Eng HL P1 June 2024 Marking Guidelines

INTER-DISTRICT PAPER
ENGLISH HOME LANGUAGE

PAPER 1
GRADE 12
MAY/ JUNE 2024 EXAMINATION

Marking guideline
MARKS: 70
TIME: 2 hours
This marking guideline consists of 19 pages.

GRADE 12 ENGLISH HOME LANGUAGE
SECTION A
QUESTION 1: COMPREHENSION
MARKING THE COMPREHENSION
• Incorrect spelling and language errors in longer responses should not be penalised,
because the focus is on understanding.
• For open-ended questions, no marks should be awarded for YES/NO or I

AGREE/I DISAGREE. The reason/substantiation/motivation is what should be
considered.
• For questions which require quotations from the text, do not penalise candidates for
omitting the quotation marks or for an incorrect spelling within the quotation.
• When two/three facts/points are required and a range is given, mark only the first
two/three.
• If a candidate uses words from a language other than the one being
examined, disregard those words, and if the answer still makes sense, do not
penalise. However, if a word from another language is used in a text and
required in an answer, this will be acceptable.
• Accept dialectal variations.
• For multiple-choice questions, accept BOTH the letter corresponding to the

correct answer AND the answer written out in full.
Inter-District English HL P1 May/June 2024 Marking guideline
SECTION A: COMPREHENSION
QUESTION 1: READING FOR MEANING AND UNDERSTANDING
Read TEXTS A AND B below and answer the set questions.
TEXT A
If it’s really ‘catastrophic’ for a boys’ school to go co-ed, I fear

for the future of Gen Z
By Elle Hunt
1 Some news from the antipodes: a private boys’ school in Sydney is planning
to allow female pupils for the first time. Before you move on with your life, spare
a thought for the parents protesting against the switch as though it heralds the
end of man.
2 Last week a news clip went viral, showing a small group objecting to the
“catastrophic” decision outside the gates of Newington College. Never mind
that the proposed change to co-educational won’t take full effect until 2033,
when their sons will have moved on. These parents are concerned about
tradition, and – to quote one worried father from the frontlines – the “woke,
toxic-masculinity type palaver” threatening to undo it. “It’s a boys’ school, and
it’s always been a boys’ school,” another protester explains from behind his
Ray-Bans. The oldest of the old boys, still bearing the logo of his alma mater,
says, simply: “I’m sorry, but I’m not a co-ed person.”
3 But of all the heroes bravely speaking out to save Newington’s soul – or
“essence”, as it is persistently being phrased – none have spoken so emotively
as 63-year-old retiree Tony Ratsos. “I’m an old boy of the school,” he begins
his interview with 9News, voice quavering. “My son is also an old boy, and the
intention was always that I’d have a grandson.” At this point Ratsos’ voice
breaks, and he lets slip what can only be described as a sniffle. But I won’t
bring him to a co-ed school,” he concludes.
4 To listen to these old boys’ inarticulate defence of “traditional values”, you can’t
help but think they’re really misty-eyed about a time when men’s dominance
in public and political life passed without challenge.
5 But times have changed.
6 Throughout my teenage years, my mother taught at an all-girls school.

Nevertheless, she made a point of sending my sister and me to the closest co-
ed school. We’d been home-schooled through primary school, we didn’t have
any brothers and – Mum warned – our matriarchal family structure was not
universally applied. As she put it: “You’re going to have to find out about them
sooner or later.” The reality was less grim than she’d seemed to be implying.
The boys in class were often disruptive, and rarely as clever or funny as they
made themselves out to be – but on the whole, fine.
0
7 A recent study found “no significant difference” in the academic performance
of single-sex school students (boys or girls) compared with their mixed-school
peers. But in other important ways, they may find themselves ill-prepared.
8 Research suggests that single-sex school graduates feel greater anxiety about
“mixed-gender interactions” – pretty hard to avoid, in life – and have fewer
friends of the other gender, with potentially “important implications for later
marriage, academic and career outcomes”.
9 Now, having entrusted Generation Z with breaking down outdated binaries and
barriers (and solving the climate crisis too, while they’re at it), troubling new
research suggests that today’s young men are turning against gender equality,
led by the likes of misogyny-influencer Andrew Tate. The finding that 16- to
29-year-old men are more likely than baby boomers to believe that “feminism
has done more harm than good” may seem to blame the younger generation
for stalling progress – but they didn’t come to those ideas independently.
10 As easy as it is to laugh at these grown men tearily protesting against the

