Your Examination
Preparation Guide
GRADE
12
ENGLISH
HOME
AND FIRST
ADDITIONAL
LANGUAGE
PAPER 1 LANGUAGE IN CONTEXT
(COMPREHENSION, SUMMARY,
AND LANGUAGE STRUCTURES
AND CONVENTIONS)
Supported by
FOREWORD BY THE HONOURABLE MINISTER OF BASIC EDUCATION
Our shared goal is continually to improve learner performance. This is an effort which is
strengthened through close collaboration between the Basic Education Sector and the South
Africa’s private and public sectors.
It gives me great pleasure to inform you that you have been favoured with the AVBOB STEP
12 Examination Preparation Guides for South Africa’s Grade 12 languages, a product of a
long-standing partnership between the Department of Basic Education and AVBOB.
Through these guides, AVBOB aims to provide language examination support to all Grade
12 teachers and learners. These guides will serve as a valuable self-help resource for
learners.
Through AVBOB STEP 12, AVBOB is making available 33 Examination Preparation
Guides, each meticulously compliant with the Curriculum and Assessment Policy Statement
(CAPS); and written in accordance with the most recent Examination Guidelines for the
twelve South African languages offered in Grade 12. Teachers, learners and interested
parties, may download these guides at no cost from www.avbobstep12.co.za.
The initial set of AVBOB STEP 12 Examination Preparation Guides – in all 11 official South
African languages, comprises one guide for each of the three National Senior Certificate
examination papers, and covers both Home and First Additional Languages:
1.
2.
3.
Language in context;
Literature; and
Creative Writing.
Each guide covers themes as directed in the curriculum and focuses on important areas
covered in the examination papers. By paying attention to time management in the exams,
the AVBOB STEP 12 guides can also assist learners in alleviating anxiety and stress.
As the Department of Basic Education, we encourage Grade 12 language teachers and
other educators of Grade 12 learners to embrace the AVBOB STEP 12 Examination
Preparation Guides, which we have reviewed and supported, as valuable additional
resources within their education toolkits.
On behalf of the Department of Basic Education
Mrs Angie Motshekga, MP
South African Minister of Basic Education
Date: 21 April 2023
Table of contents
1
2
3
Introduction
Structure of Paper 1
Contents: How do I answer Paper 1?
01
3.1 Section A: Comprehension (Question 1)
04
02
04
3.1.1 What kind of questions can I expect?
05
3.1.2 How should I answer the questions?
05
3.2 Section B: Summary (Question 2)
07
3.3 Section C: Language Structure and Conventions (Question 3-5)
08
08
3.3.1 Question 3
3.3.1.1 Language aspects
09
a) Aspects of English vocabulary
09
b) Vocabulary development
09
c) Semantics
14
d) Commonly confused words
15
e) Denotation vs connotation
15
f) Figurative language
15
g) Emphasis
16
h) One-word descriptions and antonomasia
16
i) Social aspects
16
j) Abbreviations and acronyms
17
k) Correct word order
18
l) Connecting/copulative words (including conjunctions)
20
m) Verbs
22
n) Direct vs indirect speech
23
o) Punctuation
25
p) Relations between words, sentences and paragraphs
26
3.3.1.2 Persuasive techniques
26
3.3.2 Question 4
30
3.3.3 Question 5
32
The texts and questions presented in this guide are just EXAMPLES
of what can be expected in the final examinations.
1. Introduction
This Examination Preparation Guide is designed to assist you to improve your achievement in Paper 1 (Language
in Context: Comprehension, Summary and Language Structures and Conventions). The Examination Preparation
Guide consists of two parts: a discussion of the structure of Paper 1, followed by an overview of the content
aspects of language in context. Knowledge of both these components is necessary to succeed in Paper 1.
The structure and contents of Paper 1 are based on the Curriculum and Assessment Policy Statement (CAPS)
prescribed by the Department of Basic Education as a compulsory teaching and examination guide. Ask your
teacher to show you the CAPS document (and also the most recent examination guidelines) so you can
see first-hand what is prescribed for Paper 1.
This Examination
Preparation Guide does
not intend to overload you
with facts and information
but rather to GUIDE you
in the right direction. It is
not a subject textbook and
will, therefore, not cover
all the information of the
syllabus. Core aspects and
key notions will be brought
to your attention. You
must still do the work and
develop your potential.
YOU SHOULD KNOW WHAT THE CAPS SAYS
Where Home Language and First Additional Language differ, the information on First
Additional Language will be indicated with a green border.
Page 01
2. Structure of Paper 1
Read the following information carefully because it will help you to answer the paper correctly.
HOME LANGUAGE
ƒ You have 2 hours (120 minutes) to answer Paper 1. The total number of marks for the paper is 70 marks.
ƒ The paper consists of three sections: Section A (Comprehension), Section B (Summary) and Section C (Language
Structures and Conventions).
ƒ Read the instructions at the beginning of the paper carefully and ensure that you understand all of them.
ƒ
Answer ALL the questions in Paper 1 – they are all compulsory.
ƒ
Section A (Question 1) is out of 30 marks. This section consists of two texts: a written text and a visual text (picture). You
must answer comprehension questions based on these two texts.
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Section B (Question 2) is out of 10 marks. This section consists of a text that you must summarise according to the instruction.
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Section C (Questions 3-5) is out of 30 marks.
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Question 3 counts 10 marks and contains an advertisement. You must answer questions on advertising techniques
(8 marks) and language (vocabulary development and language use) or sentence structures and the organisation of texts
(2 marks).
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Question 4 counts 10 marks and contains a cartoon. You must answer questions on critical language awareness, vocabulary
development, and language use or sentence structures and the organisation of texts.
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Question 5 counts 10 marks and contains a reading text. You must answer questions on vocabulary development and
language use and sentence structures and the organisation of texts.
Section A
Section B
* Section C
Total
50 minutes
25 minutes
45 minutes
120 minutes
(2 hours)
* Section C: Don’t spend more than 15 minutes on each question: 15 minutes × 3 = 45 minutes
PAPER 1: 2 HOURS, 70 MARKS, 3 SECTIONS
Section A: 30 marks
Section B: 10 marks
Section C: 30 marks
Question 1
Reading text and visual text –
comprehension questions
Question 2
Reading text – summary
Question 3
Advertisement – advertising
techniques and language structures
and conventions (10 marks)
Question 4
Cartoon – critical language
awareness and language structures
and conventions (10 marks)
Question 5
Reading text – language structures
and conventions (10 marks)
ƒ Count the pages of your question paper to ensure that your paper is complete.
ƒ Answer the paper in BLUE or BLACK pen.
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FIRST ADDITIONAL LANGUAGE
ƒ You have 2 hours (120 minutes) to answer Paper 1. The total number of marks for the paper is 80 marks.
ƒ The paper consists of three sections: Section A (Comprehension), Section B (Summary) and Section C (Language
Structures and Conventions).
ƒ Read the instructions at the beginning of the paper carefully and ensure that you understand all of them.
ƒ Answer ALL the questions in Paper 1 – they are all compulsory.
ƒ Section A (Question 1) is out of 30 marks. This section consists of two texts: a written text and a visual. You must answer
comprehension questions based on these two texts.
ƒ Section B (Question 2) is out of 10 marks. This section consists of a text that you must summarise according to the
instruction.
ƒ Section C (Questions 3-5) is out of 40 marks.
ƒ Question 3 counts 10 marks and contains an advertisement. You must answer questions on advertising techniques
(8 marks) and language (vocabulary development and language use) or sentence structures and the organisation of texts
(2 marks).
ƒ Question 4 counts 10 marks and contains a cartoon. You must answer questions on critical language awareness, vocabulary
development, and language use or sentence structures and the organisation of texts for (10 marks).
ƒ Question 5 counts 20 marks and is divided into two parts: a reading text (5.1 – 14 marks) on which language questions
are based and a visual text (5.2 – 6 marks) with language questions.
