the use of emotively charged words engages the
reader’s attention – ‘preserving, delicate, balance between man and
nature, vehicle’s life’.
3.3.
3.4.
We believed in preserving the delicate balance between man and nature.
(1)
3.5.
To show contraction: it’s – it is
Acknowledgement: Mr D Naidoo Harding Secondary School
(1)
MEMO ADVERTISEMENT ACTIVITY 7
3.1.
The labels and descriptions serve as an advertising technique to describe (2)
the various features of the product. It provides the target audience with
detailed information of what the product has to offer, drawing customer’s
attention towards purchasing the product.
3.2.
The advertiser is trying to specifically appeal to its target audience which is (3)
revealed to be basketball players. Basketball players score a goal through
elevated motion of the feet therefore this sentence emphasizes, to the
basketball player, that this shoe will increase motion of the foot in order to
score a goal which is where it is needed most.
3.3.
The word heavy is written in big bold font. This emphasizes the idea of great (3)
density, thickness and bulk relating to the quality of the jacket. The bold font
is also made up of feathers. This, on the other hand, emphasizes the
plumage, light weight nature of the jacket. These techniques are effective as
they convey the comfortable, light weight of the jacket which still provides
you with the warmth of a heavy jacket.
3.4.
As light as a feather.
(1)
3.5.
3.6
Push/Propel/Send
Endless/boundless/infinite
(1)
(1)
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3.7
Very Important Person
(1)
3.8
Pronoun
(1)
3.9
Smartphone
(1)
3.10
Limitless is an adjective; a word used to describe limitless talk.
Acknowledgement: Mr D Naidoo Harding Secondary School
Acknowledgement: DBE 2021
(1)
MEMO FOR CARTOON ACTIVITY 8:
4.1
He thinks its way too much work and responsibility and he cannot fathom that
he could become the school president/ can’t see himself as a leader.
(2)
4.2
Yes it is effective – Linus agrees to run for president only AFTER thinking about the
power that comes with leadership. His raised fists/ bold words/ double exclamation
mark – all convey the zeal that often comes with leadership.
(3)
4.3
Satire- poking fun at the election candidates/politicians and their obsession for power
/ unlikely type of candidate who is often voted in. The intention is to rebuke those in
leadership and remind them that with the power comes responsibility and hard work.
(3)
4.4
unreliability, irresponsibility, untrustworthiness, irresponsible.
(1)
4.5
It shows contraction of the words ‘I will’.
(1)
[10]
Acknowledgement: Stanger Cluster 1
MEMO FOR CARTOON ACTIVITY 9:
TEXT E
4.1. Motivate your answer with reference to his body language.
Smug/confident/ pleased with himself
Smiling/ closing his eyes in bliss/ arms folded.
4.2.
(2)
He thinks he is being brave and sacrificing his holiday to protect his granny but
realises that she has tricked him into staying with her by acting like she is scared.
She is in reality a fearless old lady who has travelled the world alone, why would she
be scared of staying alone?
(2)
4.3. The boy/he has been tricked/deceived/fooled.
(1)
TEXT F
4.4.
There is a wall behind the window resulting in ‘no view’ something to which holiday
makers look forward./ It is one bedroom, cramped space with no bathroom./The
hotel room does not have a telephone indicating that the hotel does not offer room
service.
(2)
4.5.
If you don’t use a travel agent to book your holiday, you will end up with a
hotel like this lady.
(1)
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4.6.
A room with no room service and no view was booked by Stan.
(2)
Acknowledgement: Durban Girls’ Secondary School
MEMO EDITING ACTIVITY 10
5.1.1 programs – programmes
(1)
5.1.2 Many universities have instituted
(1)
5.2.1 encloses additional information.
(1)
5.2.2 creates a compound word.
(1)
5.2.3 Physiology
(1)
5.3
These findings were published by Pendry with WSU graduate student Jamie
Vandagriff last month.
(1)
5.4
Which --- who
(1)
5.5
Shown / proven
(1)
5.6
Pendry said (that) what they wanted to learn was whether that exposure would help
students reduce their hassles in a less subjective way.
(1)
5.7
Preliminary results are very positive. A follow-up study shows that the findings of the
recently published work hold up.
OR
Preliminary results are very positive and a follow-up study shows that the findings of
the recently published work hold up.
OR
Preliminary results are very positive; a follow-up study shows that the findings of the
recently published work hold up.
(1)
[10]
Acknowledgement: South African Comprehensive Assessment Institute (SACAI)
MEMO ACTIVITY 11
5.1.1 Life as a professional writer is financially depressing. I’ve often been advised to selfpublish. Here’s why I won’t do it
OR
Life as a professional writer is financially depressing; I’ve often been advised to selfpublish. Here’s why I won’t do it:
OR
Life as a professional writer is financially depressing and I’ve often been advised to
self-publish. Here’s why I won’t do it:
(1)
5.1.2 professionalism
(1)
5.1.3 colon / Indicates a list of reasons to follow.
(2)
5.2.1 acronym
(1)
5.2.2 recieve –receive
(1)
5.3
Nearly 10 000 people viewed the blog in its first week, when it was widely shared on
social media.
(1)
5.4.1 If one self-publishes a book, one is not ….OR If you self-publish a book, you are
not…
(1)
5.4.2 Remove ‘passion’ or ‘love’.
(1)
5.4.3 revealing --- revelling
(1)
[10]
Acknowledgement: NSC ENGHL P1 2020
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CHECKLIST FOR PAPER 1
I know the following: Paper 1 – Language
The parts of speech and the function of each:
conjunction
article
preposition
verb
adverb
noun
adjective
pronoun
interjection
Compound words (adjectives and nouns)
Punctuation and the function of each:
full stop
comma
apostrophe
capitals
semi-colon
colon
question mark exclamation
ellipsis dots
hyphen
dash
brackets
parenthesis
Inverted commas
Paragraphing – topic sentences, supporting sentences
Concord and the basic rules of concord
The apostrophe rules – possession and omission
The pronoun and the rules governing the personal pronoun
Singular and plural
Degrees of comparison
The verb – auxiliary verbs
Synonyms, antonyms
Homonyms, homophones
Abbreviation, acronyms
Prefixes, suffixes
Etymology, root of words
Tenses
Ambiguity, redundancy (tautology), malapropism, portmanteau, neologism
Figures of speech and the function of each:
simile
metaphor
personification
oxymoron
metonymy
onomatopoeia
hyperbole
contrast
irony
sarcasm
anti-climax
symbol
euphemism
litotes
paradox
pun
understatement
synecdoche
alliteration
assonance
Register: formal, informal, colloquial, slang
Satire
Rhetorical question
Idiomatic expressions, idioms, proverbs
Visuals, graphs, charts
Conditional sentences
Active and passive voice
Direct and indirect speech
Emotive language
Bias, prejudice, stereotyping
Denotation and connotation
Purpose of writing, writer’s point of view
Tone, attitude
Summaries
Diction
Clauses/phrases
YES
NO