presence of “young ladies”, the Newington College saga carries a dark
message: about the stock people place in the ideas and customs of the past,
and the lengths they’ll go to protect them. And it’s not just men fighting to save
Newington from “the woke agenda”: mothers of students have been speaking
out too, emphasising the specific learning needs of “boisterous” boys.
11 It all boils down to tired gender essentialism, which is increasingly challenged

by contemporary culture and research, yet is persistent and insidious among
even seeming progressives. Without denying the influence of Tate and his ilk
online, it’s much more uncomfortable to admit that prejudice often starts at
home. Why should you, a teenage boy, have to learn to see women as equals
if your sixty-something dad never did? He turned out fine! And if your mum is
so convinced that your grades will suffer in the presence of girls, what does
that say about her expectations of you?
12 Grow up steeped in such thinking, and you’ll be facing an uphill battle from
long before your teens if you’re ever to see women as truly equal. The old boys
protesting outside Newington college may be swimming against the tide, but
the sentiment reportedly swelling within Gen Z should be a reminder: change
may be inevitable, but progress isn’t.
Adapted from: https://www.theguardian.com]
GLOSSARY
1. Co-ed: A co-educational school system that accepts students of all genders.
2. Antipodes: Australia and New Zealand
3. Baby Boomers: Often shortened to boomers, are the demographic cohort often defined
as people born during the mid-20th century when there was an increase in fertility rates in
many countries of the world
4. Generation Z: Members of the Gen Z years were born between 1997 and 2012.
1
AND
TEXT B
Text on the trophies:

Boy’s trophies Girl’s trophy:
1: State of the art facilities 6. Doesn’t throw like a girl award
2. Better chance of athletic scholarship

3. More press coverage
4. Big bucks
5. Accolades
QUESTIONS: TEXT A
1.1. Refer to paragraph 1.
What does the second sentence of this paragraph indicate about the writer’s
attitude towards the protesting parents? (2)
The hyperbole/exaggeration✓ (“heralds the end of man”) in the

sentence indicates that the writer feels that the parents’ protests are
over-dramatic/ridiculous. ✓
Accept similar.
1.2. Refer to the headline and paragraph 2.
Explain what the inverted commas around the word “catastrophic” suggest. (1)
2
The inverted commas indicate that the writer is quoting the protestors /
is being sarcastic / is indicating disdain / is indicating her disagreement
with the sentiment they are expressing. ✓ (any ONE)
Provide a synonym for “palaver”. (1)
fuss / bother / chatter / gossip✓ (accept appropriate synonyms)

What does the writer think is the real reason behind the emotional and
determined defence of their boys-only school? (3)
The writer thinks that the old boys are nostalgic ✓ (“misty-eyed”) about
a time when they (men) had the upper hand in society.
The new world that they live in challenges their previously
unquestioned dominance and they struggle to adapt to a world that no
longer affords them the unspoken privileges they previously enjoyed.
✓✓
Comment on the effect of paragraph 5 in light of the subject matter of the

article as a whole. (2)
Paragraph 5 is short and consists of a single sentence that is jarring

and impactful. ✓The paragraph marks a turning point in the writer’s
argument in the same way that the content of the sentence indicates
that the world and its attitude towards gender has also changed. ✓
Why do you think the writer includes an anecdote about her own experiences
here? (2)
Personal stories or anecdotes are convincing in that they relate a lived
experience in the first person. As much as they are often biased,
readers are often influenced by the personal nature of the revelations.
In this article, the writer shares her experience as a way to convince the
readers that she knows what she is speaking about / that she has
experience of a co-ed school.
This adds to the persuasiveness of her argument as she shows us that
she did not have a negative experience at a co-ed school. ✓✓
(2 marks for a well-substantiated/ elaborated answer) Could get 1 mark if not
well-substantiated
1.7. Refer to paragraphs 7 and 8.
Critically comment on the impact that these paragraphs are intended to have
on the reader. (3)
3
Both paragraphs start with the idea that the ideas to follow are based
on scientifically validated research (“a recent study” and “research
suggests”). This is intended to make the reader feel that the points
raised here are truthful, have been checked for accuracy and represent
the truth. This in turn leads the reader to trust the information being
presented.
Both paragraphs suggest that single-sex school environments can in
fact have negative academic and social consequences in the long-term.
This suggests that the viewpoints of the old boys defending their boys-
only school do not have scientific evidence to back their claims.
Must refer to both paragraphs for 3 marks
Could score 1 or 2 marks if not well-substantiated.
Discuss how the diction in this paragraph conveys the writer's attitude
towards “today’s young men”. (3)
The use of the terms/phrases like “outdated”, “turning against gender