Section A
Section B
* Section C
Total
50 minutes
20 minutes
50 minutes
120 minutes
(2 hours)
* Section C: Don’t spend more than 12 minutes each on Questions 3 and 4 and spend about 26 minutes on Question 5
(18 minutes on questions based on the written text and 8 minutes on questions based on the visual text): 12 minutes +
12 minutes + 26 minutes = 50 minutes.
PAPER 1: 2 HOURS, 80 MARKS, 3 SECTIONS
Section A: 30 marks
Section B: 10 marks
Section C: 40 marks
Question 1
Reading text and visual text –
comprehension questions
Question 2
Reading text – summary
Question 3
Advertisement – advertising
techniques and language structures
and conventions (10 marks)
Question 4
Cartoon – critical language
awareness and language structures
and conventions (10 marks)
Question 5
Reading text – language structures
and conventions (20 marks)
ƒ Count the pages of your question paper to ensure that your paper is complete.
ƒ Answer the paper in BLUE or BLACK pen.
REMEMBER: In Paper 1, you must answer ALL the questions in ALL THREE SECTIONS.
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3. Contents: How do I answer Paper 1?
In Paper 1, you must carefully read the texts, properly observe and understand the visuals, appropriately interpret
questions and formulate answers clearly and directly. Each section requires different skills, which are discussed
separately below.
3.1 Section A: Comprehension (Question 1)
In Section A (Question 1), the emphasis is on reading and understanding a text (Text A) plus the interpretation of a visual (Text B).
Home Language
Text A: 700-800 words
Text B: links to Text A
First Additional Language
Text A: 600-700 words
Text B: need not link to Text A
Understanding the text requires you to master the following skills:
ƒ Understand the words, sentences, paragraphs and their implications in Text A.
(You must read a variety of texts to build capacity.)
ƒ Establish relations between words, sentences and paragraphs.
ƒ Make inferences based on information provided in the text.
ƒ Apply insight to the ideas raised in the text.
ƒ Compare and interpret ideas.
ƒ Analyse the information provided.
ƒ Apply information in new situations.
ƒ Link various ideas to form a complete picture.
ƒ Critically evaluate the quality of the ideas in the text.
ƒ Demonstrate insight into the relation between Text A and Text B (Home Language only).
Texts are like spider webs. Through the questions
and your responses you must show that you
understand how the text is constructed and
what the coherence is between the various
parts. How do I do that?
ƒ
During the year, analyse at least five texts and visuals and answer questions relating to them to develop the relevant skills.
ƒ
Your teacher can provide you with texts and questions to do these exercises.
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3.1.1 What kind of questions can I expect?
Some questions will be easy, some will be at a medium level of
difficulty, while others will be difficult. There may, however, be a few
very difficult questions – keep calm and answer all the questions to the
best of your ability.
ƒ 40% of the questions test your understanding of the text (words,
sentences, paragraphs). You will find the answers to the questions
directly in the text.
ƒ 40% of the questions assess your ability to make inferences.
You won’t find these answers directly in the text – the information
in the text is a point of departure, which enables you to infer the
answers from the information in the text. You must understand the
text well to answer these types of questions.
ƒ 20% of the questions focus on your ability to get insight into the text, apply the information in new situations, analyse it and
arrive at appropriate judgements/evaluation. You must understand the text very well to answer these types of questions.
3.1.2 How should I answer the questions?
To give quality answers, you must understand not only the reading passage but also the questions. Here is an approach to help
you with that:
ƒ Read the heading of the text a few times and try to establish what the heading attempts to convey.
ƒ Glance through the text for a cursory impression of the contents of the text.
ƒ Read the questions briefly to get an idea of the scope of the questions.
ƒ Read the text once more, but this time attentively, bearing the questions in mind.
ƒ Now, you can start answering the questions – make sure you read each question very carefully.
ƒ Start with Question 1.1 and underline the keyword(s) of the question.
ƒ Allow these keyword(s) to lead you to answer the question.
ƒ Before you write down the answer, ask yourself: Does my response address the question?
ƒ Follow the same procedure with all the questions that follow.
As you apply this approach, keep the following in mind:
ƒ If you don’t know the meaning of a word, try to find a clue from the context in which the word is used – sometimes it helps
you to find the meaning of the word.
ƒ Provide both sides of the matter with questions on similarity, difference, contrast, comparison and irony, for example,
Question:
What is the difference between the shirts worn by John and Joseph?
Answer:
John is wearing a short-sleeved shirt and Joseph is wearing a long-sleeved shirt.
To only state that John is wearing a short-sleeved shirt is an incomplete answer – BOTH sides must be mentioned (what John
is wearing and what Joseph is wearing). The same applies to contrast, similarity, comparison, irony and similar questions.
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ƒ When a question asks for one-word answers only, you must give only the one word.
ƒ When a question asks for more than one word, check whether the question requires two (or more) separate words or
consecutive words – then answer the question accordingly.
ƒ If a question asks for a verbatim quotation from the text, the quotation must be written exactly as it appears in the text,
without any mistakes (spelling, punctuation, etc.).
ƒ When a question consists of more than one part, ensure that you answer the questions in the same sequence in which
the parts appear.
ƒ If you are asked to answer YES/NO, TRUE/FALSE, AGREE/DON’T AGREE, always add a motivation to your answer. Make sure
that your motivation fits the YES or NO (or other possibilities), for example,
If you answer YES, the motivation may not support the NO answer because you will lose marks in such a case.
ƒ First write the YES/I agree/True or NO/I don’t agree/False (depending on what the question asks) then provide the motivation.
ƒ The order of most questions follows the order of the text, although that is NOT always the case. There can be questions
that refer to a previous paragraph or touch on subsequent paragraphs – be ready to go backward or forward in the text.
ƒ If a question asks the relation between two sentences/paragraphs/texts/opinions, etc., ensure that you understand the key
notions of the question thoroughly and then identify the linking ideas in the two sentences/paragraphs/ texts/opinions, etc.
Determine what the relation is and write your answer in a clear and direct manner.
ƒ If a question asks facts and opinions, remember that a fact can be proven independently and with fixed data, and an
opinion is someone’s own understanding, which can differ from somebody else’s opinion, for example,
I have R1 000. This is a fact because you can count the money and arrive at fixed data.
I have a lot of money. This is an opinion because what is a lot for a poor person (in this case R1 000)
may be little to a rich person.
ƒ Open-ended questions: When a question begins with “Do you think …?” the answer is not necessarily in the text, so you
have to provide your own, independent answer. That doesn’t mean you can provide just any answer. Your own, independent
answer should still link with the text(s) provided. You must add value to the text(s) with your own, unique, original insight.
ƒ The length (and sometimes depth) of an answer depends on the mark(s) allocated to that question. Therefore, take note
of the mark allocation for every question and write your answers according to the marks allocated for each, for example,
In a three-mark question, you cannot write down only one word and nothing else. The mark allocation per
question is a guideline on how much you need to write when answering a particular question.
ƒ Usually you have to provide one fact for one mark. However, sometimes an extension of a fact is expected – in this case,
you must provide more information for additional marks.
ƒ To better understand the text, distinguish between denotation (the literal meaning of a word) and connotation (words with
inferred/figurative/non-literal meaning), for example,
Slim (adj.) and scrawny (adj.) both mean that someone is thin (denotation), but slim has a positive meaning
while scrawny has a negative meaning (connotation).
ƒ Take note (and be aware of) assumptions that are made in a text, arguments put forward, emotive language, bias,
stereotyping, manipulation and the structure of a given text.
ƒ An argument or statement is, in general, acceptable or credible if it is raised by an expert or informed person or when
facts and reliable information back it up.
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3.2 Section B: Summary (Question 2)
Section B contains one question – Question 2 (write a summary for 10 marks).
Home Language
ƒ Summarise a text of about 350 words in no more
than 90 words.
First Additional Language
ƒ Summarise a text of about 250 words in no more
than 70 words.
ƒ Present your summary as a paragraph –
only one paragraph.
ƒ Present your summary in point form.
When writing your summary, keep the following in mind:
ƒ Don’t write more than the prescribed number of words.
ƒ Ensure that you understand the instructions and carry them out correctly. The instructions indicate what must be
included in your summary.
ƒ You must provide seven facts /tips/advantages/disadvantages (etc.) in your summary. If the instructions require seven
disadvantages, you can’t provide seven advantages or tips – make sure of what your instructions are.
ƒ You don’t have to provide a heading to your summary.
ƒ Always count the number of words you used and write it in brackets at the end of your summary (answer).
ƒ Use full sentences in your summary. Telegram style/WhatsApp style/SMS style is not allowed – each sentence must
have a subject and a predicate.
ƒ Write your summary in your own words and sentences. You will lose marks if you quote directly from the text.
Remember, the aim of the summary is to see if you understand the given text, can identify its main ideas, and write these
out in a succinct manner (based on what the question requires of you).
ƒ You can earn 7 marks for the facts/tips/advantages/disadvantages (etc.) in your summary and 3 marks for language
use. If you quote directly from the text, you’ll lose marks for language.
Hint!
ƒ If you change one word in a direct
quote from the text, then it no longer
counts as a direct quote.
ƒ If you change the word order of
a direct quote, this also no longer
counts as a direct quote.
What does this mean?
You can use sentences from the text, but you must:
ƒ Change or delete at least one word or add a new
word that isn’t present in the text.
OR
ƒ Change the sequence of words in the sentence
without changing the original meaning.
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If you understand the question/instructions, write in full sentences and provide
seven aspects (as instructed) in your own words, without losing sight of the
original meaning of the text, the summary is an easy way to earn 10 marks!
3.3 Section C: Language Structure and Conventions (Question 3-5)
This section consists of three questions: Question 3, Question 4 and Question 5. Each question contains sub-questions and
assesses the following skills:
ƒ Vocabulary and language use.
ƒ Sentence structures and organisation of texts.
ƒ Critical language awareness.
When studying a language, always have
dictionaries and other relevant reference
sources with you.
Section C asks two open-ended questions – one in Question 3 and one in Question 4 – besides the ordinary knowledge and
application questions. These two questions test your own understanding/perspective/opinion. Keep the following in mind:
ƒ You are expected to critically evaluate and comment.
ƒ Read such questions carefully, consider the implications of the question, analyse the information in the text, and respond
according to your own insight – based on your knowledge of the language on which the questions are based.
ƒ Don’t be intimidated by such questions – use them as an opportunity to express your understanding of the question clearly,
directly and without ambiguity.
ƒ During the year, you must practice critical consideration of the work, develop insight, and learn to evaluate critically. You
must strengthen your ability to comment critically, to motivate a specific point of view, and to formulate your own opinion.
Distinguish between a phrase and a sentence in questions – they are not the same! If a question asks for a
phrase, you can’t write the whole sentence. Conversely, if a question asks for a sentence, you must write the
whole sentence verbatim (exactly as in the text). A sentence: “I read a book in my bedroom in the evenings.”
A phrase from this sentence: “… in my bedroom in the evenings.”
This Examination Preparation Guide is not a textbook and does not aim to take over your teacher’s teaching task, it rather wants to
provide a supplement with a view to exam readiness. Phonology and word types (for example) are not covered here – that can be
looked up in textbooks and taught by your teacher in class. Applications of phonology and word types are highlighted in this guide.
3.3.1 Question 3
Question 3 comprises one or two advertisements. Ensure that you understand the visual aspects and related written text of the
advertisement. Also make sure that you develop the skills necessary to interpret such texts.
Question 3 is for 10 marks. The questions are divided into two categories:
2 marks for questions on vocabulary development and lan- 8 marks for questions on persuasive techniques – emotive
guage use OR sentence structure and the organisation of texts language, persuasion, bias and manipulative language
The questions can be asked in any order.
Let’s discuss these categories separately: language aspects and persuasive techniques.
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The language aspects apply to Question 3, Question 4 and Question 5.
3.3.1.1 Language aspects
Pay careful attention to the following aspects of vocabulary development and language use:
ƒ Aspects of English vocabulary.
ƒ Vocabulary development: the role of prefixes and suffixes, stems, derivations, compounds, determiners and
simplexes vs complexes.
ƒ Semantics: synonyms, antonyms, homophones, homonyms, paronyms, doublets and polysemy.
ƒ Commonly confused words.
ƒ Denotation vs connotation.
ƒ Figurative language: idioms, sayings, expressions, etc.
ƒ Emphasis.
ƒ One-word descriptions and antonomasia.
ƒ Social aspects: dialects, formal vs informal speech, style and register.
Remember: This is not everything you need to know! This is only a list to
show some of the aspects to which you must pay special attention.
a) Aspects of English vocabulary
Ask your teacher to brief you on the origin of English words: some words are inherited, others are loan words from other
languages, and some words have never existed before but are new words that were created (neologisms). In the discussion, it
is important to refer to terms such as tautology, pleonasm, contamination and analogy.
b) Vocabulary development
The role of prefixes, suffixes, derivations, compounds, etc. in vocabulary development is very interesting. Ask your teacher to
explain each of these terms. You will find a short reference to each of these aspects below:
PREFIXES
an-, bi-, co-, com-, con-, de-, exo-, fore-, hypo-, im-, mal-, non-, over-, pre-, quad-, re-, sub-, tri-, un-, etc.
A prefix is a word part that is placed in front of a base or root word (a stem) to form a new word. Keep the following in mind:
ƒ Prefixes change the meaning of the words to which they are attached, for example,
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bi- + lateral = bilateral
de- + activate = deactivate
im- + possible = impossible
re- + write = rewrite
un- + wind = unwind
and
and
and
and
and
bi- + weekly = biweekly
de + code = decode
im + polite = impolite
re + wind = rewind
un + do = undo
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ƒ
Each prefix has a dependent/semantic function in terms of meaning, for example,
ƒ bi- means two
ƒ re- means again
so
so
biannual = two times a year
remark = mark again
ƒ Each prefix also has a word category function, for example,
the re- in refresh changes the adjective (fresh) into a verb (refresh)
Ask your teacher to explain the semantic function and word category
function of each prefix.
SUFFIXES
-able, -dom, -ed, -er, -ful, -ing, -ise, -ive, -less, -ly, -ment, -ness, -ship, -ty, etc.
Suffixes are also used to form the plural, diminutive, feminine, and comparative and superlative forms
A suffix is a word part that is placed after a base or root word (a stem) to form a new word. Keep the following in mind:
ƒ Suffixes change the meaning of the words to which they are attached, for example,
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desire + -able = desirable
king + -dom = kingdom
read + -er = reader
date + -ing = dating
day + -ly = daily
act + -ive = active
pain + -less = painless
member + -ship = membership
and
and
and
and
and
and
and
and
comfort + -able = comfortable
free + -dom = freedom
teach + -er = teacher
interest + -ing = interesting
year + -ly = yearly
support + -ive = supportive
thought + -less = thoughtless
owner + -ship = ownership
ƒ Each suffix has a dependent/semantic function in terms of meaning, for example,
ƒ -able means able to be
ƒ -er means a person/thing that does
so
so
comfortable = able of comfort
reader = person who reads
ƒ Each suffix also has a word category function, for example,
the -able in predictable changes the verb (predict) into an adjective (predictable)
Ask your teacher to explain the semantic function and the word category
function of each suffix.
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ƒ
Suffixes are used to make the plural forms of nouns, for example,
ƒ window + -s = windows
ƒ class + -es = classes
ƒ alga + -e = algae
Some words have more than one plural form, for example,
ƒ hippopotamuses – hippopotami
ƒ curriculums – curricula
ƒ indexes – indices
ƒ
Suffixes are used to make the diminutive forms of nouns, for example,
ƒ pig + -let = piglet
ƒ duck + -ling = duckling
ƒ sweet + -ie = sweetie
ƒ Suffixes are used to make the feminine forms of nouns, for example,
ƒ host + -ess = hostess
ƒ waiter + -ress = waitress
ƒ ballerino + -a = ballerina
ƒ Suffixes are used to make the comparative and superlative forms of some adjectives, for example,
ƒ short + -er = shorter
ƒ fat + -er = fatter
and
and
short + -est = shortest
fat + -est = fattest
ƒ The comparative of some adjectives is formed by adding the suffix -er and for others the word more is used:
I am taller than you. – He is more excited than his friend.