equality”, “led by misogyny-influencer” and “stalling progress” suggest
that the writer views today’s young men as misguided, old-fashioned
and that their ideas are somehow not in sync with a move to a more
gender-neutral and inclusive view of the world.
The writer, however, also adds that it is not entirely their fault as they
have been misled by more influential figures in their lives. ✓✓✓
Two examples of emotive diction must be clearly indicated/referred to
earn three marks.
What effect does the addition of the boys’ mothers’ opinions have on the
reader?
(2)
One would assume that the boys’ mothers, being women, might have a
slightly more nuanced view of their sons’ education and encourage
them to be more inclusive in their views.
However the writer shows that their mothers are just as much a part of
the problem, seeing boys as inherently and educationally different from
girls and therefore requiring separate schooling as they are more
“boisterous” and have “specific learning needs”= (despite what
research shows).
The effect on the reader is to create a sense of hopelessness/despair
that the situation might change as even the women in these
boys’/mens’ lives back up their “gender essentialism”. ✓✓
Assess the validity of the writer's conclusion. (3)
4
Own responses.
Responses should refer to the “long uphill battle” to see women as
equals as well as the clever play on the words “change” and
“progress”.
Reference may also be made to the warning that just because the new
generation is younger, it does not mean that their views on issues like
gender are more progressive. ✓✓✓
Mark on merit of argument that shows an understanding of the issues raised
in the text and the cleverness of the conclusion.
QUESTIONS: TEXT B
1.11 Comment on the effectiveness of the portrayal of the two figures in conveying
the message of Text B. (2)
Text B highlights the issue of boys’ sports getting more attention,

money, prizes, accolades etc. than girls.
The male figure is depicted as being larger, taller, smiling and holding a
trophy while many others gleam and shine in the background.
The female figure is depicted as being smaller, holding a single, much
smaller trophy and having an unimpressed look on her face. ✓✓
The contrast must be clear for two marks.
1.12 Do you think this cartoon is accurate in depicting a relevant issue in society
nowadays? Justify your response by referring to your own experiences and
the cartoon itself. (3)
Both yes, no or a mixed response is possible.

Mark on merit of argument that shows an understanding of the sexist
nature of historical sports coverage, prize money and opportunities.
Some may argue this is still the case.
Others may point out that equal pay in several major sporting events is
now a reality etc. ✓✓✓
At least one reference must be made to the cartoon and one reference to a
real-world example.
QUESTIONS: TEXT A AND B

1.13 Critically discuss the extent to which Text B supports paragraph 12 of Text A. (3)
Paragraph 12 speaks about the lack of equality in how boys and girls
are viewed in the world, using the Australian single-sex school protests
as an example. The writer cautions that progress in this matter is still
not a given, even for the younger generation.
The cartoon depicts this inequality in a visual way and shows the
privileges and influence men and boys are still given in the sporting
world. The male figure, representing boys sports, is seen smiling and
5
holding many trophies while the female figure holds a single trophy and
seems underwhelmed by her situation. ✓✓✓
Both texts must be explicitly referred to for three marks.
TOTAL: SECTION A [30]
6
SECTION B: SUMMARY
QUESTION 2: SUMMARISING IN YOUR OWN WORDS