ƒ -er and more are never used together.
ƒ The same is true for superlatives, where you use -est or most:
He is the tallest boy in his class. – She is the most excited of them all.
ƒ -est and most are never used together.
ƒ For some adjectives you can use -er and -est OR more and most, for example:
common: commoner, (the) commonest OR
common: more common, (the) most common
There are no prefixes in the following words: biscuit, courage, deaf, forest,
males, northbound, pretty, revenue, trimming, unique. There are no suffixes in
the following words: table, breed, noise, waive, gully, lament. If you understand
this, you understand an important aspect of affixes. Ask your teacher to
explain this to you.
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STEMS
A stem (a base or root word) is the basic form of a word, without prefixes and/or suffixes. For example, in the following words
the stems are printed in bold:
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dams – dam(-s)
rejoin – (re-)join
enjoyable – (en-)joy(-able)
stewardess – steward(-ess)
unable – (un-)able
disinfectant – (dis-)infect(-ant)
habitual – habit(-ual)
unusual – (un-)usual
snowball – snow-ball
habitually – habit(-ual)(-ly)
unusually – (un-)usual(-ly)
snowballed – snow-ball(-ed)
DERIVATIONS
A stem with one or more prefixes and/or suffixes added is called a derivation, for example,
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deflate (de- + flate)
thinking (think + -ing)
redistribution (re- + distribute + -ion)
invariable (in- + vary + -able)
unfortunateness (un- + fortunate + -ness)
COMPOUNDS
These are two or more words (stems) grouped together to create a completely new word from the original words, for example,
ƒ table (a furniture item used for sitting around to eat) + cloth (a piece of material) = tablecloth (piece of material used
to cover the table when dining)
ƒ thunder (loud sound after lightning) + storm (heavy rainfall) = thunderstorm (heavy rainfall with a lot of thunder)
ƒ ash (residue left after burning) + tray (flat, shallow container) = ashtray (small receptacle for tobacco ash and cigarette ends)
DETERMINERS
A determiner is a word that often comes before a noun. It provides more information about the proximity of the noun and
clarifies/specifies what the noun is referring to. The types of determiners, among others, are articles, demonstratives,
possessives and quantifiers, for example,
Articles
ƒ a
ƒ an
ƒ the
Demonstratives
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this
that
these
those
Possessives
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my
your
his/her/its
our
their
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Quantifiers
many/much
few/little
most/least
all
some (etc.)
Example: This boy is the one who knocked me over on the rugby field.
The determiner (this) specifies – it allows you to point out exactly which boy was responsible for knocking you
over on the rugby field.
SIMPLEXES VS COMPLEXES
A simplex is a single stem with no added word parts, for example,
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dog
tooth
value
norm
A complex consists of two or more word parts (stem, affix, compounds), for example,
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dog + -s = dogs (stem + suffix)
tooth + paste = toothpaste (stem + stem)
de- + value = devalue (prefix + stem)
ab- + norm + -al = abnormal (prefix + stem + suffix)
un- +sub +scribe = unsubscribe (prefix + prefix + stem)
A stem has independent meaning and can operate separately (on its own) in a sentence. Prefixes and/or suffixes (also known
as affixes) cannot operate as words on their own, because they do not have independent meaning – affixes only obtain
meaning when they attach to stems.
W
Explanation: In the sentence
“She is able to speak English”,
able is a word with independent
meaning but in the word
comfortable -able is a suffix that
lacks independent meaning. In
the sentence “He is in the house”,
in is a word (preposition) with an
independent meaning but in the
word inconceivable -in is a prefix
that lacks independent meaning.
O
R
D
S
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c) Semantics
Semantics is the study of how words create meaning – it has to do with the interpretation and meaning of words, phrases and
sentences.
SYNONYMS
Words with the same meaning as other words are synonyms, for example,
ƒ pretty: beautiful, attractive, stunning
ƒ big: huge, immense, sizable
ƒ ugly: hideous, unsightly, grotesque
ANTONYMS
Words with the direct opposite meaning as other words are antonyms, for example,
ƒ high – low
ƒ pretty – ugly
ƒ long – short
ƒ clean – dirty
Yellow and blue (for example) are not antonyms as they are not direct opposites.
HOMOPHONES
Words with the same pronunciation but different meanings and spelling are homophones, for example,
ƒ
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bear – bare
flour – flower
air – heir
right – rite
HOMONYMS
Words with the same spelling but different meanings are homonyms, for example,
ƒ chair (seat with a back on) – chair (position of authority)
ƒ bark (of a tree) – bark (sound made by a dog)
PARONYMS
Words with the same stem but differing meanings are paronyms, for example,
ƒ alternately – alternatively
ƒ affect – effect
ƒ utmost – upmost
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DOUBLETS
A pair of words derived from the same source are doublets, for example,
ƒ vine – wine
ƒ mint – money
ƒ three – trio
POLYSEMY
A word with more than one underlying meaning is polysemous, for example,
Polysemous meanings of the word school:
ƒ new school = the school building
ƒ strong school = its sports teams
ƒ big school = many learners
ƒ school ends = classes come to an end
ƒ school begins (after holiday) = school activities resume
ƒ good school = excellent academic achievements
d) Commonly confused words
Some words in English cause confusion because they share a similar pronunciation, meaning or spelling with another word,
for example,
ƒ accept ≠ except
ƒ affect ≠ effect
ƒ lose ≠ loose
e) Denotation vs connotation
Denotation is the literal or primary meaning of a word (as defined in a dictionary) and connotation is the associative meaning
or additional meaning of a word (the feeling(s) or emotions associated with a word), for example,
ƒ I am sitting on this old wooden seat to eat my food. (Here, seat has a literal meaning – denotation.)
ƒ He occupies the hot seat at work. (Here, seat indicates a difficult position a person has at work – connotation.)
f) Figurative language
Figurative language is a way of speaking/writing that is non-literal. It is a way of sharing information in a way that doesn’t use
everyday language. It includes idioms, sayings, expressions, metaphors, similes, hyperbole, personification, etc., for example,
ƒ
ƒ
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the cherry on the cake
the long arm of the law
dog eat dog
(prices go) through the roof
He’s sharp as a tack.
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g) Emphasis
Changing the emphasis in a word can alter its meaning, for example,
ƒ survey (n) ≠ survey (v)
ƒ contest (n) ≠ contest (v)
ƒ perfect (adj) ≠ perfect (v)
Changing the emphasis in a sentence can alter its focus, for example,
ƒ
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It is my responsibility to punish you.
It is my responsibility to punish you.
It is my responsibility to punish you
It is my responsibility to punish you.
It is my responsibility to punish you.
It is my responsibility to punish you.
h) One-word descriptions and antonomasia
ONE-WORD DESCRIPTIONS
We can often use one word instead of a phrase to convey information, for example,
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A person who treats sick animals is a veterinarian.
The findings a medical doctor makes after examining a patient are a diagnosis.
The person who chairs the events at a wedding reception is the master of ceremonies.
A person who repairs cars is a (motor) mechanic.
A person who sells houses is an estate agent.
To put money in a bank account is to deposit the money.
The document that indicates who will inherit your assets after your death is a will.
ANTONOMASIA
When you use a proper noun to designate a member of a class (common noun) or replace a proper noun with a word or phrase,
this is antonomasia, for example,
ƒ My friend is a typical Jeremia with all his doom and gloom prophecies.
ƒ The King (Elvis Presley) was the biggest rock and roll star of the previous century.
i) Social aspects
English isn’t used in the same way by all people. Communities have different pronunciations, variations in vocabulary and
expressions, and sometimes changes in sentence structures and (idiomatic) expressions. These differences are known as
dialects. Separate dialects are found in many languages and are an effort by communities to maintain their communication
with each other in their own, unique ways.
Formal and informal speech depends on the situation and the people involved in the communication. Formal and informal
English is characterised by differences in the style in which messages are conveyed and in the level of the vocabulary (register)
used. Medical doctors use a different vocabulary when they discuss medical issues, than lawyers use when they talk about
legal matters (legalese). This is true for a variety of other aspects of language use. The standard variety is usually the general
mode of use.
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Pay careful attention to the following aspects of sentence structure and the organisation of texts:
ƒ Abbreviations and acronyms.
ƒ Correct word order.
ƒ Connecting/copulative words (including conjunctions).
ƒ Verbs: the subjunctive mood and copulative/linking verbs and active voice vs passive voice.
ƒ Direct speech vs indirect speech.
ƒ Punctuation.
ƒ Relations between words, sentences and paragraphs.
j) Abbreviations and acronyms
An abbreviation is a shortened form of a written word or word group, for example,
ƒ Mr. (mister)
ƒ no. (number)
ƒ e.g. (exampli gratia – example given)
An acronym is a letter word where the shortened form of the words is read or pronounced exactly like a word, for example,
ƒ UNESCO (United Nations Education, Scientific and Cultural Organisation)
ƒ WHO (World Health Organisation)
When using abbreviations and acronyms, keep the following in mind:
ƒ
Traditionally full stops are used with abbreviations, for example,
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ea. (each)
p. (page)
pp. (pages)
etc. (et cetera)
In abbreviations for the names of degrees, diplomas and similar qualifications full stops are optional, for example,
ƒ B.A. or BA (Bachelor of Arts)
ƒ B.Mus.(Ed.) or BMus(Ed) (Bachelor’s in Music Education)
ƒ H.E.D. or HED (Higher Education Diploma)
ƒ
In abbreviations that consist of only capital letters full stops are optional, for example,
ƒ B.C.E. or BCE (Before the Common Era)
ƒ U.J. or UJ (University of Johannesburg)
ƒ U.C.T. or UCT (University of Cape Town)
ƒ
Titles and initials can be written with or without full stops, for example,
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Me. S. Brown or Me S Brown
Mr. F. Kruger or Mr F Kruger
Mrs. B. Mbara or Mrs B Mbara
Dr. W. Dry or Dr W Dry
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ƒ Full stops are NOT used for abbreviations of names that appear as acronyms, for example,
ƒ Unisa or UNISA (University of South Africa)
ƒ Wits or WITS (University of the Witwatersrand, Johannesburg)
ƒ
No full stop is used after an SI unit symbol (except if it comes at the end of the sentence), for example,
ƒ
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cm (centimetre), m (metre), km (kilometre)
ml (millilitre), l (litre)
g (gramme), kg (kilogramme)
V (volt), W (watt)
k) Correct word order
Word order is the arrangement of words in a phrase, clause or sentence. Word order in English is fairly inflexible – in particular,
the order of subject + predicate (everything after the subject). Keep the following in mind:
ƒ Understanding word categories (parts of speech) is key to using the correct word order.
ƒ
When we study word categories, we look at the classification of each word separately. The word categories are:
nouns
prepositions
pronouns
adjectives
verbs
adverbs
interjections
conjunctions
ƒ Knowledge of word categories helps you to better understand the clauses (subjects, predicates, subordinate clauses, etc.)
that constitute sentences.
Ask your teacher to explain
the function of each word
category and the difference
between word categories and
clauses.
The texts and questions presented in this guide are just EXAMPLES
of what can be expected in the final examinations.
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ƒ
The basic sequence in a simplex sentence in English is subject + predicate, for example,
ƒ I eat.
I is the subject – personal pronoun
eat is the predicate – main verb
ƒ We were eating.
We is the subject – personal pronoun
were eating is the predicate – auxiliary verb (were) + main verb (eating)
ƒ The child will read.
The child is the subject – article (The) + common noun (child)
will read is the predicate – auxiliary verb (will) + main verb (read)
ƒ
Such a basic sentence can be extended by adding an object: Subject + verb + object, for example,
ƒ I eat food.
food is the object – common noun
ƒ We were eating fruit.
fruit is the object – common noun
ƒ The child will read the book.
the book is the object – article (the) + common noun (book)
ƒ
The basic sentence structure (subject + predicate) can be extended in different ways, for example,
ƒ I eat healthy food.
healthy is an adjective determination to the object (food)
ƒ The people with the hungry expression in their eyes eat the fresh fruit.
with the hungry expression in their eyes is an adjective determination to the subject (The people)
fresh is an adjective determination to the object (the fruit)
ƒ We quickly ate the extremely fresh fruit.
extremely fresh is an adjective determination to the object (the fruit)
quickly is an adverbial determination to the verb (ate)
ƒ The poor primary school children will drink all the milk in the blink of an eye.
poor is an adjective determination to the subject (The primary school children)
all is an adjective determination to the object (the milk)
in the blink of an eye is an adverbial determination to the verb (will drink)
ƒ
One can draw attention to different words in a sentence by adjusting the word order, for example,
ƒ I am going to buy a new motor car tomorrow.
Normal word order
ƒ Tomorrow, I am going to buy a new motor car.
The focus is on tomorrow.
ƒ A new motor car is going to be bought by me tomorrow.
The focus is on a new motor car – passive voice.
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ƒ I am going to buy a motor car tomorrow, a new one.
The focus is on a new one.
l) Connecting/copulative words (including conjunctions)
Linking words and phrases (connecting words) are used to combine two clauses or sentences. They can present contrast,
comparison, condition, supposition, purpose, etc. and enable us to establish clear connections between ideas. Keep the
following in mind:
ƒ Firstly, you must understand what is meant by the term simple sentence. A simple sentence consists of only one predicate,
for example,
ƒ I eat.
eat is the predicate – main verb
ƒ I have eaten.
have eaten is the predicate – auxiliary verb (have) + main verb (eaten)
ƒ I have been eating.
have been eating is the predicate – auxiliary verbs (have been) + main verb (eating)
ƒ I ate snacks.
ate snacks is the predicate – main verb (ate) + object (snacks)
ƒ I must read a book.
must read a book is the predicate – auxiliary verb (must) + main verb (read) + object (a book)
ƒ I should have written those letters.
should have written those letters is the predicate – auxiliary verbs (should have) + main verb (written) +
object (those letters)
ƒ A compound sentence is formed when two or more simple sentences are combined to form a sentence with more than
one predicate.
ƒ
One way of combining two or more simple sentences is to use coordinating conjunctions (for, and, nor, but, or, yet, so),
for example,
These two simple sentences can be combined with different coordinating conjunctions: John eats. + Susan drinks.
ƒ John eats and Susan drinks.
ƒ John eats but Susan drinks.
ƒ John eats because Susan drinks.
In each of these sentences eats is the one predicate and drinks the other (second) predicate. The second part (after
the conjunction) of each of these compound sentences has the same combination of clauses as the first part (subject +
predicate). The first part of each of these compound sentences (John eats) is the main sentence and the second part
is a coordinate sentence.
ƒ You can also combine sentences using subordinating conjunctions (once, while, when, whenever, where, wherever, before,
after), for example,
ƒ Once you are done polishing the shoes, make sure to shine them.
ƒ He locked the garage after driving out of the garage.
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ƒ
Another way to formulate a compound sentence is to transform the second sentence into a subordinate clause, for example,
The people are all rich. (main sentence) + The people sing in the choir.
= The people who sing in the choir are all rich.
The people are all rich is the main sentence and who sing in the choir is the subordinate clause.
What is the difference between a
determiner and a subordinate clause?
A determiner does not contain a
predicate, but a subordinate clause
contains the second predicate of a
compound sentence.
ƒ Adjectival subordinate clauses provide more information about the subject or object, for example,
The people who sing in the choir are all rich.
who sing in the choir refers to the subject (The people) – it is an adjective subordinate clause
ƒ Adverbial subordinate clauses provide more information about the predicate, for example,
The children swim. (main sentence) + The sun sets.
= The children swim when the sun sets.
when the sun sets refers to the predicate (swim) – it is an adverbial subordinate clause
ƒ Here are some examples of other linking words (indicated in bold) that connect ideas/thoughts:
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Contrary to my feelings for the offender, I have to condemn crime.