TEXT C gives a perspective on Grade 12s and sleep. Summarise, in your own words, facts
about sleep that every Grade 12 should know.
NOTE: 1. Your summary should include SEVEN points and NOT exceed 90 words.
2. You must write a fluent paragraph and indicate your word count at the end.
TEXT C
The Power of Zzz's: Crucial Facts About Sleep Every Grade 12 Student Should Know
As a busy Grade 12 student, you are most likely juggling a multitude of varying
responsibilities at the moment: studying for exams, participating in extracurricular activities,
and possibly even preparing for the next vital step in your academic journey. In the midst of
this chaotic whirlwind, it's easy to overlook an aspect of your hectic life – in this case, sleep.
There are a number of very interesting facts about sleep that every Grade 12 student should
know and keep in mind in the months ahead.
It's not just about how many hours you spend in bed, but the quality of your sleep that
matters most. Aim for uninterrupted and worthwhile sleep each night to allow your body and
brain to recharge fully. Your body thrives on routine. Try to go to bed and wake up at the
same time every day, even on weekends (no matter how difficult it is). This consistency
helps regulate your internal clock and promotes better sleep quality too.
Short daytime naps can be a lifesaver when you're feeling fatigued. Keep them to 20-30
minutes to avoid grogginess and interference with nighttime sleep.
The blue light emitted by many smartphones, tablets, and computers can disrupt your body's
production of melatonin, the hormone that regulates sleep. You should aim to power down
electronic devices at least an hour before bedtime to signal to your brain that it's time to wind
down and prepare for much-needed sleep. Establishing a calming pre-sleep ritual can signal
to your body that it's time to prepare for rest. This could include activities like reading,
practicing deep breathing exercises, or taking a warm bath.
While caffeine can provide a temporary energy boost, consuming it too close to bedtime can
interfere with your ability to fall asleep. Limit caffeine intake, especially in the afternoon and
evening hours. Pay attention to how your body responds to different sleep patterns and
adjust accordingly. If you consistently feel tired despite getting enough sleep, or if you're
experiencing frequent sleep disturbances, take note. Bearing these important facts in mind
should ensure a happier, healthier and more successful Grade 12 year.
TOTAL SECTION B: 10
7
SECTION B: SUMMARY
QUESTION 2: SUMMARISING IN YOUR OWN WORDS

Use the following main points that candidates should include in the summary as a guideline.
Any 7 valid points are to be credited in paragraph-form.
(Sentences and/or sentence fragments must be coherent.)
No
Quotations Points
.
‘… the quality of your sleep that
It is the type of sleep that that you get
matters.’Q1
1. each night that matters, not how many
‘Aim for uninterrupted and worthwhile
hours. ✓1
sleep each night …’
‘… go to bed and wake up at the same
time every day …’Q2
It is important to have a consistent sleep
2. ‘… consistency helps regulate your
schedule. ✓2
internal clock and promotes better
sleep quality too. ‘’
‘Short daytime naps can be a lifesaver A short power nap during the day can
3.
…’ help with fatigue. ✓3
‘… power down electronic devices at
least an hour before bedtime to signal You need to limit your screen time before
4.
to your brain that it's time to wind down going to bed. ✓4
…’
‘Establishing a calming pre-sleep ritual
You must create a relaxing bedtime
5. can signal to your body that it's time to
routine. ✓5
prepare for rest.’
It is important to restrict the number of
6. ‘Limit caffeine intake …’
caffeinated drinks you drink. ✓6
‘Pay attention to how your body
Listen to your body to ensure optimal
7. responds to different sleep patterns
sleep. ✓7
and adjust accordingly.’
PARAGRAPH-FORM
NOTE: What follows is merely an example. It is not prescriptive and must be used very
carefully.
It is the type of sleep that that you get each night that matters, not how many hours, so
ensure that you have a consistent sleep schedule. Screen time must be limited before going to
bed. A short power nap during the day can help combat fatigue too. You must create a relaxing
bedtime routine and should restrict the number of caffeinated drinks you drink. Listen to your
body to ensure optimal sleep.
[73 words]
Marking the summary:
8
Marking is on the basis of inclusion of valid material and exclusion of invalid material.
The summary should be marked as follows:
• Mark allocation:
▪ 7 marks for 7 points (1 mark per main point)
▪ 3 marks for language
▪ Total marks: 10
• Distribution of language marks when candidate has not quoted verbatim:

▪ 1–3 points correct: award 1 mark
▪ 4–5 points correct: award 2 marks
▪ 6–7 points correct: award 3 marks
• Distribution of language marks when candidate has quoted verbatim:

▪ 6–7 quotations: award no language mark
▪ 4–5 quotations: award 1 language mark
▪ 2-3 quotations: award 2 language marks
NOTE:
• Markers are required to verify the number of words used.
• Do not deduct marks if the candidate fails to indicate the number of words used or
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
9
SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS
QUESTION 3: ANALYSING ADVERTISING
Study the following advertisement (TEXT D) and answer the questions set.
TEXT D
[Source: https://www.behance.net]
The text in small font reads as follows:
Our W Cafés now serve 100% certified Fairtrade coffee. Fairtrade is the world’s leading
certification system for sustainability and development through trade. This means it’s not
only better for the planet, but also ensures a fair deal for the people who grow it.
Thank you for your support, and for choosing to be a part of our journey towards
sustainability.
10
3.1 What effect the is the Fairtrade logo intended to have on the reader? (1)
The logo adds credibility✓ to the advertisement.
3.2 Account for the use of the personal pronouns in “Thank you for your support,
and for choosing to be a part of our journey towards sustainability.”
The personal pronouns such “you”, “your” and “our” make the
advertisement seem more personal ✓– as if Woolworths is directly
reaching out to the reader and makes the reader feel as though they are
doing a good thing. ✓ (2)
3.3 Comment on how the images of the coffee beans and the cup of coffee
reinforce the message of the advertisement.
The coffee beans✓ and coffee link directly to the message of the
advertisement that there is nothing like the taste of fresh small-scale (not
mass produced) coffee. ✓✓
For three marks the learners must elaborate. (Could score 1 or 2 marks if not well-
substantiated) (3)
3.4 Refer to the text: “THERE’S NOTHING LIKE THE TASTE OF SMALL-SCALE
FARMERS BEING PAID FAIRLY FOR THEIR LABOUR.”
3.4.1 Explain the pun contained in this text.