The cat is clever – it is, in fact, highly intelligent.
On the one hand the patients are recovering; on the other (hand) they remain seriously ill.
You must firstly remember that homework contributes to knowledge acquisition; secondly, it lays the foundation
for successful examinations.
Besides their support of poor people, churches preach a message of peace.
There are therefore reasons for the historical work done in those fields.
The shop sold books as well as newspapers.
In a lawless and consequently weak state, man is defenceless and unfree.
Similarly, the question, asked by the learner, demonstrates uncertainty regarding the subject matter.
Since I first mentioned it, however, things seem to have got completely out of hand.
Although he was invited, he didn’t attend.
We can expect worse weather next week, namely hail and thunderstorms.
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m) Verbs
Verbs play an important role in sentences. They can indicate action (e.g. kick), a condition (e.g. is/are ill) and a change in
condition (e.g. becoming ill). Keep the following in mind:
ƒ An important function of verbs is to indicate tense, for example,
Present
Past
Future
I eat.
He has to/must sleep.
I ate.
The kids had to sleep./
The kids should have slept.
I will eat.
The children will have to sleep.
They want to sleep.
They wanted to sleep.
They will want to sleep.
The people can write.
The people could write.
The people will be able to write.
ƒ There are 12 tenses in English, which include the continuous and participle modes and, where applicable, modals (should,
would, can, could, may, might, etc.).
SUBJUNCTIVE MOOD
The subjunctive expresses possibility, desires, wishes and suggestions, for example,
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I suggest you come to my house so we can leave together. (suggestion)
I wish I could sleep after this. (wish/desire)
If I were in your shoes, I would do that differently. (suggestion)
Why don’t you try one and see? (suggestion)
That must have been difficult! (belief/strong possibility)
COPULATIVE VERBS/LINKING VERBS
A copula or linking verb joins a subject with a predicate, which often describes a quality of that subject. These verbs can also
indicate tense, for example,
appear, be, become, feel, get, look, seem, smell, sound, taste, etc
Present
I am ill.
The food smells good.
The tea tastes nice.
You seem tired.
She looks angry.
The food looks delicious.
Past
She was ill.
The food smelt good.
The tea tasted nice.
You seemed tired.
She looked angry.
The food looked delicious.
Future
They will be ill.
The food will smell good.
The tea will taste nice.
You will seem tired.
She will look angry.
The food will look delicious.
ACTIVE AND PASSIVE VOICE
Voice is the relationship between the action (or state) that a verb expresses and subject/object of the sentence. Keep the
following in mind:
ƒ Active voice: The sentence has a subject that acts upon its verb.
ƒ Passive voice: The subject of the sentence is a recipient of a verb’s action.
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ƒ These two sentences communicate the same message, but in different voices:
ƒ Active voice: The school children paint the classroom walls.
The pattern is subject (the school children) + verb (paint) + object (the classroom walls).
ƒ Passive voice: The classroom walls are painted by the school children.
The pattern is subject (the classroom walls) + verb (are painted) + object (by the school children – the composition
group). Here the subject doesn’t do the action – it receives the action.
ƒ The tenses are formed differently in the passive voice, for example,
Present
Past
Future
Active voice
Passive voice
The school children paint the classroom walls. The classroom walls are painted by the school children.
The school children painted the classroom walls. The classroom walls were painted by the school children.
The school children will paint the classroom walls. The classroom walls will be painted by the school children.
ƒ You can omit the composition group in the passive voice for specific reasons, for example,
ƒ Fruit is stolen by my friends.
For strategic reasons, the sentence is silent about my friends (to protect them).
ƒ False promises were made by the politician.
For strategic reasons, the sentence is silent about the politician (to protect him/her, to protect the speaker,
or because it is obvious and doesn’t need to be stated).
ƒ You will be severely punished by me.
For strategic reasons, the sentence is silent about me (because it’s obvious or to create uncertainty about who will
execute the punishment, maybe to – in this instance – reinforce the threat or not to put the “I“ in the spotlight).
ƒ You can expand sentences in both the active and passive voice, for example,
ƒ Active voice: The extremely big predators attack the poorly protected victims aggressively.
ƒ Passive voice: The poorly protected victims are aggressively attacked by the extremely big predators.
n) Direct vs indirect speech
Direct and indirect speech are both ways of telling what someone has said, but they are not the same. Keep the following in mind:
ƒ In direct speech a speaker’s direct words are quoted, usually with an indication of the speaker.
ƒ In indirect speech the speaker’s words are reflected by another person.
ƒ Here are some examples of both:
Direct speech
The judge says, “People know the law.”
Indirect speech
ª Place the full stop before closing the inverted commas.
OR
The judge says that the people know the law.
“People know the law,” the judge says.
ª Place the comma before closing the inverted commas.
The judge yesterday said, “People know the law.”
OR
“People know the law,” the judge said yesterday.
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The judge yesterday said that the people knew the law.
ª yesterday remains unchanged because it is not part
of the judge’s direct words.
Direct speech
The politician argues, “People yesterday voted in big
numbers.”
Indirect speech
The politician argues that people voted in
big numbers yesterday.
OR
ª When the indirect speech is in the present tense
yesterday remains.
“People yesterday voted in big numbers,” the politician argues.
The politician argued, “People yesterday voted in
big numbers.”
OR
The politician argued that people had voted in big
numbers the previous day.
“People yesterday voted in big numbers,”
the politician argued.
ª When yesterday forms part of the direct words and
the indirect speech is in the past tense, it changes to
the previous day.
The politician yesterday argued,
“People last year voted in big numbers.”
The politician yesterday argued that people had voted in
big numbers the previous year.
OR
ª When last year forms part of the direct words and
the indirect speech is in the past tense, it changes to
the previous year.
“People last year voted in big numbers,”
the politician yesterday argued.
The doctor asks, “Does the patient have a lot of pain?”
ª Place the question mark before the closing inverted
commas.
OR
The doctor asks if the patient has a lot of pain.
ª Don’t use a question mark – use a full stop.
“Does the patient have a lot of pain?” the doctor asks.
ª Place the question mark before the inverted commas.
The doctor last year asked,
“How much pain does the patient have?”
The doctor last year asked how much pain
the patient had.
OR
ª last year remains as it is because it is not part
of the doctor’s direct words.
“How much pain does the patient have?”
the doctor asked last year.
The author opines, “My most recent novel received
‘very good reviews’ last year.”
ª Take note of the quote within a quote.
OR
“My most recent novel received ‘very good reviews’
last year,” the author opines.
The writer announces,
“I shall publish a new book next week.”
The author opines that his/her most recent novel
received “very good reviews” last year.
ª Take note of the quote within the indirect speech:
“very good reviews”.
The writer announces that he/she will publish a new
book next week.
OR
ª I becomes he/she.
“I shall publish a new book next week,”
the writer announces.
The writer announced,
“I shall publish a new book next week.”
The writer announced that he/she would publish a new
book the following week.
OR
ª next week becomes the following week because it
is part of the writer’s direct words.
“I shall publish a new book next week,”
the writer announced.
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Direct speech
Indirect speech
The mother shouts that that case can
be solved in a better way.
“This case,” the mother shouts,
“can be solved in a better way!”
ª This becomes that and the exclamation mark
falls away.
The coach will tomorrow declare that
none of their athletes use drugs.”
ª Take note of the punctuation.
The coach will tomorrow declare,
“None of our athletes use drugs.”
ª Take note that our changes to their.
The angry father says,
“Children, you are all guilty of this naughtiness.”
OR
“Children, you are all guilty of this naughtiness,”
the angry father says.
The angry father says to the children
that they are all guilty of that naughtiness.
ª You becomes they and this becomes that.
The grandmother said that they must respect
their parents.
The grandmother said,
“You must respect your parents.”
ª If the grandmother said it to a third party.
OR
OR
“You must respect your parents,”
the grandmother said.
The grandmother said that we must respect our parents.
ª If the grandmother said it to a first party.
The lady wants to know from the man,
Where did you find my umbrella?”
The lady wants to know from the man where
he found her umbrella.
OR
,
ª The first person (my) and second person (you)
change to the third person (he and her).
“Where did you find my umbrella?”
the lady wants to know from the man.
o) Punctuation
We use punctuation marks to make our writing more readable and accessible.
When using punctuation, keep the following in mind:
ƒ The functions of punctuation marks (full stop, comma, dash, colon, asterisk, exclamation mark,
question mark, ellipsis, etc.) are too complex discuss in a guide.
ƒ Ask your teacher to spend some time in class on punctuation marks.
ƒ Remember: Each punctuation mark plays an important
role in simplifying reading texts.
Ensure that you understand the punctuation
marks. You must practice the use of
punctuation marks every day until it
becomes second nature to you. You need this
knowledge and application skills in ALL your
written work.
Page 25
“
!
One aspect of punctuation that requires our attention here is the use of brackets, dashes and commas to indicate parenthesis.
Keep the following in mind:
ƒ A parenthesis is a technique to add a word or clause to a sentence, which would have been a full sentence without the
word or clause, for example,
ƒ
ƒ
ƒ
ƒ
ƒ
The city – the name of which I have forgotten – is on the eastern coastline.
The city (the name of which I have forgotten) is on the eastern coastline.
The city, the name of which I have forgotten, is on the eastern coastline.
The sentence The city is on the eastern coastline is a full, independent sentence.
The clause the name of which I have forgotten is the inserted part that adds additional, enlightening information
– it is called a parenthesis.
ƒ Here is another example of parentheses:
ƒ Those people – Russians – produced the first skis.
ƒ Those people (Russians) produced the first skis.
ƒ Those people, Russians, produced the first skis.
Parentheses do not occur at the end of a sentence.
p) Relations between words, sentences and paragraphs
The relations between words, sentences and paragraphs help to convey meaning properly. Keep the following in mind:
ƒ It is very important that you use the appropriate words for a specific message.
ƒ The same is true for proper syntax. When you tell your friends a joke, you will use different words and phrasing from when
you formulate an obituary. That is why the syntax aspects that we discussed are so important.
ƒ Sentences that link with each other and follow logical lines of argument contribute to clearly formulated meaning. The
different types of sentences (statements, questions and commands), which can be used as simplex or complex sentences,
indicate how you can convey nuanced meaning by means of language.
ƒ The same is true for paragraphs. Sometimes a paragraph comprises only one word or one sentence, but usually a paragraph
consists of a main idea plus supporting thoughts. Preferably, a paragraph should not have more than one main thought/
idea. Each paragraph should have its own main thought and supporting ideas.
ƒ Paragraphs should also link with each other in a coherent and cohesive manner (except where a specific line of thought
necessitates an interruption).
ƒ There are different types of paragraphs. Some paragraphs are descriptive or classifying and want only to convey
information, others are narrative, others focus on definitions and/or arguments, while some paragraphs want to state
evaluations and expositions. When you read a paragraph, you must establish what kind of information the paragraph
intends to provide.
ƒ The aim of words, sentences and paragraphs is to convey meaning as effectively as possible.
3.3.1.2 Persuasive techniques
Persuasive techniques include emotive language, persuasion, bias and manipulative language.
Make sure you know the difference between persuasion, manipulation, bias
and emotive language. They can be so close that you can distinguish them,
but not separate them. This is why you must clearly understand the nature of
each of these techniques.
Page 26
The discussion below can assist you to better understand persuasive techniques. Consider the following advertisement:
THIS IS FOR YOU! From only R150* per month!
Insure YOUR
dearest darling
at a DISCOUNT PRICE
(if you apply before the
end of the month).
Arrange TODAY with BDG Bank
for a debit order.
No other car insurance offers such excellent VALUE.
Phone 0739919676 NOW
for your free quotation.
Your star motor
car insurance
*For motor cars below R50 000
1. How does the advertisement try to persuade you to apply for motor car insurance from STAR?
Answer: The initial words (This is for you!) are in capital letters, with an exclamation mark, together with a picture of a
desirable, expensive car.
The lowest monthly premium is mentioned.
Ensure that you understand what persuasion is – someone urges you to
either do or not do something.
2. Which emotive language does the advertisement use to try and attract the attention of the reader?
Answer: “… (your) dearest darling …”
Ensure that you understand what emotive language is – language based on
emotion.
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3. How does the advertisement manipulate the reader to obtain the insurance quickly?
Answer: By offering a discount if the reader applies within a specific time frame.
Ensure that you understand what manipulation is – to move people in an
extraordinary/unnatural/deceptive/deceiving/special way to do something
that they would normally not do.
4. Quote a phrase from the advertisement in which partiality is expressed.
Answer: “… BDG Bank for a debit order …”
(One bank is preferred/recommended.)
Ensure that you understand what partiality is – to choose sides.
5. What reflects bias?
Answer: The words “No other car insurance …”
Ensure that you understand what bias is – irrational preference/prejudice; a
preconceived opinion.
6. Which other techniques does the advertisement utilise to persuade the reader to apply for STAR Motor Car Insurance?
Answer: The repetitive use of “your” (sometimes emphasised); words such as “today” (in capital letters); the use of
“now” (in capital letters) and “free quotation”; the prominent position of “value” (in capital letters); exclamation marks.
Note:
The advertisement can also be misleading: the R150 per month is for cars valued below R50 000, while the
picture of a desirable and expensive car is directly below the R150. Readers must take note of the word from
and the asterisk (*) at the R150 and read the limitations that accompany the asterisk at the end of the
advertisement.
7. How, do you think, can the advertisement’s credibility be improved?
Answer: When you write your answer, consider the insertion or adjustment of words or sentences, or the reorganisation
of information to convince sceptical readers of the noble intentions of the advertisement.
Note:
This is an open-ended question. Read the advertisement critically and use your reading and language knowledge
to decide what would improve the credibility of the advertisement. Evaluate your possible answer critically and
then decide if your answer will, indeed, increase the credibility of the advertisement. Then respond to the
question clearly and directly.
The texts and questions presented in this guide are just EXAMPLES
of what can be expected in the final examinations.
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Here is another example to provide some practice. Consider the following advertisement:
ONE SPECIALIST
FUNERAL POLICY
THREE TIMES THE
BENEFITS
PERFECT!
AVBOB’s Cashback Funeral
Insurance Policy continuously
grows in value to provide
extraordinary funeral cover
and so much more!
1. Every five years, you receive the fifth
year’s premiums in cash if you have not
claimed.
2. Dependants are covered after the
breadwinner’s death – without any
premiums being paid.
3. The pay-out is doubled in the case of
death caused by accidents or deaths as a
result of unnatural causes.
Contact AVBOB today.
Our funeral insurance and
funeral service specialists
are waiting to talk to you …
AVBOB
‘We’re here for you®’
If you want an AVBOB representative to contact you for
a policy, SMS “AVBOB” to 30776. SMS is FREE.
Alternatively, give us a call on 0861 28 26 21 or dial
*120*28262# and request a “Call Me Back”.
(Call rate 20c per 20s).
*Terms and conditions apply. AVBOB is an authorised
financial services provider. AVBOB is a level 2 B-BBEE
contributor. FSP 20656.
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1. This advertisement plays with figures to convince readers of the good properties of the product. Explain.
Answer: One specialist funeral policy: You do not need any other funeral policies; this policy covers everything.
Three times the benefits: You pay for one benefit, but get three.
Three benefits are mentioned one below the other and numbered as such.
Five: Every five years you get the fifth year’s premiums back in cash (if you do not claim).
2. Give the strategically placed word that carries strong convincing power.
Answer: “PERFECT!”
3. Write a sentence from the advertisement that indirectly focuses on the reader’s emotions. Motivate your answer.
Answer: ‘We’re here for you’
The reader feels good knowing that AVBOB cares for him/her; it is reassuring/the reader will not feel lost when
death comes.