There is a play on the word “taste” ✓where it links to the taste of good
coffee and doing the right thing by buying fair trade coffee. ✓ (2)
3.4.2 Identify the punctuation mark in “small-scale”.

hyphen✓ (1)
3.4.3 Explain the function of the punctuation mark identified in 3.4.1.

compound adjective ✓/ compound word (1)
[10]
11
QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA
Study the following cartoon (TEXT E) and answer the questions set.
TEXT E
FRAME 1 FRAME 2
FRAME 3 FRAME 4 FRAME 5
FRAME 6 FRAME 7 FRAME 8
[Source: https://www.pinterest.com]
QUESTIONS: TEXT E
4.1 Account for Jon’s absence in FRAME 6.

Jon has left the room✓ to change into his old cheer leader uniform. ✓ (2)
4.2 Refer to FRAMES 7 and 8.

With close reference to the visual cues in these frames, discuss the change in
the woman’s attitude.
In FRAME 7, the woman looks quite eager to see Jon – she is smiling. ✓
Her attitude changes to dumbfounded shock✓ when he appears in the
room. She is wide-eyed and her mouth is closed, and she is no longer
smiling. ✓ (3)
4.3 Critically discuss how humour is created in the final frame.

Humour is created by the suspense from the empty frames in the
(3)
previous two frames. In Jon’s absence, his romantic interest has arrived
12
unexpectedly and so witnesses his ridiculous outfit with cow horns on
the trumpet. He thinks he looks terrific in his nostalgic uniform, but he
actually looks very silly in front of the woman who has just arrived. ✓✓✓
4.4 Provide the adverb form of the word “UNIFORM” (FRAME 6).
uniformly✓ (1)
4.5 Rewrite “GIMME” (FRAME 8) so that it is grammatically correct.

give me✓ (1)
[10]
13
QUESTION 5: USING LANGUAGE CORRECTLY
Read TEXT F, which contains some deliberate errors, and answer the set questions.
TEXT F
Back on the rack: the best ways to sell second-hand

clothes
1 It’s a Saturday morning and I’m pulling clothes out of my suitcase and hanging them
on a rack. Around me are three others attending their own displays. We’re all here
for the same purpose – to find a more sustainable way to part with the clothes we
no longer need.
2 Selling my second-hand clothes at rent-a-rack stores is just one approach I took over
the past year in my quest to find alternatives to dumping my unwanted clothes at
charity shops.
3 Most of us have seen the images of towering piles of clothes dumped overseas in
places like Kantamanto, a market in Ghana’s capital, Accra. Third World countries
offers an opportunity for Western nations to just “dump” their unwanted goods. It
definitely made me think twice about where my discarded items go, and
encouragingly, there are now more ways to make room in your wardrobe.
4 Having worked in the textile and education field for more than 30 years, Sandy
Donlan, owner of Adelaide-based rent-a-rack boutique ReFab Circular Fashion,
founded her business to reduce the amount of quality clothing going into landfill.
5 “I wanted to provide an optional choice where clothes could be pre-loved, rather than
following a linear fashion model where the clothes are made, purchased, and often
discarded,” she says.
6 While money can be made selling second-hand clothes, in Donlan’s experience, a

large amount of her sellers are happy to just rid themselves of their unwanted items.
7 “I found that people feel guilty about the fact that they’ve got clothes in their wardrobe.
But we’re always revolving. So being able to let the clothes go is important for
people.”
Source: https://www.theguardian.com
5.1 Identify a punctuation mark that could substitute for the dash in paragraph 1. (1)
colon ✓
14
5.2 Identify the part of speech of “second-hand” (paragraph 2). (1)
compound adjective ✓
5.3 Provide a synonym for “quest” (paragraph 2) that fits in context. (1)
mission, expedition, search, pursuit, hunt (or similar) ✓
5.4 Correct the error of concord in paragraph 3. (1)
offer✓
5.5 Identify the function of the commas in paragraph 4. (1)
Places information in parenthesis/act like brackets/separate extra information