4. How does the hand gesture link with the two key ideas of the advertisement?
Answer: It re-enforces the message of three benefits for the price of one. The circle formed by the tips of the thumb and
index finger is symbolic of perfect/extraordinary/a specialist policy.
5. Do you think it is essential for the reader of the advertisement to know that AVBOB is an authorised financial services
provider? Motivate your answer.
Answer: This is an open question, so you must consider different possibilities in providing an answer and motivate
your answer.
There are more persuasive elements in this advertisement. Analyse the
advertisement on your own to identify these elements.
3.3.2 Question 4
Question 4 consists of one or two cartoons (one or more frames) on which questions are based. Question 4 is for 10 marks.
The questions are divided (as in Question 3) as follows:
2 marks for questions on vocabulary development and lan- 8 marks for questions on persuasive techniques – emotive
guage use OR sentence structure and the organisation of texts language, persuasion, bias and manipulative language
The questions can be asked in any order.
Both categories are discussed under Question 3, but one aspect of persuasive techniques, which deserves clarification here, is
critical language awareness.
Under normal circumstances words and sentences have literal meaning, but under specific circumstances they go further by
suggesting/implying certain nuances, or they state meaning indirectly, figuratively/idiomatically, or offer meaning in other
ways that go further or deeper than the literal meaning.
Sometimes specific words are used or omitted to create a certain effect. You need to attend critically to the language in which
the message is packaged and conveyed. You must, therefore, develop a critical language awareness to read what is not
(necessarily directly) presented. The cartoon below and the questions posed, provide an idea of the critical awareness you
need to properly understand certain texts and the messages they contain. Consider the following cartoon:
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Do you mind if I get a second opinion, doctor?
Sorry for letting you wait this long,
Hägar, but I was delayed on my way
to my consulting rooms.
You won’t
believe how
busy the golf
course is!
But yes, enough
about me. I want
to talk about you.
THE HORRIBLE
Chris Browne
You must live
healthier – no rich
food, dessert and
drinks anymore!
You must live healthier –
no rich food, dessert and
drinks anymore!
Do you mind if I get
a second opinion,
doctor?
Not
at all.
It can go on
like this for the
whole day!
1. Why can it be said that the following words of the doctor in the first speech bubble are misleading: “… delayed on my way
to my consulting rooms”?
Answer: The word “delayed” suggests that the doctor, while directly on his way to his consulting rooms, had to attend
to something else unexpectedly/unintentionally (which resulted in him letting Hägar wait long). From the second
speech bubble, it is clear that he went to play golf and because there were so many players on the golf course,
he could not finish sooner and that is why he is late.
2. Why is it doubtful that the word “sorry” is meant to be sincere? How should “sorry” be understood in general terms?
Answer: The doctor let Hägar wait intentionally while the golf enjoys priority, which speaks of selfishness rather than
sincere regret.
AND
The word “sorry” should be understood as habitual politeness, which does not represent sincere regret in this case.
3. With what do readers associate the stereotypical situation in the first speech bubble?
Answer: Patients usually wait for a long time in doctors’ consulting rooms.
4. What makes us suspect that the doctors are referring to alcoholic drinks?
Answer: Other kinds of drinks are usually mentioned individually, e.g. coffee, tea, cooldrink, milk, water, etc., but “drinks”
usually refer to a collection of alcoholic drinks.
5. What indicates that the doctors suggest that rich food, dessert and alcoholic drinks are unhealthy?
Answer: The doctors instruct Hägar to live healthier by eliminating rich food, dessert and liquor from his diet.
(The doctors thus suggest that rich food, dessert and liquor are unhealthy.)
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6. What is the first sign that Hägar loves rich food, dessert and liquor?
Answer: He does not accept the first doctor’s instruction to eliminate rich food, dessert and alcohol; he wants to obtain a
second medical opinion (with the hope that the second opinion will not require elimination of rich food, dessert
and drinks from his diet).
7. How many doctors feature in the cartoon? Indicate how they feature.
Answer: There are three doctors in this cartoon.
AND
The first doctor is presented visually, and he speaks directly; the second doctor’s name appears on a signboard,
and he is visually presented, with direct speech; only the signboard of the third doctor is provided.
8. How does the reader know that Hägar does not accept Dr. Olsen’s instruction?
Answer: He is on his way to a third doctor (who will, hopefully, provide the opposite advice from the previous two doctors).
9. What indicates that Hägar will also not accept Dr. Svensen’s advice if it correlates with the instructions of the previous two
doctors? Also, which two consecutive words refer to Hägar’s determination to get the answer that he wants?
Answer: The companion suspects that they will spend the whole day walking from one doctor to the other until Hägar
hears what he wants to hear.
AND
“whole day”
10. Which word suggests that Dr. Svensen may perhaps give the same instruction as the previous two doctors?
Answer: “can”
11. What is the difference in emotive meaning between the exclamation mark after the doctors’ words and the exclamation
mark in the last frame?
Answer: The exclamation mark after the doctors’ words indicates authority – it is an instruction that should be obeyed.
The exclamation mark in the last frame represents a feeling of discouragement/being distraught/despondency.
12. Do you think Hägar’s humble words to the first doctor are in sync with his name, Hägar the Horrible?
Answer: When you see “Do you think” as part of a question, it shows: this is an open-ended question. You should analyse
Hägar’s words, determine how humble his words are, compare them critically with his name and formulate your
own, independent opinion on how/why they correlate/don’t correlate.
Note:
Evaluate your answer critically and if you are convinced that you understand the question correctly and that you
have considered the information carefully, you can write down your answer with confidence.
3.3.3 Question 5
Home Language
One question only (Question 5)
10 marks
150-200 words
–
First Additional Language
Two questions (Questions 5.1 and 5.2)
20 marks
Question 5.1: 150-200 words
Question 5.2: Visual text (picture)
Question 5 (Question 5.1) comprises a written text on which language questions are based. Questions are based on vocabulary
development and language use and sentence structure and the organisation of texts (including critical language awareness).
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Home Language
5 marks for questions on vocabulary development and
language use
5 marks for questions on sentence structure and the
organisation of texts (including critical language awareness)
First Additional Language
10 marks for questions on vocabulary development and
language use
10 marks for questions on sentence structure and the
organisation of texts (including critical language awareness)
All these aspects are discussed above (under Question 3 and Question 4). Questions on these aspects are distributed across
the three questions in Section C.
Question 5.2 below is an example of the type of question that can be posed in the second part of Question 5 (First Additional
Language ONLY):
5.2
Study the text (TEXT G) below and answer the questions.
(Note: The text below contains some deliberate errors in grammar and spelling)
TEXT G
[Adapted from https://za.pinterest.com/pin/705798572826674488/]
5.2.1
Give the correct form of the word in brackets below:
(Its) hard to spell a difficult word.
5.2.2
Rewrite the following sentence in the negative form:
Chocolate makes you hungry.
5.2.3
Study the following sentence:
Visit our Facebook page to find out more about our products.
State the part of speech of EACH of the underlined words used in the context of this sentence.
5.2.4
Study the following sentence:
Chocolate will melt quickly if left in the sun.
Use a homophone for the word sun in a sentence of your own.
5.2.5
Give the synonym of the underlined word in the following sentence:
Many people make spelling mistakes when writing.
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ANSWERS
5.2.1
It is/It’s
5.2.2
Chocolate does not make you hungry.
5.2.3
our = possessive pronoun (1), about = preposition (1)
5.2.4
I am going on holiday with my son next weekend. (Or similar)
5.2.5
errors
IN SUMMARY
If you want to achieve success with Paper 1, you need to do the
following throughout the year:
ƒ Read at least five texts of 700-800 words (600-700 words) and
answer related questions (Section A).
ƒ Read at least five texts of about 350 words (250 words) and
summarise them in 90 words (70 words) (Section B).
ƒ Read at least five advertisements and answer related questions
(Section C).
ƒ
Read at least five cartoons and answer related questions (Section C).
ƒ Read at least five texts of 150-200 words (150-200 words) and
answer related questions (Section C).
The texts and questions presented in this guide are just EXAMPLES
of what can be expected in the final examinations.
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