from the rest of the sentence. ✓
5.6 Provide the noun form of “reduce” (paragraph 4). (1)
reduction ✓
5.7 Remove the redundancy in paragraph 5. (1)
“I wanted to provide a choice where clothes…”✓
5.8 A word has been used incorrectly in paragraph 6. Write the correct word. (1)
number (in place of “amount”) ✓
5.9 Sandy Donlan, an experienced textile and education sector worker, founded the
business to reduce the amount of quality clothing going into landfill.
Rewrite the above sentence in the passive voice. (1)
The business was founded by Sandy Donlan, an experienced textile and

education sector worker, to reduce the amount of quality clothing going into
a landfill. ✓
5.10 Correct the malapropism in paragraph 7. Write only the correct word. (1)
evolving✓
[10]
TOTAL SECTION C: 30
GRAND TOTAL: 70
15

Eng HL P1 June 2024 Marking Guidelines

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INTER-DISTRICT PAPER

ENGLISH HOME LANGUAGE

MAY/ JUNE 2024 EXAMINATION

This marking guideline consists of 19 pages.

• For open-ended questions, no marks should be awarded for YES/NO or I

• Accept dialectal variations.

• For multiple-choice questions, accept BOTH the letter corresponding to the

If it’s really ‘catastrophic’ for a boys’ school to go co-ed, I fear

5 But times have changed.

6 Throughout my teenage years, my mother taught at an all-girls school.

10 As easy as it is to laugh at these grown men tearily protesting against the

11 It all boils down to tired gender essentialism, which is increasingly challenged

1. Co-ed: A co-educational school system that accepts students of all genders.

2. Antipodes: Australia and New Zealand

Text on the trophies:

2. Better chance of athletic scholarship

The hyperbole/exaggeration✓ (“heralds the end of man”) in the

Provide a synonym for “palaver”. (1)

fuss / bother / chatter / gossip✓ (accept appropriate synonyms)

Comment on the effect of paragraph 5 in light of the subject matter of the

Paragraph 5 is short and consists of a single sentence that is jarring

The use of the terms/phrases like “outdated”, “turning against gender

Assess the validity of the writer's conclusion. (3)

Text B highlights the issue of boys’ sports getting more attention,

Both yes, no or a mixed response is possible.

QUESTIONS: TEXT A AND B

TOTAL: SECTION A [30]

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

QUESTION 2: SUMMARISING IN YOUR OWN WORDS

Any 7 valid points are to be credited in paragraph-form.

(Sentences and/or sentence fragments must be coherent.)

Marking the summary:

• Distribution of language marks when candidate has not quoted verbatim:

• Distribution of language marks when candidate has quoted verbatim:

QUESTION 3: ANALYSING ADVERTISING

3.4.1 Explain the pun contained in this text.

3.4.2 Identify the punctuation mark in “small-scale”.

3.4.3 Explain the function of the punctuation mark identified in 3.4.1.

QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA

FRAME 3 FRAME 4 FRAME 5

FRAME 6 FRAME 7 FRAME 8

4.1 Account for Jon’s absence in FRAME 6.

4.2 Refer to FRAMES 7 and 8.

4.3 Critically discuss how humour is created in the final frame.

4.5 Rewrite “GIMME” (FRAME 8) so that it is grammatically correct.

QUESTION 5: USING LANGUAGE CORRECTLY

Back on the rack: the best ways to sell second-hand

6 While money can be made selling second-hand clothes, in Donlan’s experience, a

5.2 Identify the part of speech of “second-hand” (paragraph 2). (1)

mission, expedition, search, pursuit, hunt (or similar) ✓

5.4 Correct the error of concord in paragraph 3. (1)

5.5 Identify the function of the commas in paragraph 4. (1)

Places information in parenthesis/act like brackets/separate extra information

5.6 Provide the noun form of “reduce” (paragraph 4). (1)

5.7 Remove the redundancy in paragraph 5. (1)

“I wanted to provide a choice where clothes…”✓

Rewrite the above sentence in the passive voice. (1)

The business was founded by Sandy Donlan, an experienced textile and

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